2021, vol. 13, iss. 1, pp. 55-70
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Soft(er)ware of architecture experiences of teaching interior architecture and design in the time of pandemic
(Mekši) softver arhitekture - iskustva u nastavi unutrašnje arhitekture i dizajna na Tehnološkom Institutu Sligo, Irska
Abstract
Of the many lessons that the pandemic has taught us and brought into our personal and professional lives, the recognition of human agility and flexibility is possibly the least recognised, but most valuable. Architecture courses, which traditionally apply practice-based pedagogy and foster studio-based learning, were the most reluctant to embrace the growing cohort of online and blended (or hybrid) model programmes. However, pandemic-induced circumstances found us, less than a week into lockdown, embracing the virtual world and carving our own spaces in its digital alcoves. After two and a half semesters of exclusively teaching architecture and interior architecture remotely across a range of practical modules (from Studio to Architectural Representation), it became apparent that architecture was finally given the permission to become fluid and be interpreted through the tools which we still refer to as digital, thus distinguishing and removing them from the realities of their seamless, quiet integration to our everyday, physical lives. On return to on-campus teaching, elements of the virtual practice became an established part of studio pedagogy, proving that remote learning is not only beneficial for providing access to knowledge, but also an instrument for conducting advanced layers of analysis, thinking and creativity. However, in bringing us together, the technology not only establishes itself as the (only) means, but also as a selector: qualifying participation based on connectivity and equipment quality.
Sažetak
Od mnogih lekcija koje je pandemija donela u naš lični i profesionalni život, prepoznavanje ljudske agilnosti, fleksibilnosti i proaktivnosti je možda najmanje priznato, mada je ono najvrednije. Kursevi arhitekture, koji tradicionalno primenjuju pedagogiju zasnovanu na praksi i neguju učenje zasnovano na studiju, bili su najotporniji da se pridruže rastućoj kohorti onlajn i kombinovanih (ili hibridnih) modela programa. Međutim, okolnosti izazvane pandemijom zatekle su nas, nakon manje od nedelju dana u izolaciji, kako prihvatamo virtuelni svet i urezujemo sopstvene prostore u njegove digitalne niše. Nakon dva i po semestra isključivo predavanja arhitekture i unutrašnje arhitekture na daljinu, kroz niz praktičnih modula (od studija do arhitektonskog predstavljanja), postalo je očigledno da je arhitektura konačno dobila dozvolu da postane fluidna i interpretirana kroz alate koje i dalje nazivamo digitalnim, čime ih razlikujemo i uklanjamo iz realnosti njihove besprekorne, tihe integracije u naš svakodnevni, fizički život. Po povratku na nastavu na kampusu, elementi virtuelne prakse postali su deo pedagogije u studiju, dokazujući da učenje na daljinu nije samo korisno za obezbeđivanje pristupa znanju, već i instrument preko kojeg napredni slojevi analize, razmišljanja i kreativnosti mogu biti sprovedeni. Međutim, okupljajući nas, tehnologija ne samo da se uspostavlja kao (jedino) sredstvo već i kao selektor: kvalifikaciono učestvovanje na osnovu povezivosti i kvaliteta opreme.
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