scholarly journals THE ROLE OF INFORMAL STRUCTURES IN ARCHITECTURAL DESIGN EDUCATION

2020 ◽  
Vol 4 (3) ◽  
pp. 11-29
Author(s):  
Huseyin Ozdemir ◽  
Gokce Ketizmen Onal ◽  
Aysen Celen Ozturk
Keyword(s):  
Conceptual Framework ◽  
Design Education ◽  
Informal Education ◽  
Architectural Design ◽  
Design Thinking ◽  
Thinking Skills ◽  
Architecture Education ◽  
Survey Results ◽  
Design Skills

Informal education contributes to the development of the student's design skills and the performance of architecture education by addressing subjects that do not fall directly into the curriculum. This study is mainly about the development of students' design thinking skills in informal education. In order to make an assessment, a case study was conducted on the Bademlik Design Festival (BTF), which can be described as an important example in the field of informal education. By adhering to the method, surveys were applied to the instructors and students participating in the BTF. The concepts obtained according to the survey results are based on a detailed conceptual framework. Then, by interpreting this conceptual framework, students' learning outcomes are revealed. As a result, it is observed that the students in the workshops conducted at the BTF gain design thinking skills such as “interaction, free and original thinking, innovation, communication and dialogue”.

scholarly journals Design Workshops as a Tool for Informal Architectural Education

2015 ◽  
Vol 40 (2) ◽  
pp. 88-95
Author(s):  
Hülya Turgut ◽  
Emel Cantürk
Keyword(s):  
Conceptual Framework ◽  
Design Education ◽  
Informal Education ◽  
Architectural Design ◽  
Social Contact ◽  
Overall Design ◽  
Build Environment ◽  
Informal Design ◽  
Architectural Design Education

Although the design studio has formally been the locus for design education, informal education approach has gained more and more acceptance in the world. Informal education, which is the education outside the confines of curricula, includes the acquisition of knowledge and skills through experience, reading, social contact, etc. Workshops cover the essential weight of this informal education. Although the role of the design workshops in architectural design education has been very limited through overall design education’s past, many schools of architecture have taken steps to consider workshops as the part of informal learning and education. “Culture and Space in the Build environment” (CSBE) Network of IAPS have been organizing “culture and design workshop series” for graduate and post graduate students in Turkey since 2001. In these workshops, a design teaching approach based on the conceptual framework of culture and space interactions is applied. The conceptual framework developed for the architectural design education, takes three fundamental starting points for workshops as the part of informal design education: as a tool for informal design education (method), as a tool for learning & understanding culture-environment relations (content), and as a tool for awareness of different environments/contexts (scale/place). The foundation of the conceptual framework is based on the general approach that discusses the “architectural design process” with regards to environmental context and content. Within this context the aim of the paper is to discuss and evaluate the importance and the contribution of workshops as tool for informal architectural design education. These discussions will be held on the case of IAPS-CBSE Network’s last workshop “Istanbul as a Palimpsest City and Imperfection”. In the paper, the process, the method, the content and the results of workshop studies will be discussed and evaluated.

Architecture Education and the Return to the Humanities

2018 ◽  
pp. 271-286 ◽  
Author(s):  
Foong Peng Veronica Ng
Keyword(s):  
Design Education ◽  
Teaching And Learning ◽  
Architectural Design ◽  
Design Thinking ◽  
Design Studio ◽  
Architecture Education ◽  
The Real ◽  
Bachelor Of Science ◽  
Motivation For Learning ◽  
Architectural Design Studio

Literature on current architectural pedagogy have posited the issue that architectural education lacked change and questioned whether current studio teaching provides adequate design-thinking education and connection to the real world. The increasing importance on the relationship between architecture, community, and place sets a backdrop as a catalyst for improvement within the field, particularly in how this relationship frames the teaching and learning within the design studio. Using an architectural design studio module conducted in the Bachelor of Science (Honours) in Architecture programme at Taylor's University, this chapter discusses the principles for an alternative design studio pedagogy and the values it brings about. The author argues that design education underpinned by “people” and “place” engages students' increased interesting and motivation for learning, with the awareness and sensitivities to the real and scholarly setting, hence bridging the gap between reality and education.

