Using Miro in Architectural Design Studio. New Academia Learning Innovation (NALI) Model 2020.
The study is conducted by:
Aiman Mohd Rashid &
Azari Mat Yasir
Program of Architecture, Faculty of Built Environment and Survey, Universiti Teknologi Malaysia, Skudai, Johor, MALAYSIA.
(E-mail: [email protected], [email protected])
Ana Haziqah A Rashid
Department of Human Resource Development, School of Human Resource Development and Psychology, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Skudai, Johor, MALAYSIA.
(E-mail: [email protected])
The paper observes and reviews the contradiction, reaction and reflection of physical and online architectural design studios conducted within semesters one and two in 2019/2020 session. Although online learning is considered an innovative and effective way of learning, it was conflicting with the ideas of conventional design studios. It was also against the directive from the Board of Architects or LAM for design studios to be conducted in a physical or face-to-face teaching and learning environment rather than the virtual. The paper presented the case of a physical portfolio review exhibition organised by the learner as part of the design studio activities, with comparison to the virtual exhibition produced in Miro. It was observed that the portfolio review exhibition conducted physically requires the learner to carefully craft and choreograph their entire collection of works according to the project’s emphasis and aesthetics within the constraints of the learner’s individual exhibition space. In order to compensate for the lack of face-to-face design studio environment during the emergency online learning, Miro was adopted to facilitate in conducting the virtual portfolio review exhibition during semester two. The results of the virtual exhibition exercise had provided the possibilities for Miro to be used in online design studio learning experiences for the learner to produce creative design outcomes, within a virtual and flexible digital environment.
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