much more than a mooc: celebrating a breakthrough in architecture education

much more than a mooc: celebrating a breakthrough in architecture education

e learning update, Johannesburg, August 2015

Jolanda Morkel Senior lecturer, Architectural Technology, Faculty of Informatics and Design, Cape Peninsula University of Technology

CPUT part-time coordinator, OpenArchitecture

“A part time blended architectural learning programme”   

OpenArchitecture provides part time Architectural studies through a blended learning programme whereby an online learning portal supports

office-based mentoring, occasional regional studios and face-to-face block release sessions on campus.

the world of work

David Mohney

Michael Speaks

Monica Ponce de Leon

Taylor-Hochberg, A. (Ed)http://archinect.com/

digital technologiesHenan Diaz

Taylor-Hochberg, A. (Ed)http://archinect.com/

From 2009National DiplomaYear 3

From 2011National Diploma Year 2

From 2014BTech(part time: 2 years)

COMMUNICATION PROBLEM

PROXIMITY PROBLEM TRANSFORMATION PROBLEM

BloggerFacebook

BloggerFacebookQR CodesPodcastsSkype

LAMS (Sharepoint) for:- Content- AsynchronousGoto Webinar for:- Synchronousengagement

Fulltime resident programmeON CAMPUS (FULLTIME)

Students in the workplace

WORKPLACE (PART TIME)

Working professionals studyingWORKPLACE (FULLTIME)

ICT-enhanced f2f learning ICT to support synchronous & asynchronous communication, plus online content

ICT to support synchronous & asynchronous communication, plus online content

fills a gap, but does it fit?

places of learning & forms of engagement

office based mentoring

[work integrated]online learning portal

[formal online]

facebook group[Informal online]

face-to-face block release [on campus]

Announcements are made by lecturers and visible to students

Calendar entries are regularly updated to reflect all online meetings (crits), submissions and assessment dates, including portfolio reviews.

The online learning portal contains the following virtual spaces for learning:

* ORGANISATIONAL

* THEORY: ‘CLASSROOM’

Course work

is shared by educators and organised per subject and assignment. Learning material includes: recorded lectures, short videos, written briefs, document resources and links to available online material. All staff and students have access to the course work folders.

Student work

is submitted for feedback and assessment. Work is mostly created in Word or Powerpoint formats and then uploaded in pdf format. Only staff can view and access the submitted student work, not the students.

Hangout topics are created by staff and students and discussed online.

* APPLICATION: STUDIO

Design Journal (asynchronous)students are required to keep a design journal for every design project. It resembles a blog and contains drawings and text, arranged in chronological order, to reflect on their individual design process and receive feedback from tutors and peers.

Online crits (synchronous)are held weekly through a webinar where staff and students discuss projects, using audio and digital on-screen sketching. Crits are recorded and uploaded to the learning portal.

the highs…

The basis for the learning philosophies of open education can be traced back to the work of educational reformer John Dewey and developmental psychologist Jean Piaget.

The qualifier "open" of open education refers to the elimination of barriers that can preclude both opportunities and recognition for participation in institution-based learning.

Open education is motivated by a belief that learners desire to exercise agency in their studies. Specifically, people engaged in the learning process want to conduct inquiries about potential topics of study; to have a hands-on educational experience instead of a strictly textbook-focused education; to take responsibility for their educational decisions.

https://en.wikipedia.org/wiki/Open_education

• Semi-structured course environment• Interest-based curriculum• Assessment as learning/connection• Instructor support• Student community• Digital identity creation• Democratizing the web

From: Developing a framework for teaching open courses July 2015Alec Couros & Katia Hildebrandt Seven strategies for building a framework for open courses to lead to more positive student involvement in open, networked spaces.http://educationaltechnology.ca/couros/2603

The OpenArchitecture virtual learning interface has demonstrated that it is possible to successfully

enable studio-based learning in a virtual environment through the various interactions of the

blended programme

the lows…

obstaclesNot the technology…

BUT agreementspaymentsstudent registration subject codesemployer supportfees harmonisationfitting into the confines of the traditional Universityfinding out what must be done, by whom & when

What did we learn?

1. Do not expect to a clear pathway, be flexible, tackle one obstacle at a time

2. Do no assume that people will do what they say, that things will happen according to plan – check, double check and… then just do it

3. To apologise if it doesn’t work, is more constructive than to ask for permission before you start

4. Everything takes much longer than anticipated5. Identify all stakeholders and get their buy in6. Get external support – e.g. professional bodies, industry7. Remember the easiest response is “no”. You will need

people to do things that will take them out of their comfort zone – be nice to them, show gratitude

8. Share all successes – even if how small - with everybody9. Consult broadly, but compile a small enthusiastic team10. Question everything – ask “what if”, and consider many

alternatives

ReflectWhat works, what doesn’t work and why not?

ResearchWhat are the others saying about this?

RemindWhy are we doing this and what do we hope to achieve?

RewardAcknowledge people’s hard work and inputs and share successes, even if how Small

RepeatStart from the top

please join the conversation.

www.openarchitecture.co.za

www.cput.ac.za

https://vimeo.com/135372842