STAND 29 May_JMorkel

Learning in practice. Learning for practice. Learning through practice.

Socially Engaged Pedagogies in Art and Design EducationDESIGN TEACHING FOR RELEVANCE ‘STAND’ (Scholarly Teaching in Art and Design group at FADA)

Jolanda MorkelSenior lecturer, Department of Architectural Technology & Interior Design, Faculty of Informatics and Design, Cape Peninsula University of Technology

CPUT part-time coordinator, OpenArchitecture

This presentation was delivered for the STAND* UJ seminar presented at FADA on 29 May 2015, titled:Socially Engaged Pedagogies in Art and Design EducationDESIGN TEACHING FOR RELEVANCE *“‘STAND’ (Scholarly Teaching in Art and Design group at FADA) is a forum that offers regular seminar opportunities for the sharing of educational research, teaching practices and theory. It is also a community of practice that aims to build and maintain critical teaching practices at FADA through the sharing of critical scholarship related to learning in Art, Design and Architecture. The group values praxis, generation of new knowledge, theorization, collegiality, democracy and social justice, critique, creativity, transformation”. Socially Engaged Pedagogies in Art and Design EducationDESIGN TEACHING FOR RELEVANCE

In this presentation I wish to show some of the recent work that we’ve been doing in my department and through collaborative work with others, exploring relevant and responsive, authentic and durable learning in practice (in the workplace), learning for practice (on campus), and learning through practice (through community engagement).

“Education lies at a peculiar crossroad in society. On one hand it has the responsibility of anticipating real-life skills by preparing us for an increasingly complex world – but education methodologies can only be

formalized after practices have been defined. This dichotomy is particularly aggravated when it comes to technology, where fast-paced innovation and perpetual change is the only constant.”

http://www.teachthought.com/technology/6-characteristics-of-tomorrows-classroom-technology/

architectural education and the profession

Egyp

tian

Gre

ek

Mid

dle

Ages

Rena

issa

nce

Acad

emie

Roy

ale

Ecol

e Be

aux

Arts

Bauh

aus

Oxf

ord

Conf

eren

ce

apprenticeshiptrade guilds

move towards academia

1930

1958

1793

1819

move from craftsman to philosopher office to studio

academia

2012

new professional

collaborative

specialisation

complexitytechnology

curator

multi disciplinarity

communities

ecology

1865

MIT

practicestudentstimeplace

campuscommunityofficeonlineother

ubiquitous anywhere anytime

non-traditional, diverse

specialization, diversification, transformation

studio tradition challenges

What are the relevant knowledges that will best equip students to learn to become responsible practitioners in an ever-changing world?

Authentic contextLearning environment reflects ‘real life’ setting Authentic taskTasks are complex and ill-defined Expert performanceAccess and contact with expert thinking Multiple perspectivesVariety of learning resources to explore different viewpoints

CollaborationLearning environment characterised by social support system

ReflectionReflective practice is encourages

ArticulationArticulation to industry encouraged

Coaching & scaffoldingTeacher fulfils the role of coach and facilitator

AssessmentAssessment is closely aligned with learning objectives and learning tasks

authentic learning

Herrington, Reeves and Oliver, 2010

workplace. campus. community

different sites of learning

What are the relevant ways to make such learning happen?

What are the different activity systems where such learning can happen and how do they work?

community, work and architectural education

St Michaels Primary School, Elgin (Grabouw)

2011 – 2013 various projects involving NDip Architectural Technology and Interior Design students

Joint research: James Garraway & Jolanda Morkel


St Michaels Primary School, Elgin (Grabouw): outdoor classroom next to container library.

NDip Architectural Technology Year 2 (experiential year) 2010 > 2011 changes in learning deliveryJoint research: James Garraway & Jolanda Morkel

PROFESSIONAL IDENTITY

community(service learning)

office

university (studio)

different sites of practice in architectural education


[The stairs] has to fit in that space … we used trial and error … we had to find a way to put it together … we just have to come up with things.

On site [in SL] things have to be correct and you have a time limit to do these things and you can’t just start back again. At the office you have more freedom of making mistakes … you can start over and you will always have your employer guiding you.

so there is something of a mismatch between the more creative sketching done in the studio and the more mundane work required in the workplace.


community office

Live (real) projects in communities take on different forms. They involve actual execution/ implementation of designs, often by building work done by students, supported by the university. Practice in communities may vary in scale and duration.

Students spend a predetermined period of time in the office of a registered architectural professional. They need to complete a range of tasks recorded on log sheets signed off by the employer supervisor and in addition, the students’ office work is monitored by an academic.


