Design Studio Classes Research Articles

Quality Assessment of Online Design Studio Courses

A design school's core curriculum includes a physical design studio class in all design disciplines. The COVID-19 pandemic led to a switch from physical to online education. Students and instructors had no prior experience with online courses when the shift occurred in February 2020. There have been concerns raised about the quality of online education. Students' evaluations of online design studios were used as a basis for assessing their efficiency, and then factors affecting their satisfaction were examined. An online survey was filled out by 228 students in four academic institutions in the kingdom of Bahrain via Google Forms for different interior and architectural schools using MS Teams and Zoom platforms in the academic year 2021/2022. There were significant influences on respondents' satisfaction with the online design studio course by online learning systems, classroom presence, stability of the online learning system, feedback from studio instructors, demonstrations, and course content designed for online delivery. Based on the findings, developing a replacement design studio model that enhances learning and supports design practice is recommended.

Implementation of Design Thinking Method in Visual Communication Design

Design methodology is an important knowledge for student designers when doing design. However, in application in the design studio class, student designers often override this methodological aspect. This happens without realizing that students always have difficulty when asked to explain their work plans and the progress of their design work. With the methodology, student designers can more easily parse their work steps and convey their thinking ideas in a design concept when designing designs, especially visual communication designs (DKV). This journal aims to be able to describe the implementation of design methods in design design (DKV) so that it can describe logical and systematic thinking processes and work processes. Student designers can be able to apply and carry out correctly and present design design projects (DKV) in a responsible and professional manner so that it becomes an experience for them when they enter the world of work. With the theory of design methods and design thinking methods, the author reviews the application of design methods carried out at the two universities collaborating in this research project, namely Mercu Buana University and Pelita Harapan University. This research found the importance of methodological aspects in building motivation & design logic, the need to rearrange the curriculum structure according to the taxonomy of undergraduate education, the stages of work on the design report that are not in accordance with the work process in the design method used, and find the design thinking formula that is applied. on the DKV design.

Implementation of Design Thinking Method in Visual Communication Design

Design methodology is an important knowledge for student designers when doing design. However, in application in the design studio class, student designers often override this methodological aspect. This happens without realizing that students always have difficulty when asked to explain their work plans and the progress of their design work. With the methodology, student designers can more easily parse their work steps and convey their thinking ideas in a design concept when designing designs, especially visual communication designs (DKV). This journal aims to be able to describe the implementation of design methods in design design (DKV) so that it can describe logical and systematic thinking processes and work processes. Student designers can be able to apply and carry out correctly and present design design projects (DKV) in a responsible and professional manner so that it becomes an experience for them when they enter the world of work. With the theory of design methods and design thinking methods, the author reviews the application of design methods carried out at the two universities collaborating in this research project, namely Mercu Buana University and Pelita Harapan University. This research found the importance of methodological aspects in building motivation & design logic, the need to rearrange the curriculum structure according to the taxonomy of undergraduate education, the stages of work on the design report that are not in accordance with the work process in the design method used, and find the design thinking formula that is applied. on the DKV design.

온라인 패션 디자인 실습수업 학습자의 학습 성취도 영향요인

This study explored students’ experience in online fashion design studio classes and investigated factors affecting their perceived academic achievements. An online survey of college students majoring clothing/fashion who were enrolled in online fashion design studio classes was conducted. A total of 215 responses were included in the final data. Respondents rated the instructor’s comments and feedback and lecture clips as the most useful, followed by instructor demonstration and Q&As. Frequently mentioned areas to be improved in online fashion design studio class include course contents, instructor’s feedback, video quality, communication channel, online class system, and class management method. Multiple regression analyses revealed that students’ academic achievements of online fashion design studio class were significantly affected by students’ class engagement, perceived convenience, social presence, and online learning system. To improve the quality of online design studio classes, efforts will be needed to increase students

Peningkatan Efektivitas Pembelajaran Kelas Studio Online Dengan Metode Studiogogi Modul S.O.L.E

