Abstract:

Pandemic prevention measures instated in architecture education system have transformed communication for both students and teachers. On-line and on-site education paradigms are addressed trying to understand what experiences are acquired and what can be used from now on in building a new architecture education model. The following article exhibits and addresses the three sides of the Architecture Studio process: reflection, introspection and analysis of more than one year experience of learning architecture during isolation. Communication in architecture education is tackled addressing the relationship between the parts involved in the process, the change of channels and also the change of the message and its content.

Forced isolation separated us physically and brought us together in new ways, mostly virtually and digitally. Normal times architecture education involves a complex more difficult work of transition, exploring creativity and collective work and action with close guidance. An important dimension of the architecture studio is togetherness, both being in the same space and working together, exchanging ideas and experiences through more ways of communication. Even if we are not meeting in studios and classrooms, we are meeting more and more in virtual digital realms. So, we are apart, but more connected. Physical presence has been replaced by a stronger connection.

Learning digitalization is not a new fact, but the pandemic triggered its expansion and transformed it into a phenomenon. It is linked with the isolation, distancing and self-development. Self-training business is fast growing and competes with the traditional education. The digitalization of the traditional education environment also engulfs a significant amount of our life. It enters our home and it exposes our intimacy. Learning has become our intimacy and our intimacy has become part of our learning. We are wondering what are the boundaries between personal life and education life for teachers and students in architecture schools.

The study underlines types of changes that teacher-student communication underwent. It questions how digital learning can shift education configuration temporarily or permanently. The article pursues three main research questions. In the digitalization of the architectural education what is the shift in the traditional realm, therefore what makes the traditional education environment different from the new on-line training trends? What does traditional education have to bring to the table in order to spark and maintain interest? Is having a dialog enough in building the education relationship, do we need to build the material world together or something more is needed?

Keywords:

Learning internationalization, competitivity, education market relevance, performance, performativity, participatory process.