In this article, we introduce a dissensual knowledge production mechanism for the creation and governance of the commons. Rather than seeking a singular truth which is a social construct, producing a bricolage of truths by citizen associations or communities opens up new perspectives for the commons and democracy. Taking an online community as a case study, we analyze knowledge production and sharing mechanisms, and conflict generation and resolution processes, using simple statistics, text mining, disagreement hierarchy, community guidelines, and group rules. We use the conclusions drawn from these techniques in the Institutional Analysis and Development framework. Superposing our findings and critical reading of current best practices, we define the four main principles as the operational framework for an online community based on the commons, dissensus, and shared knowledge: distributed versioning, layering, inclusion, and self-determination.@en

Eversion can be briefly defined as the outflow of the virtual into the real. It is an emergent and open-ended process through which "life-as-we-know" is transformed into "life-as-it-could-be." In this study, we will use eversion as a generative metaphor and illustrate how virtual concepts, worlds, and processes can resonate back (or everse) into the real world. Since virtual worlds and environments are artificial constructs it is possible to have complete knowledge of their properties; however, we don't have the complete knowledge of their capacities yet. In this sense, creating and discussing alternative strategies, tools, and use case scenarios are crucial for the future development of virtual worlds and their integration into other fields. Therefore, based on our study of eversive processes and educational experiences, we will propose alternative strategies and scenarios for integrating virtual worlds into architectural education. Furthermore, we will introduce relevant "eversive" design studio configurations and map the necessary and optional student/coordinator competences.

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This chapter explores challenges and opportunities pertaining to networked learning in architecture and urban design studio education. Today, ‘Starchitects’ have taken centre stage on the global design platform, playing the role of individual geniuses. The spotlight of attention has been on the design and the designer, but the society in which these projects are realised is often left in the dark. The chapter recognises that such imbalance is also present in the design studio pedagogy as it is being employed in most schools of architecture. Through technological evolutions and the developments of online and virtual realms, however, networked learning opens new opportunities to implement critical pedagogy and reinvigorate the social tasks of the architect during the educational trajectory. In this contribution we connect the social turn in architecture practice and education with the innovative possibilities that emerge from the integration of networked learning in design education. We demonstrate the current challenges for architectural education and argue that a critical design attitude will be imperative to tackle the future challenges in architecture. Finally, we claim that critical thinking can be stimulated using networked learning pedagogy that connects back to Schön’s conceptualisations and theorised possibilities of studio-based learning.

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This study introduces a conceptual analysis, a typological framework which aims to map a wide array of possible virtual worlds into a larger frame and explore their significance for architectural education. Using this analysis, we discuss the properties of virtual worlds in four groups: “the real virtual, virtual augmented real, real augmented virtual and fantastic virtual”. Based on these, we propose four different strategies for integrating virtual worlds into architectural education. Overall, this contribution can be seen as a small step towards the revitalization of the architectural design curriculum.

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