Inverted classroom teaching in the first‐year design studio, a case study

Abstract

AbstractDesign studio teaching has historically been based on the direct transmission of knowledge from teacher to apprentice, as well as on the skills students acquire from repeated practice of the trade. While this tradition has been the basis for the architecture´s educational models for more than three centuries, the role of the student remains passive throughout the process. With the inclusion of new technologies in teaching, the opportunity to update studio methodologies arises. This paper presents a case study where inverted classroom model (ICM) was used in the first‐year design studio in the School of Architecture at Universidad de Los Andes in Bogota, Colombia. Through tangible results and surveys designed specifically to investigate critical issues at different stages, this study reflects on the significance of ICM and its application to the teaching of architecture. The experience shows pedagogical, didactic and technological challenges shifting from traditional studio model to ICM. Through this experience, it has become clear that although teaching in an ICM is a process that must be contextualized within local teaching practices, it contributes toward learner autonomy, promotes individual and collaborative work and transforms the whole methodological scheme of the classroom. Practitioner NotesWhat is already known about this topic Inverted classroom model (ICM) environments allow for teaching and learning based on the transmission of knowledge from teacher to student and enable the student as agent of his/her own learning process. ICM promotes individual and collaborative work. What this paper adds This paper discusses ICM as an alternative to traditional studio model, focused on first year modules. Pedagogical, didactic and technological challenges shifting from traditional studio model to ICM in architecture. A case study of ICM in a Latin American context. Implications for practice/policy ICM changes the relationship between teacher and student, and as a result, transforms the whole methodological scheme of the classroom. ICM is a process that must be contextualized within local teaching practices. ICM opens the possibility for the creation of content as a collaborative project between teachers and students.