ABSTRACT
Design Higher Education Futures centre on technologies, innovations and radical reimagination of practices, in relation to the people participating in the teaching and learning environments. That perspective must be rooted in growing new understandings of these elements, in those relationships. This reflective chapter looks at the role of dialogue, discussion and conversation in a new model for remote studio learning, initially tested in a Design School, at undergraduate level, during the COVID-19 pandemic in 2020. The chapter describes integrated techniques for developing sustaining, dialogic approaches to support critical conversations inside the module course and around the model, as situated in a creative Higher Education Institution. This chapter considers the remote design studio as a Discursive Scenario. It seeks to describe the ways in which teaching and learning are re-framed through the employment of dialogue and dialogic tools, placing the live Action Research distinctly in a participatory, experiential context. The ambition in 2020 was to identify a model that might nurture a social learning community in an open-ended space where individuals could participate in conversations about possibility. In 2024, this chapter represents a slice of pedagogical research that tested the thinking towards a Creative Futures Pedagogical Framework for Design Higher Education Institutions.
