The Online Studio Problem: Assessing the Role of Distance Learning in Design Pedagogy
- Autores: Craig S. Griffen
- Localización: Bitácora Arquitectura, ISSN-e 2594-0856, Nº. 30, 2015 (Ejemplar dedicado a: Arquitectura, Ciudad y Emociones), págs. 14-19
- Idioma: inglés
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Resumen
The role of online instruction in architectural education has been cause for much recent debate. Lecture-based online courses, where one instructor presents to an unlimited number of recipients, translate better to online delivery and have been more favorably received. However, teaching design studios with this new technology has been cause for much more hand wringing. The advent of new technology in any field is often met with a mix of heightened expectations and cautious trepidation so a similar reaction to online technology is not surprising. The strength of the studio methodology has long been based on its immediacy of face-to-face interaction between teacher and pupil, as well as the camaraderie and community of a shared experience; assets harder to translate over distance. Based on research of the handful of architecture programs currently teaching studio courses with this method, I have summarized the results into common benefits and challenges with which we can evaluate the problem to understand which initial concerns are still valid and which may be unfounded.
