scholarly journals Explorations in Teaching Interior Design: Involving User Perspectives

2021 ◽  
Author(s):  
Yasemin Burcu Baloğlu ◽  
◽  
Cansın Yılmaz ◽  
Keyword(s):  
Online Education ◽  
Learning Outcomes ◽  
Interior Design ◽  
Design Education ◽  
Design Studio ◽  
Proposed Model ◽  
Designed Environment ◽  
Second Year ◽  
User Perspectives ◽  
Interior Design Students

Understanding the needs and expectations of the intended users of a designed environment is recognized as one of the essential factors that influence the decision-making process in an interior design project. This situation is also reflected in interior design education, where students conventionally design for hypothetical clients and users. This study explores the contribution of a new user-focused and scenario-based design studio modal to students’ approach to successive stages of design processes, learning outcomes, and engagement to the project course during an online education period. Within the scope of the study, second-year interior design students were assigned to real artists and product designers as clients for a workshop for creative production- showroom project. The students had to communicate with their clients, do research and integrate the information they have collected into their design proposals. The paper concludes with an evaluation of the proposed model from students’ view. It is believed that the approach proposed and applied within the scope of the study has the potential to present a different perspective in interior design studio courses.

A Pedagogical Model to Integrate Computational Thinking Logic to First Year Design Studio

2021 ◽  
pp. 94-117
Author(s):  
Orkan Zeynel Güzelci ◽  
Meltem Çetinel
Keyword(s):  
Interior Design ◽  
Computational Thinking ◽  
Computational Design ◽  
Design Studio ◽  
First Year ◽  
Pedagogical Model ◽  
First Year Students ◽  
Analog Computing ◽  
Proposed Model ◽  
Almost All

Today, computational thinking and computational design approaches transform almost all stages of architectural practice and education. In this context, since students are most likely to encounter computers, in this study, the approach of teaching students computational design logic is adopted instead of teaching how to use computers only as a drafting or representation tool. This study focuses on developing a pedagogical model that aims to teach computational thinking logic and analog computing through a design process. The proposed model consists of four modules as follows: abstraction of music and text (Module 1), decomposition of buildings (Module 2), analysis of body-space (Module 3), design of a space by the help of spatial patterns (Module 4). The proposed model is applied to first-year students in Interior Design Studio in the 2019-2020 fall semester. As a result of Module 4, students designed both anticipated and unanticipated spaces in an algorithmic way.

A Pedagogical Model to Integrate Computational Thinking Logic to First Year Design Studio

2022 ◽  
pp. 368-391
Author(s):  
Orkan Zeynel Güzelci ◽  
Meltem Çetinel
Keyword(s):  
Interior Design ◽  
Computational Thinking ◽  
Computational Design ◽  
Design Studio ◽  
First Year ◽  
Pedagogical Model ◽  
First Year Students ◽  
Analog Computing ◽  
Proposed Model ◽  
Almost All

Today, computational thinking and computational design approaches transform almost all stages of architectural practice and education. In this context, since students are most likely to encounter computers, in this study, the approach of teaching students computational design logic is adopted instead of teaching how to use computers only as a drafting or representation tool. This study focuses on developing a pedagogical model that aims to teach computational thinking logic and analog computing through a design process. The proposed model consists of four modules as follows: abstraction of music and text (Module 1), decomposition of buildings (Module 2), analysis of body-space (Module 3), design of a space by the help of spatial patterns (Module 4). The proposed model is applied to first-year students in Interior Design Studio in the 2019-2020 fall semester. As a result of Module 4, students designed both anticipated and unanticipated spaces in an algorithmic way.

scholarly journals Gamification of design process in interior architecture education: Who? with whom? where? how?

2019 ◽  
Vol 66 ◽  
pp. 01040 ◽  
Author(s):  
Gülsüm Damla Aşkın
Keyword(s):  
Design Process ◽  
Interior Design ◽  
Design Education ◽  
Creative Design ◽  
Architecture Education ◽  
Interior Architecture ◽  
Design Students ◽  
Design Ideas ◽  
First Time ◽  
Interior Design Students

The design process in Interior Architecture education is the basis of all the studio courses and design-oriented courses. In this process, it is important for students to develop their creative thoughts and find different ideas. Students find it difficult to produce creative design ideas. As well as producing ideas, students also have difficulty in determining problem status and performing user analysis. In this respect, implementation of different methods and activities are important in the process. One of these methods is the integration of gamification into the design education. This education method was conducted as a workshop with a group of Interior Design students during the Spring term of 2018–2019 in İstanbul Şehir University. The students who took the project course for the first time were included in the research. In the workshop, firstly, the game ”Who? With Whom? Where? How?" was played manually, and the user ID was defined. Secondly, the results of the game were converted to the function scheme. After the study, a survey was conducted with the students. It was observed that the method of gamification increased the motivation of the students and offered more than one alternative in design process compared to the traditional thinking methods.

