Affiliation:
1. University of Coimbra, Portugal
Abstract
The digital revolution has been contributing to a paradigm shift in the studio model of design education for several decades; however, it is not the only factor. Developments in design practice, theory, and its outcomes are all contributing factors in this change, along with financial and organisational pressures in the institutions themselves. From the start of the global pandemic in 2019, rapid transformation took place in design courses as they were moved online to respond to new restrictions and periods of confinement. This chapter describe the fundamental characteristics of the studio model, identifies positive and negative aspects of its signature pedagogies, and discusses the ways in which the acceleration of digital transformation present both threats and opportunities for the future of design education. In the rapid transition to remote learning methods, it is crucial that existing inherent problems of the studio model are addressed and, if possible, resolved while preserving its essential character.
Reference50 articles.
1. Interior Design Teaching Methodology During the Global COVID-19 Pandemic
2. Remote emergency learning during COVID-19 and its impact on university students perception of blended learning in KSA
3. Constructions of Roles in Studio Teaching and Learning
4. Using Online Education Technologies to Support Studio Instruction.;D.Bender;Journal of Educational Technology & Society,2006
5. Bennett, A., & Vulpinari, O. (Eds.). (2011). Icograda Design Education Manifesto 2011. Ico-D. http://www.ico-d.org/database/files/library/IcogradaEducationManifesto_2011.pdf