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This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in "The Routledge
Handbook of Teaching Landscape" on 4 March 2019, available online: https://www.routledge.com/books/
e/9781351212953
Colwill, S. (2019). On-site learning. In The Routledge Handbook of Teaching Landscape (pp. 359–372).
https://doi.org/10.4324/9781351212953-32
Simon Colwill
On-site learnin
g
Accepted manuscript (Postprint)Chapter in book |
TEACHING LANDSCAPE CONSTRUCTION
On-site learning
Simon Colwill, Technische Universität Berlin, Germany
Introduction
This chapter discusses landscape construction teaching methods that focus on learning
through on-site learning activities. These student assignments use built landscape works as
the source of enquiry and learning.
The current generation of students has grown up with an almost endless availability of
digital information. In an ever more complex world taking students out of the classroom
away from their desktops and laptops and into the field has become more important than
ever. Educators therefore need to develop new teaching methods that engage students in
the learning process, increases their attention and motivation, and promote active
listening, refection, problem solving and creative thinking.
Built landscape is a dynamic system influenced by factors such as material selection,
weathering, use and abuse, succession and maintenance. In order to understand this
complexity, construction teaching in the classroom needs to be accompanied by on-site
learning activities and assignments that link theory with practice by engaging the students
in active learning.
Case studies of courses at the Technische Universität Berlin (TU Berlin) and Harvard
Graduate School of Design (Harvard GSD) will illustrate the significance of integrated field
learning activities. Both schools use the site as an essential source of knowledge in their
methods of teaching and combine classroom teaching with a broad range of on-site
learning activities.
On-site learning
‘Not having heard something is not as good as having heard it; having heard it is
not as good as having seen it; having seen it is not as good as knowing it; knowing it
is not as good as putting it into practice.’ Xunzi [Teachings of the Ru]
(Trans. J. Knoblock. 1988: Book 8, Chapter 11, p. 81)
A research project at the TU Berlin entitled ‘Landscape architecture and the time factor:
Construction research on the contextual change of built landscape elements and the
development of optimisation strategies’ is currently developing a low-threshold and non-
destructive cyclic monitoring method for identifying frequently occurring points of
weakness and patterns of change to built landscapes works through field research. The
method being developed allows practitioners to monitor the development of built works
after completion and provide clients with recommendations for optimisation. This cyclic
monitoring method enables ‘Lifelong Learning’ from built works throughout ones academic
and professional career. The research project is running hand in hand with teaching,
allowing for continuous curriculum improvement and for students to focus on the core
themes of the investigation through seminars, workshops and thesis topics. The initial
findings highlight frequently occurring points of weakness in landscape detail design caused
by contextual factors, component quality and operating conditions throughout the project
cycle (Fig. 1).
TEACHING LANDSCAPE CONSTRUCTION
On-site learning
Simon Colwill, Technische Universität Berlin, Germany
Figure 1: Identifying the causes of change to built landscapes over time. (based on Kirkwood. 1999: pp 166-177 &
Colwill 2016: p 398)
The repetitive nature of these weaknesses underlines a distinct lack of knowledge within
the profession of the processes influencing change through time. These results point
towards education as one of the key priorities for improving the understanding of
weathering, temporality, durability and time based change within the profession, and
therefore, for optimising the durability and sustainability of contemporary landscape
architecture projects (Colwill, 2016, pp 399-400).
On-site assignments that engage students in analysing the built environment and critically
reflecting on what they are experiencing significantly enhance construction teaching
methods. This provides the students with multifaceted information that is often difficult to
convey in the classroom. They combine otherwise separately taught course content such as
planning, design, context, scale, proportion, material characteristics, haptic and optical
qualities, together with the influences of weathering, use, maintenance and durability over
time. This enables integrative learning in all fields of landscape architecture, urbanism,
sociology of space, climatology, construction, maintenance and management.
These field activities are vastly enriched when accompanied by the project designer,
construction or maintenance firm and/or client together with the design and construction
drawings. The first hand experiences of project stakeholders enable for example discussion
on contradictions between design intention and construction, key problems and solutions
during the planning and construction phase together with issues of performance over time.
