Teaching-learning design through the contingency of COVID-19

Juan de la Rosa; Fabio Enrique Fajardo; Andrés Sicard-Currea

doi:10.4324/9781003509929-19

Teaching-learning design through the contingency of COVID-19

Juan de la Rosa, Fabio Enrique Fajardo, Andrés Sicard-Currea

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

This chapter presents a reflective analysis drawn from the experiences of educators, students, and overall participants of courses of design during the initial months of the COVID-19 pandemic, and the consequences related to the changes originated by the sudden transition of classrooms to virtual environments caused by this circumstance. Through the observation and analysis of the data collected, we reflect on the changes observed on values, emotional and academic factors, and the possible repercussions for the future of design education. We also reflect on the opportunities for transformation presented by this forced experiment on pedagogical practices. As a conclusion, we argue that this situation has shown us the importance of social and context awareness and emotional connection inside the classroom, as well as the opportunities it presents for the future of design education.

Original language	English (US)
Title of host publication	Which Proximity in Design Education?
Subtitle of host publication	A Contemporary Curriculum
Editors	Rita Assoreira Almendra
Publisher	Routledge
Pages	185-196
Number of pages	12
ISBN (Electronic)	9781003509929
ISBN (Print)	9781032835549
DOIs	https://doi.org/10.4324/9781003509929-19
State	Published - Jan 30 2025
Externally published	Yes

ASJC Scopus subject areas

General Engineering
General Arts and Humanities
General Social Sciences

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10.4324/9781003509929-19License: CC BY

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Teaching-learning design through the contingency of COVID-19

Abstract

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