Interactive learning is one of the most challenging studio design class lecturers, especially in virtual learning classes. Interactive learning could activate the student’s participation during the studio class activity. This action research class aims to examine the effectiveness of an online design studio class with a Studio Oriented Learning Environment (S.O.L.E) module introduced in Malaysia in 2018. This research methods use the spiral model action research approach initiated by Kemmis & McTaggart. This article results from action research conducted in an online studio class, Industrial Product Design, Telkom University. The subject of this experiment was students in a required course in the design curriculum, Basic Studio Design class. The lecturer’s creativity is a fundamental requirement to lead this studio class success. The author found that the Studio Oriented Learning Environment (S.O.L.E) module successfully raised the students’ participation and understanding during a virtual class activity. This method could elevate the online learning effectiveness up to 51.8% in the School of Creative Industries, Telkom University.

Peningkatan Efektivitas Pembelajaran Kelas Studio Online Dengan Metode Studiogogi Modul S.O.L.E

Interactive learning is one of the most challenging studio design class lecturers, especially in virtual learning classes. Interactive learning could activate the student’s participation during the studio class activity. This action research class aims to examine the effectiveness of an online design studio class with a Studio Oriented Learning Environment (S.O.L.E) module introduced in Malaysia in 2018. This research methods use the spiral model action research approach initiated by Kemmis & McTaggart. This article results from action research conducted in an online studio class, Industrial Product Design, Telkom University. The subject of this experiment was students in a required course in the design curriculum, Basic Studio Design class. The lecturer’s creativity is a fundamental requirement to lead this studio class success. The author found that the Studio Oriented Learning Environment (S.O.L.E) module successfully raised the students’ participation and understanding during a virtual class activity. This method could elevate the online learning effectiveness up to 51.8% in the School of Creative Industries, Telkom University.

Transition from Physical Design Studio to Emergency Virtual Design Studio. Available Teaching and Learning Methods and Tools—A Case Study

At the core of architecture education are the design studio classes, where students test ideas, build physical models, and propose design projects in a shared creative environment. The COVID-19 pandemic in 2020 created a large disruption of this status quo and required a major shift in the whole experience of teaching and learning at design studios. Using a case study approach, the present paper describes the systematic process of translating Physical Design Studio into emergency Virtual Design Studio and how it has been perceived by students enrolled in the investigated courses. The focus was primarily on those tools and methods that were intended to compensate for traditional workshop methods (for example the tactile exercise of physical model making and pin-up board presentations). To meet this objective, available tools for performing Virtual Design Studio were assessed using experiences of Design Studio instructors on the one hand and students’ surveys on the other hand. The study’s results can be used as recommendations on how to optimally implement a transition from a Physical Design Studio environment to teaching a digital remote design studio. Furthermore, the results also add to creating design guidelines for setting up blended architecture education post-COVID-19.

Integrated studio: a new undergraduate design class project to reimagine future hospital environments

In this paper we reflect on and discuss the curriculum design, results and impact of a new undergraduate design studio class project that introduced students to design for health and wellbeing in a real-world context. Through the Integrated Studio class project, 11 undergraduate final year design students from a range of traditional design disciplines worked as a single team with a large city hospital. Their brief was to rethink the future of a new healthcare facility being built on the hospital campus. The project focussed on how design could be used to facilitate more meaningful ‘health and wellbeing spaces’. This was framed as an opportunity to reimagine the future of care environments. By working collaboratively with key stakeholders, creative processes were used to better understand the needs of users and to challenge existing thinking around what a healthcare facility might look and feel like. Much like a healthcare journey, the design process was a rollercoaster of uncertainty and unknowns. In this paper we reflect on the experiences of the student group. The outcomes of this project show the value of such initiatives to generate new possibilities for healthcare, and to help healthcare organizations think differently about what might be possible.

