Issues related to conducting a global studio

The purpose of this paper is to initiate discussion and guide a proposed workshop on issues in crossinstitutional and cross-disciplinary design studios, with a focus on assessment. This paper overviews issues associated with the implementation and coordination of the Global Studio, a recent crossdisciplinary and cross-institutional teaching and learning collaboration conducted across three HE institutions. First, we outline the aims of the Global Studio. Then, we describe the initial planning and implementation of the Global Studio. Finally, we discuss some of the challenges faced by academics teaching on the course.We suggest that many of these challenges were associated with assessment

Teaching and Professional Fellowship Report 2002/3: Colour and Computing

An exploration of new teaching and learning methodologies relating material colour use to digital colour and the computer's speed, control, 'sensitivity' and new possibilities to develop colour ideas of practical use in the studio

Dissemination of innovative teaching and learning practice : the global studio

This project aims to disseminate teaching and learning resources from an innovative programme called the Global Studio to the ADM-HEA community. The area of innovation developed in the Global Studio was to link student teams across the globe in ‘designer’ and ‘client’ roles in order to undertake a product development project. This built on and extended the learning philosophy of learning in and through doing provided in a more traditional design studio. Throughout the project students worked in geographically distributed work groups in order to provide them with experience in using skills that would enable them to work successfully in distributed design teams

The Educational Green: Researching Ways of Combining Professions

The Educational Green was an innovative 3rd year design studio held in 2007 in the faculty of Architecture, Building and Planning at the University of Melbourne. The studio both informed and was informed by the authors’ involvement in a Research Council (RC) grant (ongoing 2007-2010). It involved collaboration between university staff and students, a teacher educator and staff and students at a local secondary school as a case study and the studio leader wished to experiment with her teaching, evaluate it and respond to her evaluation immediately. Keywords: School Design; Environmentally Responsible; Sustainability</p

A Learning Design Studio in Mobile Learning

Mobile learning is a young and vibrant field of research and practice. Teaching a university course on mobile learning is a challenge: how do you connect the theories and case studies to students’ experience, and make them relevant for their educational practice? This paper reports on one such course which was conducted using a Learning Design Studio format: working in groups, students identified an educational challenge, conducted independent search and analysis of the relevant literature, devised an innovative solution and evaluated it. The studio approach has been used successfully by several researchers in the past. The course described here was conducted at the University of Haifa in spring 2012. During the course, students engaged with core literature, reviewed case studies, and designed, implemented and evaluated six mobile learning projects. We argue that the Learning Design Studio format is particularly suitable for teaching about mobile learning, as it situates students learning in a genuine context and allows them to learn through conducting meaningful research

Julee Holcombe Associate Professor of Arts (COLA) travels to China

With the support of my CIE Grant, on May 13th I left UNH and travelled to the Sichuan Province of China for two months. The CIE grant funds helped to support my faculty teaching exchange with Chengdu University, my research to investigate the different fine art practices and pedagogy in China, and lastly, to support my own photographic research and studio practice

Designing for Ballet Classes: Identifying and Mitigating Communication Challenges Between Dancers and Teachers

Dancer-teacher communication in a ballet class can be challenging: ballet is one of the most complex forms of movements, and learning happens through multi-faceted interactions with studio tools (mirror, barre, and floor) and the teacher. We conducted an interview-based qualitative study with seven ballet teachers and six dancers followed by an open-coded analysis to explore the communication challenges that arise while teaching and learning in the ballet studio. We identified key communication issues, including adapting to multi-level dancer expertise, transmitting and realigning development goals, providing personalized corrections and feedback, maintaining the state of flow, and communicating how to properly use tools in the environment. We discuss design implications for crafting technological interventions aimed at mitigating these communication challenges

Structural Intuition and Creative Play: An Architectural Perspective to Shell Pedagogies

The notions of structural intuition and creative play had been raised by particular structural artists (Billington, 1983 [1]). Professor Pier Luigi Nervi expressed the importance of Structural Intuition in his 1965 Elliot Norton Lectures at Harvard University (Nervi, 1965 [3]) whilst Professor Heinz Isler described and drew attention to the idea of creative play in his shell practice through a child-like and non-preconceived observations of nature. Illustrated by past experience of working with architecture students in hands-on design/ construction workshops, as well as from explorations in a design studio environment, this paper presents and shares learning and teaching practices by the author, with a specificity to architectural education, in hope of opening up discussions on the pedagogies of shell teaching with creative experimental research