Presentation delivered at 29 May STAND UJ Symposium, by Jolanda Morkel.
Presentation title: Learning in practice. Learning for practice. Learning through practice.
Seminar title: Socially Engaged Pedagogies in Art and Design Education
DESIGN TEACHING FOR RELEVANCE
5. EVOLUTION / OROKORTZE ETA TRANSFERITZE FASEA
Fase honetan, ikasleek eskuratutako ikaskuntzak integratzen eta, aurrez jasotako beste ikaskuntza batzuekin batera, ikaskuntza horiek mobilizatzen ikasten dute, egoera konplexu berriak konpontzeko. Unitatearen azken fase hau oso garrantzitsua da, zeren prozesua ixteko laburpen bat egin behar baita; hala, unitatean zehar landu diren edukiak eta konpetentziak laburbildu eta erlazionatu egin behar dira laburpen horretan. Fase honetan, egoera zehatz batean jasotako ezagutza orokortu daitekeen jakintza bihurtu daiteke, antzeko egoeretan erabili daitekeena.
Orokortzea ezin da abstrakzio-prozesu bakar batean egin, baizik eta konpetentzia bat testuinguru askotan erabili behar da eta horri esker pasa daiteke ezagutza testuinguru batetik beste batera.
Irakasleei dagokienez, orokortze eta transferentzia faseak ebaluazio batutzailerako balio du; izan ere, taldearen eta ikasle bakoitzaren aurrerapena jakin daiteke. Ikasleei dagokienez, ikaskuntza-prozesuaz jabetzeko balio du, baita ikasitakoa beste egoera batzuetan aplikatzeko ere.Fase bakoitzean adierazitako irakaskuntza- eta ikaskuntza-jarduerak ez dira inola ere unitate didaktikoan elkarren segidan egin beharreko pauso edo uneak, baizik eta askotariko gurutzatzeak, artikulazioak eta ordenamenduak onartzen dira, egitura malgu, mugigarri eta ebolutibo baten barruan. Izan ere, egitura horrek forma berriak hartzen ditu; betiere, ezarritako helburuen arabera garatzen den heinean.
Evolution is the development of your concept over time. It involves planning next steps, communicating the idea to people who can help you realize it, and documenting the process. Change often happens over time, and reminders of even subtle signs of progress are important.
5.1.2. PROJECT DESIGN OVERVIEW
This is a two-part planning form for a project. The Project Design: Overview summarizes the project's key features, and the Project Design: Student Learning Guide helps teachers plan scaffolding and formative assessment, aligned to standards and a project's final major products.
Design Thinking For Intergroup Empathy: Creative Techniques in Higher EducationStefanie Panke
The session discusses design thinking as a conceptual framework and methodological approach for fostering discussion and facilitating ideas that promote intergroup empathy. I provide a theoretical overview of design thinking and related approaches to then discusses two case studies. I give a detailed overview of workshop concept, workshop results and workshop evaluation data. Practitioners will find this presentation a valuable source for design thinking ideas and material. Researchers can use the analysis as a starting point for further investigating the effectiveness of design thinking.
Design Thinking For Educational Technology Stefanie Panke
Design thinking is a problem solving method geared to overcome wicked problems, that have no right or wrong solution and resist traditional scientific and engineering approaches. During the design thinking process, the facilitator encourages participants to see constraints as inspiration. The results are typically not directed toward a technological “quick fix” but toward new integration of signs, things, actions, and environments. Developing university websites and stewarding educational technology projects is one such challenge that can benefit greatly from applying design thinking principles and processes.
Warren Brush
from his IPC10 Conference Talk: Permaculture & Peace (17 sept 2011, Amman, Jordan)
"We have gotten really good at designing on the landscape
but .. we still need to be doing work for the people-care ethic
It's something we have to really look at in depth in these
next 30yrs of the PC movement
& it's at the root of peace-making
I've seen so many good designs on the ground, all around the world,
that were abandoned because the people could not work it out any longer
they couldn't figure out how to work with the diversities within their group
The People-Care ethic is crucial
in how are we going to move forward as a group
How do we translate the People-Care ethic into practice,
to be most effective?
5. EVOLUTION / OROKORTZE ETA TRANSFERITZE FASEA
Fase honetan, ikasleek eskuratutako ikaskuntzak integratzen eta, aurrez jasotako beste ikaskuntza batzuekin batera, ikaskuntza horiek mobilizatzen ikasten dute, egoera konplexu berriak konpontzeko. Unitatearen azken fase hau oso garrantzitsua da, zeren prozesua ixteko laburpen bat egin behar baita; hala, unitatean zehar landu diren edukiak eta konpetentziak laburbildu eta erlazionatu egin behar dira laburpen horretan. Fase honetan, egoera zehatz batean jasotako ezagutza orokortu daitekeen jakintza bihurtu daiteke, antzeko egoeretan erabili daitekeena.