DYDAKTYKA ARCHITEKTONICZNA W PRZEDMIOTACH TECHNICZNYCH W DOBIE PANDEMII

In Poland, e-learning already has a tradition that goes back over a decade. The Covid-19 pandemic has placed new challenges before all fields of life – including all levels of education. They now encompass almost ten months of experience in teaching at faculties of architecture – including the teaching of engineering modules. The construction and materials science module is key here as it provides the basis for developing construction-phase designs. This module is typically a significant teaching problem and the current situation concerning teaching has exacerbated this. This is a serious challenge for students and teachers alike. Preparation and delivery of online design studio classes requires more time. Instructors should also intensify their self-education efforts. However, there is nothing that can replace interpersonal master–student relationships, contacts, inspiration by peers, practical training and laboratory research.

Students' Online Fashion Studio Class Experience and Factors Affecting Their Class Satisfaction

This study explored students'' online fashion studio class experiences, and investigated the factors affecting their class satisfaction. An online survey of college students who were enrolled in online studio classes within apparel and fashion-related departments during the spring of 2020 was conducted in June 2020. Responses from a total of 213 participants were included in the final data. Respondents rated lecture clips as the most useful, followed by teacher demonstration and feedback, PowerPoint (PPT) supplements, and Q&As. Frequently mentioned areas of improvement were online platform stability and video quality. Many respondents also stated that more streamlined teacher-student communication channels, immediate and meticulous teacher feedback, the adoption of course contents developed specifically for an online environment, and provisions for equipment usage would be desirable. Student satisfaction of an online fashion design studio class was significantly affected by teaching presence, social presence, online learning system stability, perceived usefulness of teacher’s demonstration, and affective response toward COVID-19. Students satisfaction of an online garment construction studio class was significantly affected by teaching and social presence, online learning system stability, and perceived usefulness of teacher’s demonstration. Based on these findings, we recommend developing teaching contents and methods that allow students to feel included in class and establish an online system with various functions to enhance the sense of social connection that can enable two-way communication.

Measuring the Thermal Comfort and the Sound Level in Design Studio Classes in Architecture Engineering Colleges

Thermal comfort is one of the most important topics in the course Environmental Control, ARC404 assign to Architecture program in the college of architecture Engineering and Digital Design, 6 students in this course will share in the research, will distribute in three groups. This research is aiming to let the students learn and practice how to measure the thermal comfort in-studio classes focusing on the temperature, the humidity, and the noise, analysing and find solutions. The methodology of the research is based on using monitor devices; noise level smart meter, smart temperature and humidity measurement meter with data analysis by using Excel computer program as well as, distrusting a survey to know the user’s opinion. The college has three types of a studio class, one facing the courtyard, with large glass window, the second at the middle of the corridor with high-level window, the third one is far away from the courtyard without any window. The results compared by The United Nation Environut Protection Agency (EPA) noise levels. The results show that the studio class CBC09 level of sound exceed 60 dB which consider as noise. Also, the class CBC01 is the most comfortable class because of 25 C° temperature, 40% humidity and 55 DB the sound level is also exceed the limit by EPA. The conclusion of the research paper will highlight some scientific solutions in walls, ceiling and floors for the studio classes to be applied in the future.

Storytelling as A Learning Tool in Architecture Design Studio

This research examines the effect of applying Storytelling as a learning tool in architecture design studios classes. It aims to help overcome some of the current learning challenges and shortcomings in students’ design skills learning. Newly graduated students from schools of architecture are encountered with challenges surrounding their design skill capability when entering the professional practice. The researcher believes that these difficulties start in design studio classes. The gap between academic learning and practicing profession is a concern many scholars are continuously trying to tackle. The researcher investigates the shortcomings in design studio learning and suggests that Storytelling can be a learning tool to help students and teachers overcome these shortcomings. The researcher conducted a two-phase experiment in a design studio class at Okan University. In the first phase the Researcher collected data using quantitative and qualitative methods that illustrate the current condition of students’ design skills, as well as areas of shortcomings and challenges that need to be addressed. In the second phase, the Researcher used action research methodology and applied Storytelling as a strategy of combining reflective and experiential learning theories in design studio class. According to the outcomes at the final jury and collected questionnaires, the results of this experiment were generally successful. Most of the students proved significant progress in terms of design skills and creativity. Moreover, students’ presentation skills showed broad improvement and in return their self-confidence and understanding of submissions have advanced drastically. The researcher recommends this research to work as a model study for other scholars to adopt, develop and lead more similar researches in the future in other universities and design schools. The researcher also recommends this research be applied to earlier design studio classes.

