Is This Distance Teaching Planning That Bad?

Abstract

In spring 2020, university courses were moved into the virtual space due to the Covid-19 lockdown. In this paper, we use experience from courses at Gdańsk University of Technology and ETH Zurich to identify core problems in distance teaching planning and to discuss what to do and what not to do in teaching planning after the pandemic. We conclude that we will not return to the state of (teaching) affairs that we had previously. The availability of recordings of lectures and videos, de-localisation of both students and teachers, the experience of spatio-temporal autonomy will lead to new forms of teaching as both students and teachers experienced some aspects of remote teaching even more efficient than real-world teaching. On the other hand, remote teaching of elements of learning that required interaction, e.g. group and studio work, brainstorming, discussion to foster critical thinking, cannot replace the real experience of the classroom. Is this distance teaching planning that bad?Well … , yes, it is. There are, however, lessons we need to learn and improvements we could introduce into our standard pedagogies that are direct results of this much-hated remote teaching.Klaus Kunzmann (2012), when proposing the name of AESOP to the Association of European Schools of Planning, was bearing in mind that this Greek philosopher and story-teller "wrote popular fables (aesopica), which we would call narratives today, where he made use of humble incidents to teach great truths, and after serving up a story he adds to it the advice to do a thing or not to do it (Appolonius of Tyana)."Thus, we would like to take this opportunity to use "the humble incident" of the Covid-19 pandemic to advise what to do and what not to do in teaching planning, when we (if we) begin teaching anew …

Is the ‘student city’ lost? The rhythms of Lodz as a consumption‐oriented student city through the COVID‐19 pandemic lens

“…However, this issue should receive more scholarly attention because of the events emerging from the COVID‐19 pandemic. Due to anti‐COVID restrictions, face‐to‐face classes at universities were halted, sometimes entirely, and online teaching spread on a vast scale as a substitute (Mironowicz & Schretzenmayr, 2020 ). Students thus gained the possibility to continue their education remotely from locations other than university cities.…”

“…However, the COVID‐19 pandemic seems to call into question the hosting of students as an urban growth formula. In brief, due to the restrictions established to fight the spread of coronavirus, face‐to‐face classes at universities were cancelled and substituted with online teaching (Mironowicz & Schretzenmayr, 2020 ). Indeed, during the pandemic time, students were given an opportunity to continue their education remotely from a wide range of locations.…”

The Online Studio: Cultures, Perceptions and Questions for the Future

“…It is these social characteristics of design studio that contribute to educators’ resistance to online design studio (Bender & Vredevoogd, 2006; Park, 2011; Wood, 2018; Fleischman, 2019) — yet in a time when our real‐world experience is so radically altered and our social conventions re‐thought, it follows that the way we teach and learn in architectural design studio must also change to ensure the ongoing relevance of the studio to contemporary experience. Several studies across architecture (Iranmanesh & Onur, 2021; Yu et al ., 2021), design (Marshalsey & Sclater, 2020; Meyer & Norman, 2020), planning and urban design (Mironowicz & Schretzenmayr, 2020) have indicated that a shift towards online studio is not only possible but is desirable to meet the challenges of a complex world, and that studios still relying on past pedagogies may no longer align with the real‐world complexities of design.…”

Self-Learning Activity Package in Occupation Skills Development for Primary Education Students (Grade 6) Wat Samuha Rat Bamrung School

“…Therefore, interested in researching a set of Self-learning activity package in occupation skills development for primary education students (grade 6) Wat Samuha Rat Bamrung school to enable students to develop professional skills for daily living and to be able to generate income, support themselves happily in life. Bring knowledge to work independently and study and review by themselvesalso, a set of self-study activities in developing professional abilities (Mironowicz & Schretzenmayr, 2020). Moreover, to prepare for a self-reliant life in the future, learning various expert skills and a set of Self-learning activity package in occupation skills development for primary education students (grade 6) Wat Samuha Rat Bamrung school.…”