Guest lecturers from designers and industry experts bring professional practices and new
perspectives from the ‘real world’ into the classroom. The key aim hereby is to establish a
dialogue between academics and practitioners, linking theory to practice, taking students
to the field and bringing professionals to the classroom for mutual benefit.
The site itself is an invaluable source of knowledge at each stage of project development:-
Prior to construction the existing topographic features of the site can be investigated,
critical issues such as existing structures and vegetation evaluated, the character and genius
loci (the distinctive atmosphere) of the site experienced, and the impact of development
deliberated.
TEACHING LANDSCAPE CONSTRUCTION
On-site learning
Simon Colwill, Technische Universität Berlin, Germany
During the construction phase students learn from the scale and complexity of the
construction site and gain a feel for craftsmanship, construction techniques, foundations,
detail design and materials, much of which are no longer visible after completion.
In the post completion phase students experience built landscape as a dynamic evolving
system interacting with the natural environment and patterns of use. This also allows
reflections on the design, the vocabulary of landscape detail, the durability of materials,
and the processes of change through time. ‘Reflection is an important human activity in
which people recapture their experience, think about it, mull over & evaluate it. It is this
working with experience that is important in learning’ (Boud & Keogh & Walker. 1985 p 43)
There are, however, two major hurdles regarding landscape technology field trips. Firstly,
learning in one context, does not easily transfer to another; therefore it is essential that
students experience a broad range of projects and detailed design approaches. Secondly,
taking students out of the classroom is becoming increasingly difficult within academic
institutions especially with regard to building sites due to increasing amounts of safety
management issues and the administration necessary.
Methods
The teaching methods developing from this research aim to improve learning by involving
students in onsite surveys, analysis and evaluations of ‘real’ projects and construction
details after completion. This enables students to experience built landscape as a dynamic
evolving system interacting with the natural environment, patterns of use and maintenance
regimes within an academic context. These teaching methods follow the ‘Experiential
Learning Cycle’ model of learning through experience and discovery developed by the
educational theorist David A. Kolb (1984). The model employs a learning cycle that
generally begins with Concrete Experience (doing, having a specific experience e.g. on field
trips or on-site assignments) moving to Reflective Observation (review, reflect and discuss
the information gathered from different perspectives before making a judgement) then to
Abstract Conceptualisation (draw conclusions, learn and develop a clear understanding of
the theory) and finally to Active Experimentation (applying what you have learned to new
situations) (Fig. 2).
Figure 2: The Experiential Learning Cycle. (based on Kolb. 1984)
TEACHING LANDSCAPE CONSTRUCTION
On-site learning
Simon Colwill, Technische Universität Berlin, Germany
The most effective learning takes place when learning involves all four stages of the cycle.
Kolb describes experiential learning as ‘the process whereby knowledge is created through
the transformation of experience. Knowledge results from the combination of grasping and
transforming experience’ (1984: p 41).
It is generally accepted that people learn in different ways, whereas some students achieve
through classroom activities others can grasp complex theory and concepts through
interaction with real life situations. There are many models and theories on learning
preferences; the VARK model developed by the educational developer Neil Fleming
presents four different learning strengths and preferences (Fleming. 2012: p 1).
Visual learners learn from what they observe. They prefer learning from images,
drawings, diagrams, charts, graphs, mind maps etc.
Aural learners (or auditory learners) learn from what they hear. They prefer
learning through lectures, discussions, podcasts, oral presentations etc.
Read/write learners learn from read or written words and by taking notes. They
prefer learning through books, texts, essays etc.
Kinesthetic learners learn from what they touch, feel and do. They prefer learning
through multi-sensory experiences such as field trips, real-life examples, hands-on
projects etc.
(based on Fleming. 2012: p 1)
Many learners show a strong preference for one of these learning styles, while others are
multimodal and have any combination of two, three, or four preferences. Multimodal
learners are flexible about how they learn, however, to improve learning various modes of
learning are often necessary (Fleming, 2012). Research from J. Sarabdeen (2013, p. 1) states
that for multimodal learners ‘The practical implication is that the trainers should adopt
various learning strategies to achieve the learning objective’.
