Remodeling: From Education to Creative Independence

Abstract

Lessons from the pandemic have realized that the education needs to become more predictive to withstand future uncertainties. It has made us lookout for options beyond online or offline learning spaces to a more flexible learning environment. Future forecasters suggest that transformation and remodeling of the learning environment is the only way to meet future education needs. New tools, approaches, and models to design learning experiences will increase our capacity to personalize learning and maximize teaching effectiveness in different learning environments. This research investigates a model that integrates a virtual learning environment and practical hands-on execution in a real-world scenario done remotely by the students of Interior design. Interior Design is a field wherein creativity, knowledge construction, and skill-building go hand in hand; therefore, learning combines these aspects for a better experience and understanding of the learner.

The research takes a case study approach in an interior design and construction studio class (balcony makeovers), wherein the inputs are delivered asynchronously, and the feedback is given synchronously in the virtual learning environment. After that, they execute their learnings in a practical, real-world scenario remotely from their own homes. The virtual interactive platform used was Blackboard Collaborate. The virtual learning environment gave them better control of their learning at their own pace, space, and a one-on-one discussion with the tutor, while the practical hands-on implementation enabled them to develop the skill set required to handle materials, people, and sites. The shift from knowledge transfer to an experiential, interactive method of learning enabled the students to make informed decisions regarding the design and execution of the project on-site.

Results depict that the students were engaged and receptive to this hybrid approach to learning. The knowledge gained in this process was comprehensive as it taught them the technical know-how and the soft skills required in the profession. Apart from gaining knowledge of the subject matter, this approach also enhanced the learner's ability to think critically and engage with the various stakeholders. It also helped them learn to organize 95 resources and materials and deal with the challenges on the site, thus creating a more holistic learning environment for a skill-based course like interior design. While we do not know how the future unfolds, we, as drivers of change, can strategically design flexible and adaptable learning models which would work well for all kinds of learners. At adversity, one can switch from one mode to another without pausing in the students' learning graph whether they are in a face-to-face, virtual, or remote learning environment. By reimagining and designing alternate models for education, we will be able to develop a more responsive and agile education system prepared for any future crisis.