Teaching basic design online during the Covid-19 pandemic: An evaluation of the conventional and innovative pedagogies

Date

2022-12-01

Author

Cihanger Medeıros Rıbeıro, Duygu

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This article presents multiple pedagogical methods employed for urban planning students’ first-year basic design studio course during the rapid shift to an online environment in response to Covid-19. The aim is to critically discuss the conventional and innovative tools and techniques in design teaching during the online education system in the 2020–2021 academic year at Middle East Technical University City and Regional Planning Department. To do this, the basic design and planning studio course preparation itineraries, student projects and reflections are analysed to unveil the process of creating a non-linear and open (online) studio course. Although the central question in this study is how to prepare for an online design course, which is traditionally a hands-on experience in an active face-to-face studio environment, the outcomes of this article are noteworthy to evaluate from a broader perspective of basic design education for urban planners. The pedagogical strategies for a non-linear and open studio present significant lessons learned for a similar future experience. For this, the study discusses the outcomes as integrating conventional and digital tools, collaboration with students in preparing the course content, a flexible course program, and a process-based design. The results suggest combining new and conventional pedagogical approaches to adapt not only to an online education system but also to a possible revision of the course programs of design studios.

Subject Keywords

Basic design, design pedagogy, design studio, online education

URI

https://hdl.handle.net/11511/102438

Journal

MEGARON

DOI

https://doi.org/10.14744/megaron.2022.70457

Collections

Department of City and Regional Planning, Article

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Citation Formats

D. Cihanger Medeıros Rıbeıro, “Teaching basic design online during the Covid-19 pandemic: An evaluation of the conventional and innovative pedagogies,” MEGARON, vol. 17, no. 4, pp. 589–601, 2022, Accessed: 00, 2023. [Online]. Available: https://hdl.handle.net/11511/102438.