‘Teaching often reflects the teacher´s preferred teaching style rather than students´
preferred learning styles.’ (Fleming & Baume. 2006: p 5)
The results of a learning preference survey at California Polytechnic State University from
2010 – 2012 showed that the highest preference amongst 85 architectural students is
Visual (48%) followed by Kinesthetic (26%), Aural (14%) and then Read/Write (12%).
Furthermore, roughly 40% of all students ‘would be defined as having multiple preferences
that include both Kinesthetic and Visual’ (Nelson, 2013). These results enable educators to
use teaching methods that reflect the learning strengths and preferences of specific groups
of learners in a course in order to increase learning outcomes. Integrated field learning
assignments are mainly kinesthetic and visual learning activities, and thus address a large
proportion of architectural student’s preferential learning styles.
TEACHING LANDSCAPE CONSTRUCTION
On-site learning
Simon Colwill, Technische Universität Berlin, Germany
Case Studies
The following case studies from Harvard University and TU Berlin aim to show how diverse
teaching methods involving site interactions ensure a thorough understanding of
construction technologies and techniques. Both of these schools use the site as a source of
knowledge through field trips and field research assignments.
Case Study 1 - Harvard Graduate School of Design
Course title: ‘Landscape Technology as Design: Material, Tectonics and Time’
Program: Master of Landscape Architecture
The course is supervised by Professor Niall Kirkwood, a Professor of Landscape Architecture
and Technology at Harvard Graduate School of Design (Harvard GSD) since 1992, and
Alistair McIntosh, a lecturer with over 35 years of landscape practice and teaching
experience.
Before teaching at Harvard GSD Niall Kirkwood worked in landscape architecture and
architecture private design practices in the United Kingdom and the United States for 18
years and gained hands-on practical experience through supervising the field construction
of built landscapes, infrastructures and buildings in Ayrshire Scotland, London, Barcelona,
Columbus Ohio and New York. One of his many fields of research is landscape detail design,
traditional and emerging construction technologies, and the on-going durability of built
landscapes. His books entitled ‘The Art of Landscape Detail: Fundamentals, Practices and
Case Studies’ (1999) and ‘Weathering and Durability in Landscape Architecture:
Fundamentals, Practices, and Case Studies’ (2004) provide pioneering information on the
theories, approaches, and practices of landscape detail together with the weathering,
durability, and physical changes in the designed landscape over time. His teaching methods
reflect this research by employing a diverse variety of methods and techniques in order to
address the complexity of landscape detail design.
The objective of the course is to develop ‘a critical understanding of both tested and
emerging practices of detail design and construction in landscape architecture, address the
interdependence between site, design, technology, tradition and innovation in the making
of landscape architecture and how this can inform function and expression in landscape
design work at a range of project scales’ (Kirkwood, McIntosh. 2017). The course is split into
two main components, ‘The Indoor Classroom’ involving a series of lectures and workshops,
followed in the second half of the semester by the ‘The Outdoor Classroom’ with field trips
to a wide range of historic and contemporary built landscapes. The individual course
assignment runs parallel to the classes throughout the semester.
TEACHING LANDSCAPE CONSTRUCTION
On-site learning
Simon Colwill, Technische Universität Berlin, Germany
Figure 3: The outdoor classroom. Active discussion of detail design and construction issues.
Harvard GSD (Photo: N. Kirkwood. 2016)
The Indoor Classroom - A series of lectures, discussions and interactive workshops
The lectures focus on issues of landscape technology, materials and construction, detail
vocabularies and tectonic syntax, weathering and durability, structural principles and soft
engineering. Accompanying workshops aim to demonstrate how the above concepts are
integrated into practices of design development. Class participants engage in an interactive
analysis of case studies through the use of the diagnostic section. The concepts and
methods introduced in the Indoor Classroom form the basis for students to analyse and
comprehend what they physically experience during the field trips.
The Outdoor Classroom - A series of field trips
The field trips or ‘Outdoor Classrooms’ address a wide range of approaches to landscape
design and construction. The sites are selected to allow students the opportunity to
observe and engage in a wide range of landscape programs, detail languages, material
applications, design form and expressions, from varied landscape architecture offices.
