- Gerd Albers Award 2023 – Best article
- Prof Eoin O’Neill announced as new Director of the UCD Earth Institute
- Professor Mark Scott appointed to Board of the Heritage Council
- Streetlife Design Competition: special mention for landscape graduates
- Prof Francesco Pilla launches new bike libraries for Dublin primary schools
- Peter Cody and Mary Laheen are part of a team representing Ireland at La Biennale di Venezia
- The growing research impact of APEP; a global leader in UCD
- Cathal O'Neill Obituary
- Foreign Exchange Book Launch
- Home retrofits may need to be re-done in ten years, Oireachtas committee hears
- Visiting Professor announcement
- Documenting Maritime Cultural Heritage
- Assessing Flood Risk Awareness Contributes to Environmental Policy Formation
- Supporting Climate Action Through Tree Planting recognised in UCD Research Impact Competition
- Two Student Winners in the GLDA Student & Graduate Design Competition 2022
- Empowering People to Address the Problems of Climate Change
- Building Climate Action Locally: Tools from the CCAT Project
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UCD Staff reflect on COVID-19’s Transformation of Education
Thursday, 23 April, 2020
An architecture studio at University College Dublin in the now-distant recent past. [Peter Molloy]
Places Journal, of which UCD is a partner, have recently published essays as part of its “Field Notes on Pandemic Teaching” series, in which educators working in architecture, landscape and urbanism around the globe share their thoughts on the challenges of abruptly moving their teaching online during the COVID-19 pandemic. UCD School of Architecture, Planning & Environmental Policy faculty, including Hugh Campbell, Orla Murphy and Emmett Scanlon are among the contributors.
The massive move to online teaching has raised acute challenges and general anxieties. Some are practical and technical; others are more conceptual, political, and even philosophical, involving the importance of campus community, the role of schools in providing for the wellbeing of students, and passionate convictions about the nature of learning and the transmission of knowledge. How will the current adaptations inflect our understandings of studio and seminar instruction, in which the tools might be digital but the teaching is individualized and immersive, grounded in time and place, rooted in embodied encounters that allow for serendipitous discovery?
UCD Dean of Architecture Hugh Campbell’s essay entitled “Lost in Zoom”, is a comment on how during these times of ubiquitous, seemingly continuous digital communication through which we are all now living and teaching, technology allows us to manage, for now, but for all the promise of social interaction, Zoom and it’s equivalents facilitate only a highly transactional form of exchange. There are no gaps or pauses. Whole dimensions are lost. Space — the very medium of architecture — is conspicuously absent.
While Orla Murphy and Emmett Scanlon reflect on how architecture as a practice, as a social, material, and spatial endeavour, has people at its core. That while they must move their design studios from a physical space to a virtual environment you cannot replicate the culture of learning that the physical space of the studio provides.