Action 02: Enrich my practice with learning activities that are culturally authentic, allow multiple learning trajectories to flourish and promote collaboration

As I’ve previously commented the tasks and activities that support learning should be culturally authentic, connected with the mature practices of real life and allow collaboration and participation in shared enterprises. Furthermore, it was introduced the notion of ‘dilemma’, as a ‘challenging situation’ that has neither a stable nor an entirely satisfactory solution and the ‘questions’ are not given but negotiated.

Hence, I’ve delineated an example of a learning activity, drawing on the notions of ‘cultural authenticity’, ‘collaboration’ and ‘dilemma’. 

An example of a learning activity Assignment: Students are asked to select a real room, to make the necessary drawings and to propose design amendments, taking account the specific constraints of the professional practice Allow several types of collaboration to emerge -Individual working -Rival’ groups  -Groups as ‘activity systems (With division of labour, rules, etc) -Groups with different roles (groups of designers, groups of clients, etc) Multiple solutions - multiple learning paths

What I expect from this activity:              My expectation from this activity is to situate the subject of architectural drawing in the context of the overall practice abd bring together the process of knowledge creation and knowledge application. Students are asked to draw both on their everyday life (work on a real room) and on the authentic professional practice. Moreover, I perceive this activity as a ‘dilemma’ that will allow students to follow multiple learning trajectories, without predetermining neither the question nor the solution.  Also, by allowing students to collaborate, it is expected to help them learn how to collaborate, how to establish relationships, how to learn from others by listening them, by observing them and by sharing perspectives with them, Nevertheless, the exact way of creating and structuring several groups and working-teams should not be predetermined but rather allowed to emerge from practice.