000			a
999			_c16422 _d16422
003			OSt
005			20220216105530.0
008			220216b xxu||||| |||| 00| 0 eng d
040			_aAIKTC-KRRC _cAIKTC-KRRC
100			_916172 _aGeorge, Glynn
245			_aRethinking design pedagogy through a pandemic understanding the role of educators and learners
250			_aVol.86(5), May
260			_aMumbai _bIndian Institute of Architects _c2021
300			_a25-30p.
520			_aThrough these unprecedented times, trust for the system and a collective approach on all fronts is important to mitigate the disruptions experienced during this transition. This has been all the more challenging for design verticals where interactions and ide- ations in the studio has been the essence of the process for years. Defining the roles and responsibilities of both, the educators and learners for assimilative learning in remote education is extreme- ly important to ensure the efficiency of the process. Instead of a unilateral approach towards education, the educators can and must lead in many ways and use their judgements in the best interest of the learners. Equally important is for learners to step up and en- gage in the sessions with a deep interest for learning and creating. The complexity of stay-at-home lives comes with mental, physical and emotional strain which has to be considered for both stakeholders– the educators and the learners. As a designer, an em- pathetic approach is always the way forward and there is no better space to consciously start cultivating it than through the formative years of learning.
650		0	_971 _aARCHITECTURE GENERAL (AR-GEN)
773	0		_x0019-4913 _dMumbai Indian Institute of Architects _tJournal of the Indian institute of architects :(JIIA)
856			_uhttp://www.iiarajasthan.com/images/resources/JIIA_May_WEB.PDF _yClick here
942			_2ddc _cAR