Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.625296
Title: Learning-through-Touring : a new design methodology for situated learning derived through touring the built environment
Author: Sprake, J. A.
Awarding Body: University College London (University of London)
Current Institution: University College London (University of London)
Date of Award: 2010
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Abstract:
This practice-led thesis asks how touring urban buildings and their environs can reinvigorate learning activities. Concepts and processes for learning through touring are developed through the thesis in the form of analytic investigations and design projects that aim to facilitate wider engagement for people to learn about the built environment. The development of a design methodology, learning-through-touring, is the key original contribution to knowledge that the thesis makes. The thesis provides a framework for making and investigating interconnections across areas of enquiry from different disciplines such as architecture, art, education, geography and urbanism. It is composed of two parts which operate in dialogue in relation to one another: Contexts and Projects. In one part, Learning and Touring Contexts, notions of site-specificity and subjectivity are argued to be relevant in rethinking the relationship between learning and touring. These discussions are then developed to produce the key concepts explored through the thesis: those that involve a shift from passive to active learning through visitor participation in the production of tours. The thesis proposes a new theoretical framework or context for considering how learning can take place through touring. The other part, Learning and Touring Projects, explores these ideas in practice, developing through a series of site-specific projects, new methods and processes for designing learning activities in tours. These projects are: Mudlarking in Deptford, Transitional Spaces at the V&A and Cracking Maps at the British Library. The thesis concludes by presenting a new design methodology – learning-through-touring. This methodology has relevance for those concerned with developing participatory practice in urban design and architecture, with education centres committed to delivering learning activities in and about the built environment, with educators who develop creative ways of engaging with the topography of the urban landscape, and with those researching mobile learning.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.625296  DOI: Not available
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