Remote by Design

Description

Together we jointly have almost 30 years of experience teaching art, design, business, and entrepreneurship in higher education programs. We also specifically have researched the potential technologies bring to design education. Most recently, like the majority of academics on the planet, we had an abrupt transition to remote learning, and during that time we were both in leadership roles. Responsible for over 900 students, and more than 70 faculty, we co-led a variety of design and business programs through the move to remote for the latter half of the spring semester. Most recently, this summer, we’ve been participating in a series of experiments on the usage of VR in design education.

We also are experienced facilitators and are especially excited by conversations that cut across and transcend disciplinary boundaries, which we expect would be the case at the Digitally Engaged Learning conference.

Interaction

As we imagine a post-pandemic world, in which remote is not required, but optional, what are the teaching & learning activities that would remain in that delivery mode?

What new practices have we engaged in, as faculty, during this move to remote, that we think should remain in our institutions? Feel free to approach from multiple perspectives that include, but not limited to pedagogy, new technologies, training, resources, and equity of access.

How has the abrupt move to remote education shed light on the value of on-campus teaching and learning?

Outcomes

The outcomes of our session will help inform our own path forward at our institution. As we are in leadership roles, we have the opportunity to co-create how our institution can not just “go back” to the status quo of on-campus design education, but instead adopt more effective pedagogies that better meet the needs of current and future generations of students. A form of summary and select documentation of the session will be distributed online to a wider audience.