Landscape Design Course Research Articles

Research on the Application of Multidimensional Collaborative Landscape Design Course Teaching in Revolutionary Historical and Cultural Landscape Design--Taking Zhuhai as an Example

Abstract This study explores a multidimensional collaborative landscape design course, detailing its unique collaborative teaching framework within the context of Zhuhai’s transformative historical and cultural landscape. It employs a comprehensive set of metrics, including teaching objectives and methodologies, to assess the course’s effectiveness. The relevance of variations among elements was evaluated through statistical analyses, including T-tests, F-tests, and correlation studies. Further, the study examined participant satisfaction, visual appeal, and aesthetic impact of the “red cultural” landscape design. Results indicated that the average teaching evaluation scores surpassed 4 points, and satisfaction levels with the red cultural landscape design approached 80%, reflecting a beneficial influence on educational outcomes. This research contributes novel insights to the development of landscape evaluation systems in cultural tourism settings and offers theoretical advancements for implementing multidimensional collaborative teaching strategies in landscape design.

Research on Practical Teaching of the Landscape Design Course for Garden Plants

Research on Practical Teaching of the Landscape Design Course for Garden Plants

THE SHIFT IN TEACHING PEDAGOGY FOR INDEPENDENT LANDSCAPE DESIGN DURING THE PANDEMIC: AN ANALYSIS OF STUDENT PERFORMANCE IN ODL

The teaching and learning environment have subsequently expanded. For the Independent Landscape Design course offered at UiTM Perak Branch, the online distance learning (ODL) has demonstrated the changes of delivery approach in teaching landscape design process. This design-based syllabus is more acquainted with face to face or physical teaching learning environment. Aligned with the Educational 5.0 @ Universiti Teknologi MARA that embraces values and future progressive thinking, this course has adopted MOOCLAA350 to engage and equip these design students with significant understanding, graphic presentation skills as well as technical aspects related to design developments and constructions. This paper analyses student performance throughout the ODL implementation, adopting MOOC and other relevant online platforms during this Covid-19 pandemic outbreak. An online survey supported with a comparative analysis between semesters was conducted to evaluate the students’ readiness, challenges and performance throughout the semester. Some tools and techniques to ensure the continuity of learning during the current pandemic are described. The findings revealed factors contributing to student performance and the reality behind the success of this new teaching strategy which is practical for landscape architecture programs and may also be relevant to other design-based programs or courses.

Biomorphic Design Approaches in Landscape Design and Construction Course Studio

Due to increase in population density in cities, unplanned urbanization, where built areas proliferate and concrete and Due to the decline in open and green spaces in cities, designers have a higher responsibility in the design of these spaces and the furniture that would be utilized in these spaces. The furniture should not only be functional or ergonomic, but also aesthetic and original in these spaces. Thus, it is important to provide furniture that resemble nature or are part of the nature for urban residents instead of designing routine and ordinary spaces. Therefore, the furniture designed by 9 students with biomorphic design approach in senior class Landscape Design and Construction Course studio at Afyon Kocatepe University, Department of Interior Architecture and Environmental Design during the 2019-2020 academic year spring term.

Discussion on the Teaching Status and Reform Measures of the Landscape Design Course

At present, the construction of urban ecological environment system has become an important part of urban construction and one of the comprehensive indicators for evaluating the level of urban development. Various cities are actively constructing corresponding ecological environment systems, which makes urban garden landscape design important. The field has driven the development of a number of landscape design companies. At the same time, the shortage of professional talents in garden landscape design is also intensifying, and the talents need to be improved in quantity and quality. In this regard, this article analyzes the teaching of Garden Landscape Design courses, introduces the current status of Garden Landscape Design courses, analyzes the existing problems, and explores effective countermeasures for the teaching reform of the courses.

