Take the red pill: A journey into the rabbit hole of teaching informed research

In one of the more well-known scenes in the film The Matrix the character Neo has to make a decision. He takes either a blue pill to return to the relative security of what he knows, or he takes a red pill to go on a journey into the depths of the unknown. Griffiths (2004) identifies four models of research-teaching dialogue: research-led, research-orientated, research-informed and research-based. This paper focuses on the latter, and argues that this approach is most aligned with the creative and divergent processes of design studio learning. In a discussion that links the themes of participation and production, studio teaching and its associated creative processes are explored as the generator of research. Arguably the term research informed teaching implies that research leads teaching, and therefore the approach described in this paper is made distinct by subverting the traditional term in favour of teaching informed research. Central to the teaching informed research approach are studio projects. They are the essential substance of the research methodology, and become the research data for analysis. The paper makes reference to two projects by the author that have adopted the teaching informed research method in the design studio – one undergraduate and one postgraduate – which have led to award-winning and international publications. Discussion about methodology and outcomes identifies some significant principles to consider – and lessons learnt – when designing teaching informed research projects, which are evaluated in depth. For example, a common thread linking both projects was constructing a brief for the students to explore contemporary issues in building-types that are currently facing contentious challenges. Also, in a divergent process – which lies at the essence of the design project – outcomes are unknowable, and the researcher must embrace and account for the fact that the project trajectories are unpredictable and unexpected. The morality of students conducting research for academics is also discussed; it is argued that the pedagogic integrity of each student’s project is of primary significance, but that the value of the research outcomes often lies in comparative analysis of the collective body of work produced in the studio. This paper will demonstrate that when structured in an appropriate way, such a journey into an unknown rabbit warren of unanticipated twists and turns, which is an inherent characteristic of this approach to the relationship between teaching and research, can result in rich outcomes. It also argues it is an approach most suited to the creative environment of the design studio

Self-directed learning: a toolkit for practitioners in a changing higher education context

Although self-directed learning (SDL) first emerged as a pedagogic model over forty years ago, recently it has been all but mandated as a fundamental principle of higher education. This paper examines recent literature from the Quality Assurance Agency and Higher Education Academy, published research and research projects by the author. These sources inform discussion about implications for teachers of SDL in contemporary practice, with particular reference to changes in the student profile in higher education: where might it be most appropriate, how might it be facilitated, and what cautions might need to be exercised? The paper concludes with a basic toolkit of principles and ideas for practitioners who may be interested in implementing SDL in their own teaching

Take the Red Pill: A Journey into the Rabbit Hole of Teaching Informed Research.

In this paper studio teaching is explored as a generator of research. The term research informed teaching implies that research precedes teaching, and therefore the traditional term is subverted in favour of teaching informed research. Central to the approach are studio projects; they are the essential substance – the data, and become the focus of critical analysis. Reference is made to projects run by the author that were adopted into teaching informed research; the discussion identifies principles to consider – and lessons learnt – when designing such research projects. The morality of students contributing to academics’ research, and their views on being involved, are also discussed. This paper demonstrates that the journey into an unknown rabbit warren of unanticipated twists and turns – an inherent characteristic of this alignment between teaching and research – can result in rich outcomes, and argues it is an approach highly suited to the creative environment of the design studio

Small group work: Dodging potential pitfalls to reach the pedagogic possibilities

Small group work is a common learning format in higher education; whilst numerous positive learning outcomes are associated with this approach, there are also pitfalls scattered along the way that can undermine the entire process. This Viewpoint paper arose out of my experiences of teaching a small group work module. It discusses new strategies I have employed to nurture communication and interaction within the student groups, and considerations I took when constructing them. My challenge was to build a positive socio-cultural context for learning to take place within, as the learning environment can exert considerable influence on the experiences students have whilst working cooperatively with their peers

Book Review: Elizabeth Boling, Richard A. Schwier, Colin M. Gray, Kennon M. Smith, & Katy Campbell (Eds.) (2016) Studio Teaching in Higher Education, Abingdon: Routledge (978-1-138-90243-5 [Pbk], 300pp)

Book Revie

Naomi Winstone and David Carless (2020) Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach, Abingdon: Routledge (ISBN 978-0-8153-6163-3 [Pbk], 208pp)

Book Revie

The influence of hierarchy and layout geometry in the design of learning spaces

For a number of years, higher education has moved away from didactic teaching toward collaborative and self-directed learning. This paper discusses how the configuration and spatial geometry of learning spaces influences engagement and interaction, with a particular focus on hierarchies between people within the space. Layouts, presented as diagrams, are analysed in terms of teacher-to-student and student-to-student power dynamics and against an established framework of learning space principles. The paper observes that some arrangements have underlying hierarchies which subtly reinforce traditional teacher-centred power dynamics and concludes that spatial geometry and hierarchy should be considered key parameters in learning space design

The Library as a Hybrid Building: New Forms and Complex Programmes

Libraries are evolving in response to a multitude of influences and they are increasingly becoming hybrid buildings. Their traditional functions - to store and lend books and provide areas in which to read - are being combined with other roles. Within their walls, diverse programmes of activities are being created which reflect increasing complexity in society and culture. This paper discusses the hybridization of libraries and explores the impact it might have on their traditional role as an important civic landmark. The methodology makes reference to a broad church of research on library design. Whilst it is generally accepted that libraries must adapt in the context of digital cultures, some have cautioned over libraries becoming "mongrel" buildings. How might this diverging role of libraries undermine their identity and what they symbolise? Particular reference is made to theoretical library projects designed by architecture students attending a UK university, which have explored what potential roles libraries might play in the future, as well as built projects. The paper will advance understanding about the ways in which libraries might evolve, what forms they might take in the future, and what the impact of hybrid programmes might be on their identity as civic buildings

Are We Throwing Out the Books with the Bathwater? Dilemmas Over New Directions in Library Design

The growing popularity of digital media has led to a fundamental re-evaluation of the role of libraries as they strive to maintain their relevance to their patrons’ changing needs. This is having a significant impact on their design and space use requirements, including a reduction in the areas dedicated to book stacks. However, recent research suggests that the trend toward digital may be changing with a resurgence of physical media. Is there risk of losing the essential qualities that make libraries such distinct and appealing places as stacks are replaced by more informal spaces and increasingly diverse activities? This paper discusses trends in library design, investigates the long-term effects of adopting new activities, and considers the extent to which these should replace books. Referring to recent research on reading habits and to examples of contemporary library architecture, it cautions against the wholesale relegation or removal of physical books for a number of reasons – not least because buildings evolve much more slowly than digital technologies and once adaptations are made they are likely to be long-lived

When Students Become Critics: Reviewing peer reviews in theory and practice

The design review is so embedded in the Architecture curriculum that alternative approaches are infrequently – if ever – considered. This article researches student peer review through a project evaluating students’ experiences of them. Attention is paid to how they compared to the traditional review, how participants valued peer feedback and how the process affected subsequent leaning. The research concludes peer review to be a valuable formative feedback process, but not a replacement for traditional reviews; that they are an effective means of augmenting students’ participation and agency within their learning; and offer significant value in developing critical analysis skills and self-reflection