Rewriting Traditional In-person Environment Design with Vertical Studio: Merging Technology and Collective Inquiry

This paper explores the implementation of collective inquiry, described by Slotta et al. (2018) as a pedagogical approach, within an undergraduate design program. Referred to as the Vertical Studio (V.S.), this model demonstrates how a multi-cohort student community can effectively establish a robust learning environment for remote learning. These challenges include establishing an epistemological context, scaffolding and sharing knowledge, as well as fostering teacher- and studentled productive discourse. Outcomes are shown utilizing student work artifacts as illustrative examples. The paper concludes by discussing the lessons learned and insights gained from applying the pedagogy to design-related disciplines