The Application of ANP Models in the Web-Based Course Development Quality Evaluation of Landscape Design Course

Web-based course is the important method in the landscape design teaching. In this paper, the ANP (Analytic Network Process) model has been adopted to evaluate the quality of the development of on-line courses, so as to provide the basis for preferred on-line courses. Conclude 10 evaluation indicators from 3 aspects of teaching, availability, and technology, and establish ANP model consisting of control layer, network layer, and alternatives. Four web-based courses of landscape design were chosen as the evaluation objects and the SD (Super Decisions) software was used to conduct the calculation. The result shows that: ANP is a practical science decision analysis method, comprehensively considering the mutually influential and feedback relationships of indicators, and is suitable for the evaluation and decision of the complex problems. The development quality evaluation of ANP which is applied in landscape design web-based courses is feasible, and the result of research can provide decision basis to web-based course development.

Evaluating Students’ Need in Using Computer Aided Software in Landscape Design Course

Landscape design is one of a course offered in Landscape Programme in higher level education institutions in Malaysia. The objective of this paper is to study and to evaluate students’ need in using computer aided software in landscape design course in Community College in Malaysia. As a well-known fact, landscape design is a course about drawings and most of the teaching techniques involve hand drawing. Hand drawing class seems to be a problem when it comes to the advanced use of technologies nowadays. The emergence of computer aided software in landscape design course appears to provide convenience to students in this course. Furthermore, there are long-term impacts regarding the literacy of using the software after the students finished their college. The survey involves interviews and questionnaires. Questions for interviews were closed questions whereas a set of questionnaire was distributed to 50 respondents involving three (3) Community College in Malaysia which offered Landscape Programme. Findings of the study showed that most of the students think that using computer aided software is convenience and they are significantly need to use the software in landscape design course.

BASIC DESIGN EDUCATION IN LANDSCAPE ARCHITECTURE

The basic design course, a 1st semester curriculum course at the Department of Landscape Architecture, forms the basis of design education as a part of landscape architecture education. The landscape design course, provided as part of the 2nd semester curriculum, is a continuation of the basic design course and allows basic design concepts to be transferred to landscape design. Similarly, courses for other semesters are also developed based on the knowledge and acquisitions attained through the basic design course. This article is based on the educational experiences that have been obtained in the basic design course administered at the Department of Landscape Architecture in the Faculty of Agriculture, Ankara University, between 2005 and 2010. The content and objectives of the basic design course, and the educational methods and the process used in the course are described; the challenges and problems faced with respect to the theory and practice of the course are presented. Additionally, instructions for education related to basic design are discussed, based on experience.

Application Exploration of Case Method in Ecological Landscape Design Course

Application Exploration of Case Method in Ecological Landscape Design Course

Reflective Writing as an Assessment for Student Analysis and Synthesis Ability in a Landscape Design Course

Horticulture graduates entering the field of landscape design and installation must be able to integrate technical skills with practical applications. This requires higher-order thinking skills such as critical thinking, which can be practiced through various teaching and learning strategies in an undergraduate curriculum. The objective of this project was to develop a series of three reflective writing assignments in a landscape design course to help students improve their critical thinking skills of analysis and synthesis. Scores on an 18-point quiz question for 110 students enrolled in Beginning Garden Composition (HORT 380) from 2005 to 2009 were compared. The comparison was between 2 years when the reflective writing assignments were not part of the course and 3 years when the assignments were included in the course. Quiz scores increased significantly for the students who completed the reflective writing assignments (average of 16.2 out of 18) compared with students who did not complete the assignments as part of the course (average 10.2 out of 18).

A Community Service Approach for a Landscape Design Course: Design and Installation of a Habitat for Humanity Residential Landscape

Landscape design courses typically include real-life projects in which students integrate design principles and selection of plants and materials. Such projects also allow students to sharpen their graphical and interpersonal communication skills; they draw plans to satisfy a client. For one project in our course, students do all of that work plus contribute to the off-campus community via the Habitat for Humanity program. Students gain not only the traditional experience of designing a residential landscape on a strict budget but also the experience of competing to create the plan to be chosen by a committee of decisionmakers. The students gain further practical hands-on experience because they install the landscape. This type of community service project allows horticulture students to earn the satisfaction of seeing a site evolve from an empty lot to a finished landscape, knowing they are enhancing a homeowner' s and the community's environment.