VIRTUAL: Learning. Life. Work.
Abstract
“Place-hacking’ according to Michael J. Rosen refers to the pastime of urban exploring, checking out dilapidated buildings with three types of exploring: urbex (clandestine investigation of off-limit spaces); urban adventure (such as parkour); and infiltration (sneaking into sites). Imagine using these methods to explore and interrogate the learning spaces we operate within? Taking a different view? Investigating whether they are appropriate? Sneaking behind the accepted and questioning everything we accept as ‘fine’. A place-hacking journey of the ‘off-limit’ principles of design studio spaces, asking the question…….. Are they fit for purpose? The design of learning environments in higher education should reflect research-driven advancements in practice, both spatially and technologically, instead they often respond to what exists rather than what is required to enable contemporary pedagogical approaches, academics constrained by limitations in their physical environment to teach at a future-proof level. In contrast, evidence-based workplace design has been clearly proven to improve productivity, staff and stakeholder wellbeing. Working with local and national workplace consultants, tutors at Northumbria University, Newcastle established an active education research lab (ResiDE) where BA(Hons) Interior Design staff and students have trialled workplace environments within their own studios, testing these principles. Spatial planning models tell the story of the research project and propose a set of evidence-based prototypes for implementation. The ultimate speculative architect Peter Cook (Archigram) stated “the most memorable or most definitive architecture comes forth at a moment when a set of ideas exists as a form of attack; a retort to another set of ideas………”
Seton Wakenshaw is an assistant professor at the School of Design, Northumbria University, UK. With over 20 years of experience in design education and a passion for innovation he is excited by the future of education theory and practice, his mission is to develop truly innovative design methods and environments. Seton’s work utilises drawing as critical mediator in the development of commercial design practice, through programmes of study that shape industry, with a particular focus on the importance of drawn dialogues in the generation of creativity, development and communication.
Dr Julie Trueman is an assistant professor at the School of Design, Northumbria University, UK. With a hybrid background of Medicine and Interior Design her research focuses on pedagogy and environments for learning. Julie has co-ran workshops as part of the Open Studio Programme at the Bauhaus, Dessau leading to subsequent collaborations with the Bauhaus Research Academy, exploring student engagement when working online with iconic institutions, and the historic dissemination of Bauhaus pedagogic principles to the United Kingdom as part of the digitisation project “Schools of Departure”.