Abstract:

Many aspects of design pedagogy have changed in the aftermath of the COVID pandemic ranging from the increased integration of digital media to the reaffirmation of in-person activities. As with the jarring pivoting to online pedagogical models at the outset of the pandemic, the rapid return to in-person learning has been a dramatic readjustment for both educators and students alike. The abrupt shift to remote learning, accompanied by the lack of face-to-face interactions and reduced access to educational facilities and resources, have dramatically altered students’ ability to engage effectively with their coursework. Compounded by the absence of structured learning environments and blind faith in online tools have decreased motivation, understanding, productivity, and retention of course content. This has culminated in a need for post secondary educators to reassess and identify effective strategies for course delivery and engagement. This is even more pressing in design-based disciplines such as architecture. This formative paper presents strategies in addressing the challenges of teaching post-pandemic design students in the immediate years transitioning back to in-person instruction. Through examples at Canada’s largest accredited architecture program, several best practices are presented that support transitioning students and educators in a new post-pandemic era.

Keywords:

Post-pandemic pedagogy, design, online learning.