scholarly journals Re-considering the Architectural Design Studio after Pandemic: Tools, Problems, Potentials

2021 ◽  
pp. 19-36
Author(s):  
Guliz Ozorhon ◽  
◽  
Gulbin Lekesiz ◽  

The Covid-19 outbreak has significantly influenced all disciplines from economics to politics, especially health, and forced every discipline to develop new strategies to adapt to this situation. For this reason, education has been suspended as of mid-March 2020 in our country; after the break, education methods have changed in a mandatory and rapid way and largely switched to distance education. This compulsory transformation has required the creation of new methods and approaches, especially for applied courses. In this context, this article focuses on a remote architectural design studio experience and explores this experience's problems and potential. This research is in the framework of an adapted architectural design studio setup enriched by authors with online environment-specific tools, including components that centralize participatory production (collaborative learning approach) and enable interaction such as workshops and seminars. The studio (201 A) was experienced in the 2020-21 fall semester by remote conducting with 2nd-grade architecture students. In the article, the process is revealed in detail, and the architectural design studio has been discussed extensively with the student survey and the instructors' experiences. As a result, it has been observed that the studio's components, such as interaction, collectivism, multilayeredness, dynamism, making criticism, and juries, can survive in distance education. Although verbal communication difficulties were experienced in the remote studio, visuality/screen sharing supported the communication throughout the process. However, it is obvious that the content, methods, and tools for remote architectural design studio education should be developed with a different and new approach than face-to-face education. In order to develop more effective methods in this scope, research is required to continue, prepare a large number of experience environments supported by these studies and, most importantly, share these experiences.

2018 ◽  
Vol 41 ◽  
pp. 05005
Author(s):  
Luhur Sapto Pamungkas ◽  
Cinthyaningtyas Meytasari ◽  
Hendro Trieddiantoro

Studios. This ability gained through visual design thinking. The spatial experience honed by three dimensional thinking from the medium diversity. The spatial experience learned through a room layout, proportion, and composition. This research used an experimental method and the primary data obtained by a “Likert” scale questionnaire. The Respondents are 50 students of the Architectural Design Studio. Moreover, the analysis focuses on the VR for spatial experience. The result was a descriptive explanation of the effectiveness of Virtual Reality for a spatial experience of architecture students at Technology University of Yogyakarta.


2018 ◽  
Vol 5 (1) ◽  
pp. 36
Author(s):  
Ilya Fadjar Maharika

<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>


2006 ◽  
Vol 31 (3) ◽  
pp. 77-84
Author(s):  
Rabee M. Reffat

This paper introduces an alternative teaching model in a virtual architectural design studio, its application, impacts and constraints. This model aims for achieving collaborative learning through facilitating students to Inhabit, Design, Construct and Evaluate (IDCE) their designs collaboratively in a multi-user real-time 3D virtual environment platform (Activeworlds). The application of this model in virtual design studio (VDS) teaching has favorably impacted students' motivation for active, creative and explorative learning, social dynamics between studio participants. It also fostered learning electronic communication, collaboration techniques and etiquette in addition to design technology. The model assisted in developing collaborative experience and shared responsibility. However, there are some drawbacks of the virtual environment platform that hindered having a responsive design environment to users' needs with especially in modeling and rate of viewing. The advantages and constraints of applying the IDCE teaching model in a multi-user real-time 3D virtual environment for first year students at the University of Sydney are addressed in this paper.


2014 ◽  
Vol 8 (1) ◽  
Author(s):  
B. Hassanpour ◽  
A. I. Che-Ani ◽  
I. M. S. Usman ◽  
S. Johar ◽  
N. M. Tawil

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402092740
Author(s):  
Serap Durmus Ozturk

Design as a critical action can be defined as a concrete-utilitarian construction process and a state-related symbolic ritual. The process of design is defined by the abstraction area, which is accompanied by abstract forms of representation for the physical environment in a built environment and the response to problems. Black Box is defined as tool, system, or object that in art and science is evaluated by inputs and outputs and does not include any internal information. The Black Box problem, which is part of the architectural design process, has been reconstructed as a critical stance to the closed and implicit architectural production process, supporting open thought to the end but formally designing houses that remain faithful to this black box. Hence, this article is an example of a physical and semantic representation production with an emphasis on design as a critical action and metaphor. This article, which presents the black box problem through a theoretical perspective and architectural design studio examples, focuses on the semantic and formal representation of all conditions of a cube. This aspect aims to provide a creative cross section from the potential of infinite design.


Sign in / Sign up

Export Citation Format

Share Document