TEACHING-LEARNING-RESEARCH: DESIGN AND ENVIRONMENTS
A conference organized by Routledge, AMPS, PARADE and the University of Manchester.
Place: Virtual / University of Manchester
Dates: 02-04 December, 2020
Abstracts: 30 June 2020 (Round One)
This is a virtual conferences with a keynote presentation from the University of Manchester.
PUBLISHERS: Routledge | UCL Press
FORMATS: Pre-recorded presentations, Zoom, written papers
See the AMPS Academic YouTube channel: http://bit.ly/ampsyoutube
Nb. select in-person presentations may be held on the day of the live keynote talk.
The conference is thematically open and publishes works connected with key themes in:
Education | Teaching Practice | Theories of Learning | Educational Technologies | Pedagogy | Educational Psychology | Learning spaces
There is particular interest in cross-disciplinary approaches and, more specifically still, the initiative will set up platforms for researchers and teachers whose work connects to issues of life, design, representation and the quality of the built environment.
Art | Architecture | Design | Urban Planning | Sustainability | Engineering | Housing | Public Health | Sociology | Economics | Business | Governance | History
This conference seeks to engage education professionals in debate and best practice sharing with educators in the fields of art, design and social science disciplines.
The backdrop to the conference is the varied interpretations of teaching as it relates to research. This is often contested, with definitions of ‘academic research’ often excluding analysis, experiment, knowledge transfer and critical debate stimulated in the classroom, studio or lab. However, this is challenged. Educationalists routinely define the classroom and laboratory and use it to monitor how space influences learning . In architecture, landscape and urban design, the idea of a ‘design studio’ as a vehicle for research in and of itself is gaining traction. In construction and engineering schools the notion of problem based curricula is common place, with student initiatives such as the Solar Decathlon turning learning into experiment by default.
Programs of sociology and human geography routinely collect data on communities and neighbourhood initiatives as part of classroom exercises. Public health educators engage in critiques of urban infrastructure in developing arguments around issues like the healthy city. The growing number of urban economics professors worldwide, debate and explore the finance of housing, real estate and city infrastructures, forging new theories of city finance in the process.
Teachers of art and social history reconsider and critique the cultural and social movements of cities in the very act of explaining them. In exploring the city as both dynamic and time-place bound in the classroom, cultural theorists engage in the very act of defining it as such for a new generation of researchers in the field. How we represent the city and its communities is not only a theme in media and communication studies, it is a practice we study.
What then, of the distinction between research and teaching as it manifests itself in disciplines that relate to the life and design of the built environments of our towns and cities?
The conference welcomes papers on a wide range of relevant themes including, but not limited to:
Design studio initiatives; pedagogical methodologies; teaching and learning theories; problem based projects; research that feeds into teaching and learning projects; critiques of how technology is changing teaching, research and work; projects that break disciplinary boundaries; educational and research infrastructures; global changes to academic funding priorities and more.
To submit an abstract: