Exploring Andragogic Strategies in an Interior Architecture Studio

Document Type : Specialized scientific research papers

Authors

1 Interior Architecture, Faculty of Fine Arts, Helwan University, Egyp

2 Furniture & Interior design, Faculty of Applied Arts, Benha University, Egypt

3 Ph.D. candidate, Interior Architecture, Faculty of Fine Arts, Alexandria University, Egypt

10.47436/jaarsfa.v1i2.74

Abstract

New design andragogic strategies require different interior architecture settings to accommodate a new educational delivery. hence, learning settings are decreasingly formal timetabled classroom-based and increasingly collaborative and socially peer to peer oriented. The literature review reveals that the most recent comprehensive andragogy is interactive collaborative learning that can be achieved by live projects and vertical studios in interior architecture and across disciplines. The method of research is an exploratory comparative case study in the form of a one-day five hours workshop with aim to assess the outcome of two interior architecture vertical studios in different educational settings (physical and virtual). analysis of outcome is based on behaviour mapping of the students at work, a qualitative description of their selected setting layout and their opinion on the workshop. In conclusion, a graphical model illustrates the idea that together, andragogic strategies, collaborative activities and supportive educational settings optimize the educational process.

Keywords

Main Subjects

References

AIA California Council. (2007). Integrated Project Delivery, a guide. American Institute of Architects. Retrieved from http://info.aia.org/
Al-Qawasmi, J. (2006). Transformations in design education: The paperless studio and the virtual design studio. Open House International. Vol. 31 (3): (95-102).
Anderson, J. (2017) Devising an Inclusive and Flexible Taxonomy of International Live Projects. ARENA Journal of Architectural Research. Vol. 2 (1): 3. DOI: https://doi.org/10.5334/ajar.5 Top of FormBottom of Form
Boud, D. et al. (2002). Peer learning in higher education. London, England: Kogan Page
Bovill, C. (2020).  Co-creation in learning and teaching: the case for a whole-class approach in higher education. Higher Education 79: (1023–1037). https://doi.org/10.1007/s10734-019-00453-w
Bringle, R., & Hatcher, J. (1995). A service learning curriculum for faculty. Michigan Journal of Community Service 2: (112–122).
Butterworth, C. et al. (2013). A Handbook for Live Projects. Sheffield School of Architecture. https://www.sheffield.ac.uk/polopoly_fs/1.304156!/file/Live_Projects_Handbook_Med_Single.pdf . Retrieved 10 August 2020.
Conner, M. (2004). Andragogy and Pedagogy. http://agelesslearner.com/intros/andragogy.html Retrieved 8 October 2020,
Danahy J. & Dave B. (2000). Virtual Study Abroad and Exchange Studio. Automation in Construction. 9: (57-71).
Emam, M. et al. (2019). Collaborative pedagogy in architectural design studio: A case study in applying collaborative design. Alexandria Engineering Journal. 58 (1). DOI: 10.1016/j.aej.2018.03.005
Fisher, K. (2004). Factors Supporting the Concept of Campus Activity Hubs: (1-15). Rubida Research Pty Ltd.
Freire, P. (1986). Pedagogy of the Oppressed. New York: Continuum. Government of Alberta. (2010). Inspiring Action on Education. Retrieved 8 October 2020. https://envs.ucsc.edu/internships/internship-readings/freire-pedagogy-of-the-oppressed.pdf
Galil, R. & Kandil, Y. (2015). Indifferent or devoted: an exploration of student identity through the design studio. Open House Int. 40 (2): (96–101)
Gokhale, A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1). DOI: 10.21061/jte.v7i1.a.2
Grover, R. & Wright, A. (2020). “National Design Studio Survey: Initial Results,” The University of Bath. Retrieved 25 September 2020. https://purehost.bath.ac.uk/ws/portalfiles/portal/210559952/National_Design_Studio_Survey_INITIAL_FINDINGS.pdf
Knowles, M. (1980). The modern practice of adult education: From pedagogy to andragogy. Englewood Cliffs, NJ: Cambridge Adult Education.
Layden, G. (2010) Vertical Studio Teaching and Assessment in Art and Design: an Evaluation of Learning Systems http://adm-hea.brighton.ac.uk/resources/library/files/case-study-pdf/gary-layden-vertical-studio-teaching.pdf Retrieved 20 January 2020.
Özbek, Derya et al. (2018). Vertical Design Studio Experience in Interior Architecture Education Online Journal of Art and Design. 6 (2): (159-175).
Peterson, M., & Tober, B. (2014). Institutionalizing the vertical studio: Curriculum, pedagogy, and the logistics of core classes with mixed-level students. Connecting Dots: Research, Education + Practice : (138–144). Cincinnati, OH: University of Cincinnati.
Psarologaki, L., (2014) “Conjunctive Synthesis As An Interdisciplinary Pedagogical Method For Art And Design - A Cube”, The International Journal of Arts and Sciences, 7(3): (613-624).
Rodriguez, Carolina et al. (2018). Collaborative learning in architectural education: Benefits of combining conventional studio, virtual design studio and live projects British Journal of Educational Technology.  49 (3): (337–353)  doi:10.1111/bjet.12535
Saghafi, M. et al. (2012). Perceptions of physical versus virtual design studio education. International Journal of Architectural Research. 6 (1) https://www.researchgate.net/publication/265532691_Perceptions_of_physical_versus_virtual_design_studio_education   
Salama, A. (2015). Spatial design education: New directions for pedagogy in architecture and beyond.Bottom of FormTop of Form Ashgate Publishing Limited. UK
Sara, Rachel. (2006) Live Project Good Practice: A Guide for the Implementation of Live Projects. The higher Education Academy CEBE Centre for Education in the Built Environment. CEBE Briefing guide series No. 8.
Smith, F. (1996). Joining the Literacy Club: Further Essays into Education. Portsmouth NH: Heinemann.
Sanders, E. & Stappers, P. (2008) Co-creation and the new landscapes of design, Co-Design, 4 (1): (5-18) DOI: 10.1080/15710880701875068
Taylor, B. & Kroth, M. (2009).  Andragogy’s Transition Into The Future: Meta-Analysis of Andragogy and Its Search for a Measurable Instrument Journal of Adult Education. 38 (1).
Wright, N. & Wrigley, C. (2019) Broadening design-led education horizons: conceptual insights and future research directions. Int J Technol Des Educ 29: (1–23). https://doi.org/10.1007/s10798-017-9429-9

Files

Share

How to cite

Statistics