Making in the Void: How changing to online delivery shifts the focus of teaching and learning for landscape studio

Abstract

This paper interrogates how the shift from a collective physical learning environment to an isolated distance learning environment has impacted the focus of teaching and learning in the landscape studio. The research draws on the collective experience teaching six discrete landscape architecture design studios across two institutions in Melbourne, Australia. Data from faculty observations, reflective surveys, and workshops on shared teaching experience has been collected and reviewed across a full year of online teaching. For this paper, the observations and findings from this initial work have been aligned with pedagogical theory to understand how online and face-to-face learning combinatio..