Architectural Design Education Research Articles

Design conversations and informal chats: ‘situated’ professional development, community, and casual tutors in undergraduate architectural design education

ABSTRACTThis paper argues that in undergraduate architectural design education, professional learning and the formation of casual academics as university educators occur while ‘situated’ in tutorials through design conversations with students and as-needed chats with colleagues. For casual academics, such disciplinary, routine, and informal activities develop their agency, construct/reconstruct their personal knowledge about teaching, build shared knowledge, and foster supportive communities. Given the discontinuous contractual engagements of casual academics in universities, understanding the nature and characteristics of their teaching conversations makes visible their teaching knowledge, expertise, and professional development needs as university educators.

How 4E cognition changes architectural design education

Advances in cognitive science have important if unexplored implications for the design of the built environment. These findings have yet to be introduced, much less applied in architectural education. Architectural education must change not only to meet the urgent demands of the climate crisis and environmental sustainability, but also to actively promote human and more than human health and well being. Research from the cognitive and behavioural sciences has much to contribute to this mandate. This paper proposes practical ways that the findings of 4E cognition—which holds that cognition is embodied, embedded, enacted and extended—can be integrated in educational settings through embodied and immersive teaching, in-depth cross-disciplinary research and experimental making and evaluation.

Exploring immersive learning technology as learning tools in experiential learning for architecture design education

PurposeFormal architecture curriculum necessitates students to observe their architectural experience and environment, which cannot be comprehended entirely in a classroom alone. However, complications in handling site visits and the Covid-19 pandemic can affect their overall learning experience. This study seeks to uncover (1) how a learning tool can be designed to actively enrich novice designers' personal spatial understanding and (2) how will the experiential learning (EL) with immersive learning technology (ILT) replace the actual concrete experience (CE) in enriching the novice designers' personal spatial experience during the architecture design process.Design/methodology/approachThe current research focuses on novice designers (first-year architecture students) who seem to lack personal spatial experience. Findings from a personal spatial experience survey (PSES) conducted in the earlier stage of the research established that each learner had had a different level of spatial experience, which affected their approach in the design process. A learning tool called Architectural Spatial Experience Simulation (ASES) was designed, developed, implemented and evaluated with an experiential learning model (ELM) framework.FindingsThe findings suggest that the use of ASES in the ELM significantly increased the learners' spatial experience. However, the simulation and framework demonstrated a different effect on the participants' spatial experience, particularly on learners with minimal spatial experience.Originality/valueThis study benefits the architecture learning process by providing a tool and a framework to remedy the emerging issue concerning novice designers. The finding contributes to the body of knowledge by expanding the application of EL theory in architecture education.

Collaborative Practice-Based Learning Methods in Architectural Design and Building Technology Education in a Cross-Cultural, Cross-Geographical Environment

Collaborative Practice-Based Learning Methods in Architectural Design and Building Technology Education in a Cross-Cultural, Cross-Geographical Environment

Exploration of Revit Software Aided Architectural Design Education Based on Computer BIM Technology

The development of BIM technology is an amazing trend for the construction industry. The production capacity upgrade with a new technology has inevitably become one of the most important topics of the construction industry. Therefore, the further promotion and application of new computer technologies such as BIM technology have affected the Chinese construction industry to an unavoidable critical juncture. In this paper, we show the Revit software-based experiments, their results based on the college education level. At such a moment, the architectural design major of higher vocational colleges has undergone tremendous changes. The school’s teaching goals are not consistent with the new development of the architectural design industry. In the paper, we present the current studies of the BIM based architectural education. We compared the types of applications such as CAD, SketchUp, Revit we use in education field. In this paper, we show that BIM experiment is the advanced technology, and everyone can work together to contribute to efficient transformation of the construction industry with computer BIM technology. We get BIM skill certificate as a result of the Revit software-based experiments and projects in the teaching. The paper presents the results of experiments, tests, performance, and BIM effects on trainings. In applying BIM in an education, a visualization tool is used to enrich the body of knowledge of BIM education.

