1.3. Field Experiences with Villagers

And this is where how the tools; the digital tools are also conditioning your thinking and your understanding process and also your design ability as well.

Digital tools shape the way we think and design. They help us process information and understand complex problems. For instance, students learn to use these tools as part of their educational curriculum, enhancing their ability to design innovative solutions.

Think of using Google Maps. When you navigate new places using this app, you're not just finding directions; you're also learning about distances, landmarks, and how to visualize geographical spaces, which helps you in making design decisions.

Now, the one of the useful tools which have come up with the geographic spatial information technology; the GIS tools where you can see from one of my students work of the hazard landslip because the satellite imagery plays an important role...

Geographic Information Systems (GIS) are essential for large-scale projects, such as city and regional planning. GIS allows students to visualize hazard areas, analyze data, and understand the implications of their design decisions. They can see how satellite imagery contributes to identifying risks like landslips.

Imagine planning a new neighborhood. By using GIS, you can spot areas prone to flooding or landslides, helping you make informed decisions on where to build. It’s like using a weather app that shows storms coming your way, allowing you to prepare in advance.

This is a disaster of shelter which has been built by yerukula tribe in 3 hours’ time...

Hands-on experiences, like building emergency shelters, provide practical skills in a real-world context. Rapid construction demonstrations highlight the capabilities of local materials and indigenous knowledge, making an impact on students’ learning.

Imagine being on a camping trip where everyone pitches a tent. You realize how quickly you can set up a lightweight shelter. This experience teaches you practical skills about building and provides insight into resourcefulness during emergencies.

Also, when I was doing my research, I used to engage some of the B. Arch students along with me, I should take them to the villages and they used to interact with the villagers...

Interacting with villagers helps students grasp challenges faced by communities. This engagement fosters empathy and understanding, revealing the real-world implications of architectural and planning decisions.

It’s like traveling to a different country and living with a local family. You learn about their lifestyle, struggles, and innovative solutions to problems firsthand, enriching your global perspective and understanding.

And similarly, some of the things what I also developed is; we have so much of information to read but how much to read and how to synthesize...

Learning to efficiently synthesize information is crucial. Students compile reading materials on various disaster-related topics, teaching them to distill large amounts of data into concise summaries. This practice enhances comprehension and retention.

Imagine trying to learn a complicated recipe. Instead of following every single instruction, you summarize it into a few key steps. This way, you grasp the essence of the recipe without getting lost in details, making it easier to replicate later.

So, here for B plan students in SPA, Bhopal, what we did was we given them a task of a disaster context...

Role-playing in disaster scenarios allows students to understand various stakeholder perspectives—like engineers, planners, and community members. It cultivates collaborative problem-solving skills as they discuss real-world issues.

Think of a classroom simulation where one group plays victims of a flood, while another group represents emergency responders. This interactive experience teaches both sides about their challenges and encourages teamwork in planning responses.

There is another concept, which I have used for teaching build back better is; I used to give them 2, 2 people in a group and then one chapter for the build back better...

Collaborative reviews of literature on building back better promote critical thinking. Students analyze key themes and summarize their findings, strengthening their grasp of concepts and improving communication skills.

Consider a book club where members share differing interpretations of a novel. Each person brings unique insights to the discussion, enriching everyone’s understanding and helping them see the story from multiple angles.

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