scholarly journals INTEGRATION OF REVEALED KNOWLEDGE INTO DESIGN THINKING: AN URBAN DESIGN STUDIO EXPERIMENT

2018 ◽  
Vol 5 (1) ◽  
pp. 36
Author(s):  
Ilya Fadjar Maharika
Keyword(s):  
Urban Design ◽  
Architectural Design ◽  
Design Thinking ◽  
Reflective Writing ◽  
Islamic Education ◽  
Design Studio ◽  
Human Knowledge ◽  
Architecture Education ◽  
The World ◽  
Architectural Design Studio

<p class="Keywords">Integration of human knowledge principle has been widespread in the world of Islamic education, including in Indonesia. Partially seen as an attempt to build a school of thought of architecture education, the principle opens the discussion on the discursive level of design thinking. This paper reveals an explorative effort to translate the idea into a class experiment in an architectural design studio. This class experimental research uses a content analysis of students’ reflective writing who involve the design process that deliberately begins with the introduction of revealed knowledge (Arabic: <em>wahy</em>) in Architectural Design Studio 7 at the Department of Architecture, Universitas Islam Indonesia. In conclusion, it has formulated a dynamic and multi-dimensional construction of design thinking based on the integration of knowledge</p>

scholarly journals Game as a mediator in a first year architectural design education

2016 ◽  
Author(s):  
Emel Birer
Keyword(s):  
Design Education ◽  
Architectural Design ◽  
Architectural Education ◽  
First Year ◽  
Education Students ◽  
Architecture Education ◽  
Set Up ◽  
The City ◽  
Education Process ◽  
Architectural Design Education

First year architectural design education can be started with various methods which, through testing within different studio studies, can also give ideas as to how to start architectural education. This study will address the contributions, and results of starting first-year architecture education with game as a mediator.  When they start their architectural education, students will have their own unique experiences of form, and space gained since their childhood in their built environment. Therefore, in order to refine the students’ perceptions on their built environments at the beginning of the education process, it’s necessary to provide them with opportunities that will give them confidence in what they can do about form and space. The aim of this paper is to emphasize the importance of the first year in architectural design education, and to discuss the beginning methods, considerate student, tutor and educational factors together. Thus, the game selected to start the architectural education with the purpose of activating the gaming instinct of the student is the “City Game”. The findings of this study provide guidelines for tutors to set up a favorable learning environment from the city and that cooperative learning can be enjoyable by the game for the students.Keywords: design education, game, mediator, first year architectural education 

Librarians and Instructional Design Challenges

2017 ◽  
pp. 24-59
Author(s):  
Susan L. Rothwell
Keyword(s):  
Instructional Design ◽  
Conceptual Framework ◽  
Design Research ◽  
Design Issues ◽  
Design Problems ◽  
Instructional Role ◽  
The World ◽  
Design Skills ◽  
Design Challenges

The purpose of this chapter is to provide a conceptual and practical perspective on instructional design problems that librarians face, from the perspective of design research. Librarians see increasing need to provide instruction to their users in new ways and on new topics as the world becomes digital and global in nature. The expanding instructional role of librarians requires instructional design skills. However, many librarians have little formal training on instructional design, leading to concerns and confusion about instructional design skills, problems and processes. This chapter discusses design, instructional design issues, concerns and problems (typical and specific to librarians), and explores a conceptual framework to support flexible instructional design based upon the concept of design as a discipline. Examples, recommendations and supporting resources are included.

Librarians and Instructional Design Challenges

2020 ◽  
pp. 282-309
Author(s):  
Susan L. Rothwell
Keyword(s):  
Instructional Design ◽  
Conceptual Framework ◽  
Design Research ◽  
Design Issues ◽  
Design Problems ◽  
Instructional Role ◽  
The World ◽  
Design Skills ◽  
Design Challenges

The purpose of this chapter is to provide a conceptual and practical perspective on instructional design problems that librarians face, from the perspective of design research. Librarians see increasing need to provide instruction to their users in new ways and on new topics as the world becomes digital and global in nature. The expanding instructional role of librarians requires instructional design skills. However, many librarians have little formal training on instructional design, leading to concerns and confusion about instructional design skills, problems and processes. This chapter discusses design, instructional design issues, concerns and problems (typical and specific to librarians), and explores a conceptual framework to support flexible instructional design based upon the concept of design as a discipline. Examples, recommendations and supporting resources are included.

