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I’d agree Salim – James raises some really relevant points but we do also need to turn to what we can do with this. probably not going to answer that in a reply (!) but I wonder if there are some directions we could usefully start to talk along?

– What has become visible that was previously implicit/hidden/not realised? Can we use this in any constructive way?
– With 1000’s of design educators having to improvise, extemporise, wing it, and busk it, what out-of-the-innovation envelope practice can we capture?
– Without space as the primary consideration, what other spatialities of studio might exist? Might we look differently at de-col or pluriversal curricula?
– Another design trick: by making this even harder and applying even greater conditions, what else might we do with the current context? (e.g. low-no bandwidth; low-no contact tuition; etc.)

Finally I’d add another critical thought: we do have to keep looking around us and ask ‘who are we leaving behind now?’ Some student might now be even less likely to engage in an already relatively exclusive education. But how are we deforming accessibility, participation, inclusivity?

(this would also be a good future Meetup / discussion if you fancy it… :D)

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Thanks, Jolanda. I appreciate your expert opinion on distance learning (and contributions to this blog!).

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