Orokortzea ezin da abstrakzio-prozesu bakar batean egin, baizik eta konpetentzia bat testuinguru askotan erabili behar da eta horri esker pasa daiteke ezagutza testuinguru batetik beste batera.
Irakasleei dagokienez, orokortze eta transferentzia faseak ebaluazio batutzailerako balio du; izan ere, taldearen eta ikasle bakoitzaren aurrerapena jakin daiteke. Ikasleei dagokienez, ikaskuntza-prozesuaz jabetzeko balio du, baita ikasitakoa beste egoera batzuetan aplikatzeko ere.Fase bakoitzean adierazitako irakaskuntza- eta ikaskuntza-jarduerak ez dira inola ere unitate didaktikoan elkarren segidan egin beharreko pauso edo uneak, baizik eta askotariko gurutzatzeak, artikulazioak eta ordenamenduak onartzen dira, egitura malgu, mugigarri eta ebolutibo baten barruan. Izan ere, egitura horrek forma berriak hartzen ditu; betiere, ezarritako helburuen arabera garatzen den heinean.
Evolution is the development of your concept over time. It involves planning next steps, communicating the idea to people who can help you realize it, and documenting the process. Change often happens over time, and reminders of even subtle signs of progress are important.
5.1.2. PROJECT DESIGN OVERVIEW
This is a two-part planning form for a project. The Project Design: Overview summarizes the project's key features, and the Project Design: Student Learning Guide helps teachers plan scaffolding and formative assessment, aligned to standards and a project's final major products.
Design Thinking For Intergroup Empathy: Creative Techniques in Higher EducationStefanie Panke
The session discusses design thinking as a conceptual framework and methodological approach for fostering discussion and facilitating ideas that promote intergroup empathy. I provide a theoretical overview of design thinking and related approaches to then discusses two case studies. I give a detailed overview of workshop concept, workshop results and workshop evaluation data. Practitioners will find this presentation a valuable source for design thinking ideas and material. Researchers can use the analysis as a starting point for further investigating the effectiveness of design thinking.
Design Thinking For Educational Technology Stefanie Panke
Design thinking is a problem solving method geared to overcome wicked problems, that have no right or wrong solution and resist traditional scientific and engineering approaches. During the design thinking process, the facilitator encourages participants to see constraints as inspiration. The results are typically not directed toward a technological “quick fix” but toward new integration of signs, things, actions, and environments. Developing university websites and stewarding educational technology projects is one such challenge that can benefit greatly from applying design thinking principles and processes.
Warren Brush
from his IPC10 Conference Talk: Permaculture & Peace (17 sept 2011, Amman, Jordan)
"We have gotten really good at designing on the landscape
but .. we still need to be doing work for the people-care ethic
It's something we have to really look at in depth in these
next 30yrs of the PC movement
& it's at the root of peace-making
I've seen so many good designs on the ground, all around the world,
that were abandoned because the people could not work it out any longer
they couldn't figure out how to work with the diversities within their group
The People-Care ethic is crucial
in how are we going to move forward as a group
How do we translate the People-Care ethic into practice,
to be most effective?
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In this presentation, I speak about the challenges of technology integration with a group of U.S. K-12 district superintendents and principals. I use my recent research on a high school's endeavor to integrate iPads into teaching and learning to situate my remarks about technology integration. Topics covered include: school change, vision/goals for technology integration, my RAT (replacement, amplification, transformation) model for assessing lessons that integrate technology, and using subject-specific problems of practice to drive technology-related professional learning for teachers.
Keynote presentation for Design for Collaborative Learning: Current Trends and Pedagogy” subtitled “Making Space for Change” at the B.C. CEFPI Annual Conference of school planners and architects. I was asked to provide a birds-eye view of the new B.C. Ministry of Education curriculum, talk about it in the context of collaboration and speak to the implications for the design and use of physical space.
A collaborative exploration of the senses. Deaf students use film and animation techniques to broaden their understanding of sound.
This chapter offers a range of cross curriculum activities with a difference.
Before we begin, I have a question for you...
...Can you see sound?
Slides from our Learning Design workshop in Nairobi, Kenya on 9 June 2017. An output from the ESRC-funded International Distance Education and African Students (IDEAS) project, in coodination with the African Network for Internationalization of Education.
