Parallel session Problem/project/studio-based learning

Paper 61
Crossing the Cultural Divide: A Contemporary Holistic Framework for Conceptualising Design Studio Education
Mahmoud Reza Saghafi,
Jill Franz
Philip Crowther
Queensland University of Technology
Improving of the learning environment. Education has grown, the environment in which it is being taught has not. The speaker refers to new settings for teaching. Comparing face to face with virtual training. Using Wiki’s and Facebook to promote communication between students and tutors.
The mode of communication must be dependent on the style of the lecturer, as well as the culture of the learners. How do they communicate? Work with what they are currently doing, and engage with students on their own turf.
Paper 247
Territorializing Pera: IMIAD – International Interior Architectural Design Studio Experience
Emine Gorgul
Tongji University
Ayla Atasoy
Istanbul Technical University
Collaboration of and in education. Teaching by using multi-cultural and inter-disciplinary programmes. Facilitating education through student exchange. Exposing students to various environments and various ways of thinking. The idea of exchanges would be to grasp diverse views and dismantle them, thereby exposing the students, and getting them to interact and make up their own minds. This would not only benefit the students but their lecturers as well, in terms of exposing them to various learning environments.
The above is done by means of a given project. Where the project facilitates and promotes the interaction between the different cultures. Not only working, but designing together, and in so doing understanding each other’s environment, and everyday activities.
Paper 418
The ‘Studio’ conundrum: Making sense of the Australian experience in Architectural Education
Louise Wallis
Tony Williams
Michael Ostwald
The University of Tasmania
The University of Newcastle
The studio means different things to different people. It is within this ‘studio’ space that learning occurs. This class space is made up of various facets, workspace, design unit, theory. However in reality are students exposed to how the studio actually works. You need to make the connection for them. How do you do that? What do they understand as a workspace? Student interaction and collaboration in the space is a very good way to do this. Inviting ‘real life’ projects into their space and seeing how they interact with them. Student motivation and support in this regard is very important. You need to look at the design approach structure, and how learning happens within that framework.