Students’ use of social media in collaborative design: a case study of an advanced interior design studio

Social media, essential in everyday activity, have been frequently used in the performance of collaborative tasks as well as in collaborative learning in academia due to their interactive and open nature. Thus, understanding design students’ selective use and evaluation of social media in collaborative design is worthwhile. This paper reports a case study of design students’ use of social media in the collaborative design process in an advanced interior design studio class. A total of 27 junior interior design students at a university in Korea participated in the study, engaging in a semester-long team project in pairs or trios. At the end of the semester, each team participated in (a) an open-ended survey questionnaire about the types of social media they used and the pros and cons of each and (b) a design charrette to suggest an ideal platform supportive of collaboration. The results show that students (a) used social media in design collaboration primarily for the purposes of searching, sharing, and communicating; (b) frequently used social media that supported more than one purpose; and (c) engaged in three design processes, comprising identification of issues, concept development, and design development. In addition, the features students needed most were (a) ease of management and classification of resources and data, (b) ease of sharing design task files, and (c) seamless integration of the social media in searching, sharing, and communicating. The results of the study will help design educators understand students’ behaviors with social media in a collaborative design studio and needs for more effective design collaboration.

Contemplative Practices and Mindfulness in the Interior Design Studio Classroom

Contemplative practices, such as mindfulness, have gained popularity across a variety of secular contexts by mitigating the distractions of everyday life, reducing negative reactivity, and cultivating a more thoughtful awareness of one's present experience. In addition, these practices may foster a heightened sense of empathy, feelings of interconnectedness, and a reduction in assumptions. Evidence supports that mindfulness practices in higher education can reduce stress while increasing focus and creativity; however, the connections with design are less established. The general lack of clarity in defining mindfulness and contemplative practices makes their assessment difficult. This project assessed the value of mindfulness and contemplative practices in an interior design studio. In an upper–level, undergraduate interior design studio class, students participated in a range of contemplative practices while simultaneously designing an inpatient hospice facility that required the incorporation of contemplative spaces for patients, visitors, and staff. By first engaging with practices in class, it was anticipated that students would see their positive value by also incorporating contemplative practices into their personal lives. During the semester, surveys assessed the students’ reaction to the various practices, and their results demonstrated that, not only did the students respond favorably to the practices, but a significant number of respondents indicated that they would like more opportunity to engage with contemplative practices in the university setting. These general results point to a positive experience with contemplative practices in an interior design studio class and open up new opportunities to consider how these practices may benefit the field at large.

ICT매체를 활용한 자기주도적 패션디자인교육 모형 개발

After the Fourth Industrial Revolution, the fashion design discipline changed in response to A.I., the sharing economy, off-campus Minerva schools, etc. For this reason, in this study the objective is achieving the goal of the study by improving the students’ creativity and activities. Thus I develop a new fashion design curriculum that incorporates self-directed learning (SDL) methods and information communication technology (ICT). It relies on SDL techniques while utilizing ICT mediums, including design graphics, textiles design development and logo design development programs, computer knitting programs, and digital two-way communication and interaction.BR The purpose of this study is to use ICT and SDL procedures in a fashion design studio class in order to improve students’ learning of self-design. Twenty-seven students participated in this exploratory study over the course of four months.BR It gave students exams two times, the first half and second half during the course, and found that their second test, given after the ICT SDL fashion design course, showed a higher score (12.78 mean difference) than the first. Students showed large improvement especially in the forethought and performance phases. In the second test, students were able to make a plan and modify their goal during the forethought phase and recognized their tasks very quickly. In this reason, The ICT SDL is effective that students actively tried to communicate with the instructor and used the feedback to maximize their efficiency.

