Learning structures in Architecture: a ‘triple-lock’ approach to pedagogy

Fereday, George (2019) Learning structures in Architecture: a ‘triple-lock’ approach to pedagogy. Investigations in university teaching and learning, 12. pp. 24-30. ISSN 1740-5106

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Abstract / Description

The mixed and multi-layered approach to teaching of Architecture structures syllabus, as discussed in this paper, was implemented in the Technology Modules taught to the Level 5 cohort of Architecture BA (Hons) at The CASS, London Metropolitan University in 2017/18. This paper defines the three-tiered approach or ‘triple-lock’ method used and its benefits to broadened inclusivity and mixed modes of learning. The implementation of practical making exercises, in particular, has helped to address some of the learning challenges associated with dyslexia whilst simultaneously promoting a sense of student community through collaborative, peer-to-peer learning. Emphasis has also been put on diversification of the curriculum delivery to align with a wide range of learning styles reflected in a diverse cohort at the undergraduate school. This ‘triptych’ teaching method is referred to here as a ‘triple-lock’ mechanism.

Item Type: Article
Uncontrolled Keywords: Reinforced learning, active blended learning, architecture, making, structures, construction, pedagogy
Subjects: 700 The arts; fine & decorative arts > 720 Architecture
Department: The School of Art, Architecture and Design
Depositing User: George Fereday
Date Deposited: 29 Jul 2019 08:35
Last Modified: 29 Jul 2019 08:35
URI: https://repository.londonmet.ac.uk/id/eprint/5010


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