HIIT 2.0: DOES BLENDED LEARNING STILL HAVE A PLACE IN POST-PANDEMIC COLLABORATIVE IDEATION?
Year: 2024
Editor: Grierson, Hilary; Bohemia, Erik; Buck, Lyndon
Author: Pownall, Max John; Brook, Emily Elizabeth
Series: E&PDE
Institution: Nottingham Trent University, United Kingdom
Page(s): 43 - 48
DOI number: 10.35199/EPDE.2024.8
ISBN: 978-1-912254-200
ISSN: 3005-4753
Abstract
In 2021 we proposed a novel way of teaching Design Sketch Ideation across a digital platform defined as High Intensity Ideation Training (HIIT). The COVID-19 pandemic precipitated a monumental shift in higher education, compelling educators to rethink traditional teaching methodologies and adapt to the demands of online learning. Now that we have returned to physical teaching environments, does the approach that we suggested still work? Or is there a better solution that utilises the learning from the pandemic, to further develop pedagogy? This paper outlines a framework for HIIT 2.0, utilising the originally digital structure of HIIT in a completely physical studio environment. This paper highlights that the original core benefits of HIIT in enhancing students' creativity, fostering collaboration, and promoting active participation are still achievable in a real-world environment. Through observations and comparisons to previous iterations, the authors found that this new approach outperformed fully digital models and allows for a more meaningful interaction within the student cohort. In this new era, the collaborative and creative skills developed through HIIT 2.0 will be instrumental in preparing students for the evolving demands of the design industry. This approach helps facilitate a future where creativity, collaboration, and innovation remain at the heart of design education, regardless of the challenges or opportunities in the educational landscape
Keywords: Blended learning, Digital Collaboration, Creativity, Collaboration, Design Pedagogy