Virtual – Teaching
Virtual – Local Cultures
San Francisco – Learning
Barcelona – Interdisciplinary
London – Livable Cities
Teaching + Research
The Mediated City
Who We Are
A data-driven approach to identify interior design settings ...
A decade’s narrative: Balancing consistency and change in...
A novel way of behaviour-change delivery: Using a learning m...
A Pilot Study of an Interdisciplinary Project for Architectu...
A practical method to guide the architectural design process
A sentimental studio & the power of making: A distance learn...
Advancing Material Learning: Understanding Computational Pot...
Advantages and Disadvantages of Remote Learning: Case of Des...
An Evaluation of Tertiary Educators’ Perceptions of Online...
An Inter-University Collaborative Studio
An Online Art School isn’t an Art School
Applying Blended Learning in Higher Education
Architectural Design Jury under COVID-19: The Case of Gradua...
Architectural Design-Research: a path towards an innovative ...
Architectural education: methods for integrating climate eme...
Architecture's Afterlife: The Multi-sector impact of an arch...
Around, about: a temporal site
Art & Design Education in Pakistan: The Missing Links in Res...
Autonomy, Competence, and Community: Activating the intrinsi...
Babbling in VR: The Pixelated Site of Virtual Interiorities
Beyond the Screen
Bridging Disciplines and Skillsets: Distributed Construction...
Casual Academics and Studio Teaching in Face-to-face and Onl...
Cognitive Complexity in Studio Teaching and Learning
Collage as a Trans-Disciplinary Learning and Teaching Method...
Conception of teaching and teaching approaches: Architectura...
Covid-19 and the function of the creative space
Craft-design collaboration: an emerging hybrid model of acad...
Critical friends as support for peer-to-peer learning in stu...
Critical Reflections on my Architecture Teaching Practice
Cultivating Critical Thinkers: An Inquiry into Critical and ...
Define, Draw, Diagram: A Case Study Approach to Understandin...
Democratic Pedagogy and Process: A Case Study of Interior De...
Design Studio Education: what can it be when it can no longe...
Designing hybridization: alternative education strategies fo...
Despite Disruptions: The Resilience of the Design Studio Mod...
Developing Architectural Detailing Skill: A Self-Learning Me...
Digital and face-to-face place-based pedagogy: Live Projects...
Digital Twin Cities - an instrument for pedagogical change
Disruption, Improvisation, Redesign - Teaching Computer Anim...
Does all impact count? How third mission policies and evalua...
Educational values of design briefs based on culture-led reg...
Educere and/as haecceity: A prospective concept for non-line...
Emerging from the margins: TUT Department of Architecture an...
Emplacing architectural education in a sociophysical territo...
Encounters with Threshold Concepts that Facilitate Transform...
Engaged Scholarship: Interdisciplinary Perspectives through ...
Engaging the TikTok Mind: Short Form Video for Searchable Le...
Engaging Your Core: How Exercise and Interaction Can Engage,...
Establishing Equilibrium: Not a Novelty just Novel
Exhausted: pedagogies of (gentle) resistance for our times
Experiential Learning Through Participation and Representati...
Experimental Spatial Drawing Techniques as a Framework for C...
Focus on Pedagogy: The Truth, Façade, and Sustaining Chall...
Food Studies as Experiential Learning
Framing architectural design studio pedagogy in 2020 and bey...
Freehand drawing as a didactic instrument
From an Anthropocentric to a Biocentric Mindset in the Archi...
From the Individual to the Inclusive Drawing
Game-Based Learning in the Introductory Art History Course: ...
Gazing into the Factors Determining the Future of Architectu...
Home Work: Expanding Housing Education for the Elementary Gr...
How Critical is the Crit?
Humans of Interiors, Diversity by Design
In Search of Creativity Through Teaching and Learning Libera...
Intercultural pedagogy and technology for a new humanism
Interdisciplinarity in education: ideologies of pedagogical ...
Interdisciplinary teaching approaches in art and design inst...
Inverted Studio: Novel Teaching Techniques for Online Design...
Investigations into models of Peer Observation of Teaching i...
It just makes sense: Fueling student leadership in the Anthr...
Knowledge Transfer in Sustainable Urban Planning Through Com...
Learning by Teaching: How Students became Teachers at the Vi...
Learning from the European Metropolitan City in Absence
Lessons Learned While Passing Through Doors
Lessons Learned: Removing Barriers to Learning and Student E...
Little corridor conversations: The necessity of physical spa...
Materialism and Tolerance Through Ceramic Fabrication
Mediating and Rethinking ‘Site’ in the Creative Process
Metaphors in Arguments for Change: Linking Ethics and Episte...
Mindfulness and Meditation – Self-Care and Being Digital i...