The course assignment consists of three main parts:
Part 1. A technological critique of a landscape architecture project from the last twenty-
five years is carried out. Particular focus is placed on the application of detail design at a
range of scales and tectonic applications.
Part 2. This involves the research, design and Reverse Engineering (derivation of detailed
information on design, construction and operation from an existing object) of a detail
design landscape prototype that must be described in a material and tectonic manner over
time.
The detail design prototype is of a complex nature consisting of a variety of interrelated
natural and constructed boundaries, transitions, surfaces and objects derived from a
Diagnostic Section. The diagnostic section is a research and development tool involving
both technical design analysis and the development of optimisations. Built elements are
broken down through reverse engineering into their constituent parts in order to
comprehend how they were constructed. Diagnostic evidence is also added to assess the
TEACHING LANDSCAPE CONSTRUCTION
On-site learning
Simon Colwill, Technische Universität Berlin, Germany
current condition. This enables students to critically analyse built landscape works, derive
constructional features and evaluate performance through time. The facts established in
the same diagnostic section can then be used to inform the speculative development of
new built works.
Part 3. The detail design prototype is now applied to a new geographic location taking into
account the specific site topography, micro-climate, soils, groundwater, availability of
materials, labour and cultural context. The prototype needs to be modified to ensure the
necessary performance over dedicated periods of time. Throughout the workshop and field
exercise the ‘Students learn and apply methods of observation that enable a critical
understanding of existing built works and apply those insights to the productive
development of their own landscape proposals from the conceptual to the detail scales’.
(Kirkwood, McIntosh. 2017)
Figure 4: Initial site investigation sketches from Part 1 as a basis for the diagnostic section. X. Yuan.
Harvard GSD (2016)
Case Study 2 - Technische Universität Berlin
Course title: ‘Landscape Construction and Materials’
Program: Master in Landscape Architecture
The course aims to develop understanding of how initial conceptual ideas are transformed
through design development processes into concrete landscape proposals whilst addressing
the implications of the specific site, function, design, construction, materials and the
dynamic nature of physical change over time. This involves the creative transformation of
physical materials through techniques of landscape construction into a vocabulary of built
landscape form. Students need to develop a critical understanding of current, new and
emerging methods of detail design and construction, a thorough knowledge of the qualities
and properties of materials, together with a clear understanding of the factors influencing
patination and deterioration. The course is split into a series of classroom based learning
TEACHING LANDSCAPE CONSTRUCTION
On-site learning
Simon Colwill, Technische Universität Berlin, Germany
activities involving lectures and seminars supported by on-site learning activities focussing
on the detailed analysis of built landscapes.
Figure 5: Field trip to a concrete plant enabling in-depth learning of production techniques.
TU Berlin (Photo: C. Schellhorn. 2015)
Classroom learning - A series of lectures, seminars, discussions and workshops
The classroom learning activities involve a series of lectures and seminars, held by
university staff and visiting experts, focusing on developing knowledge on the interrelations
between site design, detail design, building materials, construction detailing, structural
engineering, maintenance and the processes of time-bound contextual change. These take
place parallel to the progress of the field based exercises. Guest lecturers are invited to
present specific project case studies that further illustrate course content.
On-Site Learning - Landscape Forensics
Assignments within our construction seminar for masters students involves students in
small groups going to ‘real’ landscape projects and analysing situations in detail before
formulating a tailored response. This is set as a research question, the object of research
being ‘real’ landscape projects. Students examine the current condition in relation to the
surrounding context and reflect on interrelations between site design, detail design,
building materials, technical implementation, maintenance and performance issues.
Comparisons with images in publications at the time of completion, together with project
descriptions or reviews enable the students to identify time bound changes to the built
landscape, as well as discrepancies between design intentions and the built reality. Teacher
support enables the students to ‘read’ and interpret the traces of wear and tear,
weathering, maintenance and succession in order to determine, for example, patterns of
use, misuse, maintenance and/or points of weakness. The factors influencing change
through time are introduced in a classroom learning context prior to the on-site
interactions serving as a basis for ‘reading’ and interpreting the condition (from patination
to deterioration) of the projects and detail elements under examination. An on-site lecture
from a practitioner is also organised to a current construction site or recently completed
landscape architecture project.
