The ‘Tutorless’ Design Studio: A Radical Experiment in Blended Learning

Authors

  • Glen Andrew Hill University of Sydney

DOI:

https://doi.org/10.5278/ojs.jpblhe.v0i0.1550

Keywords:

Blended Learning, Problem-based Learning, Design, Design Studio, Architecture, Education, Pedagogy

Abstract

This paper describes a pedagogical experiment in which blended learning strategies were used to replace the traditional role of design tutors in a first year architectural design studio.   The pedagogical objectives, blended learning strategies and outcomes of the course are detailed. While the quality of the student design work produced by the blended learning design studio was independently assessed as being of a very high standard, the student feedback on the course was mixed. Given the equivocation evident in the student feedback, the paper concludes by speculating on factors beyond the educational strategies that may have led to the high quality of student design work.   

Author Biography

Glen Andrew Hill, University of Sydney

Glen Hill is an associate professor at the Faculty of Architecture, Design and Planning, University of Sydney

References

Foucault, Michel (1977). Discipline And Punish: The Birth Of The Prison, translated by Alan Sheridan. London: Allen Lane.
Mayo, Elton (1945). The Social Problems Of An Industrial Civilization, Boston: Division of Research, Graduate School of Business Administration, Harvard University.
Muir, Michael (a year 1 architecture student at the University of Sydney in 1973). Interview, conducted June 3, 2016.
Neville, Alan J. (2009). "Problem-Based Learning and Medical Education Forty Years On". Medical Principles and Practice, 18 (1): 1–9.

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Published

18-09-2017

Issue

Vol. 5 No. 1 (2017): Special Issue: Blended Learning in Architecture and Design Education

Section

Case studies of PBL and reflections on PBL in practice

License

Articles published in Journal of Problem Based Learning in Higher Education are following the license Creative Commons Attribution (CC-BY)

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC-BY). Further information about Creative Commons