Innovations in covid/post-covid blended/digital learning

Architecture design studio in uncertain times: digital teaching and learning implications - 2020

FINAL - Pelsmakers et al.docx.pdf
Traditionally, much architecture teaching and learning takes place face-face between tutor and individual students in design tutorials, where tutors actively demonstrate architectural design-thinking and ‘reflection in action’ , often by improvisational drawing with the student. Design tutorials traditionally also take place in an architectural design studio  , which is both a physical space (where students have their own desk), as well as a community space where peer-peer learning, and an architectural dialogue and culture is established  . Students also regularly ‘pin up’ their design work in (semi-)public for face-face feedback on design development from tutors, guests and peers. 
For a host of reasons, there has been an increasing shift in reduction of studio spaces, reduced hours for design studio teaching and an increase in digital education, further exacerbated by the current health pandemic. The question is  hHow can this improvisational drawing, reflection in action and peer-peer learning still be achieved in this digital environment?
 Journal Article, Digital Learning, Pedagogy, Aidan Hoggard

Catalogue 2020 - June, 2020

Working closely with colleagues Luis Hernan and Ralph Mackinder and a small team of laid students, Sam developed the University of Sheffield School of Architecture’s end-of-year catalogue and online exhibition content in 2020, an innovative response to the challenges imposed by the COVID pandemic and associated restrictions on public gatherings. 
This required the development of an innovative online platform to take the place of the traditional physical end-of-year exhibition, as well as the integration of documents such as the catalogue with that platform.
Responding to this challenge also offered the opportunity to develop a method for documenting and disseminating the activity of the School that was not wholly (and only) aligned with the cycle of the validated courses and as such, more inclusive of post-graduate taught and post-graduate research activity.
Exhibition, Catalogue, Digital Learning, Participation, Sam Brown

Harnessing the Elements: Towards Zero-carbon Neighbourhoods - March, 2021

This online publicly accessible event sought to explore the potential for online platforms as tools for community-led design. In collaboration with The Glass-House Charity, the workshop used the universal elements of earth, air, fire and water as themes for creative co-design activities to explore how we can activate both citizens and the different sectors as collaborative placemakers. Using the area around London Road in Sheffield as a starting point for discussion, we explored how local placemaking can be informed by and drive forward the zero-carbon agenda. This was an active space, where students, practitioners, policymakers and citizens worked together with The Glass-House and with Year 2 students and tutors from The University of Sheffield School of Architecture to explore and co-design creative methods of engagement around the zero-carbon agenda.
Event, Digital Learning, Climate Emergency, Participation, Placemaking, Leo Care

Studio Learning Culture: MArch studio archive and learning resource - 2020

The Studio Learning Culture web resource disseminates a collated and collective body of student work from 2015-2019. Organised into 8 thematic areas, each is a lense through which learning has been explored; revealing a series of crucial contemporary societal, spatial and environmental challenges. Projects exhibited here have formulated innovative approaches and critical design responses to these challenges; raising many questions as well as solutions.
Since 2015 Studio Learning Culture has explored what it means to learn; to acquire skills or gain knowledge, to study or be taught, to educate or engage in a pedagogical process.
Studio Learning Culture comprises a group of Masters Architecture students based in Sheffield School of Architecture at the University of Sheffield. Led by Leo Care the studio has collaborated with a range of stakeholders from academia, local authorities, charities, interest groups and schools.
Based in South Yorkshire and the Sheffield City Region, this body of work forms a collective set of ideas and visions to transform learning in the region and transform the region through learning.
Website, Digital Learning, Climate Emergency, Pedagogy, Placemaking, Leo Care

TUOS L+T Conference: Co-created Video Feedback - 2019

"We argue that screencast video feedback serves as a better vehicle for in-depth explanatory feedback that creates rapport and a sense of support for the writer than traditional written comments." -Thompson and Lee, 2012
 Presentation, Digital Learning, Pedagogy, Aidan Hoggard
TUOS L+T 2019 Co-created Video Feedback AH .pptx.pdf

'Lets talk mental Health' part of work mental health day - October, 2017

Guest speaker at RIBA London. Other speakers included Robert Ball ABS, Emmanuel Owusu Ingelton Wood.
Event, Digital learning, Pedagogy, Participation, Satwinder Samra

Mental Health debate with RIBA + ABS - October, 2018

Forum discussing mental health and well being at SSoA. Feedback made part of ongoing research for RIBA and ABS.
"Thank you so much for participating on the panel at the Sheffield event last Wednesday evening. I understand we’ve had some excellent feedback already. People found it really informative and interesting and there was good engagement from those that attended. We are pulling a student well-being forum together to address the issues addressed at last week’s event and continue to support the work the RIBA and ABS will be doing next year around student mental health." -Anne Cosentino Equality, Diversity and Inclusion Manager RIBA 
Event, Digital learning, Pedagogy, Participation, Satwinder Samra and Catherine Skelcher

TELFEST Conference - 2018

TELFest 2018 Curated Third Party Online Content in the Curriculum.pptx.pdf
“Overall really great - I think most people start from YouTube videos (as I did before I heard you had these tutorials) and end up being confused on certain points so it was nice to go back and have a full grounding with it.” -student feedback to online content in the curriculum.
Presentation, Digital Learning, Pedagogy, Aidan Hoggard

Online Chatrooms - 2017

The Use of Online Chatrooms for Participative Student Engagement.pdf
Presented at TUOS L+T conference and TESS conference in 2017.
Contents:
• 7 ‘elephants in the classroom’• Specific module requirements• The online chatroom• Reflections after application in one module
Presentation, Digital Learning, EDI, Pedagogy, Participation, Aidan Hoggard

TELFEST conference: Kaltura for Video Feedback - 2017

TELFest 2017 Aidan Hoggard Kaltura.pdf

Presented at TELFEST conference in 2017.
Presentation, Digital Learning, Pedagogy, Aidan Hoggard

Media rich feedback using Explain Everything and MOLE - 2017

TELFest 2017 Friday 10_00h Aidan Hoggard Rich media feedback.pdf
Presented at TELFEST conference in 2017.
Presentation, Digital Learning, Pedagogy, Aidan Hoggard

TESS conference - 2016

1.pdf

Presented at TESS (Teaching Excellence in Social Sciences) conference in 2016.
Presentation, Digital Learning, Pedagogy, Aidan Hoggard

TEL conference - 2016

2.pdf

Conference Paper 2, UCL, Enhancing Student Learning through Innovative Scholarship - 2016

3.pdf

Conference Paper 2. Reflecting on new lecture approaches with student feedback.
Presentation, Digital Learning, EDI, Pedagogy, Participation, Aidan Hoggard

Conference Paper 2, UCL, Enhancing Student Learning through Innovative Scholarship - 2016

4.pdf

TESS conference - 2015

Show_Tell_07012015_APiekut_final.pdf
SHOW&TEL; Teacher-Enhanced Learning for the Faculty of Social Sciences at the University of Sheffield.
Every student a voice every student active using response systems for collaborative teaching.pdf
Presented at TESS (Teaching Excellence in Social Sciences) conference in 2015.