Abstract:

Architectural design pedagogy in the studio is traditionally based upon in-person discourse, facility-based production, and a studio culture inculcated by proximity with other design students and their work. As the synthesis of a student’s design ambition and knowledge from other concurrent courses, the design studio is the foundation of architectural curricula around the world. Unlike any other course in architectural curricula, it is literally named for the facility it takes place in as opposed to the topics covered. The physical space is the core of the program. As with many other disciplines during the COVID pandemic, architecture programs rapidly pivoted to online delivery, effectively truncating the invaluable studio space from the pedagogy. Throughout the pandemic a myriad of solutions and tools were implemented in response to online delivery including virtual collaboration tools, prioritization of digital modeling, and online repositories. This paper presents a critical overview of what steps were undertaken to maintain student engagement and uphold performance expectations. The authors also present tools and techniques used during the pandemic that would be retained for the transition back to a Post-Pandemic Architectural Design Pedagogy.

Keywords:

Post-pandemic pedagogy, digital design, mixed reality, design pedagogy.