Future Studio Research Articles

İnternet Tabanlı Tasarım Stüdyolarının Öğrenme Stilleri Bağlamında Değerlendirilmesi

The integration of technology into design studios generates questions that have long occupied design pedagogy research. With the COVID-19 pandemic and the worldwide transition to distance education, the future of design studios is again a controversial agenda. In order to discuss the future of the design studio, first, the potential of Internet-based studios must be understood. Starting with this purpose, this study classifies the Internet-based design studios conceptually. Afterward, design studio samples and their evaluated outcomes based on scientific research are examined with the purpose of understanding which learning methods they supported. Thus, Internet-based studio models that can be matched with learning styles can be discussed over their potential to a future studio. As a result of this evaluation, it is discussed how these studio models, which are revealed to support different learning styles, can be integrated into education and what their contribution can be to the face-to-face design studio.

Analogue x digital: Parallel techniques for design learning

Abstract With urban space under the ubiquitous scrutiny of digital visioning technologies, the city is now imaged by means of a pixel grid containing ephemeral, qualitative data presented as colour, brightness and shape. Unlike traditional analogue pictorial representational modes, the digital image is a highly transformable mechanism with an unstable distribution of data across its pixel array. As a consequence, representation in the form of spatial abstraction demands not only a new approach to the learning and implementation of traditional disciplinary drawing practice, but a rethinking of the alignment and cooperative nature of analogue and digital drawing models when applied to effective design development. In a pedagogical context, the transition of spatial representation between analogue and digital modes has profound implications for how the student connects seminal drawing and design processes to both the sensorial realm and the physical experience of lived space. This paper therefore explores the enhancement of tertiary learning in digital and abstract literacy through new drawing techniques. Underpinned by a new relationship between representation and envisioned physical space, the techniques are applied within learning environments in parallel with existing analogue pictorial procedures. By building curriculum for foundational students that provides a framework of linked spatial experiences aligned across analogue and digital domains and coupled with tasks focused on the development of conceptual thinking, it proposes increased student success in future studios and professional practice.

(380) Preliminary Feasibility of a Graded, Locomotor-Enabled, Whole-Body Virtual Reality Intervention for Individuals with Chronic Low Back Pain

Pain-related fear in individuals with chronic low back pain (cLBP) is associated with decreased quality of life and increased disability. Individuals with cLBP and elevated pain-related fear avoid movements perceived as threatening. Virtual reality (VR) can provide graded exposure to fearfully perceived movements, but most VR interventions limit maneuverability to a defined area, and thus limit user experience. We developed six VR gaming modules, in partnership with From the Future Studios ( http://www.ftfstudios.com/ ), to provide progressively challenging physical activities for individuals with cLBP. Users wear a head-mounted display (HTC Vive) while walking on a self-driven treadmill. Users walk, reach, and crouch to accomplish game objectives in VR, like approaching and fighting monsters and crouch-walking beneath obstacles. Unlike typical VR systems, our treadmill-environment allows for unhindered movement and a natural walking experience, not limited by room size or physical obstacles in the room. We assessed the feasibility of using these graded VR walking games as an intervention tool for individuals with cLBP. Participants attended three sessions over a one-week period, experiencing two VR modules per session. Additionally, participants filled out a baseline and follow-up questionnaire and reported their daily pain throughout the study period. 13 participants (8 females) with cLBP were recruited from the local Birmingham area, 12 of whom completed the study (92.3% retention). Participants responded that the VR experience was “enjoyable”, “fun” and “interesting”. Treatment Evaluation Inventory scores (Mean = 30.50, SD=4.93) suggest that participants viewed the VR modules as an acceptable treatment. Pain intensity and kinesiophobia did not increase significantly over the study period (t=0.84, p>0.05 and t=-0.32, p>0.05). These results suggest that graded VR walking challenges can be performed by individuals with cLBP without increasing pain or pain-related fear. Future studies will further explore the treatment effects of our VR walking-environment in individuals with cLBP.

Electro-acoustic Music in Higher Education

The article contains the results of a survey (1991) into electro-acoustic music studios and courses in higher education in the UK. Not only is there an ever-increasing profile of information technology in music, but also unprecedented speed and scale of advances in music technology which question not only what is taught, but how. By surveying the state of the nation's studios and courses, the authors seek to suggest strategies for future studio- and course-design that take into account these rapid developments as well as the fast growing demand for studio access and tuition.

Professional video recording: alternatives for broadcast studios

The factors influencing the design of video tape recorders are examined and the relative advantages and disadvantages of analogue and digital approaches are evaluated. It is concluded that further developments are necessary before digital techniques can be realized economically and analogue methods still have a serious role in the development of future studio centres.