Discussion Upon the Constructed Limits of Design Studios

2015 ◽  
Vol 40 (2) ◽  
pp. 5-11
Author(s):  
Yiğit Acar
Keyword(s):  
Undergraduate Students ◽  
Architectural Design ◽  
Real Life ◽  
Design Practice ◽  
Sociological Study ◽  
Design Problems ◽  
Actual Design ◽  
Real Life Situation ◽  
Studio Practice

We can define architectural design studios as environments of simulation. Within this simulation limitations of real life architectural problems are constructed, yet the constructed reality is far from the reality of existing practice. In Architecture: Story of Practice, Dana Cuff, makes a sociological study of the architectural design practice and in the volume she discusses design studios as limited versions of the actual design practice. As compared to the actual practice in the studio the students are alone, there isn’t a multiplicity of actors involved in the process, and the design problems are clearly defined. Cuff points out to these shortcomings and provides guidelines to overcome them. One of the shortcomings mentioned in Cuff’s study is that: design studios do not represent the variety of actors that are present in a real life situation. Cuff suggests to include representatives of different actors in the studio practice to overcome this. If the studio fails to support itself with a variety of actors, to compensate the short coming of actors, the instructors start taking the role of many possible participants of a design process. The instructors simulate: the user, the owner, the engineer, the contractor and so on so forth. This type of an approach in the design studios leads to a certain result: the ideological construct of the instructors becomes the foundation of the constructed reality of the studio. This study explores the ideological construction of the design studio through active involvements with undergraduate students. Through the findings of two discussion sessions, students’ own ideological positions, their relationship with the external realities and limits imposed on such relations by the studio instructor’s own ideological stances are explored.

Using metavisualization to revise an explanatory model regarding a chemical reaction between ions

2021 ◽  
Author(s):  
Solange Wagner Locatelli ◽  
Bette Davidowitz
Keyword(s):  
Undergraduate Students ◽  
Chemical Reaction ◽  
Chemistry Education ◽  
Self Regulation ◽  
Real Life ◽  
Explanatory Models ◽  
Explanatory Model ◽  
Future Application ◽  
Correct Figure ◽  
Real Life Situation

The objective of this work was to evaluate the implementation of a metavisual strategy for students to revise and self-regulate concepts arising in a study of a chemical reaction between ions. For this purpose, two chemistry education undergraduate students at a Brazilian public university carried out an investigative activity, involving metavisual steps, to revise explanatory models at the submicro level. Students were given a problem, namely a reaction between ions drawn from a real-life situation and were provided with clay to construct an explanatory model of the submicro level for the initial and final stages of the reaction. The students were asked to compare their clay model with an example of a scientifically correct figure of the submicro level of the reaction generated by the researchers. At this stage students were given the option to reconstruct their model. Data were captured via photographs of the clay models and students’ verbal discussions as they proceeded through the activity. The findings reveal evidence of self-regulation of mental models at the submicro level, from the interaction of prior knowledge, chemical diagrams and discussions and reflections by the pair of students. Difficulties regarding chemical formulae were also observed in relation to the symbolic level. Finally, there are implications for teaching chemistry, since teachers in training need to experience metavisual strategies for future application in their classrooms.

scholarly journals Role Play Activities: An Innovative Approach to Teaching Speaking Skills in an ESL Classroom

2020 ◽  
Vol 7 (2) ◽  
pp. 19-36
Author(s):  
Nurhamimi Togimin ◽  
Haliza Jaafar
Keyword(s):  
Undergraduate Students ◽  
Role Play ◽  
Real Life ◽  
Target Language ◽  
Innovative Approach ◽  
Positive Effects ◽  
Real Life Situation ◽  
English Speaking ◽  
Esl Classroom ◽  
Speaking Skills

