The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Blended and Transnational Higher Education in Architecture Schools: Examples and Considerations From Two International Joint-Design Studios Between Australia and Japan
Abstract
In this book chapter, authors will reflect on the challenges, advantages, and pitfalls of the blended teaching in 2 architectural design studios jointly organized by an Australian and a Japanese university, highlighting key considerations ranging from the variety of learning and teaching on campus and virtual practices, to the design of assessments and related feedback, and the use of various on-line communication and graphic platforms implemented for teaching and learning (Teams, Zoom, Miro, Concept-board). They will also give an account of the experience and direct involvement of both students and faculty during the lock-down, and how flexibility and adaptability to the use of new technologies on their parts has resulted in a valuable experience at least for what concerns international design studios cooperation. As is common practice in architectural schools, the 2 joint design studios focused on different scale of representation and design, exploring issues and characteristics from the territorial to local scales.
Related Content
|
Sarah H. Jarvie, Cara L. Metz.
© 2024.
15 pages.
|
|
Carrie Grimes, Whitney Walters-Sachs.
© 2024.
39 pages.
|
|
Crystal Ann Brashear.
© 2024.
19 pages.
|
|
Rosina E. Mete, Alyssa Weiss.
© 2024.
16 pages.
|
|
Kim Cowan, William G. Davis, Stephanie Stubbs.
© 2024.
21 pages.
|
|
Selin Philip, Shalini Mathew.
© 2024.
17 pages.
|
|
Ariel Harrison.
© 2024.
21 pages.
|
|
|