Architectural Design Studio as A Knowledge Intensive System: Sociology of Design Knowledge

Architectural design studios are still an inseparable part of the architectural design education. Different pedagogical approaches, architectural design norms, evaluation methods and assumptions prevail on how to carry out architectural design studios. A new conceptualization of architectural design studio can open up new venues to appreciate the plurality of various ways of organizing and running architectural design studios. Design knowledge is always embedded in design studio environment. It is subjected to the prior assumptions, design routines, practices, and power relations among social actors of the design studio. The basic idea is to conceptualize the design studio environment as a knowledge ecology composed of socially enacted knowledge process provides an alternative view to articulate a systematic framework to explore the social nature of design knowledge and its taxonomy. Understanding how this social learning environment operates can provide important insights on the taxonomy of design knowledge. The research presented herein studies the design knowledge and its typology by developing a new conceptual framework. The proposed framework builds on a succinct review of different, competing and conflicting conceptualizations of “knowledge” and “design knowledge”.

Architectural Travelers: The Role of Field Trips in Spatial Design Education

Architectural design and its education are physio- and socio-spatial activities. In other words, creating space is concerned with understanding the physical as well as the social/cultural context to produce meaning and values beyond determining and answering the right questions. Informal learning environments have always been an integral part of the profession even before its formal definition. Experiential learning or field trips play a significant role in architectural and spatial design education, yet procedural aspects of designing such a journey have not been discussed by educators regarding active and informal learning. This paper aims to understand the role of field trips and re-discover how they contribute to spatial design education at undergraduate level through the processes of learning by doing and research by design / design by research. The field trips, or the context, are discussed with a three-fold focus as an interdisciplinary design process: (1) Understanding the study field from macro to micro scale; (2) Experiencing and observing the society, culture and daily life; (3) Comparative studies through visits to buildings with similar programs. Case studies with local, national and international/foreign contexts from design studios of primary and secondary cycles are presented in order to illustrate this process.

Research on the Optimization Strategy of Architectural Design Teaching Mode in Architecture Specialty under the Background of “New Engineering”

With the progress of science and technology and the change of industry, the new era puts forward higher requirements for personnel training. Especially in the context of the implementation of the new round of national innovation strategy and the “new engineering” talent education plan, reform has become the main theme of the development of colleges and universities in the new era, and innovation and development has become a hot spot in the development of colleges and universities in the new era. The popularization and implementation of the construction theory of “ new engineering” put forward new requirements for the curriculum system of colleges and universities. This paper fully analyzes the shortcomings of the traditional teaching mode of architectural design course in architecture major, draws lessons from the advanced teaching experience, and innovates and changes the teaching mode under the guidance of the existing curriculum rules, in order to probes into the construction of “new engineering” in architecture major in colleges and universities.

Design and Validation product Creativity Evaluation Model in Architectural Design Education

Design and Validation product Creativity Evaluation Model in Architectural Design Education

Teaching of Remote Sensing Technology for Landscape Architecture in the Context of Spatial Information Technology

The research of digital landscape architecture springs up in recent years. The emerging digital technology provides a rational and objective method to mine and quantify the endogenous laws of landscape architecture. Remote sensing (RS) technology has become a new growth point in the current research and design of landscape spatial information. To develop the professional teaching of landscape architecture, it is important to fully integrate the RS technology into the teaching system of spatial information technology, carry out systematic spatial information quantification and research-based teaching of landscape architecture, and collaboratively promote the teaching of landscape architecture design. This paper firstly analyzes the integration and application potential of RS technology into landscape architecture. Considering the demand and trend of information-based teaching of landscape architecture, the authors integrated the relevant technologies into an RS teaching platform for landscape architecture, and summarized an application model of RS technology in the teaching of landscape architecture theories and practices. Moreover, a landscape spatial information chain, which is question-oriented, task-driven, and exploration-based, was constructed to promote the synergistic development between the students’ research and practice ability under spatial information integration.