Encouraging students to speak during classroom activities is an effective strategy to improve their acquisition of the target language. Activities related to real life situation such as role play, debate and simulation provide substantial rehearsal and practice and they allow students to not just learn phrases, but also learn how to communicate in various circumstances. Recent studies have revealed that students who are exposed to learning using role play activities improve significantly in speaking competency. Hence, the aim of this study is to investigate how role play activities in an ESL classroom can be an innovative approach in improving students’ speaking skill. A total of nine undergraduate students from the Faculty of Computing in a public university in the Southern region of Malaysia were involved in this study. The main purpose for choosing the students as participants of the study was due to their low English proficiency based on their MUET results. The instruments used in this study were observation checklist and questionnaire. All the findings were tabulated and analysed qualitatively (observation checklist) as well as quantitatively (questionnaire). From the analysis carried out, it was evident that the students made positive improvement particularly in fluency, comprehension, context, and interactive communication. Besides that, the students felt that role play activities had brought positive effects on their English-speaking skills as obtained from the results of the questionnaire. Thus, it can be deduced that role play activities do have positive effects on students’ English-speaking skills.

scholarly journals Senses of place: architectural design for the multisensory mind

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Charles Spence
Keyword(s):  
Public Space ◽  
Architectural Design ◽  
Social Cognitive ◽  
Human Mind ◽  
Design Practice ◽  
Perceived Safety ◽  
Architectural Practice ◽  
Neuroscience Research ◽  
Multisensory Interactions

Abstract Traditionally, architectural practice has been dominated by the eye/sight. In recent decades, though, architects and designers have increasingly started to consider the other senses, namely sound, touch (including proprioception, kinesthesis, and the vestibular sense), smell, and on rare occasions, even taste in their work. As yet, there has been little recognition of the growing understanding of the multisensory nature of the human mind that has emerged from the field of cognitive neuroscience research. This review therefore provides a summary of the role of the human senses in architectural design practice, both when considered individually and, more importantly, when studied collectively. For it is only by recognizing the fundamentally multisensory nature of perception that one can really hope to explain a number of surprising crossmodal environmental or atmospheric interactions, such as between lighting colour and thermal comfort and between sound and the perceived safety of public space. At the same time, however, the contemporary focus on synaesthetic design needs to be reframed in terms of the crossmodal correspondences and multisensory integration, at least if the most is to be made of multisensory interactions and synergies that have been uncovered in recent years. Looking to the future, the hope is that architectural design practice will increasingly incorporate our growing understanding of the human senses, and how they influence one another. Such a multisensory approach will hopefully lead to the development of buildings and urban spaces that do a better job of promoting our social, cognitive, and emotional development, rather than hindering it, as has too often been the case previously.

scholarly journals The role of clinical educators in physiotherapy clinical education: The student’s perspective

2000 ◽  
Vol 56 (4) ◽  
pp. 37
Author(s):  
A. T. Dimo ◽  
T. P. Phaswana
Keyword(s):  
Clinical Education ◽  
Survey Methods ◽  
Real Life ◽  
Clinical Educator ◽  
Clinical Educators ◽  
Form Part ◽  
Real Life Situation ◽  
Descriptive Survey ◽  
Physiotherapy Students

Background and aim: Clinical educator’s play an important role in the training of physiotherapy students as they spend most of their time in a clinical setting. Clinical educators facilitate the integration of theoretical and practical components of physiotherapy education with actual patients in a real life situation. The aim of the study was to establish the clinical educator’s role as perceived by students. Methods: Descriptive survey methods utilising a close ended questionnaire were used to collect data from students. A study sample of 80 students was used. Data collected were analysed using the SAS statistical program.Results: Orientation was cited as the most important role of the clinical educator (94%), by the respondents. Teaching activities were the second most important category of the clinical educator’s role (75%). Assessment was the next category considered to form part of clinical educator’s role. Communication were not considered to be part of clinical educator’s role.Conclusion: The students perceive orientation, teaching and assessment of performance activities to constitute the role of the clinical educator. Communication activities were rated not to form part of the clinical educator’s role.