Office and community perceptions• The whole year I have been in front

of a computer just drawing or on a drawing board … it is like a disconnection between building and the client

• It helped doing one section but you only gain knowledge of that section. It would help to have feedback for everybody on each section … actually going out on site you would actually relate to what will be happening.

• In the office you often only work on one thing, like ceilings.

• People help you, they need to get the job done, but you don’t want to nag …

• Like now (community) we have our knowledge and we can take initiative we can try to work it out and do it ourselves, it is our responsibility.

• I think the responsibility part … in the community you really get people out of their comfort zone

• It gives you a good feeling, the whole point of this project is to give back to the community. They are actually appreciative and this is so nice.

• in the office you just draw, you do not put life into your drawings here you make that special bond … there is somebody at the end of the drawing.


“I cannot believe how fast the design-build project went! If I was given two words to describe the experience, they would be FUN and ENRICHING! By the time the project ended,it had already sunk in the sytem and order of things in my daily life. The impact the whole exprience has had on me has been immense in such a way that, my mates grew on me, seeing their smiling faces everyday and the willingness to help towards giving the children a way towards the opportunity of adding a better learning environment became the norm of everyday and by the time the whole project ended,a feeling of sadness grew on all of us since we had nothing to look forward to anymore. Nevertheless, the joy we felt at seeing the happy faces carried by the school children and the staff members was an emotionally moving moment when they also sang a song they had prepared for us.”


The design-build project is something to forever remember and I share it with all the people around me.

I had so much fun last week with our design build project and has encouraged me to go beyond the mere design and study technologies with regards to sustainability more than ever.

It is truly exciting to know that we be making an active contribution to the upliftment of our communities. The smiles on the children's faces even though they are at as privileged as many other students just melted my heart. Definitely inspiration to continue with community development.


What happens in each of these learning activity systems - according to Cultural Historical Activity Theory (CHAT)? What are the tools, rules and divisions? Who are the other parties (communities), the actors (subjects) and what do they achieve (objects)?

Comparing office (O) and community (SL) practice sites of learning

SUBJECTSL: students on siteO: students in office

RULESSL: doing, learning, servingO: doing, working

COMMUNITYSL: teachers, heads, kids, landscapers, lecturers, suppliersO: managers

DIVISIONSSL: distributed expertise, personal and group responsibilityO: hierarchical, external correction

TOOLSSL: group, hand tools, materials curriculumO: studio, CAD, supervisors

OBJECTSL: ill defined, expert practice, long termO: defined, limited, short term

office

community project

studio

C: architects, lecturers, peers

C: architects, lecturers, teachers, pupils, peers, suppliers, landscapers

C: Lecturers, peers, tutors

S: students having weak agency

S: students having strong agency

S: students having varying agency

O: office work, council drawings

O: building outdoor classroom

O: design proposals, not for construction

R: Instructed rather than initialized work, speed and accuracy important, follow drawing conventions, critique, behavioral rules

R: Responsibility to community, mutual accountability, sustainability, rule of thumb.

R: Uncertainty, stressful, marks driven, lack of sleep, studio culture, students wanting to “please” the lecturer

D: Well-defined apprentice/draughtsman roles, junior in work team, focus on specific task (rather than integrated)

D: Student as professional architect, student as expert, collaborative and distributed roles, integration of practices and theory

D: Student unsure, distracted, lecturer mean: neither client nor co-worker role, fellow student not as co-worker but non-expert

T: Curriculum, studio project architects, internet and CAD

T: Curriculum , studio project, office experiences, peers , experts on site

T: Curriculum , theory projects, peers, lecturers , CAD in office

Outcome:Skill at doing council drawings

Outcome:Competence in design process, grades, drawings, models and documentation of fictitious projects.

Outcome:Giving to the community, changing pupils lives, improving conditions, i.e. contributing to the community.


We were able to better understand student experiences in practice, and in particular the advantages of community project work, through using CHAT. Firstly, we understood that learning is not just about individual change through participation, but is also about contributing to and so transforming the lives of others; as Anna Stetsenko suggests ‘collaborative, purposeful transformation of the world is the core of human nature and the principled grounding for learning and development’. Secondly, through activity system analysis, CHAT provided a means to compare the different social systems at the different sites, and hence affordances and constraints to students’ sense of responsibility, contribution and development.


workplace. campus. communityusing technology to mediate learning

What make teaching strategies relevant? How might emerging digital technologies contribute to and enable relevant learning?How does it promote access and transformation?