A Pedagogical Approach to Incorporating the Concept of Sustainability into Design-to-Physical-Construction Teaching in Introductory Architectural Design Courses: A Case Study on a Bamboo Construction Project

Sustainable architectural education is offered in colleges and universities all over the world. Studies have emphasized the importance of sustainable architectural education in introductory courses of architecture major programs, but methods and strategies for teaching sustainable architecture at lower levels are scarce. This study focuses on the design-to-physical-construction process and creates a teaching framework that incorporates the concept of sustainable development from the perspectives of sustainable economy, environment and society. Based on the teaching method of learning through the design-to-physical-construction process and referring to the grounded theory, a case study on a bamboo construction project was conducted to explore approaches and strategies of sustainable architectural education in introductory courses. Results reveal that five systems, including the system of sustainable development, consist of a framework that illustrated the teaching effects. Based on the framework, we discovered five factors that should be considered in incorporating the concept of sustainable development into architectural design teaching, including the necessity of conducting sustainable architectural education in introductory courses. This study helps explore the potential role sustainability plays in incorporating interdisciplinary knowledge, connecting specialized knowledge across different program levels, and motivating student learning. It also provides a reference for the practice of sustainable architectural education.

Examining the impact of students’ ratings of architectural design studio on graduation project before and midst COVID-19

The interest in architectural design education is the haven for the development of the profession of the architect; the architectural-design-studio is the key-stone in architectural education, the design process in the labor market or in the design studio is an intertwined process.

The confluence approach – a theoretical proposition for effective structuring of architecture studio pedagogy in e-learning mode

PurposeThe Covid-19 crisis has inflicted a disruptive impact on the conventional institutional format of architecture studio pedagogy. As a result, there is a critical suddenness for an alternative approach to ensure continuity. The research pursues is to pursue a multidisciplinary study with a focus on the following domains: architecture, the science of learning and e-learning architecture. Inference from the study would become the basis for a theoretical proposition for improvement of the existing pedagogical framework. Moreover, the literature would add valuable insights to the knowledge base.Design/methodology/approachAn exploratory research approach is used for this study. The inquiry-based approach enlightens on the role of the architect in society. Also, the nature of architectural design education that existed prior to the Covid-19 outbreak is examined. Further, the paper explores the impact of the paradigm shift from institutional mode to e-learning mode overnight. Purposefully multi-disciplinary studies are pursued to develop a broad understanding of the associated domains. This could effectively contribute to developing an effective pedagogical framework. This would facilitate the conduct of architecture studio discourse in a structured manner during the current scenario.FindingsThe confluence approach – a theoretical proposition for effective structuring of architecture studio pedagogy has evolved as part of the research. Further, the proposed virtual learning pyramid enlightens on the drive to continue on with augmentation of students existing creative acumen. Which is one of the universally sought-after goals of studio pedagogy even during times of uncertainties.Research limitations/implicationsPedagogues would find the study very meaningful for the conduct of architecture design studio in e-learning mode. They would also acquire a broad understanding of factors to be considered. The research would pave way for future studies in this area from a multi-disciplinary perspective.Social implicationsThe current Covid-19 crisis deters architecture studio discourse from being conducted in an accustomed institutional format. Therefore, it becomes important for institutions to ensure continuity of architectural education with the help of new measures. In concurrence, the research envisions an alternative approach: virtual design studio using e-learning mode. This would ensure continuity of architectural education even when the instructor and students are separated in either time or place.Originality/valueThe study presents a unique contribution to the limited literature available on architecture studio pedagogy during the e-learning scenario.

An Awareness Experience by Empathic Design Method in Architectural Design Education

Purpose In architectural education, the most important outcome aimed for architect candidates to acquire is the ability to show empathy. This study focuses on designing for users who have special physical needs while addressing the concept of establishing empathy together with universal designing principles in architectural education. Design/Methodology/Approach The empathic design method has been selected as the method of this study. As part of the study, it is aimed for students to offer a design solution in which they would fictionalize a universal design concept together with the empathic design which grounds on universal design principles. Findings As a result of the study, it was observed that when given a key method during the design process, students could approach the design with different points of view and interpret the datum with different approaches. Research Limitations/Implications This study, as part of the Çukurova University Department of Architecture Interior Design class, students were asked to implement interior design projects using the empathic design method with user groups of their choice in terms of characteristic and age range following the empathic design process. Social/Practical Implications It is to develop the awareness of architecture students in the creation process and such studies with different approaches and models to develop their perspectives. Originality/Value To increase the prevalence of accessibility and the participation of the disabled in society, the empathic design method can be foreseen to be a key method in other studies in architectural education.

