The Impact of Emergency Remote Learning on a Studio Curriculum Analyzed via Case Studies

Abstract

This paper examines the impact of emergency remote learning on a studio-based curriculum via case studies of three woven design courses within a comprehensive textile design curriculum. The pedagogy of the textile design studio is characterized by a physical space with appropriate resources for the techniques to be taught, learning through extended practice in that space, collaboration with peers and experts, and critique. Moving a course out of the physical studio space and into the remote learning environment makes the implementation of traditional studio practice and proven teaching methods unattainable, creating extensive challenges. However, the necessity of transitioning studio courses to emergency remote learning also led to innovations in teaching practice and new approaches to achieving learning outcomes. Using case studies the authors analyze the advantages and limitations associated with the transition to remote learning within the framework provided by Bloom’s Revised Taxonomy. Through the analysis, the authors bridge in-person and online experiences to identify key components of studio learning in a woven design curriculum. The role of the physical studio environment in helping students progress from understanding basic concepts to creating innovative design solutions is discussed. Due to the commonality of studio-based instruction across textile and apparel design curricula, results of this analysis have application to a range of fashion and textile design disciplines.