Architecture as Pedagogy.
01 Jan 1999-Vol. 3, Iss: 2, pp 16-19
About: The article was published on 1999-01-01 and is currently open access. It has received 8 citations till now. The article focuses on the topics: Environmental design and planning & Informal education.
TL;DR: In this paper, the authors argue that building users play a critical but poorly understood and often overlooked role in the built environment, and they find purely architectural solutions such as those proposed by the 2030 Challenge, to be necessary but not sufficient.
Abstract: Reducing energy use in buildings is a critical component of meeting carbon reduction commitments. There are several ways of accomplishing this goal, each of which emphasizes actions by a different set of stakeholders. This paper argues that building users play a critical but poorly understood and often overlooked role in the built environment. In the face of climate change, the paper finds purely architectural solutions, such as those proposed by the 2030 Challenge, to be necessary but not sufficient. To fully address the task ahead, it argues that architects need to develop professional expertise and seek ways of integrating user involvement in building performance. Moreover, a system of professions standpoint suggests it may be wise for architects to claim this role before another group of building professionals does.
TL;DR: In this paper, a comparative post-occupancy evaluation of two buildings, one conventional and the other green, located at the University of British Columbia in Vancouver, BC, Canada, is examined.
Abstract: What influence does ‘knowledge’ exert on occupant behaviour and comfort? What is the nature of the gap between the assumed and the actual behaviour of occupants in green buildings? To address these questions, two buildings – one conventional and the other green – located at the University of British Columbia in Vancouver, BC, Canada – are examined. Results from a comparative post-occupancy evaluation show that while the availability and use of personal controls was higher in the green building, the quality of personal control in terms of responsiveness, the absence of immediate and relevant feedback, and poor user comprehension may have led to sub-optimal comfort conditions. The findings suggest a desire on the part of users to learn more about how buildings work and comfort is provided, with a higher interest level in the green building over the conventionally designed. However, the relationship between knowledge, personal controls, and comfort was found to be more complex. While knowledge of the buildin...
Cites background from "Architecture as Pedagogy."
...Contemporary green buildings seldom communicate how building systems function or broader ‘lessons’ of their upstream and downstream ecological consequences (Orr, 1999)....
TL;DR: In this article, the authors explore the relationship between increasing demands for personal control by building occupants and the changing role and expectations of the "intelligent" building, and examine the relationships between human and automated intelligence and how these are manifest in green buildings.
Abstract: This article explores the relationship between increasing demands for personal control by building occupants and the changing role and expectations of the ‘intelligent’ building. It specifically examines the relationship between human and automated intelligence and how these are manifest in green buildings. Given that comfort expectations and technological prowess are culturally bound, the article contrasts the ways that ‘intelligence’ is evidenced in North American and Japanese green building assessment methods and green building practice. Conclusions reinforce the need to invest greater effort in understanding how buildings actually function and, more specifically, redefine design assumptions regarding the way that occupants engage with buildings and control strategies.
TL;DR: In this paper, student perceptions of the physical and social aspects of informal and campus-based learning environments are investigated. But, the authors focus on the learning environment and do not consider the social aspects.
TL;DR: In this article, the authors investigated student perceptions of both informal and formal learning environments within a high-school context, and found that the physical and social factors in the learning environment at the CSS provided rich descriptions of the factors and the interaction of these factors in supporting learning.
Abstract: The study of learning environments involves describing educational contexts and identifying empirical relationships among subject matter (curriculum), teaching practices and other environmental variables. In recent years, this has become a growing field of academic inquiry within elementary, secondary and post-secondary research. Investigations of this relationship between the environment and learning encompasses science education, environmental psychology, campus ecology and architecture, as well as inter- or multi-disciplinary fields of study such as environmental or place-based forms of education. Learning environment studies attempt to acknowledge and account for factors in both the physical and social realm, as well as describing how these socio-environmental conditions can influence the process and experience of learning. Our project at the Chilliwack Secondary School (CSS) aimed to further the study and investigation of student perceptions of both informal and formal learning environments within a high-school context. This study describes, refines and validates a new instrument for the measurement of perceptions of the physical environment at school. It also describes other qualitative methods that corroborate the selection of physical factors included in the survey. Together, these data provide rich descriptions of the factors in the learning environment at the CSS and describe the interaction of these factors in supporting learning.
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