The Use of Human Body as a Medium in Architectural And Structural Education: "Yogarch" Program

Purpose One of the main difficulties for first year architecture students is to sort out complicated physical rules of constructional systems and reflecting those rules to their designs. These topics are also difficult to understand in built environment education (B.E.E.) designed for children. In order to simplify the learning process of these abstract topics, an experiential program is designed and explained in the scope of this paper. This paper aims to introduce the YogArch program and the outcomes of its implementation. Design/Methodology/Approach This program is based on two different disciplines, which are yoga and architecture. Therefore, it is called “YogArch”. YogArch matches specific yoga asanas (positions) with suitable architectural elements and systemic principles. This program gives the participant a chance to experience these constructional facts on his/her own body. In the scope of this paper 8 different implementations of YogArch program are examined. There are two different participant groups: children and first year undergraduate architecture students. There are totally 221 participants in these two focus groups. In the scope of this research, the outputs of the workshops are collected and analyzed, findings are generated and some suggestions are made on the future use of the program. Findings The outcomes of implemented YogArch workshops are analyzed. According to these findings, this program supports creating built environment awareness for children. For the undergraduate students, the program supported and clarified the knowledge they’ve obtained in their formal courses. Also, it is a practical method for simplifying complicated terms in the curricula. Research Limitations/Implications The YogArch program is based on practicing some yoga poses in order to create physical experience. During the implementation of the workshop schedule, some participants had difficulties due to their own lack of training, in practicing some of the poses which require reasonable amount of strength. In such cases the instructor had to support and direct the participant to practice the pose in a more suitable version and develop body awareness. Practical/Social Implications The safety of a living environment depends on the consciousness level of inhabitants and users. Providing sufficient knowledge on constructional principles of buildings for the entire society and extending built environment education have vital importance especially for the countries which are at risk about earthquakes, like Turkey. Originality/Value This study focuses on offering an experimental education model in structural and architectural design education for all ages. This paper introduces a new educational program called YogArch. The proposed model differs from previous studies, as it expands the educational methods in formal and informal architectural education.

Risk as productive in landscape architecture pedagogy

This paper explores the notion of “productive risk” as a way of understanding how diverse students can become re-makers of landscape architectural design practices and education. We trace the design trajectories of two first-year students at a South African tertiary institution and examine how the students negotiate the risk of drawing on their own experiences and resources in order to access conventionalised disciplinary practices. It is important to recognise students’ brought-along resources, but we also need to recognise the risk involved for the students and teachers in drawing on these resources. This risk needs to be seen in the light of a history of colonised education where diverse resources and experiences were often disregarded or devalued. We show how these students contextualise landscape architecture in terms of their own experiences and draw on their resources as prompts to space-making for the imagined users of their designs. We surface the risk in terms of students’ experiential resources as well as the use of unusual model-building materials and techniques. The high levels of engagement that these two students demonstrate in their design trajectories reveal the importance of making a connection between diverse contexts and the landscape architectural classroom. We argue that a pedagogy that embraces risk as productive can recognise and validate the rich knowledge, resources and experiences that students bring with them.

Integrating virtual reality technology into architecture education: the case of architectural history courses

