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Urban design studio education aims to prepare future urban designers to more effectively understand how cities work and critically engage with the role of design intervention in the built environment. A design studio is an appropriate setting where this can take place. This paper details the design and delivery of a postgraduate urban design studio subject in the MA Urban Design programme at Cardiff University during the COVID-19 pandemic in the UK. We particularly investigate the capacities and challenges of blended learning and teaching, with a primary focus on the experience and perception of students in the context of design studio pedagogy. To this end, we discuss the findings from an online survey of postgraduate urban design students and reflect on their experience and perception of the related learning and teaching activities, assessment, feedback, field study visits, workshops, and digital platforms during the subject delivery period in the 2021-2022 academic year. The outcomes of this paper can inform future practices of blended learning and teaching incorporating a mix of face-to-face and online modes of delivery in relation to design studio education, particularly in the context of unprecedented global health challenges such as the COVID-19 pandemic.

The COVID-19 pandemic has become a critical challenge for the higher education sector. Exploring the capacity of this sector to adapt in the state of uncertainty has become more significant than ever. In this paper, we critically reflect on our experience of teaching urban design research methods online during the early COVID-19 lockdown in the UK. This is an exploratory case study with a qualitative approach with an aim to inform resilient practices of teaching in the face of public health emergencies. Drawing on the experience of teaching the Research Methods and Techniques subject during lockdown, we discuss the rapid transition from face-to-face to online teaching and point to the challenges and opportunities in relation to the learning and teaching activities, assessment and feedback, and digital platforms. This paper concludes by outlining some key considerations to inform the development of more adaptive and resilient approaches to online teaching in the context of unprecedented global health crises such as the COVID-19 pandemic. We argue that it is critical to move beyond fixed pedagogical frameworks to harness the productive capacities of adaptive teaching.

Students' learning experiences and perceptions are markedly influenced by the use of digital technology during the COVID-19 pandemic. Exploring students' perception of blended online learning, amid the adaptations of the higher education sector in the wake of uncertainty, has become more critical than ever. This paper reflects on the experience of learning and teaching the Research Methods and Techniques subject in the postgraduate programme of MA Urban Design at Cardiff University during COVID-19 in the UK. To do so, we designed and carried out an online survey to explore students' perception of online teaching and learning activities, feedback and assessment, and digital platforms based on their experience during the subject delivery period in the 2020-2021 academic year. One of the significant findings of this paper was that students agreed with the impact of eye contact on their virtual learning experience but as long as this was aligned with their rights to see others, including their peers and instructors, rather than reciprocal rights to be seen. In addition, students felt that facilitating synchronous communication through effective interaction among diverse peers has been quite challenging in small-group online reading seminars. The majority of respondents also reported that attending live online lectures was more helpful than watching pre-recorded lectures. Online formative feedback and synchronous interim reviews also allowed students to reflect on their progress and develop their projects further before their summative assessment. The outcomes of this paper can effectively assist educators who consider delivering programmes, adopting a blended online learning environment design model, in the post COVID-19 era. The findings of this study can also provide guidance for further developments and improvements in using digital technology and blended online learning in urban design education and pedagogy.

Forms of informal urbanism, ranging from informal settlement to street vending and informal transport, have become integral to how places work across different contexts and scales. In this article, we reflect on the ethics of researching forms of urban informality, with a focus on the capacities and challenges associated with exploring informal urbanism, particularly in the context of what is considered the global South. By drawing on our experiences of investigating various forms of informality in different contexts, this article engages with ethical considerations that arise when researching informal urbanism. We argue that designing, conducting and disseminating research on forms of urban informality can pose critical ethical questions for researchers who not only strive to bring about positive change but must also exercise caution to avoid causing more harm than good by exposing individuals at risk of exploitation, eviction or displacement. [ABSTRACT FROM AUTHOR]

The study engages with the ways in which gender mix plays out in public spaces as a key issue in exploring social diversity and vitality of the urban public life. The paper introduces a mapping method to unravel how gender differences are spatially manifested in urban public spaces. Thus, urban mapping has been considered as a method for producing a kind of spatial knowledge that has the capacity to shed light on how different socio-spatial patterns play out in public open spaces. The proposed mapping method documents where and the extent to which female and male users appropriate urban public spaces. The database for developing and testing the proposed method emerges from two site areas in the city of Tehran. In doing so, the study draws upon direct observation, fieldwork notes, visual recording, and urban mapping as research methods. In this way, the paper raises questions about the importance of gender mix in public space and the ways in which mapping has the capacity to inform urban research. [ABSTRACT FROM AUTHOR]