BIM-enabled learning for building systems and technology

This paper presents a series of educational case studies for the BIM-enabled pedagogical approaches for learning building systems and technology in the early stages of architectural education and provides evidence-based arguments about the influence of BIM on the students’ learning processes. Using a dual-channel pedagogical framework the study employed an object-oriented ontological approach tightly integrated with the parameterization of building components and their behaviors. Students experienced a fully BIM-enhanced course for learning fundamental concepts of building systems and technology where the creation of parametric BIM models was the main vessel for comprehensive understanding. The results show significant conceptual and practical advantages of BIM-enabled learning as well as the observed challenges in an educational context. The study also suggests positive educational transformations due to carefully devised BIM-based pedagogical frameworks for the understanding of building systems through parametric thinking and modeling. Based on a grounded theory approach, the findings are synthesized in a theoretical learning model including the systemic relationships between building technology content and parametric BIM methodology.

Architectural theory as a tool for architectural criticism necessarily employed for the betterment of architectural education

Criticism, or "to criticize" derives from the Greek krinein meant to distinguish, which is to separate, to silt, to make a distinction. The word "theory" comes from the philosophical Latin term "theoria" meaning spectator, while in modern days means the attempt to decide architectural right and wrong on a purely intellectual base. Pedagogically architecture students participating in a review learn from whoever provides useful criticism benefiting from critiques or reviews. This research in comparison to the ones that went through focuses on Architectural Criticism and Architectural Theory and which one stems from the other, their significance in architectural education in form of crit or review and shows a road map of how reviews are to take place by their different constituents. The purpose of the paper is to see whether the architectural theory is stemming from architectural criticism and whether it’s employed in architectural education. The methodology of this paper depends on both theoretical and analytical studies through three major fields; architectural criticism, architectural theory, and the analytical study of architectural education in form of critique or review. Finally, the paper concludes by linking architectural education mostly in its architectural design projects critique or review form with architectural theory and its dependence upon architectural criticism.

A Design Task for Sivas Grand Mosque’s Minaret: Vertical Construction/Formal Articulation/Visual Stimuli

As well as a design process, experimental practices in architectural education are associated with the analytical approaches of visual thinking and visual reasoning. The main purpose of this study was to explore creative methods for devising a vertical construction through visual reasoning. In terms of experimental practices, design research is based on exploration while the primary research area in architecture is reframed by constantly renewed approaches. Accordingly, the hypothesis of this study was that creative methods would improve when the creation of a vertical construction in architectural education is nourished by visual stimuli. The study searched for a construction that plasticized the vertical spatiality of Sivas Grand Mosque’s minaret. The method was shaped by a prerequisite dialogue that rests on visual stimuli. The expected outcome of this dialogue was that the minaret as a pure form would be subjected to an abstraction and, a design proposal then developed for its current structural problems. The results indicated a two-fold appreciation of design. First, when the minaret was maintained within the idea of stabilization rather than being construed as a pure form, the search for a creative method of vertical construction was handled in the context of static preservation. Second, when Sivas Grand Mosque’s minaret as an imaginary design tool was construed as a pure form and the abstraction level increased through visual reasoning, the outcomes gradually demonstrated an approach akin to experimental practices

Architecture as a Matter of Inclusion: Constructing Disability Awareness in Architectural Education

Environmental and anatomic factors determine the limits of an individual's participation in daily activities. Design decisions determine the inclusivity of the built environment. Within this respect, disability studies take place in the architecture curriculum. This study investigates the disability and design relation within the context of architectural education. It seeks to answer how the experiencing method affects the approach of architecture students to the disability concept. For this purpose, the experiences and activities of undergraduate students of the "Disability in Design" elective course in the Department of Architecture at Duzce University have been analysed and evaluated. Within the scope of the study, enrolled students were asked to form 3–5 membered groups, choose a disability type, and experience the campus according to the determined disability. Data sources of this study are video recordings, empathy maps, student groups' reports, and observation results. The students' work was analysed and discussed to identify the effects of experiencing on disability awareness. The participating students of this study showed that through experiencing, they could relate the designed environment to the physical, emotional, and social aspects of disability. This study reveals that the experiencing method can be a powerful tool to help students comprehend the influential role of design decisions in the participation of different user groups in daily life.

IMPACT OF SIMPLE VIRTUAL TECHNOLOGY APPLICATION IN ARCHITECTURAL EDUCATION

The development of technology cannot be separated from the development of science, including the learning method. There is an elective course named Virtual Reality Architecture in Architecture Department of Petra Chrisitan University. This course focuses on the process of learning architecture at the stage of presenting and communicating ideas. The virtual technology used as a learning method includes three types of technology, animation, augmented reality and virtual reality. The three technologies are elaborated as a simulation method. The simplicity of its application can be seen in the support for hardware, software, and special devices used by students in their daily lives. This study aims to test the achievement of goals at the final level of learning. Students who have attended this lecture are then interviewed and observed, in relation to proving whether this simple virtual technology can be a supporter in the learning process in the architecture study program.

