A pedagogical approach optimization toward sustainable architectural technology education applied by massive open online courses

Zhu, Bifeng; Zheng, Yuan; Ding, Mei-Zhu; Dai, Jie; Liu, Gebing; Miao, Liping

doi:10.1108/arch-07-2022-0151

Cited by 5 publications

(5 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Section: Where Reliable Architectural Pedagogy and Sdgs Meetmentioning

confidence: 67%

“…Their work provides a thematic review (TR) of articles included in SCOPUS and Web of Science (WOS) databases, with a focus on those that provide directions for the future of studio teaching practices and the prospects they offer. Similarly, Zhu et al (2023) argue for the application of massive open online courses (MOOCs) and the way in which these can help to integrate SDGs into architectural curricula. Based on establishing a four-dimensional evaluation model built on the characteristics of MOOCs, their study articulates the essence of MOOC development and its role in promoting the sharing and continuing of global education resources.…”

Section: Arch 173mentioning

confidence: 99%

“…(9) Exploring the application of MOOCs to integrate SDGs into architectural curricula (Zhu et al, 2023).…”

Section: Conclusion: Cultivating Sdgs-centred Architectural and Desig...mentioning

confidence: 99%

“…Developing and testing a validated IAM while demonstrating its benefits (Sopher and Laurent, 2023)Capturing the body of knowledge that provides future directions for architectural pedagogy while promoting blended learning as new mode of delivery (Zairul et al ., 2023). Exploring the application of MOOCs to integrate SDGs into architectural curricula (Zhu et al ., 2023). …”

Section: Conclusion: Cultivating Sdgs-centred Architectural and Desig...mentioning

confidence: 99%

See 3 more Smart Citations

Sustainable Development Goals and the future of architectural education – cultivating SDGs-centred architectural pedagogies

Burton,

Salama

2023

ARCH

View full text Add to dashboard Cite

PurposeFollowing the positive call for a special issue on Architectural Pedagogies and Sustainable Development Goals (SDGs), the purpose of this overview article is to contextualise reflections on nine selected articles, within recent efforts made by professional organisations, which aspire to blend sustainable development into the collective psyche of both academics and future professionals.Design/methodology/approachThis article adopts four lines of inquiry by capturing key insights on the place of sustainable design knowledge in architectural education validation and accreditation at both national and global scales; presenting analytical narratives on the recent global efforts that embrace excellence in architectural pedagogy through addressing SDGs; elucidating the two knowledge spaces, centred on pedagogy and sustainability, which are strengthened and supported by Archnet-IJAR, and offering reflections on the nine articles published in this special issue that aims at integration of the two knowledge spaces.FindingsContextualisation and reflective narratives offer insights into current efforts and demonstrate a clear commitment of professional organisations to embed values relevant to SDGs. Efforts of the Education Commission of the International Union of Architects and the UNESCO-UIA Validation Council of Architectural Education appear to have advanced significantly over recent years with a clear prospect for a sustainable future. The nine articles published in this special issue respond clearly to the goal of Quality Education (SDG4), but not all of them have addressed the goals related to Good Health and Well-being (SDG3) and Sustainable Cities and Communities (SDG11), and their place in architectural pedagogy. However, they take a step further to address aspects of climate change, globalisation, sustainable architecture and urbanism, social sustainability, global north/global south dialectics and decolonisation.Practical implicationsThe findings offer opportunities to recognise efforts by professional organisations, map key pedagogical experiments into these efforts, while providing lessons learned from best practices aiming to effectively integrate SDGs into architectural pedagogy.Originality/valueNo serious effort has been made to articulate the integration of SDGs into architectural education at the level of research or design studio pedagogical practice. Addressing architectural pedagogies and sustainable development is predicated on the fact that there is very little written or known on integrating SDGs into architectural education and design pedagogy. Understanding, appreciating, and sharing various efforts and approaches to incorporate SDGs into architectural pedagogy is a key step towards a sustainable future.

