Experiential learning classrooms require different types of engagement when modifying teaching applied design skills through online delivery. The aim of this research is to understand how hybrid-remote learning can address access to quality education, reducing inequalities in the industry, and adapt innovation and infrastructure for new ways of learning. With a practice research focus, research methods include literature review, open-ended surveys, and interviews of students and faculty of the Wilson School of Design (7 programs). Third year interior design student researcher brings a first-hand online-hybrid student perspective, partnered with faculty-lead research in enhanced learning technology. Both student and faculty research perspectives link educational, technological, and spatial needs in design education. For learning 3D design work, socio- and physical connections are dependant to the technology available for students, peers, and instructors when conducted remotely. While effective hybrid environments necessitate sophisticated technology adoption and support, student’s and the design industry have more recently needed to adapt to environmental and health related emergencies and access alternative modes of connection. The engagement between online and in-person students impacts learning activities like group-based work, industry specific field trips, and peer critique, but can also be supported through purpose-built learning spaces and technology. Highlighted in the concept sketches developed from the research, purpose-built learning spaces bridge engagement, pedological approaches, and flexibility in moving towards more equitable learning environments.
Program Chair/ Instructor , Wilson School of Design, Technical Apparel Design, Kwantlen Polytechnic University - Surrey, BC, Canada Farhath Ahmed
Student, Interior Design, Kwantlen Polytechnic University, Canada
Interior Design, Hybrid Learning Environment, Educational technology, Design
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