PurposeVirtual reality (VR) technology invaded various domains including architecture practice and education. Despite its high applications in architecture design education, VR has a high potential to be used in architectural history courses as well. This paper aims to examine the effect of using VR technology on the students’ learning abilities of history of architecture.Design/methodology/approachThe experimental approach was used. Two experiments were designed by creating virtual environments for two selected architectural examples from the Modern Architecture course. The participants who were students of Modern Architecture class had to complete two questionnaires, one for each example. The first one was based on Bloom’s taxonomy, and the other was prepared to test the participants’ analytical and critical skills. Besides, participants had to fill out satisfaction and ease-of-use survey on a five-step Likert scale.FindingsParticipants in the VR condition achieved better grades in knowledge gain compared to those in the traditional conditions. Their analytical and critical thinking skills were improved in the VR conditions. Gender has a significant impact on analytical and critical thinking skills. Participants recorded a high level of satisfaction; however, male students were more satisfied than female students who reported concerns about the weight of the used tools and nausea symptoms.Research limitations/implicationsThis study informs architecture education and provides insights into the potentials of using advanced technology in architectural history education. Teaching the various history of architecture courses will be improved, shifted toward a more student-centered curriculum, and may acquire more excitement and conscious curiosity.Originality/valueUsing VR in architectural education is rigorous in architectural design courses and students’ design projects’ presentations. This research expands architectural education research by examining other ways of teaching history of architecture courses and its effect on the students’ knowledge gain and performance.

Mixed Assessment of Virtual Serious Games Applied in Architectural and Urban Design Education.

The creation and usage of serious games on virtual reality (VR) and/or interactive platforms for the teaching of architecture, construction, urban planning, and other derived areas, such as security and risk prevention, require design processes, studies, and research that lead to further consolidation expansion. In that sense, this paper presents two main aims developed: the improvement of a virtual navigation system through the results of previous user studies and mixed research (quantitative and qualitative) improved based on the user perception for educational and professional uses. The VR system used is based on Unreal Engine programming of the HTC Vive sensor. This study is related to the GAME4City 3.0 and a broader project focused on gamified visualization and its educational uses in architectural and urban projects. The results reflect great interest, good usability, and high motivation for further usage for all types of users. However, an apparent resistance to deepen its use continues to be perceived in academia. Based on the research results, weak points of educational gamified systems have been identified, and the main differences and needs in user profiles’ function. With these data, progress regarding implementing this kind of system at the teaching and professional levels must be pursued.

Visual Communication for Students’ Creative Thinking in the Design Studio: Translating Filmic Spaces into Spatial Design

Representing visual experiences is an essential part of architectural design education for creativity. The representation of creative ideas relates to the ability to communicate spatial design concepts. This study examined whether filmic spaces could function as visual communication to enhance students’ creative thinking in architecture. It explored how creativity can be supported throughout an architectural design studio with a conceptual tool that translates filmic spaces into spatial design. To investigate the ways to translate filmic space into spatial design tools for creative thinking, we conducted a design studio with first-year university students. Focusing on using various elements of film, including movement, frame, montage, light, and color, and scene changes to represent architectural languages, a curriculum was developed and implemented in a Visual Communication Design Studio for one semester, stimulating students to engage in expressing their ideas in three-dimensional spaces. The overall results suggested that the design education method that used the filmic space as a stimulating tool for creative thinking, emphasizing the role of visual communication, could enhance students’ creative thinking, leading to improved creative design processes.

A puzzle based open ended approach in an architectural design studio: A critique

Wang (2010) posited that with respect to design pedagogy in general, there is a need for radical changes to occur in design studios. Focusing on architectural design education, studies reveal that subjective knowledge and irrational creativity are dominating in architectural design studios. This is observed to be one amongst the various other outcomes as teaching methodologies without a holistic knowledge are adopted (Salama, 2016). Critical, creative and pragmatic thinking are the primary criteria in architectural design studios (Ibrahim and Utaberta, 2011). Crowther (2013) reported that design studios must facilitate learning about design, learning to design and learning to become an architect. In addition to traditional one to one studio, introduction of different models with alternate instructors through single, double and collaborative critiques at the desk, outside of studio paves new directions to pedagogy (Gamble, Dagenhar & Jarrett, 2002). Amongst the various directives like transformative design pedagogy (Hadjiyanni, 2008; Fay and Kim, 2017); signature pedagogy (Schulman, 2005; Crowther, 2013); constructivist approach (Kurt, 2011); puzzle based learning (Akin, 2008; Vijayalxmi, 2009; Ramaraj and Nagammal, 2016) which revolve around architectural education, this paper investigates an ‘open ended puzzle based approach’ adopted in an architectural design studio.