Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the Central European time zone. The current conference time is: 2nd Dec 2022, 10:14:50am CET

Only Sessions at Location/Venue 
Session Overview
08/5: Track | Design Learning Environments
Sunday, 26/Sept/2021:
3:15pm - 4:15pm

Session Chair: Katja Thoring, Anhalt University
Session Chair: Nicole Lotz, The Open University
Virtual location: Ericuo

if you are have difficulties to access the Zoom meeting please contact Erik Bohemia

to access submissions’ abstracts and files please select the session's title

InterpretersShan GAO and Xingfu WANG

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Hybrid Spaces teaching for “Chinese Traditional costume craft”

Shunhua Luo, Jingrui Yang, Chunhong Fan

Shandong University of Art & Design, China, People's Republic of

The general teaching mode for practical courses of design education was demonstration teaching by face-to-face and step-by-step. This exploration perhaps could provide a teaching method as a reference for practical courses in other design contents. An improved teaching mode about Chinese traditional costume crafts focusing on hybrid spaces including online teaching platforms, digital technology, and virtual interactive learning was introduced. Lu embroidery as the teaching object was shown in this case study. Online teaching platforms and interactive learning system of crafts based on virtual technology were employed, and students were required to study embroidery knowledge and crafts by self-learning at pre-class activities. Intangible cultural heritage inheritors and teachers at physical space discussed with students face to face and guided students to carry out innovative designs. This case study demonstrated that hybrid spaces for design education could improve the ability of students’ self-learning and teaching efficiency.

Critique Assemblages in Response to Emergency Hybrid Studio Pedagogy

Christopher Wolford, Yue Zhao, Shantanu Kashyap, Colin M. Gray

Purdue University, United States of America

Studio education focuses on active learning and assessment that is embedded in students’ exploration of ill-structured problems. Critique is a central component of this experience, providing a means of sensemaking, assessment, and socialization. These critique sessions encompass multiple types of interactions among students and instructors at multiple levels of formality. In most design programs, these practices have been situated in a physical studio environment—until they were disrupted by the COVID-19 pandemic. As a group of educators and design students, we used this disruption as an opportunity to reimagine means of critique engagement. In this paper, we document the creation, piloting, and evaluation of new critique assemblages—each of which bring together a group of technology tools, means and norms of engagement, and channels of participation. We report both on the extension of existing critique types such as desk crits, group crits, and formal presentation crits, describing both the instructional goals of the new critique assemblages and the students’ experience of these assemblages. Building on these outcomes, we reflect upon opportunities to engage with new hybrid critique approaches once residential instruction can resume, and identify patterns of socialization and wellbeing that have emerged through these assemblages that foster critical reflection on studio practices.

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