Case Study: The journey to experiential learning in passive design

Stevenson, Elizabeth ORCID: https://orcid.org/0000-0002-8531-2091 2020. Case Study: The journey to experiential learning in passive design. Presented at: AMPS Education, Design and Practice – Understanding skills in a Complex World, Stevens Institute, NY/NJ, USA, 17-19 June 2019. AMPS Proceedings Series. , vol.17 (2) pp. 286-294.

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Abstract

There are many sources advising teachers to adopt innovative learning methods to improve students’ capability in relation to critical thinking, creativity, depth of learning, etc. [1-4]. However, there are many reasons why such a transition can be difficult. These include the teacher’s belief in the extensive lecturing approach as it reflects their own successful experience [3], lack of training to support new methods [1], and lack of time and resources to implement such an extensive change [3, 5]. There are a number of innovative learning methods advocated, e.g. experiential learning [6], collaborative learning [3, 7], backward design process [2], problem based earning [2, 7], flipped learning [5, 8], gamification [9] and others. There are also several technological approaches suggested to support these learning methods e.g. audience response systems [8], videos [5, 8], digital simulation [7] and elearning platforms with features such as forums [7]. Selecting the appropriate approach for the specific cohort and topic is a challenge. This paper describes how this challenge was approached in relation to transforming learning of Passive Design at Post Graduate level in the Welsh School of Architecture. The topic had previously been delivered in a traditional lecture-based format with lectures recorded for distance learners.

Item Type:	Conference or Workshop Item (Paper)
Status:	Published
Schools:	Architecture
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
ISSN:	2398-9467
Date of First Compliant Deposit:	14 April 2020
Date of Acceptance:	4 April 2020
Last Modified:	08 Nov 2023 11:36
URI:	https://orca.cardiff.ac.uk/id/eprint/130975

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