The Digital Revolution as a paradigm of the information age has given rise to numerous forms of training, education and adult education. Initially, these e-learning strategies primarily replace classical frontal teaching: one-to-many formats are documented and semantically processed. Increasingly, however, independent forms are developing that attempt to use the specific potential of digital and networked communication.
Feedback loops and integration of social media leads to improved exchange between teachers, and students, and within these groups. Collection and analysis of large amounts of data on learning and teaching processes allow optimization and individual tailoring to students and learning environments1.
It is efficient to present, bundle, and coordinate specific learning content suitable for digitization on information technology platforms 2,3. Based on this level of knowledge and development, the special requirements in continuing education for professionally competent persons are addressed. Persons participating in participative processes (i.e. „phase 0“ processes) learn to interpret and process the statements and positions of the others involved in a positive way.
We are using tools and strategies of a MOOC to achieve efficient and comprehensive preparation for discourse content. The semantics of terms used are shared and expanded among the trainees.
Involved early in typical situations characterized by group interests, participants are placed in situations where they learn to judge and assess, exchanging and further processing competence and anecdotal feedback4. Purposefully placed physical encounters (i.e. field trips, walk-throughs) enable participants to experience the non-abstractable qualities of architectural design together within the framework of the course, which is predominantly completed independently of location and not synchronously5.
Other didactic approaches of the ERASMUS research project LEA (game, smartphone app, manual for facilitators of Phase 0 events) complement the MOOC approach.
Contemporary architecture for schools that is suitable for new pedagogical practices requires people who, as decision-makers and responsible persons, know and share the relevant concepts of all parties involved6.
Participatory processes appear to be well suited to sketching out an overall picture of concerns in a specific context at an early stage. A prerequisite for this, however, is the expansion of the ability to dialogue about architecture and its perception. Together, the experience of spatial effects is reflected upon and the possibilities of describing them are „grasped“.
The aim is to acquire competences in order to
- be able to operationally understand and productively apply the different terminology from the individual professional fields involved;
- anticipate discussion and decision-making situations in order to create positive group dynamics for openness and fairness.
The LEA project strives to anchor the significance and importance of spatial conditions for successful pedagogy in the consciousness of the persons in responsibility.
1 Mayer-Schönberger V., Cukier K. (2014), Learning with Big Data
2 Ko S. (2017, 4thEd.) Teaching Online
3 Zhadko O., Ko S. (2020), Best Practices in Designing Courses with OER
4 Ward K. (2020, 2ndEd.), Researching the City
5 Dünne J., Günzel St. (2012, 7thEd.), Raumtheorie
6 Imms W., Kvan Th. Eds. (2021), Teacher Transition into Innovative Learning Environments