In today's world, where everything is easily and frequently replicated, that which is unique is disappearing. These circumstances change the point of view of the individual regarding design and ...create a society that seeks and prefers uniformity, devalues what is unusual or different, and does not encourage or develop original, distinctive ideas. The environment is a reflection of the architectural approach and the prevailing thinking. The present study examines this scenario in the context of the educational dimension of architectural design and assesses these issues using a discovery process of constant change. Generation, experience, and meaning given to difference, space, place, atmosphere, and their components were examined to analyze the effect of cognitive differences and the value of originality in relation to the environment. An inverted approach was used, focused on alternative learning environments and participant interaction. To contrast a process with structured, stratified views, contemporary learning approaches were applied as the foundation of this study: a constructivist, embedded, qualitative research formula. The issues were explored from within the architectural design studio experience. An 'active studio' concept based on experiences was used, incorporating personalized and constructivist ideas generated using blended learning and an inverted methodology. In this approach, the hypothesis of the study is not a static problem. Instead, it is flexible and organic, renewed in every new environment. The network of relationships among studio members, which reveals the field of experience, generates the initial formulation. The questions and problems identified in the first studio experience are the basis for new hypotheses, and create a different, second studio environment. The active studio experience, because it is dynamic and involves questioning what currently exists, is an environment that animates and inspires individual exploration. It fosters the ability to genuinely be involved in the flow of the moment and, without force, do what the moment requires, rather than simple, directed activity that does not explore beyond the present standard. In order to see the comprehensive, long-lasting experience environment, all three of these studio experiences were evaluated, including consideration of: - Sharing - Suggestion development - Responsibility - Volunteering - Communication These elements were measured after the studio experience according to the analysis of the structure and findings, including participant interaction. The active studio should be seen as an environment that adapts to the present and continues to flow with it, not as a differentiated environment. This could be considered a process of recovery. Given the increasing number of architecture students and the growth of academic departments, blended media provide a valuable addition or alternative. The rigid structure of today's environment and architectural design studios have the potential to be active and truly creative in essence.
Ideation methods and outcomes have been evaluated in a variety of ways. Our study extends existing work through a qualitative analysis of idea characteristics based on the ideation method used. ...Beginning engineering students completed two short ideation sessions with a single design problem while following Individual Brainstorming and then Design Heuristics methods. We compared the resulting 1756 ideas from 186 students in response to one of two design problems (
Design a device to feed a cat or dog
or
Design a device to build a burrito
). We evaluated the ideas based on key characteristics and emergent patterns determined through thematic qualitative analysis across all ideas. This analysis identified four measures for comparing the two ideation methods: (1) number of different aspects included in each idea; (2) frequency of paradigmatic ideas; (3) variations on a key paradigmatic aspect; and (4) number of unusual aspects generated. The findings showed Individual Brainstorming supported a focus on system-level ideas, produced more typical ideas and added little variation in key design aspects. In contrast, Design Heuristics supported a focus on component-level ideas, unusual ideas, and ideas where a key aspect was a target for increased variation. The results improve our understanding of how differences in ideation methods may influence the characteristics of generated ideas and suggest guidelines for designers in the strategic selection of methods to improve ideation outcomes.
Las tecnologías digitales están cambiando los paradigmas conceptuales, metodológicos y la praxis en las disciplinas proyectuales, en ámbitos profesionales, educativos e investigativos. Neil ...Gershenfeld, creador de los FabLabs propone una nueva manera de entender y usar la tecnología, planteando que las comunidades se apropien de la tecnología en forma activa para resolver problemas locales. En este texto se da a conocer la experiencia de creación, implementación y puesta en marcha del Laboratorio de Fabricación Digital del Duoc UC, sede Plaza Oeste en Chile, para el programa de Diseño Industrial, en el período comprendido entre los años 2008 y 2015; se da a conocer un análisis cualitativo y reflexivo de las actividades y enfoques del laboratorio.
Abstract
The purpose of this study is to clarify the individual differences in the consciousness of the students participating in a wooden craftsmanship activity (WCA) program. Based on a study ...conducted in Ono, a village located in the low uplands and mountainous region of Miyama Ward, Nantan City, in the Kyoto Prefecture, we determined the three principal components in the consciousness of the participants: “Awareness to contribution to the local region,” “Awareness to forest conservation,” and “Awareness to wooden craftsmanship.” We subsequently conducted a cluster analysis using the principal component scores of the university students participating in the study and categorized them into the following four groups: “Contribution to the local region group,” “Design‐oriented group,” “Moderate group,” and “Environment conservation group,” to clarify the effects of the activity and the important themes related to design education and WCA programs.
This study concentrates on the value of the interior design profession and how a concept and scale approach can enable a holistic professional approach. The emphasis of the paper is on interior ...design education, particularly the second-year studio where the interior design process is learned. The adaptive reuse project building was in Çeşme, Turkey and designed as a museum for a chosen artist. The method involved understanding the design process as a whole, beginning from a larger scale that includes landscape, leading to the detailing scale. While the first semester emphasized abstract issues, the second semester focused on materialization of ideas into applicable decisions. The project process was divided into four stages within each semester. The resulting projects drawings and models represented advanced levels of knowledge regarding the stages and process of interior design, its components, as well as an understanding of larger and smaller scales inherently connected to the profession.
