Routledge is collaborating with AMPS, PARADE and the University of Manchester/Manchester Metropolitan University of a ‘teaching, learning and research initiative. The second conference in this program is fully virtual:
ONLINE EDUCATION: TEACHING IN A TIME OF CHANGE
Dates: 21-23 April, 2021
Early Abstracts: 30 June 2020
(Later options: 25 Feb, 2021 | 30 Mar, 2021)
PUBLISHERS: Routledge | UCL Press
FORMATS: Pre-recorded presentations, Zoom, written papers
See the AMPS Academic YouTube channel: http://bit.ly/ampsyoutube
The conference and its publications seek to share best practices in online education, learning, research and related support, archival and referencing support. It welcomes presentations from researchers and teachers on:
How they operate in the ‘online classroom, studio or lab’; how they function ‘in the field’ using the new technologies available to them; how they research and disseminate research online….. and more.
The conference is thematically open and publishes works connected with online issues in:
Education | Teaching | Educational Technologies | Pedagogy | Research support | Research dissemination
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.
Recent events across the world of academia have brought into full light the various agendas around online education and research. As universities, schools and colleges closed across the world in 2020, researchers, teachers and students scrambled to adapt to a whole host of new pedagogical tools, communicative techniques, learning methods and teaching styles almost overnight. Some survived, others thrived, while some struggled and ultimately went ‘out of business’.
For some disciplines, the transition was seamless, with lectures, tests and projects administered online with little or no change at all. Other disciplines writhed at having to forego the peer-to-peer learning environment of the classroom, the dynamic interaction of the design studio, or the personal contact of the open-ended seminar discussion. Skills-based courses such as model making lost their contact with ‘materiality’ while the physicality of lab experiments on materials or prototypes was totally lost.
Despite the ‘shock of the new’ all this represented, the debates around the virtual classroom, the online studio, the remote seminar, and distance education more generally, were far from new. Universities like Purdue in the US and the Open University in the UK had been operating this way for years. Experiments into how to teach design online had been happening for decades across the world, the evolution of remote educational interfaces had been evolving non-stop since the 1980s.
What then, is the “new present” for education in the discipline areas of this conference, and what will the tomorrow hold?
Submit an abstract: