Digital Design Thinking in Architectural Education Testing Idea-Driven and Science-Driven Design Processes Towards Researching Polymer/Wood Composite Structures

Abstract

The ongoing introduction of digital design tools in the architectural profession does not only influence the architectural design product, but also affects the underlying design process. A “digital design process” taking full advantage of the potential of digital design tools is different and can offer more potential than a paper and pencil based design development process. Zaero-Polo (2001) notes, the design process itself becomes more interesting than the design idea. This process aims to explore the creative potential of machines and incorporate knowledge from multiple disciplines, rather then apply pre-conceived design metaphors or design ideas. In order to differentiate between traditional and new digital design development processes, a distinction between idea-driven design processes and science-drive design processes is introduced. This research argues that digital technologies help to foster collaboration between architecture and related disciplines (e.g. engineering) in architectural education. Innovative digital architectural design does not only use digital skills in the design process, but also calls for specific digital design and teaching methods. This research combines digital architectural design processes with digital design fabrication technology while teaching experimental workshops with students at different international academic institutions. The idea is to explore the potentials of this combined digital learning chain to initiate innovative architectural implementations.