(811)REBUILDING ARCHITECTURAL PEDAGOGY IN THE AFTERMATHOF GOOGLE’S CREATIVE DESTRUCTION

摘要

Why should students bother attending classes when they have access to a greaterspectrum of information conveniently at their fingertips whenever they want and whereverthey may be? The combination of quick, mulit-sourced online multimedia, under theblanket of Web 2.0, and its accessibility to a new generation of students, the Millennials,has precipitated a tidal wave of change in post-secondary education across alldisciplines. As these tech-savvy students navigate their way through a spectrum ofGoogle’s online data resources and multimedia to supplement their education, thechallenge for contemporary instructors to assess the pedagogical value they offer theirstudents. Specifically within the multifaceted discipline of architecture, the tools affordedby Google have become a double-edged sword where depth and comprehensiveness arecompromised out of a desire for breadth and accessibility. Initially exploring a sampling ofGoogle’s products and their significance in architecture pedagogy, this paper proceeds topresent a framework for educators, dubbed Five Dimensional Pedagogy;;to add value inthe classroom and studio that otherwise would not be uncovered via conventional onlineresources. By framing pedagogy within the mindsets of projects, professors, professionalindustry, peers, and personal growth, architecture faculty may add value into theclassroom that has since witnessed Google’s creative destruction.