Re-Examining ‘Learning by Doing’: Implications from Learning Style Migration

‘Learning by doing’ is taught in many design studio classes as a fundamental approach for novice designers. However, there is no consensus on how ‘learning by doing’ should be strategically applied in design classes. Many theoretical learning science models suggest that learning strategies change dynamically as students later enter their respective professions. The term ‘learning by doing’ in design education thus acquires different meanings for students at different professional levels, and this knowledge should be used to direct design instruction. Using Kolb’s Learning Style Inventory, this study compares the undergraduate learning styles at different levels in Hunan University (HNU), over three consecutive years by observing learning style migration patterns and discussing the implications of a ‘learning by doing’ strategy. The results indicate that there are two main types of ‘learning by doing’ for design students, both of which meet specific learning objectives for different professional levels.

Rebirth Product Development for Sustainable Apparel Design Practice in a Design Studio Class

A continuous collaborative design process is explored within an educational–industry partnership involving critique, redesign and refinement, in which unsold products were upcycled and reconsidered for their appropriateness to brand esthetics and consumer use. Such collaborative partnerships help to prevent the wasteful disposal of unsold products. Students who experience the collaborative and iterative process early in their education may learn to accommodate a more sustainable set of constraints within their designs. The focus of study was a process that outlined the basic steps to involve students in a meaningful partnership for product redevelopment.

Regeneration Through Hidden Historical Landscape of Lecco. Urban Course Design Process

The article focus on the role of Historical Urban Heritage in Urban Design through the presentation of the integrated learning path developed for Urban Design and Urban Design Studio classes of Lecco Campus of Politecnico of Milan (school of Architecture Urban Planning Construction Engineering, master degree in Building and Architectural Engineering - BAE and Architectural-Engineering– EDA). The first part of paper presents the general learning process characterizing Urban Design course and the methodological process for the Urban Master Plan development in the studio modules. The second part presents the LeccoLAB didactical path developed in the Lecco Campus focusing on the urban design issues and presenting selected results and design proposals developed by students focusing on the Lecco Historical Urban Heritage issues. During the Academic Year 2016/2017 students’ work teams (27) applied the concepts, methods and techniques presented in Urban Design course to the Lecco waterfront urban systems developing proposal for Urban Master Plan aiming the regeneration of urban complex systems through principles of Nature Based Solutions and Urban Resilience.

프로젝트 기반 수업으로서의 조경설계 교과목 수업계획서 분석과 개선방안

조경교육의 핵심인 설계 교과목의 설계도라고 볼 수 있는 수업계획서는 교육의 목표와 내용, 방법과 효과를 진단할 수 있는 중요한 매체이다. 본 연구는 국내 4년제 대학의 2, 3학년 수준 조경설계 교과목의 수업계획서를 분석하여 설계교육의 현 실태를 진단하고 이를 기반으로 개선방향을 제시하였다. 첫째, 교수와 학생 사이의 계약서이자 학습활동 과정의 설계도와 학습 도구로서의 수업계획서 기능 제고가 절실하다. 둘째, 수업계획서에서 담아야하는 정보의 양을 늘리고 서술의 구체성을 높여 학습자의 수업에 대한 이해도를 증진시켜야 한다. 셋째, 스튜디오 수업의 특수성을 반영할 수 있는 수업계획서의 세부 항목 개발과 상세한 서술이 필요하며 타 과목과의 관련성 속에서 설계스튜디오의 통합적 측면을 조망해줄 필요가 있다. 넷째, 설계수업의 특수성을 고려하여 전통적인 텍스트 중심 외의 다양한 수업 매체와 온라인 방식의 도입을 통해 쌍방향 소통 수업에 대한 고민이 필요하다. 다섯째, 수업계획서 구성 요소들 간의 상호 연관성을 강화해야 한다. 특히 수업목표와 평가기준간의 관련성, 교재 및 참고문헌과 주차별 수업활동과의 관련성이 구체적으로 제시될 필요가 있다. 마지막으로, 학생들이 공감할 수 있는 평가 기준을 상세하게 제시하고, 다양한 평가 방법을 도입하여 평가의 공정성과 투명성을 제고해야 한다. A syllabus can be considered to be a masterplan for good educational results. This study tries to diagnose the current status of landscape architectural design education and suggest improvement strategies for better landscape design courses through the analysis of the syllabi of mid-level landscape design studio classes collected from the four-year undergraduate programs. The findings and suggestions are as follows. First, it is necessary to take advantage of a syllabus as a contract as well as a plan and a learning tool. Second, it is crucial to make more detailed statement from the perspectives of learners. Third, more customized components for design courses should be developed; the syllabus should give the structure of a design class as an integration and synthesis of other courses. Fourth, it is necessary to increase the interrelationship and relevance among the components, especially between course objectives and evaluation criteria, and course activities and references. Fifth, a syllabus needs to function as a communication tool in a flexible manner. Sixth, a syllabus needs to give a comprehensive information about the site and the design project. Finally, instructors need to introduce a set of detailed evaluation rubrics or criteria acceptable to students in order to increase the fairness and transparency of the evaluation.