This on-Site Learning based on what we call ‘Landscape Forensics’ which is a form of
learning by examining the problems and failures arising on built landscape works through
time. Furthermore, the location, spread and intensity of patination and decay allows
specific vulnerabilities and weaknesses to be identified. Through analysing the root causes
of failures methods for deterring future failure and enhancing durability can be derived.
The method reflects on the entire design, construction and post completion phases of the
project together with the current state of maintenance. The cause criteria listed in Fig. 1
form the basis for this analysis.
TEACHING LANDSCAPE CONSTRUCTION
On-site learning
Simon Colwill, Technische Universität Berlin, Germany
The course assignment consists of four parts:
Part 1. The students perform an on-site examination and critical analysis of a built
landscape architecture project completed in the previous 20 years.
Part 2. This involves the technological critique of a landscape detail within the selected site
through reverse engineering and interpretation. The built element including the
surrounding context is analysed with regard to the appropriateness of the design,
construction and materiality together with the implications of functionality, location,
weathering and durability. Points of weakness are identified that due to their exposed
position (corners, edges etc.) or particularly high demands (intensively used surfaces,
surfaces with ground contact etc.) are exposed to greater levels of stress than other areas
of the same element. The root causes of time bound change are assessed according to the
factors listed in Fig. 1. In-use condition assessment takes place by analysing the differences
between the current and original condition. This evaluation method is being further
developed in the before mentioned research project. Change can be classified into those
which are purely cosmetic and those that lead to a reduction in aesthetics, functionality,
stability, and/or durability. Therefore a qualitative assessment of the following factors is
carried out:
Aesthetic condition
From the initial process of cosmetic patination to the latter phase of visual
degradation
Functionality
Usability, function, process-related serviceability and safety
Stability
The carrying capacity of the structure at the time of the survey
Durability
Ability of structure to withstand damaging impacts through expected service life,
during scheduled use and maintenance
The students produce a variety of texts, photo documentations, diagrams, sketches and
detail drawings to present their results; an example is shown in Fig. 6.
Figure 6: Excerpt from a submission for Part 2 –Landscape detail critique and reverse engineering drawings.
F. Karle. TU Berlin (2012)
TEACHING LANDSCAPE CONSTRUCTION
On-site learning
Simon Colwill, Technische Universität Berlin, Germany
Part 3. An optimisation strategy is then developed within a classroom learning context for
the selected landscape detail with regard to the specific requirements of location
(weathering, use intensity, level of maintenance etc.), use (form, material etc.) and for
deterring constructional and material vulnerability.
Part 4. The landscape detail is redesigned for a specific location using the knowledge
acquired from the analysis in part 1 and 2 together with the optimisation strategy from part
3. A complete set of design and construction drawings and a scale model are then produced
for the optimised landscape detail following standards for architectural construction and
working drawings as shown in Fig. 7.
Figure 7: Excerpt from a submission for Part 4 – Detail drawing and model of the optimised construction.
F. Karle. TU Berlin (2012)
TEACHING LANDSCAPE CONSTRUCTION
On-site learning
Simon Colwill, Technische Universität Berlin, Germany
Discussion
The learning approaches presented here enable an integrative approach to teaching
landscape construction by treating built landscape projects as research objects and
engaging students in on-site research activities. Both courses use the site as an essential
source of knowledge, a learning instrument informing the students on real life situations in
the dynamic realm of time and change. The learning objectives are to provide students with
techniques for design exploration through critical observation, technical thinking, and for
monitoring the performance of built landscapes through time.
Reverse engineering is a key teaching method of both courses and is based on a process of
enquiry through observation and research. On-site observations of the current condition
lead to the students posing questions regarding the design, construction, materials and the
mechanisms of change. Individual research is then necessary to develop their knowledge, in
order to analyse the site and its component parts in detail. The aim is to develop methods
to critically analyse built landscape works, deduce the root cause of problems, evaluate
performance through time, and develop optimisation strategies and solutions. This process
is assisted by teachers who guide the students through the deductive process.