scholarly journals Discursive design thinking: The role of explicit knowledge in creative architectural design reasoning

2010 ◽  
Vol 24 (2) ◽  
pp. 211-230 ◽  
Author(s):  
Kinda Al-Sayed ◽  
Ruth Conroy Dalton ◽  
Christoph Hölscher
Keyword(s):  
Architectural Design ◽  
Design Thinking ◽  
Explicit Knowledge ◽  
Main Hypothesis ◽  
Creative Thought ◽  
Spatial Configurations ◽  
Design Solutions ◽  
Discursive Design ◽  
Design Reasoning

AbstractThe main hypothesis investigated in this paper is based upon the suggestion that the discursive reasoning in architecture supported by an explicit knowledge of spatial configurations can enhance both design productivity and the intelligibility of design solutions. The study consists of an examination of an architect's performance while solving intuitively a well-defined problem followed by an analysis of the spatial structure of their design solutions. One group of architects will attempt to solve the design problem logically, rationalizing their design decisions by implementing their explicit knowledge of spatial configurations. The other group will use an implicit form of such knowledge arising from their architectural education to reason about their design acts. An integrated model of protocol analysis combining linkography and macroscopic coding is used to analyze the design processes. The resulting design outcomes will be evaluated quantitatively in terms of their spatial configurations. The analysis appears to show that an explicit knowledge of the rules of spatial configurations, as possessed by the first group of architects can partially enhance their function-driven judgment producing permeable and well-structured spaces. These findings are particularly significant as they imply that an explicit rather than an implicit knowledge of the fundamental rules that make a layout possible can lead to a considerable improvement in both the design process and product. This suggests that by externalizing the design knowledge and restructuring it in a design model, creative thought can efficiently be evolved and stimulated.

scholarly journals Advanced Modeling Techniques for Architectural Design Education

2017 ◽  
Vol 13 (1) ◽  
pp. 106-111
Author(s):  
Arne Riekstins
Keyword(s):  
3D Modeling ◽  
Design Education ◽  
Architectural Design ◽  
Driving Forces ◽  
Modeling Tools ◽  
Modeling Techniques ◽  
Cad Cam ◽  
Generative Algorithms ◽  
Design Skills ◽  
Architectural Design Education

Abstract This article discusses the usage of advanced modeling techniques in architectural design education from the viewpoint of CAD/CAM paradigm that is setting new standards for the teaching and the industry. Parametricism is one of the main driving forces in architecture that exercises complexity possible only through 3D modeling tools and using generative algorithms. Most of the design skills are being learned by applying the obtained knowledge in academic design projects and their supplementary classes.

On the direction of talent training of design education from the perspective of the characteristics of design disciplines

2021 ◽  
pp. 002072092110032
Author(s):  
Gao Chao ◽  
Jin Yinzhen
Keyword(s):  
Education Reform ◽  
Design Education ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Point Of View ◽  
Three Dimensions ◽  
Knowledge Level ◽  
Different Types ◽  
The Difference ◽  
Design Skills

This paper will analyze by analogy, the internal relationship between different design majors is clarified on the basis of discussing the characteristics of design disciplines, and then the talent cultivation direction of design education is discussed. From the point of view of the characteristics of design as a subject, the discipline of design is comprehensive and application-oriented. It is comprehensive as it involves different types of disciplines such as technical skills, abstract concepts and theoretical knowledge, and different types of knowledge such as knowledge about practical skills, human thinking and information, as well as different types of capabilities such as professional skills, creative thinking, knowledge acquisition and application. The knowledge structure of the design subject consists of three dimensions, the thinking level, knowledge level and technical level. The inherent connections of the different branches of the design discipline are as follows: they are interconnected on the thinking level, related on the knowledge level and different on the skill level. The knowledge and abilities on these three dimensions compose the design skills designers should acquire, among which the thinking level serves as the foundational and core piece. Therefore, the design education reform should focus on cultivating students’ abilities, especially students’ thinking skills. Then, it can be concluded that design education should not emphasize the difference of design direction, but should pay attention to the training of students' design ability instead of the training of students' skills, especially the training of students' thinking ability.

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