Improving Student Commitment to Healthcare-Related Design Practice by Improving the Studio Learning Experience

2017 ◽  
Vol 10 (5) ◽  
pp. 127-142
Author(s):  
Lindsay Tan ◽  
Miyoung Hong ◽  
Taneshia West Albert
Keyword(s):  
Interior Design ◽  
Design Education ◽  
Professional Competence ◽  
Learning Experience ◽  
Design Studio ◽  
Design Practice ◽  
Pass Rates ◽  
Healthcare Design ◽  
Student Cohorts ◽  
Related Design

Objective: This case study explores the influence of the healthcare design studio experience on students’ short-term professional goals as measured through rates of healthcare-related certification and internship/employment. Background: The value and relevance of interior design is evident in the healthcare design sector. However, interior design students may not perceive this value if it is not communicated through their design education. Students’ experience in the design studio plays a crucial role in determining career choices, and students may be more committed to career goals when there is clear connection between major coursework and professional practice. Method: The authors compared healthcare-related certification and internship/employment levels between two student cohorts in a capstone undergraduate interior design healthcare design studio course. The first cohort was led by the existing curriculum. The second cohort was led by the revised curriculum that specifically aimed at encouraging students to commit to healthcare-related design practice. Results: When measured at 3 months from graduation, the second cohort, led by the revised curriculum, saw a 30% increase in Evidence-based Design Accreditation and Certification exam pass rates and a 40% increase in healthcare-related internship/employment. Conclusion: The challenge of interior design education is to instill in emerging professionals not only professional competence but also those professional attitudes that will make them better prepared to design spaces that improve quality of life, particularly in healthcare environments. The results exceeded the project goals, and so this could be considered a promising practice for courses focused on healthcare design education.

scholarly journals Disruption of IoT in Adapting Online Learning during the Covid-19 Pandemic

2021 ◽  
Vol 13 (2) ◽  
pp. 1331-1341
Author(s):  
Andiyan Andiyan ◽  
Dadan Rusmana ◽  
Yulius Hari ◽  
Michael Sitorus ◽  
Zulvia Trinova ◽  
...  
Keyword(s):  
Online Learning ◽  
Interior Design ◽  
Major Effect ◽  
Design Studio ◽  
The Internet ◽  
Technical Equipment ◽  
Planning And Design ◽  
Design Students ◽  
Interior Design Students ◽  
Internet Network

When it comes to education, the COVID-19 epidemic has had a major effect, particularly on distance learning techniques that must be completed online. It also applies to Architecture and Interior Design students in the planning and design studio lecture activities, which were formerly carried out offline in the studio but are now required to be carried out online from their individual residences, as part of the online learning methodology. Various difficulties encountered in architectural and interior planning, as well as design studio lectures, need students' adaptation via the use of virtual reality and digital technology. There are numerous restrictions in terms of visual and digital communication, ranging from the use of technical equipment to the facilities held by lecturers and students. The research used a qualitative descriptive approach, in which data was gathered via questionnaires, with the respondents being architecture and interior design students who answered the questions. According to the findings of the research, the adaptation of online lectures is not only a virtual and digital issue, but also a physical and non-physical one that requires consideration. When it comes to architectural and interior planning and design studio courses, virtual and digital changes have an impact on the learning process and the quality of learning results. Physical adaptation necessitates the provision of supporting resources in the form of tools and equipment to aid in the delivery of classroom lectures. Non-physical adaptation includes changes in time, patterns and methods of learning, behavior, psychology, and the internet network, as well as changes in the internet network itself. In future studies, it is necessary to do more in-depth study on behavioral and psychological adjustments and perspectives.

scholarly journals Going Digital in Design Education: Restructuring the Emotional Bonds in the Online Studio

2021 ◽  
pp. 49-58
Author(s):  
Yasemin Burcu Baloglu ◽  
◽  
Ahmet Sezgin ◽  
Keyword(s):  
Online Education ◽  
Sense Of Belonging ◽  
Place Attachment ◽  
Design Education ◽  
Personal Space ◽  
Transition Process ◽  
Design Studio ◽  
Structured Interviews ◽  
Digital Platforms ◽  
Time Space

Higher education has experienced momentous changes in 2020-21 due to the COVID-19 restrictions disrupting face-to-face education. An immediate shift to online education that draws on diverse digital platforms and interfaces took place worldwide. This study aims to present insights into this transition process from the perspective of place attachment and sense of belonging with a focus on the design studio, and it specifically looks at the transition to online education carried out by the Faculty of Arts, Design, and Architecture (FADA) at MEF University. The study draws on semi‐structured interviews conducted with students from the faculty. Responses from the students indicate that they have felt the effects of the transition process in social relationships, time-space routines, safe space, and changes in their perceptions of personal space. Recent research has demonstrated that sense of belonging and place attachment in educational environments positively affect students' academic performance. The data obtained through this study reiterates the significance of these bonds in the design studio context. The discussion introduces a fresh insight into exploring these critical concepts by focusing on the now burgeoning field of online design education.

Sign in / Sign up

Export Citation Format

Share Document