Bu çalışma, içmimarlık mesleğinin değeri ve bir akademik yıl süresince kullanılan konsept ve ölçek yaklaşımının bütüncül bir profesyonel yaklaşımı sağlamasına odaklanmaktadır. Çalışmanın ana fikri, özellikle iç mekan tasarım sürecinin öğrenildiği ikinci yıl stüdyosu olmak üzere, içmimarlık eğitimi üzerinedir. Yeniden işlevlendirme proje binası Türkiye'de İzmir’in Çeşme ilçesinde bulunmaktadır ve seçilmiş bir sanatçı için müze olarak tasarlanmıştır. Yöntemde, peyzaj içeren en büyük ölçekten detay ölçeğine kadar tasarım sürecini bir bütün olarak anlamayı hedeflenmiştir. İlk dönem soyut konular vurgulanırken, ikinci dönem fikirlerin uygulanabilir kararlara dönüştürülmesine odaklanılmıştır. Proje süreci her dönem içinde dört aşamaya ayrılmıştır. Proje çizim ve maketleri, iç mekan tasarım aşamaları ve süreci, bileşenleri ve doğası gereği meslekle bağlantılı daha büyük ve küçük ölçeklerin anlaşılmasıyla ilgili ileri düzeyde bilgiyi yansıtmaktadır.
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.
Methods are used to teach students how to design. However, what exactly students learn from method teaching has been placed into question. This challenges design educators to rethink the role that ...methods play. In this paper, we study how the use of systematic and heuristic methods shapes the process experiences of students. A total of 213 students participating in a master-level course on design theory and methodology were instructed to use either systematic or heuristic methods while designing a product concept. We find significant differences in how the methods influence students' perceived time pressure, motivation and effort spent. Moreover, based on a cluster analysis, we find support for the idea that the students' mindsets influence their experiences and task assessment.
•Quantitative study on method usage in conceptual design.•213 Students in a design theory and methodology course participated in the study.•Comparison between systematic and heuristic methods focusing on process experience.•General differences were found for time pressure, motivation and effort spent.•Individual differences were found; 4 types of process experience are presented.
This article outlines the learning design, implementation and shared outcomes of an intensive placed‐based design education programme that was delivered in a specific remote high school learning ...context in the Warmun Aboriginal community, East Kimberley, Western Australia. Place‐based design education seeks to assist vulnerable young people in shaping their own environments and futures. A two‐way learning framework that emphasised self‐actualisation, co‐creation and shared insights and involved learning through story‐sharing and connecting content to place was adopted. This article suggests that providing students with opportunities to share and acquire Indigenous design knowledge developed their visual thinking, digital literacy, problem‐solving and entrepreneurial skills. Such knowledge, experience and skills build confidence and improve educational outcomes, and will directly benefit Indigenous communities in the long term.
Geographic information systems (GIS) have become more suitable for online delivery. But teaching GIS online is challenging because, without enough interactions with the instructor or among ...themselves, students may not understand processes, use critical thinking, and collaborate effectively on a team project. This study aims to evaluate two online visual collaboration tools, Padlet and Conceptboard, in enhancing learner engagement, collaboration, and visual communication in an online GIS course. We analyze 1) usage patterns and their relationship with student performance, 2) students' opinions on the added values of the tools compared with face-to-face delivery, and 3) students' qualitative feedback. Student findings show that those tools, particularly Conceptboard, help students get timely help from other students and the instructors, be motivated by participating in discussions and seeing others' progress, organize and brainstorm project ideas, and summarize and present the final products. The combination of Conceptboard and an online video conference tool is a particularly effective alternative to the face-to-face learning environment. On the other hand, we also found significant challenges with remote teamwork in GIS. The course design incorporating online collaboration tools can provide practical strategies to instructors who teach GIS or similar software online.
Distance learning is one of the solutions that a lot of local and international universities started to use. At the shade of Corona virus COVID19 this trend became very clear. Distance learning has ...been used instead of closing universities that led to create non-stability as it was a sudden choice that a lot of universities were not ready for passing it appropriately.Distance learning is like any new initiative action facing some obstacles and challenges as it is a new experience applied for the first time on interior design and furniture students in Damietta university; here comes the problem of the research: what are the obstacles facing interior design and furniture students in distance learning and its affectivity? And what is the criteria achieving the quality of distance learning?Starting from this the research aims at recognizing strength and weakness points from students’ point of views and measuring the affectivity of distance learning in Theoretical and practical courses for students of furniture and interior design. In order to achieve these goals we used the Descriptive analytical method and the questionnaires have been used. The importance of the study is a feedback for improving educational process for students to achieve the aimed goals. Also some future trends were suggested to support and enhance the success of distance learning. The problem is not the presence of challenges but succeeding passing them and finding solutions for them in a gradual way combining between distance learning advantages and traditional education system to overcome different obstacles to be ready for emerging crisis.
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