Presentation on theme: "School of Architecture"— Presentation transcript:
1 School of Architecture A short story about how we engaged students in their own education and what would be coming after...Rosie Parnell, Mark Auvray, Sam Brown, Sarah Ernst, Daniel Hall, Jon MillardSchool of ArchitectureOverview 20 mins5x5x5x5 carousel
2 Reflections on ...Education What is my education for?What is the relationship of education to practice?Why does my education take the form that it does?Does it have to be that way?What is learning and how can it be more effectively supported?
3 Inspiration Critical pedagogy (education as a contested process) Participatory action research(engaging participants, increasing voice, facilitating social action / change)realising consciousness, taking action against oppressive structures, making connections between own experience and social contexts)
4 PAR Seeks to enable people to: re-establish power and control in their own livesThe means by which data are co-generated and interpretations debated are a key part of the change process – 2 way learning
5 Map: Reflections on Architectural Education TheoryTexts - readingAction ResearchInnovationImplement own ideaReflectionReflective journals& discussionPracticeY1 teaching practiceEssaySynthesisof experiences
6 The Learning OutcomesBy the end of the module you should be able to demonstrate the following:- an ability to reflect on the nature of architectural learning and teaching through a critical self appraisal of your own experience- an awareness of the interrelationship between architectural education and the profession- an understanding of the issues involved in tutoring and reviewing design project work- an ability to participate in and run group tutorials/reviews- an ability to engage constructively in a diverse range of design approaches- an awareness of the alternatives that exist to the conventional ‘crit’
8 Postgraduate students – different UG experiences – different work experiencesReflection, discussion, exchange,collaborative working
9 ‘I found [the module] probably the most rewarding component of my various years here – the relaxed and discursive format only helped this in creating an atmosphere for serious debate without any real pressure of assessment hanging over it.’
10 Map of the module Theory Texts - reading Action Research Innovation Implement own ideaReflectionReflective journals& discussionPracticeY1 teaching practiceEssaySynthesisof experiences
11 Learning from Experiences Learning is a process of active engagement with experience. Itis what people do when they want to make sense of the world.It may involve the development or deepening of skills,knowledge, understanding, awareness, values, ideas andfeelings, or an increase in the capacity to reflect. Effectivelearning leads to change, development and the desire to learnmore.Resource definition adapted from Campaign for LearningStereotype game
12 Empty vessel Transmission mode …an empty vessel to fill with knowledge Is this appropriate in some contexts?
13 Constructivist/constructionist Constructing knowledge and understandingCo-creation of knowledgeValuing existing knowledge
14 Architecture studio Learning by doing Experiential learning IBL – inquiry-based learningProject-based
15 Theory seminarsFacilitating critically reflective learning: excavating the role of the design tutor in architectural educationPedagogy of the oppressed.Dumbing us Down: The Hidden Curriculum of Compulsory Schooling.Knowledge Skills and Arrogance: educating for collaborative practice.The Pink BookLearner autonomy and teacher autonomy: Synthesising an agenda.
16 Discussion themes Own experiences of education & learning Alignment: objectives/methods/assessmentPower relationshipsResponsibility for learningEducation and Practice/workplaceCurriculumTheory and practice
17 ‘The seminar discussion groups were excellent, informal and offered me the most I’ve ever learnt in …tutorials due to their active learning nature’‘It was a real insight to discuss the theory, understand its application and all within the context of text and discussion. A bit like discovering the Matrix!’
18 Map of the module Theory Texts - reading Action Research Innovation Implement own ideaReflectionReflective journals& discussionPracticeY1 teaching practiceEssaySynthesisof experiences
20 Benefits Help to: adjust/settle into university understand course materialunderstand expectations of the coursefind reassurance(Capstick, 2004)
21 Discussion groups build confidence in expressing a view help validate individual and peer experiencedevelop reflective and critical thinkinghelp students take responsibility for learningdevelop critical awareness of the context of architectural education(Parnell, 2001)
22 Hi…I think that the older tutors forget just how little we know when we arrive at university.…It would be good to have more practical advice from people that have been through it because as a 1st year (and even now in my 2nd) I genuinely didn’t [sic] have a clue what Iwas supposed to be doing.…thanks for listening and helping!!
23 Map of the module Theory Texts - reading Action Research Innovation Implement own ideaReflectionReflective journals& discussionPracticeY1 teaching practiceEssaySynthesisof experiences
25 Used by practitioners…to investigate own work/practice…to create own theories of practice…ideally to inform policy as well as own practice
26 Theory Not only an abstract body of knowledge ‘out there’ Located within your own practiceYour knowledge and expertise = your theory/ies of practicePractice informs theory and theory informs practice – they are always transforming
27 What to investigate?Starting point is often tension when values are denied in practice…or personally held values and those of the organisation or ‘system’
28 Who takes part? Research participants Collaborative colleagues Critical friends, validators and advisersInterested observersSources of data, but not objects of study – qus about what you do‘I’s or ‘we’ – organisational learningA sympathetic person offering critical feedbackcolleagues, tutors, HoD etc. who provide comment when asked. Provide them with progress reports (e.g. staff meetings, noticeboard etc.)
29 Reflection Make sense later Recordings Writing a journal What have I done?What have I learned?What is the significance of my learning?
30 Innovation as... A space to take risks A positive means of raising awareness and involving others in debateA collaborative endeavour
31 Examples/themes of innovations Peer/student-led learning (year out resource)Feedback and assessmentLearning from other disciplinesTeam working, collaboration etc.Self-appraisal & judgementPower relationships, agenda-settingCommunicationAutonomyRiskVisual Literacy
32 Map of the module Theory Texts - reading Action Research Innovation Implement own ideaReflectionReflective journals& discussionPracticeY1 teaching practiceEssaySynthesisof experiences
33 Formatted in a journal style Peer mark (30%)Final submission (70%)
34 Developing PG teaching Collaborative approaches?Supporting L&T initiativesProviding a forum for proposing & initiating changePlaying an active roleNot as consumers, but activists/researchers/collaboratorsPeer ‘teaching’Peer feedbackPeer assessment
35 Development for the workplace ConsciousnessCritical skillsReflection skillsSkills for enquiry/researchCollaborationEmpathyStrategic thinking
36 Carousel Peer-assisted learning Students as critics Self-appraisal Working with cognate disciplines/professions5 x 5 x 5 x 5Round-up