BRIEFING

1. The fully recorded

Richard leBrasseur
and emailed version
of the ShowMe DRS
has basic playback

Landscape architecture studio

functions including
full screen, volume,
and play/pause.

keeps pace during COVID-19

Source: Author

2. Still images from

a DRS illustrating
the iteractive design
process (Top L to
COVID-19 has caused remote- crit or DRS was recorded utilizing Chromebook. The hardware used was Bottom R).
design education to evolve rapidly, a tablet and ‘digital whiteboard’ or an iPad Pro with Pencil. The ShowMe Source: Author

whether students and instructors the ‘digital trace paper’ application Interactive Whiteboard is free, though
are ready or not. The education ShowMe (www.showme.com). Once a monthly fee enables storage of
paradigm specific to the landscape completed, the DRS was emailed to recorded sessions. To be clear, the
architecture design studio must the student. The app allows you to objective was not to turn a digital tablet
respond; the practices and theories ‘record voice-over whiteboard tutorials’ into a digital drawing tool; hundreds of
of studio-based learning and the and is available for iPad, Android and programs exist for that. This specific
challenges teaching techno-centric
students must be revisited. A new
remote teaching methodology –
the Digital Review Session – was
applied within a fourth year studio
course, where students reported
distinctly positive responses for
multiple learning outcomes.
Studio-based learning (SBL) is
a challenging structure to evaluate
design efficacy of problem-based
learning. SBL includes ‘learning by
doing’ and is primarily student-led
(student work + instructor response)
and embodies constructive,
collaborative principles to co-develop
ideas and solutions. ‘Drawing’ and the
process of design is a competency
tool, so the effective incorporation of
critical feedback and insight is required.
For the past three semesters, 1
I have been using a recorded,
synchronous audio-visual digital tablet
whiteboard to conduct desk critiques.
This Digital Review Session (DRS)
approach aids with active learning,
memory retention, critical reflection
and project development, and was
conducted at the desk with the student
present; however as the COVID-19
teaching protocols were enacted,
these sessions became fully remote.
The strength of this DRS is the
synchronicity – similar to a movie –
where drawing image, screen markup,
and audio commentary work together.
This, to a high degree, imitates an
actual studio desk critique with the
added benefit of later being paused,
zoomed in, and replayed to clarify
ideas and comments at any remote
location at any time. The digital desk- 2

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 BRIEFING

3. This one was last subtle gestures difficult to match in

year March 2019)
when a student was graphics-based critiques (i.e. standard
standing at their desk digital markups).
there while I went Though the DRS is one-way, a
into the session.
4. This one is after student could send similar media or
COVID (March 2020) expand it to include a video-shared
– so no student was
desktop. Digital pedagogical tools will
standing next to me in
desk crit – this was a increase within studio learning, and its
fully remote session. interactive design feedback potential
3 4
requires further application and
exploration of effective student and
application was for the review and synchronous video, audio, images distance learning utilization.
feedback portion within the design and text mimics, to the best degree
development and problem-solving possible, the face-to-face interaction
process of the students’ drawings. in design studio critique. The DRS
Can the digital studio environment captures vocal expressions of emotion Dr. Richard LeBrasseur is Director
engage students? Paper-based design and intonation for emphasis of critical of the Green Infrastructure
critiques often lack iterative context design components and those ‘pen-to- Performance Lab at Dalhousie
when reviewed later. The DRS via paper’ clarification moments or other University, Nova Scotia

1. RT Painters –

Sue Evans and Rachel Tennant

Yodo River walkway,
Osaka, Japan.
© RMT Images

Landscape for health and wellbeing

The Scottish Landscape Alliance1
has been exploring the role of
landscape in public health. The
research now exists to support
what most landscape practitioners
already know to be self-evident –
that landscape and nature are good
for us individually (both physically
and mentally) and collectively
(helping with community capacity
and cohesion). The research
also reveals that place quality
is key; we will not benefit from
our ‘natural health system’ if it is
poorly managed and, consequently,
underused or misused.
The global pandemic of COVID-19
has highlighted the basic human need
to be able to access the outdoors.
As we emerge from the impact of
this terrible virus and effort is focused
on the extraordinary steps that will
1
The Scottish be required to revitalise our country, 1
Landscape Alliance we should think afresh about the role
is a grouping of over
60 organisations with of landscape as part of the critical cities and towns – their density and to greenspace. Poor landscape and
a common interest infrastructure and solutions needed connectedness, the distribution and deprivation often occur together, with
in raising awareness
of the importance of for our recovery. It is timely that scale of greenspace, and the types of those in greatest need least able to
Scotland’s landscapes Scotland’s Planning Policy and National activities that take place in them. access quality outdoor spaces. The
to climate resilience
and biodiversity, Planning Framework are under review, We need to think about who uses data suggests that the disadvantaged
economic performance as this provides an opportunity to our public spaces and how; COVID-19 and vulnerable have been particularly
and public health and
wellbeing. think about the shape of our future has exposed the inequality in access impacted and, for families in a

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