http://www.elearning-africa.com/media_library_publications_ela_report_2014.php

http://elearningindustry.com/top-10-e-learning-statistics-for-2014-you-need-to-know

self-paced

saving by replacing

growing numbers

eco-friendly

http://elearningindustry.com/top-10-e-learning-statistics-for-2014-you-need-to-know

boost productivity

workplace learning

growth of self-pacedlearning

increase information retention

on the job training

E/Inquiry-based learning“Where wondering and questioning are encouraged and celebrated.” Kath Murdoch 2014

sorting out PROMPTING

finding out SCANNING

taking action TAGGING

taking in TELLING

http://www.alice-in-wonderland.net/

http://justwonderingblog.com/

Mor

e th

an k

now

ledg

e tr

ansf

er…

facebook

TEDEd

qr codes

photostory

SCANNING

TAGGING

TELLING

PROMPTING

Cowbird. Moviemaker.

Cognician. Oppia.

Twitter. Instagram.

14:00

Digital storytellingTELLING

http://www.slideshare.net/dgachago/digital-storytelling-by-jolanda-morkel





ECP/ first year- Ethics- Identity- Ontology


blended learning response

How can affordances of different teaching modalities and strategies be optimised as part of a relevant blended learning design?

"We will have students in face-to-face traditional environments when that makes sense, in the workplace when that makes sense, and out in the world exploring when that makes sense, plus we will still offer the value and advantages of online flexible learning...”

Stephen Kossakoski, 2013CEO of the Virtual Learning Academy Charter School

‘The purpose and aim of a blended approach remains to ‘enhance the learning experiences for students and teachers by enabling them to engage in ways that would not normally be available or effective in their usual environment...’

Bath & Bourke, 2010

why blended learning

...f2f & online

...on-campus & off-campus

...real & virtu(re)al

...physical & digital

blurring the boundaries

on campus

off campus

face

-to-

face

onlin

e

technology

tech

nolo

gy


OPENARCHITECTURE

“A part time blended architectural learning programme”

OpenArchitecture provides part time Architectural studies through a blended learning programme whereby an online learning portal supports

office-based mentoring, occasional regional studios and face-to-face block release reviews on campus.

CONTEXT

In response to the shortage of Professional Architects in South Africa, the need for transformation in the

Architectural Profession and growing numbers of non-traditional students with work and family commitments,

OpenArchitecture (OA) was conceived as a South African Institute of Architects (SAIA) initiative.

Collaborating with Architectural Learning Sites (ALS) at different Higher Education Institutions (HEI) it aims to offer

universally recognised alternatives to main-stream graduate and post-graduate architecture education.

on campus

off campus

face

-to-

face

onlin

e

office-based ‘block release’

online

Part time BTech Architectural Technology (Applied Design)

using technology in blocks

ACADEMIC COLLABORATIONThe first programme to be presented in this way is

the two year part-time

BTech Architectural Technology (Applied Design)

in collaboration with the

Cape Peninsula University of Technology (CPUT) which started in January 2014.

www.openarchitecture.co.za

http://www.openarchitecture.co.za/

OA PROGRAMMEOpenArchitecture provides four different forms of engagement

office based mentoring

online learning portal

facebook group face-to-face block release

Announcements are made by lecturers and visible to students

Calendar entries are regularly updated to reflect all online meetings (crits), submissions and assessment dates, including portfolio reviews.

Hangout topics are created by staff and students and discussed online.

The online learning portal contains the following virtual spaces for learning:

Course work is shared by educators and organised per subject and assignment. Learning material includes: recorded lectures, short videos, written briefs, document resources and links to available online material. All staff and students have access to the course work folders.

Student work is submitted for feedback and assessment. Work is mostly created in Word or Powerpoint formats and then uploaded in pdf format. Only staff can view and access the submitted student work, not the students.

Design Journal students are required to keep a design journal for every design project. It resembles a blog and contains drawings and text, arranged in chronological order, to reflect on their individual design process and receive feedback from tutors and peers.

Online crits are held weekly through a webinar where staff and students discuss projects, using audio and digital on-screen sketching. Crits are recorded and uploaded to the learning portal.

Facebook group

A closed facebook group provides informal social interaction, discussions and sharing of resources

The OpenArchitecture virtual learning interface has demonstrated that it is possible to successfully

enable studio-based learning in a virtual environment through the various face to face

interactions of the blended programme

http://www.cput.ac.za/

@[email protected]

[email protected]

http://www.cput.ac.za/

mailto:[email protected]

mailto:[email protected]

STAND 29 May_JMorkel

Design

Transcript of STAND 29 May_JMorkel