Abstract
The studio remains central to design education but has been severely tested during the emergency transition in design education during the global Covid-19 pandemic. This period highlighted problems and opportunities experienced in translating studio to online and distance modes of education, many of which arose because of the dramatic shift in use of space and time. By investigating how educators conceptualised these basic terms in descriptions around learning, it is possible to make visible some of our foundational assumptions in studio education practice. These assumptions are important to take account of as educators transition to whatever new normal may emerge in the next years. A series of theoretical arguments resulting in pragmatic suggestions are presented to enable educators to reflect and develop their teaching materials independently of mode of learning and teaching.
Keywords
distance design education, online design education, Covid-19 pandemic, studio education
DOI
https://doi.org/10.21606/drs.2022.344
Citation
Jones, D. (2022) Exploring studio proximities: Space, time, being, in Lockton, D., Lenzi, S., Hekkert, P., Oak, A., Sádaba, J., Lloyd, P. (eds.), DRS2022: Bilbao, 25 June - 3 July, Bilbao, Spain. https://doi.org/10.21606/drs.2022.344
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Research Paper
Included in
Exploring studio proximities: Space, time, being
The studio remains central to design education but has been severely tested during the emergency transition in design education during the global Covid-19 pandemic. This period highlighted problems and opportunities experienced in translating studio to online and distance modes of education, many of which arose because of the dramatic shift in use of space and time. By investigating how educators conceptualised these basic terms in descriptions around learning, it is possible to make visible some of our foundational assumptions in studio education practice. These assumptions are important to take account of as educators transition to whatever new normal may emerge in the next years. A series of theoretical arguments resulting in pragmatic suggestions are presented to enable educators to reflect and develop their teaching materials independently of mode of learning and teaching.