What does the physical design studio represent, how is this translated online?

Description

My PhD research proposal submitted prior to the pandemic and subsequent lockdown was to examine how you can create the optimum studio environment to encourage creativity among design and creative media students in tertiary education, and how/if this in turn can be translated online. Obviously this study has taken much great significance now as we have all had to change our delivery to online platforms, but the central crux of the study remains. The challenge now is how do you transfer what Tovey (2015) describes as tacit knowledge or what Austerlize et al (2008) and Orr and Shreeve (2018, p.56) describe as “the ambiguity that is at the core of creative education” to an online setting.

Interaction

In your teaching what cultural, social and educational values does the physical studio present/represent? In your online pedagogic practice to date what has been the greatest challenge in delivering traditional studio activities. What have been the surprising positives/negatives to moving delivery primarily online? How would this inform blended learning in the future?

Outcomes

The discussions will feed into research for my PhD research but in time will also inform adaptive spatial solutions to transform spaces and accommodate the different activities that take place during the creative process including blended learning and a toolkit in the form of an online resource that enables equivalent experiences online.