why? how? what? rethinking pedagogy to integrate sustainability in architecture curricula low...

Why?

How?

What?

Rethinking Pedagogyto Integrate Sustainability in Architecture Curricula

Low hanging fruitShift to cardinal perspective

Decode – current system of learningUnderstand - Precedent systemsDraft objectives

Identify new systemsIdentify methods and toolsDevelop new framework

Why include sustainability issues in architecture education?

Source: Promoting Policies and Practices for Sustainability - Sustainable Buildings and Climate Initiative, UNEP

40%

ENERGY WATER GHG EMISSIONS RESOURCES

25% 33% 40%

Low hanging fruit

Global consumption by buildings

Source: Promoting Policies and Practices for Sustainability - Sustainable Buildings and Climate Initiative, UNEP

30-80%

Low hanging fruit

ENERGY GHG EMISSIONS

Reduction in global consumption by buildings in

How does architecture education view sustainability?

Cardinal perspective

Lack of perspective: Business as usual

TECHNICALS

HUMANITIES

ARCHITECTURE DESIGN

ARCHITECTURE THEORY

SUSTAINABILITY

ARCHITECTURE EDUCATION

Cardinal perspective

Cardinal Perspective: 2⁰ C Target

SUSTAINABILITY

Cardinal perspective: 2⁰ C TargetArchitecture is a subset of sustainability agenda



TECHNICALS

HUMANITIES

ARCHITECTURE DESIGN

ARCHITECTURE THEORY

SUSTAINABILITY


transitionSUSTAINABILI

TY




TECHNICALS

HUMANITIES

ARCHITECTURE DESIGN

ARCHITECTURE THEORY

SUSTAINABILITY


transition

TECHNICALS

HUMANITIES ARCHITECTURE DESIGN

ARCHITECTURE THEORY

SUSTAINABILITY



How to include sustainability issues

in architecture education?

ISN’T SUSTAINABILITY ALREADY A PART OF ARCHITECTURE EDUCATION?

Yes, try to spot it in the current curriculum

UNIVERSITY OF MUMBAI

I

ARCHITECTURE DESIGN

ALLIED DESIGN(BASIC DESIGN)

BUILDING CONSTRUCTION

+ MATERIALS

THEORY OF STRUCTURES

HUMANITIES

ENVIRONMENT STUDIES

ARCHITECTURAL DRAWING + DETAILING

COLLEGE PROJECT

ELECTIVE 1

II

ARCHITECTURE DESIGN

ALLIED DESIGN(BASIC DESIGN)


+ MATERIALS


HUMANITIES

ENVIRONMENT STUDIES


COLLEGE PROJECT

ELECTIVE 2

III

ARCHITECTURE DESIGN

ALLIED DESIGN(INTERIOR DESIGN)


+ MATERIALS


HUMANITIES

ENVIRONMENT STUDIES


COLLEGE PROJECT

ELECTIVE 3

IV

ARCHITECTURE DESIGN

ALLIED DESIGN(INTERIOR DESIGN)


+ MATERIALS


HUMANITIES

BUILDING SERVICES


COLLEGE PROJECT

ELECTIVE 4

V

ARCHITECTURE DESIGN

ALLIED DESIGN(LANDSCAPE)


+ MATERIALS


HUMANITIES

BUILDING SERVICES


COLLEGE PROJECT

ELECTIVE 5

VI

ARCHITECTURE DESIGN



+ MATERIALS


HUMANITIES

BUILDING SERVICES


COLLEGE PROJECT

ELECTIVE 6

VII

ARCHITECTURE DESIGN



+ MATERIALS


PROFESSIONAL PRACTICE

BUILDING SERVICES


COLLEGE PROJECT

ELECTIVE 7

VIII

PROFESSIONAL TRAINING

IX

ARCHITECTURE DESIGN

ALLIED DESIGN (URBAN

PLANNING)


+ MATERIALS



ENVIRONMENT STUDIES

BUILDING SERVICES

DESIGN DISSERTATION

ELECTIVE 8+9

X

DESIGN DISSERTATION


+ MATERIALS


ENVIRONMENT STUDIES


ADVANCED THEORIES

ELECTIVE 10

IDEAEXPERIENCE

MEMORY

Gather in

fo associate

Associative Learning

reinforced

Current architecture education discourages associative learning

Real-Life Scenario

river


Current Architecture Education: Subject-wise learning

river

river

river


Precedent systems of learning are absentin current architecture education

SYSTEM OF LEARNINGTOOLmethod

How to study learning systems?


Precedent systems Counter productive systems

Real–life Scenario

Simultaneous

Problem-solvingDissociativelearning

Subject-wise compartmentalisationAssociativeLearning

DirectInstructionallearning

Lecture + Notes

Drill + practiceIndirect +Interactivelearning

Case-StudiesReflective discussion

Experientiallearning

Field tripsContextual grounding



Cross-disciplinary groups

Peer interaction

DebatesCo-operative learning

Modelling/ Simulation/Exercise

Iteration

Self-correctionProject based learning



DissociativeAssociative

Direct InstructionalIndirect + InteractiveExperiential

Co-operative

Project based

DESIGN STUDIO

TECHNICALS,HUMANITIES,

EVS

Which of these teaching techniques should one choose?

Effective teaching is a response toreceptive learning and material of study

MATERIALSTUDENTS

INSTRUCTOR

facilitati

ng lecturing

learning

Source: ‘Teaching is not Learning: Going beyond traditional lecture’ - Jean Luc Doumont

Effective teaching is a response toreceptive learning and material of study

I II

IIIIV

What are the educational objectives that these teaching techniques are aiding?