Mixed Realities: Augmented Environmental Transparency
Multi-Modes of Erasure: An analysis of the Art History and V...
No Need to Panic: What the digital experience teaches us abo...
On an Archaeological Aesthetics of Found Objects (Waste), or...
Owning [up to] the Urban
Pedagogical Tools for Media Studies: An Analysis
Philosophy, Pedagogy and the Visual Arts
Planning as evolution: radical pedagogy, creative methods an...
Poorly Trained: Towards an AI Pedagogy in Architecture
Processing complex interior construction problems: A critica...
Project as One Argument
Prompting change: Understanding the impact of pedagogy on fu...
Providing authentic workplace team learning in architecture ...
Refining University-Community Partnerships: Interdisciplinar...
Reflecting on Reflections: Shifting Perspectives in Teaching...
Reflections from Two Perspectives: Interdisciplinary urban d...
Rethinking the Interior Design Pedagogy: Argument by Argumen...
Role of an independent collaborative creative space to enhan...
Role of Narratives in Trans disciplinary Architectural Educa...
Seniors’ digital literacy learning
Sensory Type: From Motivation to Activation
Shared Sites for the ‘Emergence of People’.
Sites of [un]Contestation: A Classroom-Based Pedagogical Cas...
Sketching as a Discursive Tool for Contextual Research
Specification writing as a design process tool
Stimulating Participatory Design Practices – Regional Chal...
Student as Site: Pedagogical Parallels
Supporting Student Engagement and Active Participation Durin...
Systematic Framework for Integrating Virtual Reality Into th...
Teach/ology: Transitioning an Emotionally-Charged Course to ...
Teaching and learning Landscape Ecology to Landscape Archite...
Teaching Architectural Complexities via Plastics
Teaching Complexity – Education between Environments, Big-...
Teaching Design-informed Citizenship: Considering the Design...
Teaching in the Bubble: Notes on Architecture Studio Educati...
Teaching Relations in the Educational Design Studio
Technology is transforming education but not the way we anti...
The Architectural cut-up: Sites of narrative for architectur...
The Augmented Studio – Teaching and Learning in Digital Sp...
The Blended Teaching Based on BOPPPS Method, Case from the C...
The Client & the Classroom: Using a Live Civic Focused Brief...
The Collaborative Challenge: Building Bridges that Connect C...
The COVID Disruption in Interior Design Education/Virtual Re...
The critical reflections of a teacher-architect at the Unive...
The Future of Cross – Multi – Inter & Trans Disciplinary...
The impact of STEAM education on Master and PhD thesis from ...
The impact of thinking fast and slow on teaching and learnin...
The Point of Learning Architectural Theory in the 2020s
The Role of Immersive VR as a Design Tool in an Architectura...
The Storm community oriented real-life design project; revis...
The synchrony of the multiple intangible fields of education...
The talking projection: teaching that is not flat
The use of TIC in Mathematics higher education teaching and ...
The Virtual World: COVID’s Impact on Design Education
Towards a Pedagogical framework for implementing studies of ...
Towards an Object Orientated Pedagogy
Towards teaching of sustainable building (re)use through an ...
Tracing the Intensive: On Assemblages, Technicities and Urba...
Turbo charging teaching: What have teachers learned from mul...
Ungrading in Dialogue
Unlimited Pedagogy - Transformative Education for an Urbaniz...
Urban Humanities as Framework for Public Space Research
Welcome and Introduction
What the Texts Don’t Say about Forced Migration: New Strat...
What’s in it for me? Integrating Service-Learning into Hi...
WISE Project: Improving undergraduate instruction in writing...
Junaid Alam Rana
F. Bolaji Ajiboye
R. Brackett III
K. Byrne et al
G. Chyon et al.
P. Collins et al.
E. Con Aguilar
G. Crocker et al.
M. de Alarcón
D. Di Mascio
M. El Khafif
A. Ghersi and I. Vagge
H. Harriss et al.
J. Jaminet et al.
F. Kastner et al.
H. Lester et al.
D. McMahon et al.
F. Murialdo et al.
S. O'Dwyer et al
University of Pretoria
E. O’Hara et al.
R. Pan et al.
G. Parmenidis et al.
S. Patel et al
A. Ramirez et al.
R. Santos et al.
Ball State University
J. Tussey et al.
N. Tzortzi et al.
F. van Tonder
F. van. Tonder
G. W. Hurcomb
W. Wilms Floet
K. Wong et al.
A Focus on Pedagogy
Teaching, Learning and Research in the Modern Academy
Thursday 21st April, 2022.
A Focus on Students
9:30 pm - 11:00 pm
In this session
Q&A Plus +
Educere and/as haecceity: A prospective concept for non-linear knowledge
Student as Site: Pedagogical Parallels
Encounters with Threshold Concepts that Facilitate Transformative Learning Pedagogy