Spruce, J., Moriarty, S., Norcross, C., 2024.

The post-COVID design studio: new tools, new rules?

The reorientation to remote teaching due to the impact of COVID-19 restrictions proved to be both challenging and compromising, particularly in the context of delivering practice-based design education. Central to the challenges faced by many design tutors was the loss of the design studio as a focal point for engagement and learning. However, delivering teaching remotely through a period of enforced separation also proved that through adversity comes new insights, with the accelerated use of emergent technologies to support distributed working revealing new behaviours and opportunities for learning to take place. In response to COVID-19 restrictions, the digital whiteboard platform Miro was widely adopted within the UK creative industries and universities alike to facilitate remote engagement. Following a return to campus-based delivery through the Autumn/Fall of 2021, it became evident that some of the pragmatic approaches adopted through necessity had potential to hold lasting value beyond crisis modes of teaching. This paper presents a series of reflective studies gathered over three academic years with the aim of (1) understanding the impacts of remote learning as experienced by design students (2) establish clear benefits for the application of on-line platforms within a blended campus-based delivery, and (3) identify emergent characteristics in students' navigation of the post-covid design studio.