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

Ferro, Camilo Salazar; Arredondo, Isabel Artega; Bernal, C.; Nadal, Daniel H.

doi:10.1111/jade.12280

Cited by 14 publications

(14 citation statements)

References 18 publications

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“…Rather than implementing, for example, role playing, through service-learning students attained certain closeness to the site via the online interaction with inhabitants. Furthermore, Salazar Ferro et al. (2020, p. 349) argue that “the best strategy for introducing the concept of participation lies in offering students the opportunity to directly interact with real clients and users”.…”

Section: Literature Reviewmentioning

confidence: 99%

“…(2020, p. 349) argue that “the best strategy for introducing the concept of participation lies in offering students the opportunity to directly interact with real clients and users”. And they continue recognizing how “role-play exercises on their own are proven to be insufficient in developing students' sensibility and awareness of social issues” (Salazar Ferro et al. , 2020, p. 349).…”

Section: Literature Reviewmentioning

confidence: 99%

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Opportunities and challenges for service-learning experiences in informal urban settlements

Cervantes

Hinojosa

2022

ARCH

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PurposeThe purpose of this article is the discussion of a service-learning experience in architecture pedagogy, based on two core courses at a private university in Mexico. The aim is to identify learning opportunities, challenges and implications arising from engaging with inhabitants of an informal urban settlement with limited digital resources in La Campana-Altamira in Monterrey, Mexico.Design/methodology/approachThe methodology selected is a case study approach, chosen for its effectiveness in architectural pedagogy to create knowledge through exposure to a particular phenomenon, as well as highlight positive teaching practices to facilitate replicability. Case-study methodology was also beneficial in this case because its openness and flexibility allowed for research of a variety of phenomena simultaneously, in this case, both the effects in the informal settlement community and in the academic one.FindingsFindings revealed that opportunities outweigh challenges, and meaningful service and learning are possible in an online context, even when the service aspects take longer than the course length if there are long-term relationships between communities and institutions.Originality/valueThe value of the article lies in the need for flexible and sensitive approaches that put communities in the center, a critical path to identifying and understanding their needs and improving their contexts. This holds especially true given the rapid pace of worldwide urbanization and the ubiquity of informal urban settlements. Implementing service-learning approaches in informal settings using online tools, while sanitary restrictions are in place shows that meaningful experiences can be achieved, even when courses are short and resources are limited.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Opportunities and challenges for service-learning experiences in informal urban settlements

Cervantes

Hinojosa

2022

ARCH

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“…To transition to field training and reflect digital knowledge from general education [12]. design studio instructors sometimes apply Classroom-based strategies that extricate theory from practice verified undersized efficiency than active learning strategies [13]. Virtual reality as an educational tool has lately had a positive influence on spatial design [14].…”

Section: Literature Reviewmentioning

confidence: 99%

Measuring The Effectiveness of Using Modern Teaching Strategies in Developing Architectural Design Students' Skills (A Case Study of West Bank-Palestine)

Shaqour¹,

Almashour²,

Alela³

2022

MEJ. Mansoura Engineering Journal

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This research aims to explore the effectiveness of using modern architectural design teaching strategies in developing students' skills from the viewpoint of instructors. The research was applied to two universities out of three in the West Bank -of Palestine that teach architecture. The research sample consisted of (18) instructors selected intentionally from the research community. The approach used is the descriptive and analytical approach based on the questionnaire verified for its validity and stability. The results indicated that all the degrees of using strategies are high, and the highest used strategies are the strategy for developing thinking skills, followed by the strategy for developing cognitive skills, and finally, the strategy for improving the environment. The results also showed that there are no statistically significant differences in the effectiveness of using modern teaching strategies in developing students' skills due to the variable (workplace, specialization, number of experience years), and the presence of statistically significant differences attributable to the scientific qualification variable in favor of scientific qualification (Ph.D.). In the field of developing social skills. The research concluded with several recommendations and proposals in light of their results.

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“…Accordingly, using diversified strategies is essential to offer practical learning experiences [15]. Classroom-based models in design studio learning that disengaged theory from practice proved less efficient than active learning models [16]. Virtual reality as a pedagogic tool has recently positive impact on spatial design [17].…”

Section: Literature Reviewmentioning

confidence: 99%

Using Modern Teaching Strategies to Improve Architectural Design Studio Pedagogy in West Bank. (Dept.A)

shaqour

2021

MEJ. Mansoura Engineering Journal

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 I. INTRODUCTIONHE education system faced significant challenges in light of scientific and technological progress and the knowledge outburst, which had reflection on the educational process in general, and on the university professor role nature in particular. Considering the university professor's role in the current era, it does not lie on teaching students as much as it helps them to learn. Students do not need to gather and accumulate knowledge as much as they need to be proficient in the optimal use of their capabilities to interact with current and future changes. It

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

Cited by 14 publications

References 18 publications

Opportunities and challenges for service-learning experiences in informal urban settlements

Opportunities and challenges for service-learning experiences in informal urban settlements

Measuring The Effectiveness of Using Modern Teaching Strategies in Developing Architectural Design Students' Skills (A Case Study of West Bank-Palestine)

Using Modern Teaching Strategies to Improve Architectural Design Studio Pedagogy in West Bank. (Dept.A)

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