조경교육에 있어 학습자 중심 스튜디오 수업의 쟁점

산업사회에서 지식기반사회로의 시대적 변화에 부응하는 새로운 조경전문가의 인재상과 핵심역량에 대한 정의가 필요한 시점에서 스튜디오 교육은 조경학과 교과과정에서 실천적 전문가를 양성하기 위한 핵심적인 교육방법론이다. 본 연구는 실무현장과 대학교육의 간극을 극복할 수 있는 스튜디오 수업의 의미와 주요 쟁점을 교육학적 접근을 통해 도출하여 스튜디오 수업을 재정비하기 위한 이론적 기초를 제공하고자 하였다. 조경의 외부적, 내부적 여건 변화와 교육의 관계성을 역량을 중심으로 살펴보고, 대학교육 패러다임의 변화와 스튜디오 교육을 학습자의 관점에서 고찰하며, 조경교육의 변화를 추적하여 현재 우리나라 조경 스튜디오 수업의 현주소를 살펴보았다. 이를 통해 우리나라 스튜디오 교육을 진단하기 위한 다섯 가지 쟁점을 도출하였다. 먼저 역량에 대한 총체적 접근의 필요성을 제기하였으며, 두 번째로 전체 교과과정에서 스튜디오 과목의 위상을 재정립하고 이론과목과의 연계성을 강화할 필요성을 제시하였다. 셋째, 현재 가장 활성화되어 있는 설계 스튜디오의 의미를 되짚어 학년별 차별화 전략을 도입할 필요성을 논의하였고, 네 번째로 스튜디오 방법론의 연구와 실천을 통한 실질적인 수업개선이 필요하다는 점을 제기하였다. 마지막으로 스튜디오의 현장성 강화 및 다양성 확보 전략 수립과 기반시설의 확충과 관련한 문제를 제시하였다. The knowledge-based society of the 21st century requires a new kind of professional. Studio education has been the core pedagogical method to bridge the practical world and higher education in the field of landscape architecture. However, it is questioned whether studio classes have truly been performed from the learners' perspectives to solidify the competencies to meet the demands of the changing society. This study tries to draw key issues related to studio pedagogy in order to make a foundation for the improvement of studio classes in landscape architectural education. Five issues regarding landscape architectural studio education have been suggested through the literature review of three categories: the core competencies required for the future professionals, the pedagogical paradigm shift, and the changes along the evolution of landscape professions and curricula. The first issue is suggested as to approach the competencies from the holistic and systematic approach to define landscape architectural professionals for the 21st century. Second, studio classes should be redefined in the context of an entire curriculum, and, as a consequence, the linkage among the individual courses is found to be important. Third, design studio classes need to be restructured to have differentiated pedagogical objectives for the development of the learning phase. Fourth, it becomes crucial to research the pedagogical methodology and the reflective actions of instructors. Finally, it is required to think about what it means to be practical in the context of studio classes and the enhancement of educational infrastructure for the studio classes is to be important.