Jones, Derek and Lloyd, Peter
(2013).
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| URL: | http://www.hioa.no/eng/content/download/27753/3410... |
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Abstract
The role of ‘place’ in design education is essential in providing a structured learning experience that can be trusted and which allows dynamic social connections to emerge in the development of reflective practice. With increasing demand for distance and online learning resources, this paper considers how such a sense of place can be arrived at using ‘virtual architecture’. Analogies with physical architectural space – for example ‘homes’, ‘forums’, ‘studios’, ‘libraries’ can be useful, but in many ways the opportunities for design learning in virtual architecture go far beyond what is possible with physical architecture. We describe how the virtual architecture of an Open University course in Design Thinking has consciously tried to create place rather than space, in crafting an environment with intrinsic learning opportunities, and the benefits this has brought to students studying the course.
| Item Type: | Conference or Workshop Item |
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| Copyright Holders: | 2013 The Authors |
| Keywords: | place; space; design education; virtual learning environments; phenomenology |
| Academic Unit/School: | Faculty of Science, Technology, Engineering and Mathematics (STEM) > Engineering and Innovation Faculty of Science, Technology, Engineering and Mathematics (STEM) |
| Research Group: | Design and Innovation |
| Item ID: | 37622 |
| Depositing User: | Derek Jones |
| Date Deposited: | 16 May 2013 15:05 |
| Last Modified: | 02 May 2018 13:52 |
| URI: | http://oro.open.ac.uk/id/eprint/37622 |
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