Abstract

During lockdown, students are excluded from the inspiring learning space of the university. Students receive a different "intellectual diet" here than they do in the university. In the studio learning of the traditional face-to-face university, the artistic and cognitive impulses are curated with a design pedagogical concept. This concept contains visual, intellectual and social impulses. This concept did not exist in the previous three semesters - it was left to the respective family and home environment of the students during the lockdown. While this is generally the case for distance learning students, it was exacerbated during the lockdown. Students operate in remote-learning mode via primarily digital channels. For the case study presented here, the question of the holistic nature of these stimuli presents itself. The adjective "pastoral", for example, is to be understood as the hypothesis that, over the course of the past two semesters, in addition to subject-related teaching, teachers were partly responsible for the aesthetic and – this remains to be demonstrated – the pastoral dimensions of a degree course in design. On the basis of in-depth interviews, the case study develops categories of teaching activity within digital spaces of action to which students attribute a particular degree of effectiveness. The feedback was evaluated by means of a written survey and in-depth interviews with students of online programmes at the bachelor's and master's level.

Keywords

design pedagogy, hybrid studios, distance learning, aesthetic education

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Conference Track

Research Paper

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Sep 24th, 9:00 AM

The intellectual diet in pastoral spaces of activity in digital design education

During lockdown, students are excluded from the inspiring learning space of the university. Students receive a different "intellectual diet" here than they do in the university. In the studio learning of the traditional face-to-face university, the artistic and cognitive impulses are curated with a design pedagogical concept. This concept contains visual, intellectual and social impulses. This concept did not exist in the previous three semesters - it was left to the respective family and home environment of the students during the lockdown. While this is generally the case for distance learning students, it was exacerbated during the lockdown. Students operate in remote-learning mode via primarily digital channels. For the case study presented here, the question of the holistic nature of these stimuli presents itself. The adjective "pastoral", for example, is to be understood as the hypothesis that, over the course of the past two semesters, in addition to subject-related teaching, teachers were partly responsible for the aesthetic and – this remains to be demonstrated – the pastoral dimensions of a degree course in design. On the basis of in-depth interviews, the case study develops categories of teaching activity within digital spaces of action to which students attribute a particular degree of effectiveness. The feedback was evaluated by means of a written survey and in-depth interviews with students of online programmes at the bachelor's and master's level.

 

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