Levels of intellectual behaviourimportant in learning

RememberUnderstand

ApplyAnalyse

EvaluateCreate

Bloom’s taxonomy of educational objectives

Levels of intellectual behaviourimportant in learning

Bloom’s taxonomy of educational objectives

RememberUnderstand

ApplyAnalyse Evaluate Create

New framework’s educational objectives

Evidential Thinking

Contextual Thinking

Decision Making

Informed Public

InnovateChallengeSystems

Informed Public

Individual behaviour

Collective empathyActive contributors

Customisedsolution

Contextual Thinking

Translate

Extrapolate

Levels of intellectual behaviourimportant in sustainable architecture pedagogy


Move away from Green hogwash

EvidentialThinking

Apply concept

Test with evidence

ResetGoals

Challenge systems

Dissect

No singlesolution

DecisionMaking

Self-selected criteria

Informed rationalisation


Effective alternative toconventions

Innovate Creative thinking

What is included in the new framework?

Structural shift needstemporal shift: Module

1 32 4-9 10 11-15 16

Fundamentals

Remember + Understand Apply Analyse + Evaluate + Create

Indirect

Case-Study

Experimental

Field Trip Real–life scenario

Associative

Cross-disciplinary

Co-operative

Exercise / Simulation

Project based

reflect context solve debate iterate

DesignHumanitiesEnvironmental StudiesTechnicalsElectivesAll

1 32 10 16

Fundamentals

Remember + Understand Apply Analyse + Evaluate + Create

DesignHumanitiesEnvironmental StudiesTechnicalsElectivesAll

Individual assessment Didactic building Building Physics(Home)

Design and build: models of sustainable strategies

VisualDictionary(Field trip)

Informed Public

ContextualThinking

Evidential Thinking ChallengeSystems

Decision Making

Innovate

First year module

4-9 11-15

Intermediate year module

1 32 10 16

FundamentalsDesignHumanitiesEnvironmental StudiesTechnicalsElectivesAll

School assessment Docu-analysis+ SustainabilityTheories

Building modelling(physical+ virtual)

Design and Build1:1 scale

Informed Public

ContextualThinking


Decision Making

Innovate

4-9 11-15

1 32 10 16

FundamentalsDesignHumanitiesEnvironmental StudiesTechnicalsElectivesAll

Mapping urban systems Urban Theoriesin Sustainability

Compare ratingsystems

Test one design in three differentRating systems

Informed Public

ContextualThinking


Decision Making

Innovate

Final year module

4-9 11-15

Relevance of the teaching tools included in the new framework?

Incorporate in design

Build database

Understand impact

Architect

Study city

Study sustainability at urban levelfor broad perspective of large scale systems

Walkable city

Study of green rating systemsto challenge the gospel

Incorporate learning

Contextual relevance

Comparative analysisfor shortcomings

Architect

Study ratingsystems Customised guidelines

Critical assessmentsfor creating informed public through quantified evidence

Data collectionassessment Strategic Implementation

Architect

Quantified evidenceChallenge systemsNo green hogwash

New framework’s five essential constituents

Objectives

Informed Public

ContextualThinking

A

A

Sequence Learning systems

Individual assessment

+ Didactic building


Objectives

Informed Public

ContextualThinking

EvidentialThinking

A

B

AB



+ Didactic building

Building physics +

visual dictionary


Objectives

Informed Public

ContextualThinking

EvidentialThinking

ChallengeSystems

Decision Making

Innovate

A

B

C

AB

C



+ Didactic building

Building physics +

visual dictionary

Design + build:

sustainable strategiesIndividual + House

Scale


Objectives

Informed Public

ContextualThinking

EvidentialThinking

ChallengeSystems

Decision Making

Innovate

A

B

C

AB

C

Individual + House

Institution + Commercial

Sequence Scale Cross-disciplineLearning systems

School assessment

+ docu-analysis

Building modelling

Design + build (1:1)


Objectives

Informed Public

ContextualThinking

EvidentialThinking

ChallengeSystems

Decision Making

Innovate

A

B

C

AB

C

Individual + House

Institution + Commercial

Urban

Sequence Scale Cross-disciplineLearning systems

Mapping urban systems

& sustainable theories

Compare rating systems

Test in rating systems

Support mechanismto stop reinventing the wheel

Inter-college periodical

Educator

Case studiesOpen dialogue

PractitionerKnowledge bank: platform for dialogue

colla

bora

te Sustainable-design library

Knowledge exchange

Knowledge

exchange

Support mechanismto stop reinventing the wheel

Details in sustainable construction

Educator

EducatorSustainability kit

colla

bora

te

Sustainability kit

Knowledge exchange

Knowledge

exchange

Sustainable strategies: Student + Professional work

Teaching tools + methods

How to verify effectiveness of a teaching technique in revised

curricula?

Method to testeffectiveness of teaching technique

Control group Test group

Pre-test

Result Result


Control group Test group

Result Result

Post test

Old teaching technique

New teaching technique


Students

Strongly disagree

Feedback tool

New teaching technique

Feedback

Disagree

Neutral

Agree

Strongly disagree

Draft an exercise using the five essential constituents of the new framework Address multiple

agendas: Sustainability concernsEconomic concernsSocial concernsBuilding TechnologyDesign

why? how? what? rethinking pedagogy to integrate sustainability in architecture curricula low...

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