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Daniel J. Irving. 3 PROJECTS: POSSIBILITIES & PITFALLS IN PROJECT-BASED REAL-WORLD LEARNING. Unitec Research Symposium 2013. Rather than chase or drive success; Provide the platform that shapes the culture of success. Daniel J. Irving. 3 PROJECTS: REAL-WORLD LEARNING.
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Daniel J. Irving 3 PROJECTS: POSSIBILITIES & PITFALLS IN PROJECT-BASED REAL-WORLD LEARNING Unitec Research Symposium 2013 Rather than chase or drive success; Provide the platform that shapes the culture of success.
Daniel J. Irving 3 PROJECTS: REAL-WORLD LEARNING Unitec Research Symposium 2013 PROJECT 1 . Urban Design Studio Practice-based Mentoring PROJECT 2 . Negotiated Study ‘Travel Abroad’ The Firm, the Work, the Workshop PROJECT 3 . Research by Design Studio Research-based Study/Studio
Daniel J. Irving PROJECT 1 . URBAN DESIGN STUDIO Unitec Research Symposium 2013 PRACTICE-BASED MENTORING Co-Teaching Urban Design Practitioner Ian J. Vincent, Principal Urbanlogic 6 Auckland Firms BoffaMiskell(LA/Arch) Wraight Associates (LA) AECOM (UD/Eng) Brewer-Davidson (Sustainable Arch) Auckland Council (ProjManagemnt) Taupo City (UD) Using Auckland Council RFP Template Not a simplified Brief !! 2012 . Collaborative Studio (Unitec) Landscape Architecture(3rdYr, Bachelors) Architecture (1stYr, Masters) 2013. Collaborative Studio (Unitec & AUT) Landscape Architecture (3rdYr, Bachelors) Spatial Design (3rdYr, Bachelors)
Daniel J. Irving PROJECT 2 . NEGOTIATED STUDY ‘TRAVEL ABROAD’ Unitec Research Symposium 2013 THE FIRM, THE WORK, THE WORKSHOP 2 Recent Graduates in Support Ethan Reid, Principal Changespace Jamie Stronge, Principal Changespace 5 International Firms Latz + Partners (LA) Topotek 1 (LA) Atlier-Loidl(LA) TGP (LA) BIG (Arch) 1 Institutional Partner (U of Wargeningen) 3-day Design Charrette 2013. Nov 24 – Dec 22 Germany Berlin Lübeck Hamburg Bremen Denmark Copenhagen Netherlands Arnhem Amsterdam
Daniel J. Irving PROJECT 3 . RESEARCH-BY-DESIGN STUDIO Unitec Research Symposium 2013 RESEARCH-BASED STUDY/STUDIO 2011 . Negotiated Study 2 x 4th Year students invited to engage research 2012 . Studio 2 (1stYr) Unitec Environmental Sustainability Grant Presentation to Auckland Libraries Commission for Pt. Chev Community Assessment 2013 . The Year of the Committee 2014 . Delivery of Report
Imagine alibrary that was everywhere in your local community, rather than shut up inside a single building. What informs the Library of 2030? Rather than chase technology; Provide the platform that shapes the culture of information.
Communities of Contributors – Communities of Practice Re-think passive reception of information Kevin Kelly Rethinking the space of Libraries
CONCLUSIONS & CONSIDERATIONS The myths to which we hold tightly 1. Structure vs. Flexibility We are limited by our formal procedural processes - Professions, Accreditation, Reviews, Advisory, etc - > limitations are invented internally (“blind fields”, e.g., workloads); Rather than FOLLOW, we should aim to LEAD industry. Let’s just take it slow so we can test things out… > slow is not a substitute for strategy. Part-timers from practice don’t understand “our culture”… > experimentation...and MISTAKES…are part of learning process; is “our culture” short-term or long-term? > …and why is “our culture” that is so hard understand?
CONCLUSIONS & CONSIDERATIONS The myths to which we hold tightly 2. Business vs. Service We need an ethic of volunteerism; We are, after all, a public service… > Practice-based education is a business that provides a service. Why isn’t government or institutional policy providing stronger leadership?… > Education personal NOT an aggregate affair; Individual educators need to lead; Administration should not. Students “deserve”… > Students choose training to become profitable; Our aim is to make them as profitable as we possibly can, IN ORDER TO ATTRACT new students.
CONCLUSIONS & CONSIDERATIONS The myths to which we hold tightly 3. Practice vs. Academia RESEACH GEARED TOWARDS INNOVATION (ACTIVE), LEADS PRACTICE RESEARCH THAT “LOOKS AT STUFF” (PASSIVE) CANNOT LEAD PRACTICE A mix is okay – 70/30? – What is the culture of our academic practice?