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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 processA 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 StudioAn Online Art School isn’t an Art SchoolApplying Blended Learning in Higher EducationArchitectural 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 siteArt & 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 ScreenBridging Disciplines and Skillsets: Distributed Construction...Casual Academics and Studio Teaching in Face-to-face and Onl...Cognitive Complexity in Studio Teaching and LearningCollage as a Trans-Disciplinary Learning and Teaching Method...Conception of teaching and teaching approaches: Architectura...Covid-19 and the function of the creative spaceCraft-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 PracticeCultivating 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 changeDisruption, 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 timesExperiential 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 LearningFraming architectural design studio pedagogy in 2020 and bey...Freehand drawing as a didactic instrumentFrom an Anthropocentric to a Biocentric Mindset in the Archi...From the Individual to the Inclusive DrawingGame-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 DesignIn Search of Creativity Through Teaching and Learning Libera...Intercultural pedagogy and technology for a new humanismInterdisciplinarity 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 DoorsLessons Learned: Removing Barriers to Learning and Student E...Little corridor conversations: The necessity of physical spa...Making TectonicsMaterialism and Tolerance Through Ceramic Fabrication Mediating and Rethinking ‘Site’ in the Creative ProcessMetaphors in Arguments for Change: Linking Ethics and Episte...Mindfulness and Meditation – Self-Care and Being Digital i...Mixed Realities: Augmented Environmental TransparencyMulti-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 UrbanPedagogical Tools for Media Studies: An AnalysisPhilosophy, Pedagogy and the Visual ArtsPlanning as evolution: radical pedagogy, creative methods an...Poorly Trained: Towards an AI Pedagogy in ArchitectureProcessing complex interior construction problems: A critica...Project as One ArgumentPrompting 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 ActivationShared Sites for the ‘Emergence of People’.Sites of [un]Contestation: A Classroom-Based Pedagogical Cas...Sketching as a Discursive Tool for Contextual ResearchSpecification writing as a design process toolStimulating Participatory Design Practices – Regional Chal...Student as Site: Pedagogical ParallelsSupporting 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 PlasticsTeaching 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 StudioTechnology 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 2020sThe 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 flatThe use of TIC in Mathematics higher education teaching and ...The Virtual World: COVID’s Impact on Design EducationTowards a Pedagogical framework for implementing studies of ...Towards an Object Orientated PedagogyTowards 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 DialogueUnlimited Pedagogy - Transformative Education for an Urbaniz...Urban Humanities as Framework for Public Space ResearchWelcome 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...
Presenters
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A. AboualamP. AbramsS. AfzalJunaid Alam RanaC. AllenM. AllibertM. AndrewsN. AntakiP. AshwinR. BachE. BachlmairB. BasarirK. BlairF. Bolaji AjiboyeA. BoothR. Brackett IIIP. BruggerP. Brugger(i)A. BukhammasK. Byrne et alG. CairnsC. ChhabraC. ChoG. Chyon et al.A. CiftciP. Collins et al.E. Con AguilarJ. CorkettD. CorreaL. CoucillM. CramerS. CrobeG. Crocker et al.E. CromptonA. CruzL. CulicA. DateyC. DaveyM. de AlarcónO. DenizD. Di MascioC. DiggleE. DonovanC. EarhartM. El KhafifB. Ertürkmen-AksoyD. FaoroC. FayM. FesselA. FjodorovaB. FrainC. GalassoA. GeorgeK. GerhardssonS. GeyerS. Geyer(i)A. Ghersi and I. VaggeP. GhomM. GhoshR. GibboneyA. GillJ. GoodmanJ. GreenD. GuevaraM. GuzowskiL. HakimT. HallidayC. HammondM. HansenH. Harriss et al.T. HealyC. HenshawE. HerringB. HornC. HwangM. HynamM. IqbalJ. JacksonG. JacobsR. JainJ. Jaminet et al.M. JeonL. JespersenS. JivaniC. JusteS. KamranA. KarandinouF. Kastner et al.A. KhoudiM. KhozaD. KingY. KohS. KooD. KoschitzA. KosmaD. LaitschH. Lester et al.M. LiH. LoganK. LovellL. MackintoshL. MadrazoH. MatayoshiB. MatholeS. McCallumJ. McGawH. McKellarD. McMahon et al.S. MehmoodM. MejiaC. MeschA. MeyboomR. MilgromD. MorleyS. MorrisF. Murialdo et al.M. MusaR. NeubauerS. O'Dwyer et alUniversity of PretoriaA. OsmanD. O’BrienE. O’Hara et al.S. PaekK. PalipaneR. Pan et al.N. PandeG. Parmenidis et al.A. PatchingS. Patel et alA. PaveleaM. PereiraI. PrinslooM. QuaggiottoA. Ramirez et al.A. RaonicJ. RibeiroS. RosadoC. RuedaRhett RussoR. Santos et al.L. SchlabitzA. ShearerL. ShenefeltJ. ShieldsM. ShilonF. SiddiqiA. SladeJ. SmitC. SmithS. StaehleM. StanderBall State UniversityA. SteffensR. TahaK. TanL. Tan.A. TataranniS. TempleJ. ThakkarS. TravisJ. Tussey et al.N. Tzortzi et al.V. VahdatF. van TonderF. van. TonderA. VartolaZ. VernonJ. Vigneri-BeaneG. W. HurcombH. WangE. WettsteinA. WhyteI. WillcockW. Wilms FloetK. Wong et al.Heather WorneF. WulffW. YangS. YoumS. ZahraJ. ZhouR. Zia
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A Focus on Pedagogy

Teaching, Learning and Research in the Modern Academy
The Storm community oriented real-life design project; revisiting the curriculum.
A. Karandinou

Abstract

This paper discusses a case study; an interactive stage set designed by a group of postgraduate students for the Literacy Pirates charity, as part of their curriculum. It examines the role of real-life community-oriented design projects developed as part of the curriculum, in the context of the UK higher education’s controversial neoliberal direction. Academia is constantly changing and is considered to be in a transitional state – of ‘crisis’ according to many – in the UK and beyond. Its identity and purpose are being re-negotiated. Its role to be both speculative and pragmatic is challenged at times, by various constraints. With the introduction and increase of fees, as well as the subsequent shift in the perception of academia, studies are being commodified. The discourse shifts from the collective to the individual; it is no longer about the role of the university, education, critical debate for the common good, but rather a currency for individual exchange. Several conversations have been raised on this topic, many of which idealise the former state of academia and demonise any change, whereas others support the current paradigm as the only way forward. Within this debate, this paper examines the possibility of re-introducing shared values through the development of community oriented real-life design projects. It examines how the role of higher education to generate critical thinking and healthy debate – rather than merely complying to the needs of the market – can be reinstated in the current times of crisis. Real-life projects that work with – and empower – local communities can potentially achieve the above and can orient the conversation into how academia can drive critical thinking and critical conversations for making the world a better place for all.

Biography

Anastasia Karandinou is an architect and a Senior Lecturer in the School of Architecture of the UEL, where she is Course Leader of the MA Interior Design. The Masters studio she leads explores design as a medium for social and political change. She recently co-led the British Council funded project ‘Cities in Transition’ in Ankara, which explored issues of migrant and minority ethnic groups in rapidly emerging urban developments. Following her PhD in Edinburgh, she represented Greece at the Venice Biennale of Architecture as the main designer of the ‘Athens by Sound’ project; an immersive interactive sound mapping installation. In 2017 she led the international conference Data & Senses, supported by RIBA and Arup, and this led to the publication of her latest edited book with Routledge, ‘Data, Architecture and the Experience of Place’.