Automated system test schedule

Abstract

This paper focuses on the relationship between research, in-class teaching, field trips and online delivery for Study Abroad: London Architecture and Urbanism undergraduate courses. The aim is to equip international students with the necessary skills to critique changing architectural styles in-line with the historical, political, social and cultural contexts in which they were produced. The objective is to focus on ideas and ideologies relating to changes in design. A cross-disciplinary platform draws on architectural history and theory through published research, media, plans and drawings. It also utilises different disciplines to provide other ways of seeing architecture and the built environment. Geography is used for mapping. Art History is used for exploring real and imagined architectural and topographical views. Cultural studies are used to examine the issues relating to revitalisation and gentrification, and other concerns arising from privately owned public space. A range of educational strategies are also utilised including active and blended learning, case studies, discussion based teaching, and experiential learning. Due to COVID-19, the afore  mentioned teaching has moved, at this present time, online which has resulted in implementing new pedagogical tools through Zoom lectures, narrated PowerPoints and Google Earth field trips. Whether the teaching is face-to-face or online the aim is to create an effective learning forum where the material is critically analysed, engaged with it and synthesised. An issue is that with the proliferation of apps and digital media, which offers new opportunities, it also provides distractions for the students, and ongoing challenge for educators. This paper examines the following questions: How can face-to-face and digital technologies work together? Comparing face-to-face and digital learning, is one demonstrably more effective than the other?