much more than a mooc: celebrating a breakthrough in architecture education - presentation at 8th #elearning update 2015

1. much more than a mooc: celebrating a
breakthrough in architecture education
e learning update, Johannesburg, August 2015
Jolanda Morkel
Senior lecturer, Architectural Technology, Faculty of Informatics and Design,
Cape Peninsula University of Technology
CPUT part-time coordinator, OpenArchitecture

2. “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 sessions on campus.

3. the world of work
David Mohney
Michael Speaks
Monica Ponce de Leon
Taylor-Hochberg, A. (Ed)
http://archinect.com/

4. digital technologies
Henan Diaz
Taylor-Hochberg, A. (Ed)
http://archinect.com/

5. From 2009
National Diploma
Year 3
From 2011
National Diploma
Year 2
From 2014
BTech
(part time: 2 years)
COMMUNICATION
PROBLEM
PROXIMITY PROBLEM TRANSFORMATION PROBLEM
Blogger
Facebook
Blogger
Facebook
QR Codes
Podcasts
Skype
LAMS (Sharepoint) for:
- Content
- Asynchronous
Goto Webinar for:
- Synchronous
engagement
Fulltime resident
programme
ON CAMPUS (FULLTIME)
Students in the workplace
WORKPLACE (PART TIME)
Working professionals
studying
WORKPLACE (FULLTIME)
ICT-enhanced f2f learning ICT to support synchronous
& asynchronous
communication, plus online
content
ICT to support synchronous &
asynchronous communication,
plus online content

6. fills a gap, but
does it fit?

7. places of learning & forms of engagement
office based
mentoring
[work integrated]
online learning portal
[formal online]
facebook group
[Informal online]
face-to-face block
release [on campus]

8. 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.
The online learning portal contains the
following virtual spaces for learning:
* ORGANISATIONAL

9. * THEORY: ‘CLASSROOM’
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.
Hangout topics are created by staff
and students and discussed online.

10. * APPLICATION: STUDIO
Design Journal (asynchronous)
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 (synchronous)
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.

11. the highs…

13. The basis for the learning philosophies of open education can be
traced back to the work of educational reformer John Dewey and
developmental psychologist Jean Piaget.
The qualifier "open" of open education refers to the elimination
of barriers that can preclude both opportunities and recognition
for participation in institution-based learning.
Open education is motivated by a belief that learners desire to
exercise agency in their studies. Specifically, people engaged in
the learning process want to conduct inquiries about potential
topics of study; to have a hands-on educational experience
instead of a strictly textbook-focused education; to take
responsibility for their educational decisions.
https://en.wikipedia.org/wiki/Open_education

14. • Semi-structured course environment
• Interest-based curriculum
• Assessment as learning/connection
• Instructor support
• Student community
• Digital identity creation
• Democratizing the web
From: Developing a framework for teaching open courses July 2015
Alec Couros & Katia Hildebrandt
Seven strategies for building a framework for open courses to lead to more
positive student involvement in open, networked spaces.
http://educationaltechnology.ca/couros/2603

15. The OpenArchitecture virtual learning interface
has demonstrated that it is possible to successfully
enable studio-based learning in a virtual
environment through the various interactions of the
blended programme

16. the lows…

17. obstacles
Not the technology…
BUT
agreements
payments
student registration
subject codes
employer support
fees harmonisation
fitting into the confines of the traditional University
finding out what must be done, by whom & when

18. What did we

19. 1. Do not expect to a clear pathway, be flexible, tackle one
obstacle at a time
2. Do no assume that people will do what they say, that
things will happen according to plan – check, double
check and… then just do it
3. To apologise if it doesn’t work, is more constructive than
to ask for permission before you start
4. Everything takes much longer than anticipated
5. Identify all stakeholders and get their buy in
6. Get external support – e.g. professional bodies, industry
7. Remember the easiest response is “no”. You will need
people to do things that will take them out of their
comfort zone – be nice to them, show gratitude
8. Share all successes – even if how small - with everybody
9. Consult broadly, but compile a small enthusiastic team
10. Question everything – ask “what if”, and consider many
alternatives

20. Reflect
What works, what doesn’t work and why not?
Research
What are the others saying about this?
Remind
Why are we doing this and what do we hope to achieve?
Reward
Acknowledge people’s hard work and inputs and share
successes, even if how
Small
Repeat
Start from the top

21. please join the
conversation.
www.openarchitecture.co.za
www.cput.ac.za
https://vimeo.com/135372842