TY - JOUR AU - Conti, Alvaro AU - Chutarat, Acharawan PY - 2018/06/26 Y2 - 2024/03/29 TI - STALLED PEDAGOGIES: Launching Renewal in Undergraduate Sustainable Building-Design (SB-D) Pedagogy through Multi-protagonist Insight JF - NAJUA: Architecture, Design and Built Environment JA - Arch SU Journal VL - 33 IS - 0 SE - การเรียนการสอนทางสถาปัตยกรรม | Architectural Teaching DO - UR - https://so04.tci-thaijo.org/index.php/NAJUA-Arch/article/view/130641 SP - F3-F21 AB - <p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Alternative trajectories for Sustainable Building-Design (SB-D) instruction are shaped&nbsp;through multi-protagonist insight. SB-D stakeholders at the School of Architecture &amp; Design&nbsp;(SoA+D), Bangkok, Thailand, become <em>“protagonists”</em> in opening future pedagogical trajectories&nbsp;that point towards the next iteration of SB-D instruction.</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Data are collected from students, teachers, industry-experts and future employers&nbsp;via four types of research methodology; 1) Questionnaires (using structured and partiallystructured&nbsp;questions); 2) Interviews (in-depth, one-to-one, conducted with open and partiallystructured&nbsp;questions); 3) Delphi Panel process through 5-point Lickert questionnaire and; 4)&nbsp;Roundtable event (with participant feedback &amp; post-event interviews).</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Grounded theory is next used to interpret all questionnaire and interview data&nbsp;from which twelve possible trajectories for future SB-D instruction emerge. A Delphi panel&nbsp;of experts ‘rank’ all trajectories in order of their viability for future use and the results are&nbsp;presented-back to all stakeholders via a Roundtable Event.</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp;The roundtable debates the proposed directions for future instruction. Their collective&nbsp;insight aspires to a trajectory that uncouples SB-D instruction from its typical <em>“lesson-plan”</em>&nbsp;delivery and guides it toward the idea of <em>“possibility planning”</em>. In such a scenario, possibility&nbsp;planning allows a greater freedom to compose the teaching and learning experience&nbsp;and provides the conditions for more intriguing instructional ideas to emerge. In this way,&nbsp;protagonists take orthodox instruction and re-animate it as a wholly more compelling and&nbsp;promiscuous vehicle with which to encounter SB-D.</p> ER -