Abstract:

Why should students bother attending classes when they have access to a greater spectrum of information conveniently at their fingertips whenever they want and wherever they may be? The combination of quick, mulit-sourced online multimedia, under the blanket of Web 2.0, and its accessibility to a new generation of students, the Millennials, has precipitated a tidal wave of change in post-secondary education across all disciplines. As these tech-savvy students navigate their way through a spectrum of Google’s online data resources and multimedia to supplement their education, the challenge for contemporary instructors to assess the pedagogical value they offer their students. Specifically within the multifaceted discipline of architecture, the tools afforded by Google have become a double-edged sword where depth and comprehensiveness are compromised out of a desire for breadth and accessibility. Initially exploring a sampling of Google’s products and their significance in architecture pedagogy, this paper proceeds to present a framework for educators, dubbed Five Dimensional Pedagogy, to add value in the classroom and studio that otherwise would not be uncovered via conventional online resources. By framing pedagogy within the mindsets of projects, professors, professional industry, peers, and personal growth, architecture faculty may add value into the classroom that has since witnessed Google’s creative destruction.

Keywords:

Pedagogy, Google, digital work flow.