THE SPECIFICS OF THE FORMATION OF MODERN ARCHITECTURAL EDUCATION IN ALGERIA

The process of formation of a modern architectural school in Algeria, which took place during the last third of the 19th and 20th centuries, and led to the emergence of new approaches and principles in the field of its application, is considered. The article presents the results of a historical analysis of the evolution of the educational model of Algeria in the field of architecture, which depended on the political and socio-cultural influence of the metropolis on the development of the architectural knowledge of the colonial region. The author also considers the paths along which the formation of architectural education and its formation at the beginning of the 20th century took place during the late 19th century. It is analyzed that the training of Algerian architects during the French colonization took place within the local culture, which affected the further independent direction of the development of the architectural school of Algeria. It is analyzed that the architectural education of Algeria since the signing of the Evian Agreements is associated with the nature of the activities of architects and the expectations from their preparation, a combination of artistic ability and constructive technical knowledge. The article examines the influence of modernism as a social project, reflecting the advanced social reformist ideas of its time, on the rethinking of the professional training of architects in Algeria. The contribution of the leading representatives of modernist architecture to the renewal of the artistic language of architecture in Algeria is also considered: the social attitudes of modernist architects contributed to the principled attitude towards novelty in architecture and architectural education.

Architectural design communication (ADC) in online education during COVID-19 pandemic: a comparison of Turkish and Spanish universities

PurposeThe paper aims to examine the concept of architectural design communication (ADC) for updating design studio dynamics in architectural education during the Covid-19 pandemic. Within this perspective, the changing and transforming contents of architectural education, the thinking, representation and production mediums are examined through the determined components of ADC. There are five components in the study, which are (1) Effective Language Use, (2) Effective use of Handcrafts, (3) Effective Technical Drawing Knowledge, (4) Effective Architectural Software Knowledge and (5) Outputs.Design/methodology/approachThe research method is based on qualitative and quantitative methods; a survey study is applied and the comparative results are evaluated with the path analysis method. The students in the Department of Architecture of two universities have been selected as the target audience. Case study 1 survey is applied to Altinbas University (AU) and Case study 2 survey is applied to Universitat Politecnica de Valencia (UPV) students during the COVID-19 pandemic; ‘19-‘20 spring term, online education.FindingsAs a result, two-path analysis diagrams are produced for two universities, and a comparative analysis is presented to reveal the relationships of the selected ADC components.Originality/valueThis paper fulfills an identified need to study how ADC can be developed in online education platforms.

Nationalism and the Modernisation of Thai Architectural Education at Chulalongkorn University in the 1920s and 1930s

This paper examines the modernization of Thai architecture through the establishment of Thailand’s first architecture school, its curriculum, its architecture, and the pivotal role of the first generation of Thai architecture professors, who had been educated in England and France. It demonstrates how the establishment of the Faculty of Architecture, Chulalongkorn University, Bangkok, stemmed from the Siamese government’s growing nationalism that aimed to end foreign domination in both Siam’s construction industry and international diplomacy. The process, however, involved the adoption of a western curriculum — which was considered modern — and adapting it to be more Thai for nationalist purposes. This also required support by employing a foreign professor in architecture: Lucien Coppé, a Belgian architect who was responsible for both upgrading the school’s curriculum and the design of its first permanent building in 1938. Furthermore, some aspects of the western curriculum were not intended to be adapted but were hybridized due to the constraints of the modernizing nation. The establishment and construction of the Faculty of Architecture, Chulalongkorn University, are examples of how art, science, and education were intertwined in both national and global politics in the 1930s.

Applicability of a digitalization model based on augmented reality for building construction education in architecture

Purpose The purpose of this paper is to introduce a digitalization model (DM) for building construction courses in architectural education as a response to the recent emerging technologies in the era of digital transformations. This DM is developed and applied through augmented reality (AR) technologies to boost perception, understandings and ability to solve building construction details. Design/methodology/approach Based on a thorough review of recent technologies like AR, virtual reality (VR), building information modelling (BIM) and their applications in architectural education, the methodology involves the generation of a model, its application and evaluation. The model is based on the integration of BIM and AR which is applied into a third year “Building Construction Project” course. Each student has designed a residential building and accordingly prepared the construction drawings by adapting the DM. An online survey –based on Technology Acceptance Model – is conducted to evaluate the DM by quantitative data analysis from SPSS and Excel. Findings The key findings of the study include the following items: determination of the proper digital tools, the definition of the steps and workflow based on the building project phases to develop construction drawings and define precise details effectively. By the help of this, the DM is generated and applied. According to the survey and results, the DM which involves BIM-based AR is considered as beneficial, highly motivating and providing better perception on construction details. Originality/value Implication of AR/VR technologies is frequently seen in design studios, whereas building construction courses state its traditional approach. However, there is a huge potential in the digitalization of building construction education by increasing the perception of students together with the increased level of communication. The study aims to close the gap of digitalization by proposing a DM, which brings a systematic approach considering each phase of building construction project as conceptual, schematic, design development and construction documents by using BIM integrated AR. Moreover, the novel model specifically brings a new approach by generation of QR codes for construction details to embed videos or simulations into the two-dimensional drawing sheets. Furthermore, the DM proposes a new approach to satisfy emerging needs and requirements of the Architecture Engineering Construction industry.