The Role of BIM in the Architectural Design Process

2010 ◽  
pp. 587-618 ◽  
Author(s):  
Anita Moum
Keyword(s):  
Design Process ◽  
Architectural Design ◽  
Real Life ◽  
Point Of View ◽  
Research Approach ◽  
Factors Affecting ◽  
Life Problems ◽  
The Many ◽  
Holistic Research

The objective of this chapter is to identify the role of BIMs in the architectural design process from the practitioners’ point of view. The chapter investigates the main factors affecting the practitioners’ use of BIM, and how BIM impacts their work and interactions. The chapter presents a holistic research approach as well as the findings from its application in four real-life projects. In these projects, much of the practitioners’ focus was on upgrading skills and improving technology. Nevertheless, a number of their challenges were linked to the nature of the architectural design process, particularly to its “hardto- grasp” iterative and intuitive features. A conclusion of this research indicates that the role of BIM is affected by the many interdependencies, relations and interfaces embedded in the highly complex and partly unpredictable real world practice. A future challenge would be to understand, master and balance these relationships - upstream and downstream across multiple levels, processes and activities. The presented holistic research approach and the related findings contributed to research which aimed to embrace the complexity of real-life problems and gain a more comprehensive understanding of what is happening in practice.

scholarly journals The Role of Renzulli Learning Strategy on Developing EFL Preparatory Students’ Performance

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Israa B. Abdurrahman ◽  
Suha Khudhaer Iyada
Keyword(s):  
Private School ◽  
Learning Strategy ◽  
Real Life ◽  
Control Group ◽  
Renzulli Learning ◽  
Real Life Situation ◽  
Technology Tool ◽  
Experimental Group ◽  
Traditional Strategy

The current study explores the role of using the Renzulli learning strategy on the development of four skills for fourth year Iraqi EFL preparatory students. The population of the present study includes EFL Iraqi preparatory students of the fourth year in Ibn AlHaitham Secondary Private School for Girls, Tikrit City in Salah Alden governorate. The sample of this study consists of (75) students who have been chosen from fourth grade at Ibn Al-Haitham Secondary private school for girls, Tikrit City. (30) Students have been chosen to be the experimental group, and (30) students have been chosen to be the control group. Section (A) has been chosen to be the experimental group. Section (B) has been chosen to be the control group. In addition, there were 15 participants chosen for the pilot study. The findings of the study revealed that the students of the experimental group who have been exposed to the Renzulli learning strategy get better scores than the control group who have been taught according to the traditional strategy in their achievement. The variety of the instructional material which is prepared by using technology tool is based on exchanging and sharing ideas not only in the classroom but in real life situation. Further studies may be conducted on other levels of school or other countries and school systems

Transactional Model of Graph Transformations in Computer Aided Design

2013 ◽  
Vol 572 ◽  
pp. 315-318
Author(s):  
Leszek Kotulski ◽  
Barbara Strug
Keyword(s):  
Computer Aided Design ◽  
Architectural Design ◽  
Real Life ◽  
Transactional Model ◽  
Design Problems ◽  
Graph Transformations ◽  
Novel Approach ◽  
Current Graph ◽  
Different Types ◽  
Aided Design

Different types of graphs have successfully been used to represent different objects in design problems. Graph transformations are often used as a way to generate, update and modify such graphs. Typical use of graph productions assumes that change of a graph is done by applying a single transformation or a sequence of independent productions. Yet, in many real life design tasks the application of a production may depend on the possibility of applying other productions. Moreover the productions required to be applied usually only depend on the current graph so the set of productions cannot be defined apriori. In this paper we present a novel approach, called a transactional model, where a set of productions is dynamically chosen in a way that it is possible to fulfill a common goal.. Only if all of the productions can be applied the whole transaction is carried out. The approach is illustrated with the problem from the domain of architectural design.

scholarly journals The Efficacy of Syllabi of General English Courses at Undergraduate Level in Bangladesh: An Evaluation

2021 ◽  
Vol 12 (6) ◽  
pp. 979-989
Author(s):  
Amina Rashid ◽  
Md. Masud Rana
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
English Language ◽  
Real Life ◽  
Undergraduate Level ◽  
Quantitative And Qualitative Research ◽  
Real Life Situation ◽  
Almost All

