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BUILDING BRIDGES Interdisciplinary design based education projects involving I.T. delivery ; Reflections on 2 case studies.

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Presentation on theme: "BUILDING BRIDGES Interdisciplinary design based education projects involving I.T. delivery ; Reflections on 2 case studies."— Presentation transcript:

1 BUILDING BRIDGES Interdisciplinary design based education projects involving I.T. delivery ; Reflections on 2 case studies

2 BUILDING BRIDGES Format: BACKGROUND: PRACTICE / EDUCATION CROSSOVER BACKGROUND CASE STUDIES PROGRAM BACKGROUND - I.T. AS EDUCATIONAL DELIVERY TOOL CASE STUDY A ISSUES EXPLORED & REFERENCES CASE STUDY A FEEDBACK & REFLECTIONS CASE STUDY B ISSUES EXPLORED & REFERENCES CASE STUDY B FEEDBACK & REFLECTIONS REFLECTIONS, DEVELOPMENTS & FUTURES :PRACTICE / EDUCATION CROSSOVER / INTERDISCIPLINARITY REFERENCES

3 BUILDING BRIDGES BACKGROUND PRACTICE / EDUCATION CROSSOVER practising landscape architect working mainly in participatory / community development contexts within regeneration initiatives and health sector environments diverse types of clients and project team professionals/ lay people interdisciplinary working is vital to:  effectively develop relevant brief & project design / development programme  facilitate equitable input of all stakeholders in the process  maximise the creative potential of all parties and the of the project as a whole  overcome traditional barriers between development / design professions which lead to misunderstanding, inefficiency, antagonism, mistrust and stifle creative potential. model this approach in education through involving practice clients / project teams in educational projects. This has, without exception, proved a mutually beneficial arrangement for all parties concerned

4 BUILDING BRIDGES BACKGROUND CASE STUDIES PROGRAM 1997: Ivybridge - Landscape Strategy for 2011 Structure Plan Housing Implications: (South Hams District Council), (PGDip Landscape Design course) 1998: Modbury – Conservation Area Landscape Appraisal (Modbury Society & South Hams District Council), (PGDip Landscape Design course) 1999: Barne Barton – Community Landscape Development Strategy (Barne Barton Community Forum & Plymouth City Council), (PGDip Landscape Design course) 1999: Community Food Production and Nutrition Project, C.R.O.P.S Project / Keyham, Plymouth (community participatory design exercise by Architecture degree students, a Community Trust and Plymouth City Council), (BA Hons Architecture Stage 2 & 3 Option Project) 1999 Plymouth City Centre Urban Landscape Analysis & Strategic Development Project – (Plymouth City Council Urban Design Group) (PGDip Landscape Design course) 2000: Rame Peninsula – Sustainable Tourism Strategy (Project Explore & Caradon District Council), (PGDip Landscape Design course) 2000: Therapeutic Courtyard Design, J.A.C.A.T. Centre, Royal Devon & Exeter Hospital (collaboration between degree students from Designer-Maker course in Exeter and Architecture students in Plymouth for practice client, Exeter Health Care Arts), (BA Hons Architecture Stage 2 & 3 Option Project) 2001: Liskerret Centre, Liskeard – Landscape Design, Community Support Facility,(Liskerret Project & Caradon District Council). (PGDip Landscape Design) 2001: Ecumenical Meditation Courtyard & Pavilion Design (Kingsbridge Community College), (BA Hons Architecture Stage 2 & 3 Option Project) 2001 – 2002 Plymouth East End Renewal - Community Urban Landscape Strategy (Plymouth City East End Renewal Partnership) (PGDip Landscape Design course) 2002 Combined University of Cornwall, Tremough – Campus Landscape Design (Collaboration with Falmouth College of Arts, Duchy College), (PGDip Landscape Design course) 2002 Royal Naval College, Dartmouth – Campus Landscape Design (Collaboration with Falmouth College of Arts, Duchy College), (PGDip Landscape Design course)

5 BUILDING BRIDGES; BACKGROUND - I.T. AS EDUCATIONAL DELIVERY TOOL RATIO (European Objective 2 & 5B – 1997 / 8) teleconferencing network training video programs “Community Empowerment” aims of this project:  facilitate delivery of learning to widely distributed students remote from conventional centres of learning.  provide accessible learning resource of course reference material.  provide venue for non-site based interactive learning / teaching.  provide a common platform for exchange between diverse audiences / users As Course Director PgDip Landscape Design & Studio Tutor BA Hons Architecture, developed tutorial support and coursework development via and forums

6 BUILDING BRIDGES CASE STUDY A ISSUES EXPLORED & REFERENCES I.T. AS EDUCATIONAL DELIVERY TOOL continuous access to teaching / learning resources continuity of postgraduate conversation / use peer support as a learning resource. visiting lecturers / on-line participation continuity across the course / on-line record / reference resource. Marland deep learning, peer self education Forsyth, Joliffe & Stevens technical skills acquisition / barriers of language Sharpe R. & Bailey “Flexible access...Time for reflection, reference & response...Interaction among large numbers (especially one to many)...Encouraging clarity of expression...Formalisation of knowledge on an indexable, searchable system...Easy to learn, robust technology...” Race & Brown “study syndicates/ agony column / café” PRACTICE / EDUCATION CROSSOVER Plymouth City Council Centre, Urban Design Group for the student coursework Analogy of forum structure as rooms within a building INTERDISCIPLINARY WORKING to investigate, analyse and reflect on the site from a variety of interrelated user client perspectives coursework to comprise an Urban Landscape Analysis & Strategic Development Project.