The course assignments not only aim to exercise and develop the tools, techniques and
technologies of detail design practice in landscape architecture but also to predict and
adjust to factors that affect the durability of landscape architecture projects over time.
During these on-site assignments, students confront all facets of a project simultaneously,
they need to think, discuss and analyse built landscape before formulating a judgement and
an optimal response. The processes of observation, technical thinking, reflection and
causal research enable a more founded development of innovative solutions. The role of
the teacher in this process is as an educational coach, guide, and mentor who, if necessary,
recommends alternatives for ineffective practices and/or teaches possible alternatives.
These teaching methods complement the more traditional techniques in lecture halls and
seminar rooms.
These teaching methods attempt to equip students with the tools necessary for lifelong
learning from monitoring the development of both their own built landscape architecture
works and the works of others. The assignments demonstrate to students how knowledge
from built landscapes can be extracted and interpreted to inform future projects. The case
studies follow Kolb´s (1984) cyclical model of ‘experiential learning’, from the on-site data
collection (experience/do) to the analysis (review/discuss), the formulation of optimisation
measures (learn) and the development of an optimised solution (plan/apply) (Fig. 2).
Through repetition of this research cycle, a spiral process of continual learning and
optimisation (Fig. 8) can be achieved. This process of Research and Development is similar
to the monitoring methods currently being developed by the author within the previously
mentioned research project.
TEACHING LANDSCAPE CONSTRUCTION
On-site learning
Simon Colwill, Technische Universität Berlin, Germany
Figure 8: The spiral process of continual learning and optimisation
The diversity of teaching methods also allow the courses to follow Neil Flemings VARK
model of learning, optimising learning outcomes through addressing the preferences of a
wide range of learning types, which in turn, often leads to increased group motivation.
One of the bonus effects of these teaching activities is the passive learning that occurs.
Observations of scale, form, materials and their surfaces, use, abuse, maintenance, and
climatic interactions with the site allow ‘real world’ insights into landscape architecture
projects within an academic framework. The problem solving ‘reverse’ assignments
involving active learning and participation also enhance the learning experience by proving
an activity in which the students can learn from each other. Boud, a professor of adult
education, describes this ‘peer learning’ as the ‘sharing of knowledge, ideas and experience
between the participants.’ (2001: p. 3). The participants work collaboratively, give and
receive feedback, and develop a wide range of skills. This engagement is reflected in the
quality and diversity of the coursework.
TEACHING LANDSCAPE CONSTRUCTION
On-site learning
Simon Colwill, Technische Universität Berlin, Germany
Conclusion
The teaching and learning methods discussed in this chapter demonstrate a shift of
emphasis in the pedagogical framework of teaching landscape technology towards
landscape performance, change, temporality and monitoring. Field-based learning
assignments form an essential component in understanding theses complex relationships.
The intensive on-site learning assignments involve observation, inquiry, and critical
reflection on what they are investigating which triggers deeper, active learning. Hickcox
(2002) explains that field experiences are student-centred learning activities, enabling the
application of ideas and concepts taught in a traditional classroom context to a specific
environment that stimulates critical thinking and analysis. They provide students with the
opportunity to contextualise their classroom learning in the ‘real world’ of the built
environment, therefore linking theory and practice. Both case studies presented here aim
to improve teaching practices, enhance student learning, increase student engagement,
and better prepare students for the complex requirements of the profession. The teaching
methods focus on the relationship between site, design, landscape technology, and the
dynamic forces of weathering and usage over time. The depth and complexity of the
student results demonstrate a multifaceted technological understanding of landscape
architectural detail design.
ACKNOWLEDGEMENTS
The author gratefully acknowledges the financial support provided by the German Research
Foundation (DFG). I also wish to thank Niall Kirkwood and Alistair McIntosh for their
assistance in preparing this chapter and for giving me an insight into their teaching
practices.
TEACHING LANDSCAPE CONSTRUCTION
On-site learning
Simon Colwill, Technische Universität Berlin, Germany
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