We no longer believe in the myth of the designer as solitary genius. It is now generally understood that design is a collaborative process involving many participants, including, in various mixes, professionals, educators, students, clients, users and the general public. Beyond this change of perspective toward design as collaboration lies a radical set of deep transformations that are now taking place: what is at stake is not just a quantitative shift of emphasis from singular to plural authorship, but a comprehensive philosophical, social and political reappraisal of the roles performed by different players in the process of design. The field of architecture depends on our ability to cross boundaries, especially those that have traditionally distinguished architecture as explored in the academic arena from architecture as tested in practice. This collection of essays – with an introduction by noted architectural theorist Colin Fournier – focuses on educational projects in the context of collaborations in the built environment. The collection is structured around three alternative architectural education themes: Interdisciplinary and Collaborative Projects, Live and Interactive Projects, and Situated and Community Projects. This publication addresses two very different kinds of issues related to design education: on the one hand the need for both teaching staff and students to break down the distinction between learning and doing, between academe and the outside world; and on the other hand the need to be responsive to those cutting edge advances in technology that are now profoundly altering the way we think and operate.