show abstract

Section: Where Reliable Architectural Pedagogy and Sdgs Meetmentioning

confidence: 67%

Section: Arch 173mentioning

confidence: 99%

“…(9) Exploring the application of MOOCs to integrate SDGs into architectural curricula (Zhu et al, 2023).…”

Section: Conclusion: Cultivating Sdgs-centred Architectural and Desig...mentioning

confidence: 99%

Section: Conclusion: Cultivating Sdgs-centred Architectural and Desig...mentioning

confidence: 99%

See 2 more Smart Citations

Sustainable Development Goals and the future of architectural education – cultivating SDGs-centred architectural pedagogies

Burton,

Salama

2023

ARCH

View full text Add to dashboard Cite

show abstract

“…In recent years, MOOC has developed rapidly, with the construction of various MOOC platforms and a sudden surge in the number of online courses and users [5]- [7]. The huge growth in quantity has also caused certain quality problems, which are mainly manifested as follows: firstly, learners do not have a better grasp of their knowledge needs, leading to a large number of learners blindly registering and following the trend of learning, and MOOC platforms do not have effective means to restrain learners' learning discipline and learning progress.…”

Section: Introductionmentioning

confidence: 99%

Design of Teaching Mode and Evaluation Method of Effect of Art Design Course from the Perspective of Big Data

ZHU,

LIU

2024

IJACSA

View full text Add to dashboard Cite

In modern educational curriculum teaching, we should fully leverage the advantages of modern technology, especially in teaching methods, and deeply understand and apply big data technology. This article explores the design and effectiveness evaluation methods of curriculum teaching models from the perspective of big data. We utilized big data thinking and conducted research and practical exploration to compare and evaluate teaching mode design methods. In the art and design course, we adopted a blended learning model, combining MOOC and SPOC, and innovated traditional teaching methods and plans. Meanwhile, we investigated the teaching effectiveness and feasibility of this blended learning model. By extensively evaluating teaching techniques, evaluation methods, and technologies that support the learning process, we reconstructed blended learning evaluation indicators and evaluated the effectiveness of learning outcomes and processes under different teaching modes. The research results show that the blended learning model based on big data perspective can significantly improve the effectiveness of classroom teaching. In contrast, learners' self-learning ability and practical innovation ability have also been further improved.

show abstract

Integrating sustainable development goals into architectural design education: a case study in second-year design studio

Akgün,

Doğrusoy,

Özsöyler

2024

ARCH

View full text Add to dashboard Cite

PurposeThe main objective of this paper is to investigate how Sustainable Development Goals (SDGs) can be integrated into architectural design education through a second-year architectural design studio experience, exploring ways to create awareness among students regarding SDGs.Design/methodology/approachTo arrive at this aim, a case study has been conducted. In this study, the entire curriculum of the second-year design studio has been specifically tailored to correspond with the SDGs and their three dimensions. This alignment covers all stages of the studio, from concept development to material selection, ensuring a direct association with different SDGs. At the end of the semester, all qualitative and quantitative data obtained from the final project submission of the students and the results of a comprehensive questionnaire that has been applied to students aiming at assessing their awareness of the SDGs were evaluated simultaneously.FindingsThe design studio process during the semester, the data obtained from the final submissions of the students, and the student survey have proved that the integration of SDGs and related targets widens the vision of students and creates awareness not only of environmental issues but also of social and economic sustainability.Originality/valueAlthough there are many studies in literature searching for opportunities to integrate SDGs into the architecture curriculum, there are only a few studies directly using SDGs as the main concept generator of the design studio course. This paper contributes to this missing point in the literature.

show abstract

A pedagogical approach optimization toward sustainable architectural technology education applied by massive open online courses

Cited by 5 publications

References 33 publications

Sustainable Development Goals and the future of architectural education – cultivating SDGs-centred architectural pedagogies

Sustainable Development Goals and the future of architectural education – cultivating SDGs-centred architectural pedagogies

Design of Teaching Mode and Evaluation Method of Effect of Art Design Course from the Perspective of Big Data

Integrating sustainable development goals into architectural design education: a case study in second-year design studio

Contact Info

Product

Resources

About