Study Trip as Means of Expanded Learning

This article explores the study trip, as an interconnecting activities of work and play, constituting an extended means of teaching the design studio in spatial design related disciplines. This study analyses the case of a cohort of about 200 students involved in a joint project in three cities, Athens, Tokyo and London, where mixed groups have been challenged with a common project brief. The students conducted empirical studies of the cities through play and enjoyment. The case study provides evidence of the benefits and issues emerged in this particular teaching and learning methods in project-based and field work in spatial design.
The study addresses the research question of: (i) to what extent does the study trip connected to an on-site activity add to the students’ experience and learning in the spatial design education? Secondary questions are: (ii) what are the benefits and issues related to joint projects in three different countries, including a diversity of education systems, cultural and social constructs, and architectural backgrounds? And (iii) how did students manage their own learning in multi-cultural groups working together on the same given project brief?