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      Socio-constructivist pedagogy in physical and virtual spaces: the impacts and opportunities on dialogic learning in creative disciplines

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          Abstract

          The process and outcomes of the design studio are extensively communicated through visual means. However, notwithstanding such tangible manifestations of learning, design education is characterised by dialogue, the discussions in studio between tutors and students and between the students themselves. As such, it aligns strongly with socio-constructivism, where learning is co-constructed and negotiated through a social process of collaborative dialogue. This article evaluates the impact of the transition from studio-based encounters to virtual learning on a pedagogy that revolves around dialogic interaction, the dynamics of which arguably become distinctly different online. Utilising a combination of reflecting on teaching practices and research literature, this article explores the effects of a variety of signature elements on architectural pedagogy through which dialogic learning occurs, such as one-to-one tutorials (desk crits), group tutorials and design reviews (crits or juries). Socio-constructivism suggests that dialogue and co-construction are key processes for learning; the question is: was this effectively replicated in a virtual format? Post-lockdown, some institutions are retaining elements of virtual teaching alongside face-to-face through a blended learning approach. The article considers the implications of this for creative disciplines. In the return to face-to-face teaching after the prolonged hiatus created by the pandemic, some students have very little experience of studio culture; the article discusses the potential consequences and opportunities that this presents. Learning from the experiences of remote teaching during the pandemic, the article concludes by suggesting qualities that might be embedded within both physical and virtual creative learning spaces to facilitate more compassionate and engaging dialogic learning.

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          Social constructivist perspectives focus on the interdependence of social and individual processes in the co-construction of knowledge. After the impetus for understanding the influence of social and cultural factors on cognition is reviewed, mechanisms hypothesized to account for learning from this perspective are identified, drawing from Piagetian and Vygotskian accounts. The empirical research reviewed illustrates (a) the application of institutional analyses to investigate schooling as a cultural process, (b) the application of interpersonal analyses to examine how interactions promote cognition and learning, and (c) discursive analyses examining and manipulating the patterns and opportunities in instructional conversation. The review concludes with a discussion of the application of this perspective to selected contemporary issues, including: acquiring expertise across domains, assessment, educational equity, and educational reform.
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                Author and article information

                Contributors
                Role: Guest Editor
                Role: Guest Editor
                Journal
                Archit_MPS
                Architecture_MPS
                UCL Press
                2050-9006
                11 May 2022
                : 22
                : 1
                : 1
                Affiliations
                Ball State University, USA
                Ball State University, USA
                [1 ]Liverpool School of Art and Design, Liverpool John Moores University, UK
                Author notes
                [* ]Correspondence: c.r.smith@ 123456ljmu.ac.uk
                Author information
                https://orcid.org/0000-0002-4586-4924
                Article
                Archit_MPS-22-1
                10.14324/111.444.amps.2022v22i1.001
                380d25db-2fd0-4c8c-a596-981fbec051ec
                © 2022, Charlie Smith.

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/111.444.amps.2022v22i1.001.

                History
                : 23 April 2021
                : 31 March 2022
                Page count
                Pages: 18
                Categories
                Research article
                Custom metadata
                Smith, C. ‘Socio-constructivist pedagogy in physical and virtual spaces: the impacts and opportunities on dialogic learning in creative disciplines’. Architecture_MPS 22, 1 (2022): 1. DOI: https://doi.org/10.14324/111.444.amps.2022v22i1.001.

                Sociology,Political science,Political & Social philosophy,Urban studies,Architecture,Communication & Media studies
                socio-constructivist pedagogy,studio learning,dialogic learning,virtual learning,social context

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