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1. Learning in practice. Learning for practice.
Learning through practice.
Socially Engaged Pedagogies in Art and
Design Education
DESIGN TEACHING FOR RELEVANCE
‘STAND’ (Scholarly Teaching in Art and Design group at FADA)
Jolanda Morkel
Senior lecturer, Department of Architectural Technology & Interior Design, Faculty of Informatics
and Design, Cape Peninsula University of Technology
CPUT part-time coordinator, OpenArchitecture
2. This presentation was delivered for the STAND* UJ seminar
presented at FADA on 29 May 2015, titled:
Socially Engaged Pedagogies in Art and Design Education
DESIGN 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”.
3. 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).
4. “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/
5. architectural education and the profession
Egyptian
Greek
MiddleAges
Renaissance
AcademieRoyale
EcoleBeauxArts
Bauhaus
OxfordConference
apprenticeship
trade guilds
move towards
academia
1930
1958
1793
1819
move from craftsman
to philosopher
office to studio
academia
2012
curator1865MIT
7. What are the relevant knowledges
that will best equip students to
learn to become responsible
practitioners in an ever-changing
world?
8.
9. Authentic context
Learning environment reflects ‘real life’
setting
Authentic task
Tasks are complex and ill-defined
Expert performance
Access and contact with expert thinking
Multiple perspectives
Variety of learning resources to explore
different viewpoints
Collaboration
Learning environment characterised by
social support system
Reflection
Reflective practice is encourages
Articulation
Articulation to industry encouraged
Coaching & scaffolding
Teacher fulfils the role of coach and
facilitator
Assessment
Assessment is closely aligned with learning
objectives and learning tasks
authentic learning
Herrington, Reeves and Oliver, 2010
11. 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?
12. 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
13. Joint research: James Garraway & Jolanda Morkel
St Michaels Primary School, Elgin (Grabouw):
outdoor classroom next to container library.
14. NDip Architectural Technology Year 2 (experiential year)
2010 > 2011 changes in learning delivery
Joint research: James Garraway & Jolanda Morkel
16. [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.
Joint research: James Garraway & Jolanda Morkel
17. 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.
Joint research: James Garraway & Jolanda Morkel
18. 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.
Joint research: James Garraway & Jolanda Morkel
19. “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.”
Joint research: James Garraway & Jolanda Morkel
20. 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.
Joint research: James Garraway & Jolanda Morkel
21. 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)?
22. Comparing office (O) and community (SL) practice sites of learning
SUBJECT
SL: students on site
O: students in office
RULES
SL: doing, learning, serving
O: doing, working
COMMUNITY
SL: teachers, heads, kids, landscapers,
lecturers, suppliers
O: managers
DIVISIONS
SL: distributed expertise, personal
and group responsibility
O: hierarchical, external correction
TOOLS
SL: group, hand tools, materials curriculum
O: studio, CAD, supervisors
OBJECT
SL: ill defined, expert practice, long term
O: defined, limited, short term
23. 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.
Joint research: James Garraway & Jolanda Morkel
24. 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.
Joint research: James Garraway & Jolanda Morkel
26. What make teaching strategies
relevant? How might emerging
digital technologies contribute to
and enable relevant learning?
How does it promote access and
transformation?
30. 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/
Morethanknowledgetransfer…
38. How can affordances of different
teaching modalities and strategies
be optimised as part of a relevant
blended learning design?
39. "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, 2013
CEO of the Virtual Learning Academy Charter School
40. ‘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
44. “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.
45. 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.
46. on campus off campus
face-to-faceonline
office-based‘block release’
online
Part time BTech
Architectural
Technology
(Applied Design)
using
technology
in blocks
47. ACADEMIC COLLABORATION
The 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.
49. OA PROGRAMME
OpenArchitecture provides four different forms of engagement
office based
mentoring
online learning
portal
facebook group face-to-face block
release
50. 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:
51. 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.
52. 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.
53. Facebook group
A closed facebook group provides informal social
interaction, discussions and sharing of resources
54. 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
Since the late 19th Century project-based learning has been central to the pedagogy of architectural education when the primary training for architects shifted from practice where the student would be apprenticed to the architect, to HE establishments (Cuff 1998). This education practice has remained mostly unchanged for the last hundred years.
However, changes in architectural practice, the nature of the student body, demands on resources such as time and space, as well as major developments in how we interact, communicate and function in the 21st Century, demand a critical relook at traditional studio teaching and learning strategies.