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Active Learning in Architectural Education: A Participatory Design Experience (PDE) in Colombia

Active Learning in Architectural Education: A Participatory Design Experience (PDE) in Colombia Contemporary architecture teaching in Colombia still resembles the traditional master–apprentice model, which is also common in many parts of the world. The model of regular curricular focus on classroom‐based modules where theory and practice are predominantly disengaged, leaving the students to make their connections. Students that learnt with these models face greater difficulties to apply knowledge, compared with students taught with active learning formats. It is argued that participatory design processes could be catalytic for change in this area, by empowering participants in the co‐creation of their socio‐spatial context. This article aims to contribute by suggesting a methodology for a Participatory Design Experience (PDE), which could be applied to transform a conventional teaching module into a student‐centred learning environment. The methodology was tested and refined through a case study, demonstrating its effectiveness in architectural education. The article describes it in detail in order to be replicated by educators in comparable scenarios. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Art & Design Education Wiley

Active Learning in Architectural Education: A Participatory Design Experience (PDE) in Colombia

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References (37)

Publisher
Wiley
Copyright
International Journal of Art & Design Education © 2020 NSEAD and John Wiley & Sons Ltd
ISSN
1476-8062
eISSN
1476-8070
DOI
10.1111/jade.12280
Publisher site
See Article on Publisher Site

Abstract

Contemporary architecture teaching in Colombia still resembles the traditional master–apprentice model, which is also common in many parts of the world. The model of regular curricular focus on classroom‐based modules where theory and practice are predominantly disengaged, leaving the students to make their connections. Students that learnt with these models face greater difficulties to apply knowledge, compared with students taught with active learning formats. It is argued that participatory design processes could be catalytic for change in this area, by empowering participants in the co‐creation of their socio‐spatial context. This article aims to contribute by suggesting a methodology for a Participatory Design Experience (PDE), which could be applied to transform a conventional teaching module into a student‐centred learning environment. The methodology was tested and refined through a case study, demonstrating its effectiveness in architectural education. The article describes it in detail in order to be replicated by educators in comparable scenarios.

Journal

International Journal of Art & Design EducationWiley

Published: May 1, 2020

Keywords: ; ; ; ; ;

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