[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600157-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-600157-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","from-sharing-screens-to-sharing-spaces","From Sharing Screens to Sharing Spaces","","The enforced shift to remote teaching over the past year created major challenges for studio-based art and design programs, particularly in maintaining community-focused learning spaces. This study examines how the online collaborative whiteboard Miro was used as an analog to a traditional physical design studio for undergraduate design and craft students. Across five project deliveries between November 2020 and April 2021, the authors analyze how Miro supported structured teaching, creative content sharing, and remote student dialogue, revealing new behaviors and opportunities for digital studio work.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Metropolitan University, UK Sarah Moriarty, Manchester Metropolitan University, UK  \nAbstract  \nThe enforced move to remote teaching delivery over the last year has brought many challenges to studio-based courses and the traditional modes of delivery that are often associated with UK Art Schools. Central to these challenges has been the loss of the design studio as a focal point for engagement and learning within a community of practice. However, the conviction that design is a subject that can be taught not just learnt through communal experience has propelled alternative remote modes of engagement to be explored through this period of separation from our on-campus environments. This study details the use of the on-line application Miro as an analog to the traditional ‘physical’ design studio in facilitating remote delivery to studio based undergraduate design and craft students. Reflecting on the delivery of five projects between November 2020 and April 2021 the authors describe how Miro was used as a platform to structure teaching delivery, share creative content and as an environment to foster remote dialogue amongst students. Through an evaluation of each project's delivery within digital spaces the authors identify the emergence of new behaviours and new opportunities that can support students working in digital studios to move beyond sharing screens to sharing spaces.  \nKeywords  \ndesign pedagogy, remote learning, communities of practice, design Studio, sticky curriculum  \nIntroduction  \nOne of the key impacts of the COVID-19 pandemic across Higher Education, was an acceleration of the use of emergent technologies, particularly those that support distributed working, to support learning. Whilst the last 15 years has seen a radical shift in people’s relationship with and access to technology, its impact on the day-to-day studio-based teaching taking place in art schools across the UK has been more modest. Whilst much has been written about the potential for such technologies to support learning (Orr, 2017; Deakin and Webb, 2016; Tovey, 2015), adoption within UK arts education has been slow and generally focussed on a blended approach rather than a completely digital approach. Indeed, prior to the COVID-19 pandemic, the authors had little engagement with, or understanding of, how digital technologies might be used to create a completely digital studio environment.  \nThis study reflects on how an online collaborative platform (Miro) was used to create an ad-hoc digital studio environment in response to an inability to teach in person due to the COVID-19 pandemic. The Miro platform was chosen due to its widespread use within professional practice, providing an easily accessible collaborative whiteboard space for remote sharing of thoughts and ideas. Though it was not an institutionally supported software it afforded free  \naccess and provided a simple, intuitive user interface. Specifically, the paper examines the rapid shift to on-line delivery within the context of a UK undergraduate Product Design programme and how this impacted the teaching of projects traditionally taught in a studio. This paper is our contribution to the ongoing effort to understand how Art & Design pedagogy might continue to develop in response to the COVID-19 pandemic. Our contributions are two-fold:  \n1) to recognize the behaviours emerging within this new digital space and reflect on these in the context of existing physical studio practice and pedagogy.  \n2) to identify which aspects of this digital studio environment offers the most potential for use by traditionally studio-based subjects in the future should the need arise again.  \nFigure 1. The studio workspace in action  \nThe Design Studio  \nThe enforced move to remote teaching delivery over the last year has brought many challenges to studio-based courses and the traditional mo","cbCairLAFcg5Qgw4","https://ap.wps.com/l/cbCairLAFcg5Qgw4","pdf",715859,16,"English","# Abstract\n# Introduction\n## The Design Studio\n## Mediating\n## Sticky","[{\"question\":\"Why did the pandemic drive a change in studio-based teaching methods?\",\"answer\":\"The shift to remote teaching over the last year accelerated the adoption of emergent technologies, while the traditional design studio lost its role as a community focal point for engagement and learning.\"},{\"question\":\"What role did Miro play in the study?\",\"answer\":\"Miro was used as an online collaborative platform to create an ad-hoc digital studio environment, enabling structured delivery, sharing creative content, and fostering remote dialogue among students.\"},{\"question\":\"What did the authors find about digital studio practice?\",\"answer\":\"Evaluating each project’s delivery in digital spaces showed the emergence of new behaviors and opportunities that can help students work effectively in digital studios and move from sharing screens to sharing spaces.\"}]","From Sharing Screens to Sharing Spaces | PDF",1792090142]