A Virtual Studio

Dr Fred Fialho Teixeira and his teaching group combined face to face and online design studio within the first year of architectural design course called Vertical Matter. The course has a cohort of 107 consisting predominantly of 89 flexible students and a and 18 external students. The Vertical Matter studio consisted of a series of coordinated of design phases that will explore design opportunities through the creative use of timber in architecture through an integrated f2f and a web-based 3D online environment. The assessments for this course were split into a research analytical phase and a final architectural proposal which included a design booklet for an urban cabin timber structure.

Teaching in a technology enhanced environment with external delivery option.

Prior to COVID-19, students were required to research and develop an architectural proposal on campus such as a birdwatch or pavilion structures, utilising their computers to model and develop their individual design and subsequent booklets. The course was delivered in blended learning mode, with online lectures, and designated on-campus activities including tutorials and studio sessions. With the rapid pivot to fully online learning in semester 1, 2020, Fred and the teaching team had to manage the uncertainties related to returning to on-campus studio sessions in semester 2, as the risk of a “second wave” was an imminent possibility as this was a reality in other states and overseas. Additionally, several also had enrolled as external students as they were either overseas or studying remotely in Australia.

An original COVID friendly Architectural Design Studio

Fred restructured the 1st Year Architectural Design Studio focused in the following principles;

provide tools and skills in the event of sudden changes to delivery modes (from physical to digital)
provide an equity assessment that would allow for external students to have an equivalent f2f experience
foster authorship of the students’ learning journey
encourage sharing and collaboration of skills (3D digital literacy)
provide capacity to mark externally, as Jeff was not a UQ staff member

Fred developed what is referred as the ‘Virtual Studio’ where students could share and develop their architectural designs through “at.studio” a 3D web-based experience, allowing staff and students to share notes, make presentations and experience their design processes fully in 3 dimension (fig.1). The course presented in an iterative series of architectural studies, through analysis and manipulation of spatial and material understanding aiming to expose an understanding and synthetic approach to a site and spatial program.

Starting with a virtual experience site analysis through Google Earth, the motivation arranges on procedural investigations through use of parametric design to translate the potential of space into a contemporary instance. Overall, the studio aims to develop the capacity of sectional and planar strategies to determine formal and spatial solutions is tested in concert with programmatic and experiential aims. The reciprocal relationship between form and internal organisation is studied. Iterative diagrams and orthographic drawings are the primary vehicle in this course for developing designs and communicating proposals.

This final submission followed the same virtual presentation format and tools but focused on a summative review of a developed design that is a synthesis of the work begun in Week 1 and demonstrating a reflection and iterative response to feedback from the first assessment. The final assessment offers the opportunity for students to enhance their skills in applying a conceptual set of intentions to guide and synthesize planning, optimisation and programmatic aspects in architectural design.

The most significant advantage of the ‘Virtual Studio’ was that it provided an integrated mode of collaboration between online and f2f students, along with the flexibility to change the delivery mode as a result of potential campus lockdowns.

Student feedback

Student feedback was outstanding with the course being graded close maximum. The responses also acknowledged the interoperability between online and f2f groups. The course evaluation report also enquired for aspects the students liked about the course, aspects they struggled with, and parts of their experience they would like specific feedback on.

The feedback exposed that students enjoying the integrated online experience and the nature of the assessments, its relevance to learning, and they appreciated the opportunity to further demonstrate their digital skills in design:

“Being able to have a socially friendly environment with both fellow students and tutors….Great course and I would not change it for the world!.”, I love the concept of studio day, it creates these immersion experiences which boost up my efficiency.”
“The design course is the most creative and interesting course for this semester.”
“I think the assignments were well thought out. I liked how everyone was able to create something very individual and there was a lot of help available.”

Testimonial

One year after completing the lab, Josh Goddard, who is now a second year architectural design student, reflected

" Learning how to think with the mind of a designer, taking into account the site and other factors, and letting them influence the design. "

Staff reflections

In the context of this particular studio, the greatest benefit by far of use at studio to publish unlimited drawings, images and 3D models to the web directly from Rhino CAD software. Virtual Studio enabled the creation and sharing of custom web portfolios of individual projects or models. It also allowed to give the cohort an immersive experience of design projects as 3D animations and fly throughs, with the freedom to explore on their own.

Learning Objectives

The nature of the Virtual Studio meant that the learning objectives were achieved and there was no equity issues between f2f and online groups. It was also evident that many students chose design concepts they really cared about, mainly focused in sustainability, special the culture, ecology and economic quadrants. This level of awareness is rare in first years and also reflected in the course grades which maintained the average - with the added benefits the methodology offered were actually a different way of experiencing and presenting architectural design.

Room for improvement

A couple opportunities for improvement identified lay in basic tech and the length of the course. In relation to Technology related information made available to students, regarding computer literacy and university wide software access would be helpful, “Might be helpful if basic tech related information made available to students, information regarding computer care, or how to go about troubleshooting, etc when experiencing issues with software and laptops.” Lastly the lengthily 7 hour course (with breaks) is mentally challenging for students “The studio class is far too long and many student experience burnout and just leave early.”

Conclusion

The Virtual Studio model is a successful option for foundation year courses where the task has an introduction to architectural design required tools and procedures which can be supported remotely. In this case study, the Virtual Studio authentically reflected what architectural principles are key would to design and develop a proposal. Giving students the opportunity to choose their own design pathways and advance them it with their own device in a 3 dimensional environment, empowered students to cultivate their own skills and the consequent sense of ownership over the project. Ultimately, the Virtual Studio was a novel experience for the teaching team to produce, engaging activities always through an immersive medium that students could see and present their progress in a novel manner.