A good syllabus contributes to achieving better learning outcomes. Academic institutions often invest huge amounts in preparing the so-called 'panacea' of a syllabus hoping they could meet the demand of the highly competitive world. Now, however, educationists often get divided on what is instrumental to gaining a higher level of learning outcomes: Is it the quality of syllabus, or the kind of teaching approaches, or quality of teachers and learners, or good academic environment with a proper support system or a combination of all the above? While the academic process around the globe continues amidst these unresolved questions, teaching and learning English in Bangladeshi tertiary institutions for undergraduate students is no exception. Although almost all the students at undergraduate level take some sort of English language course like general English Language (GEL), or foundation English (FE) course, they fail to function when it comes to using the language in a real-life situation. This paper strives to trace out why the students cannot communicate in English properly even after 10 plus years of exposure to the language – 1/2 years at the tertiary level and 8 to 10 years at the primary and secondary levels. The research has adopted both quantitative and qualitative research methods and used two different questionnaires to collect data for the study. Delving into a thorough analysis of the existing syllabuses, the study contends that the syllabus cannot quite prepare the students to be able to function in English in a real-world scenario and, therefore, recommends a revamping of the syllabuses is necessary to produce pragmatic and pedagogical efficacy.

An Undergraduate Course in Behavior Modification

1977 ◽  
Vol 40 (1) ◽  
pp. 159-164 ◽  
Author(s):  
Samuel M. Cameron ◽  
Frank J. Schmauk
Keyword(s):  
State Hospital ◽  
Undergraduate Students ◽  
Behavior Modification ◽  
Real Life ◽  
Abstract Concepts ◽  
Abnormal Psychology ◽  
Life Situation ◽  
Real Life Situation ◽  
Student Projects

A semester-long program in which 12 advanced undergraduates planned and executed a behavior-modification program for chronically hospitalized, psychotic patients is described. The course evolved out of an attempt to provide undergraduate students with a relevant, meaningful application (to a real-life situation) of theoretical and abstract concepts learned in experimental and abnormal psychology. The course also provided a needed service to patients in an understaffed state hospital. Illustrative student projects are presented.

scholarly journals Metaphor, Architectural Design, and Environmental Response

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Brook Muller
Keyword(s):  
Architectural Design ◽  
Future Research ◽  
Language Games ◽  
Environmental Response ◽  
Abstract Theory ◽  
Design Problems ◽  
Word Play ◽  
The Past ◽  
Constructive Engagement

Value-laden articulations of the task of the architect guide manners of working - the concerns, inspirations and procedures given priority. Architectural practices in turn determine the nature of the physical constructs that result. If architects are contributing to environmental degradation by designing buildings that are inefficient and unhealthy, and a pressing need exists to advance more life enhancing, sustaining practices, then perhaps environmentally concerned architects ought not only work towards the creation of better performing, more resourceful building assemblies, but also to engage in basic reflection as to how design problems are expressed and the environmental receptivity such expressions reveal. By tracing the lineage binding utterance to practice to making, we might come to recognize that even subtle shifts in articulation can alter outcomes dramatically. Through such newfound awareness, we are open and encouraged to reexamine the architect’s role, to new descriptions of architecture, and to the possibility of deeper attunement and constructive engagement with our world. In their recent edited anthology on sustainable architectures, Simon Guy and Steven Moore suggest “while we might support and even encourage critical engagement with abstract theory about environmentalism, we are not interested in simply playing language games.” Although word play should not be the sole focus of our efforts, in a profession so reliant on effective communication, we should not underestimate the facility of language as constitutive of meaning. This paper explores metaphors as one potentially transformative means by which designers come to understand and describe the works they undertake. It examines the role of metaphors as agents of innovation, capable of heightening awareness of attributes often overlooked or undervalued, yet perhaps of critical significance given the particularities of a design problem seeking explication. This paper summarizes research into the process by which architects “respatialize” metaphors, how novel metaphorical insights have affected thought and practice in the past, and in our era of environmental crises how new categories of metaphor are reshaping and expanding our visions. The paper concludes with a consideration of what makes “green” metaphors effective and how awareness of such characteristics provides the impetus for future research in identifying and utilizing new metaphorical schemas in architectural design.

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