7 BUILDING BRIDGES CASE STUDY A FEEDBACK & REFLECTIONS I.T. AS EDUCATIONAL DELIVERY TOOL The balance of core- assessed coursework to non-assessed forum separately assessed coursework to complement a conventional component in the pilot exercise. Ratio of 75% conventional coursework: 25% forum coursework. Follow with a 100% forum based coursework component. Follow with a mix of based and conventional coursework as skills and familiarity increase. forum contribution over-complexity “collaborative” learning as “added value” Graham G., Scarborough, H., & Goodwin C. Technological Issues & User familiarity with forum training / familiarisation exercise across half of the programme as a staff supervised element of the programme Trailing the forum with the students as a non -assessed component with a series of simple assessed tasks across one module more substantial involvement of the forum in subsequent modules. PRACTICE / EDUCATION CROSSOVER mature response / respect for feedback INTERDISCIPLINARY WORKING appropriate challenging brief / innovative respectful response

8 BUILDING BRIDGES CASE STUDY B ISSUES EXPLORED & REFERENCES PRACTICE / EDUCATION CROSSOVER Client mission statement to involve abroad spectrum of artist / maker / environmental designers in the furnishing of the health care environments Diverse, site specific client/ tutor team: Psychologist / clinician / councillor Arts administrator, Artist / maker, Landscape architect I.T. AS EDUCATIONAL DELIVERY TOOL Case study A used to generate a responsive course design for the second Case Study Facilitate effective distance communication for design development collaboration  Provide a common language of communication between 2 groups of design-based students from different disciplines. INTERDISCIPLINARY WORKING Shared general brief / Specific variations incorporating objective & outcome variation shared process Schon understanding the means and methods employed and results achieved, within a “ACTION (in spontaneous routines) /SURPRISE RESULT (failure) / REFLECTION / QUESTIONING ASSUMPTIONS (testing) / ON THE SPOT INNOVATION & EXPERIMENTADAPTION (based on circumstances) “ Group work assessment design- Gibbs & Habeshaw negotiated brief, outcomes, product within outcome framework Student / Peer Review in Formative Stage Assessment Shared group grade / specificity from pre-negotiation

9 BUILDING BRIDGES CASE STUDY B FEEDBACK & REFLECTIONS PRACTICE / EDUCATION CROSSOVER objective feedback from the full range of professionals involved. INTERDISCIPLINARY WORKING Peer review at formative stage only cultural issues I.T. AS EDUCATIONAL DELIVERY TOOL Strengths Student: frequent communication / exchange a wider range of information / wider access & contact with tutor Teaching Staff: opportunity for continuity of teaching / learning shared environment with students / staff from different backgrounds communicate. Weaknesses Student:  difficulty in maintaining a conversational design development Teaching Staff:  variable levels of access and confidentiality - reduced the possibilities and ease of communications  Opportunities Student:  un-pressurised, considered refection before response / debate and formulate response / air criticisms  time saving flexibility of development processes. Teaching Staff:  Time efficient, flexible learning delivery environment  Opportunity for remote teaching and learning  Threats Students & Teaching Staff:  Lack of participation  Cultural differences memory transfer capacity

10 BUILDING BRIDGES REFLECTIONS, DEVELOPMENTS & FUTURES PRACTICE / EDUCATION CROSSOVER / INTERDISCIPLINARITY Shamanism, mystery & opportunity Recognition of the value of difference Common ground, a semiotic ‘Check Point Charlie’ Understanding design cultures, intensity of programme, space to learn and peer educate Appropriate learning paths / acceptance of risk in the early stages & negotiated briefs

11 BUILDING BRIDGES REFERENCES Sharpe R. & Bailey P. ‘Evaluation and design of technologies to meet learning outcomes”, Issue Journal of Computer Assisted Learning pp , Graham G., Scarborough, H., & Goodwin C., Implementing Computer Mediated Communications in an Undergraduate Course- A Practical Experience, JALN Volume 3, Issue 1 May 1999, p.9 of 14 Schon D.A., Educating the Reflective Practitioner, Jossey Bass Inc., 1987, San Francisco. Gibbs G., Habeshaw S. & T., 53 Interesting Ways to Assess Your Students, Technical & Educational Services Ltd., 1986, Bristol. Gibbs G., Learning in Teams: A Tutor Guide, Oxford Centre for Staff Development, 1995, Oxford. Marland P., Towards More Effective Open and Distance Teaching, Kogan Page, 1997, London. Forsyth I., Joliffe A., & Stevens D., Preparing a Course, Kogan Page, 1995, London. Race R. & Brown S., 500 Tips for Tutors, Kogan Page, 1993, London.


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