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Director of Education
MSc Sustainable Architecture Studies Co-Leader
Technology Enhanced Learning Leader
+44 114 222 0354
I have combined architectural practice with teaching for many years and am particularly interested in creating synergies between architectural pedagogy and practice. Sustainable, low carbon design is central to my architectural agenda with a specific focus on performance led design.
As Technology Leader I have an overseeing role over the teaching of technology across the school and of our technical facilities and equipment. As TEL (Technology Enhanced Learning) leader I seek to innovate and implement new technologies to enhance pedagogy.
My main teaching activities are at MArch and Post Graduate Taught level and centre around architectural technology and sustainable design.
I coordinate the teaching of technology at MArch level (RIBA part II) and have pioneered a new approach to the integration of technology into studio design projects through the ongoing Complex Material Assembly programme.
In the PGT school I am co-director for the MSc in Sustainable Architecture Studies and I teach environmental simulation and building physics for sustainable design.
I have taught in the design studios at the Sheffield School of Architecture for sixteen years.
Climate emergency curriculum
Designing for the Climate Emergency, 2021
Designing for the Climate Emergency, 2021
RIBA publication. Part 1 of a 3 part series.Part 1: Climate emergency curriculum for architects – Bachelor studentsPart 2: Climate emergency curriculum for architects – Masters students and Part 3: Climate emergency curriculum for architects in practice – TBC (may not be needed pending other publications) This book proposal is set against the background of the climate crisis and countries’ targets of achieving climate neutrality by 2050, with the Nordic region aiming for carbon neutrality sooner (e.g. Norway by 2030, Finland by 2035 etc.). These ambitious carbon neutral goals can only be unlocked through well-planned, and executed designs of new buildings, neighbourhoods, and cities, and the careful and effective (re)design of the built environment we have created thus far. This will mean a significant shift in how we practice architecture, and by extension a radical re-thinking of the curriculum for the next generation of architects is needed. Yet, in built environment education and practice a significant skills and competency gap exists to address this crisis, highlighted, for example, by the architecture profession’s own ‘architects declare' and similar 'architectural education declares’ announcing a biodiversity and climate emergency (e.g. in the UK and Denmark). Another example is the formation of ACAN (Architects Climate Action Network), and architecture students collectively forming the ‘Anthropocene Architecture School’ to conduct ‘crisis studios’ and ‘crisis crits’ to plug the design and knowledge gap in architecture education (all in the UK).Book, Climate Emergency, Pedagogy, Building Performance, Aidan Hoggard
"A fantastic guide for future and present architecture students."
-Thomas Rowntree, University of Westminster, architecture student youtuber"A fantastic guide for future and present architecture students."
FINAL - Pelsmakers et al.docx.pdfDigital teaching and learning
Architecture design studio in uncertain times, 2020
Architecture design studio in uncertain times, 2020
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, How 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
TUOS L+T 2019 Co-created Video Feedback AH .pptxUoS Learning and Teaching Conference
Co-created Video Feedback, 2019
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
TELFest 2018 Curated Third Party Online Content in the Curriculum.pptxTELFEST Conference
Curated third-party online content in the curriculum, 2018
Curated third-party online content in the curriculum, 2018
“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
Professionalism_Pelsmakers_Hoggard_v5.pdfBook chapter
Defining Contemporary Professionalism, 2018
Defining Contemporary Professionalism, 2018
As a society we are facing accumulated environmental, climatic and resourcing challenges. In response, regulations and standards have tightened in support of better design and building practices, although many would argue not sufficiently. Yet building performance evaluations have highlighted that the majority of buildings do not perform as intended. As a consequence, user’s comfort, health and well-being are jeapordised, in addition to resourcing and pollution issues not being tackled. Regrettably, the architecture profession, against a backdrop of its own declining influence, is struggling to meet these diverse challenges.While architects are well placed to respond creatively to site, client brief and building programme, the architecture profession seems reluctant to apply the same creativity to its own role and its responses to these societal and environmental changes and challenges. Instead many architects treat environmental context as a larger obstacle than other project constraints in creating good architecture. We would suggest however that environmental context can be harnessed to create opportunities for architectural imagination and innovation in design practice and architectural aesthetics, while simultaneously repositioning the architect’s role in society. This chapter specifically sets out how project validation, alongside interdisciplinary collaboration and sharing are essential in creating sustainable architecture and remaining socially relevant.Defining Contemporary Professionalism - RIBA BooksBook Chapter, Climate Emergency, Pedagogy, Participation, Aidan Hoggard
Jan 10th_conf_v2.pptxUoS Learning and Teaching Conference
Research-led Thesis projects, 2017
Research-led Thesis projects, 2017
Content:
- Background
- Typical thesis module structure
- Research-led thesis module structure
- Student and supervisor feedback
- Benefits and issues
- What next – further developments and improvements
The Use of Online Chatrooms for Participative Student Engagement.pptxUoS Learning and Teaching Conference
Online Chatrooms, 2017
Online Chatrooms, 2017
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
TELFest 2017 Aidan Hoggard Kaltura.pptxTELFEST Conference
Kaltura for Video Feedback, 2017
Kaltura for Video Feedback, 2017
TELFest 2017 Friday 10_00h Aidan Hoggard Rich media feedback.pptxTELFEST Conference
Media rich feedback using Explain Everything and MOLE, 2017
Media rich feedback using Explain Everything and MOLE, 2017
Drawn and image based digital review and feedback in the Sheffield School of Architecture.pptTeaching Excellence in Social Sciences Conference
Drawn and image based digital feedback, 2016
Drawn and image based digital feedback, 2016
Presented at TESS (Teaching Excellence in Social Sciences) conference in 2016.Presentation, Digital Learning, Pedagogy, Aidan Hoggard
New lecture approaches_Creating student directed conten.pptTeaching Excellence in Social Sciences Conference
New lecture approaches, 2016
New lecture approaches, 2016
Presented at TEL conference in 2016.Presentation, Digital Learning, EDI, Pedagogy, Participation, Aidan Hoggard
Live Streamed Interactive Online Lectures in the School of Architecture_One year on..pptUCL Enhanced student learning conference
Live streamed interactive online lectures at SSoA, 2016
Live streamed interactive online lectures at SSoA, 2016
Conference Paper 2. Reflecting on new lecture approaches with student feedback.Presentation, Digital Learning, EDI, Pedagogy, Participation, Aidan Hoggard
Drawn and image based digital feedback in the Sheffield School of Architecture.pptUCL Enhanced student learning conference
Drawn and image based digital feedback at SSoA, 2016
Drawn and image based digital feedback at SSoA, 2016
Every student a voice every student active using response systems for collaborative teaching.pptTeaching Excellence in Social Sciences Conference
Every student a voice, every student active, 2015
Every student a voice, every student active, 2015
SHOW&TEL; Teacher-Enhanced Learning for the Faculty of Social Sciences at the University of Sheffield.Presentation, Digital Learning, EDI, Pedagogy, Participation, Aidan Hoggard
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