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This research is situated in the context of our collective exploration of a new ecosystem-of-learning for architectural education, as a catalyst for change following the experience of the COVID-19 pandemic. To move online architectural education beyond emergency remote teaching, requires a total reset of current thinking and practices. In this essa...
This paper explores the ‘live project’ as a pedagogical tool in architectural education in South Africa: one that allows educators and students, through pedagogies-in-context, to access and develop deeply situated knowledge(s) in the context of community engagement. We propose the concept of pedagogies-in-context as pedagogies in multiple overlappi...
In conversation with a development practitioner, this paper explores the process of building (with) communities in rural and peri-urban areas in South Africa. The practitioner engages with projects that span a range of scales, from addressing community and housing issues to experiments with non-conventional construction techniques. In her engagemen...
The increasing ease with which computer technology can be utilised nowadays results in students avoiding the use of physical models. Instead they tend to favour the development of three-dimensional computer models. Before-computer (BC) lecturers do not encourage this practice and believe that physical models still allow the best exploration within...
This paper presents a learning, teaching and assessment instrument for undergraduate architectural studio instruction, developed in the Department of Architectural Technology of the Cape Peninsula University of Technology (CPUT), Cape Town, South Africa. It explains a rational approach to architectural education, which is studio-, project-, process...
Catalogued from cover. Typescript (photocopy). Thesis (B.Arch.)--University of Port Elizabeth, 1995. Bibliography: leaves 78-79.