While we are clearly in the early stages, Zone Learning presents a significant potential shift in architectural education. This paper presents the impetus behind the DFZ, addressing its relationship to a professional program in architecture, and identifying gaps in the professional program that the DFZ assists in resolving. The paper also discusses the organization of the DFZ (and of Zone Learning in general) from institutional, spatial, resource and pedagogic points of view. A few of the many projects carried out within the DFZ are presented and the changing relationships between architecture and the rest of the University, on the one hand, and the Profession, on the other, considered. Finally, the paper speculates on future developments within the DFZ and how those might impact, in turn, the professional program in architecture.
