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Ideograms as a Tool for Constructive Sensemaking in Architecture Education

01 Jan 2013-Vol. 1, Iss: 1, pp 34-43
TL;DR: In this article, a visual frame taxonomy was developed by using ideograms for architecture education. But the taxonomy focused on ideogram illustrations as the core of a taxonomy, the research aims to contribute to the readjustment of architecture education to the learning styles of today's generation of students.
Abstract: Over the last twenty years, framing as a tool for sensemaking has become popular in social sciences, politics and media studies. However, the use of framing in design education is less frequent. Accordingly, framing architectural design practices and construction challenges holds great potential. This paper aims at the discussion of opportunities and challenges of using a framework in architecture education. In this context, a frame or a framework can be briefly defined as a collection of conventions that one relies on to understand a certain given concept. In this research I intend to combine knowledge from three different fields, architecture education, communication design and framing research. A brief review of the three topics is made to describe their individual qualities, their relevance in contemporary education and their combined potential. In order to be able to experiment with frames, I designed and developed a visual frame taxonomy by using ideograms for architecture education. The frame taxonomy joins the architecture education and contemporary learning styles. Focusing on ideogram illustrations as the core of the taxonomy, the research aims to contribute to the readjustment of architecture education to the learning styles of today’s generation of students. In this context I will discuss two educational case studies I performed at two different academies and one learning object. The workshops were based on the use of ideograms in workshop exercises. By the use of visual design briefs, students worked on form‐ study exercises and material research. The use of ideograms in design briefs proved effective in communicating the content of the design exercise. By providing the student with visual topics to work on, the student showed a more efficient design process. In writing exercises, the icons contributed to a better understanding of the topics to discuss beforehand and structuring the research during the writing process.
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References
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Journal Article
TL;DR: The theory of information as discussed by the authors provides a yardstick for calibrating our stimulus materials and for measuring the performance of our subjects and provides a quantitative way of getting at some of these questions.
Abstract: First, the span of absolute judgment and the span of immediate memory impose severe limitations on the amount of information that we are able to receive, process, and remember. By organizing the stimulus input simultaneously into several dimensions and successively into a sequence or chunks, we manage to break (or at least stretch) this informational bottleneck. Second, the process of recoding is a very important one in human psychology and deserves much more explicit attention than it has received. In particular, the kind of linguistic recoding that people do seems to me to be the very lifeblood of the thought processes. Recoding procedures are a constant concern to clinicians, social psychologists, linguists, and anthropologists and yet, probably because recoding is less accessible to experimental manipulation than nonsense syllables or T mazes, the traditional experimental psychologist has contributed little or nothing to their analysis. Nevertheless, experimental techniques can be used, methods of recoding can be specified, behavioral indicants can be found. And I anticipate that we will find a very orderly set of relations describing what now seems an uncharted wilderness of individual differences. Third, the concepts and measures provided by the theory of information provide a quantitative way of getting at some of these questions. The theory provides us with a yardstick for calibrating our stimulus materials and for measuring the performance of our subjects. In the interests of communication I have suppressed the technical details of information measurement and have tried to express the ideas in more familiar terms; I hope this paraphrase will not lead you to think they are not useful in research. Informational concepts have already proved valuable in the study of discrimination and of language; they promise a great deal in the study of learning and memory; and it has even been proposed that they can be useful in the study of concept formation. A lot of questions that seemed fruitless twenty or thirty years ago may now be worth another look. In fact, I feel that my story here must stop just as it begins to get really interesting. And finally, what about the magical number seven? What about the seven wonders of the world, the seven seas, the seven deadly sins, the seven daughters of Atlas in the Pleiades, the seven ages of man, the seven levels of hell, the seven primary colors, the seven notes of the musical scale, and the seven days of the week? What about the seven-point rating scale, the seven categories for absolute judgment, the seven objects in the span of attention, and the seven digits in the span of immediate memory? For the present I propose to withhold judgment. Perhaps there is something deep and profound behind all these sevens, something just calling out for us to discover it. But I suspect that it is only a pernicious, Pythagorean coincidence.

19,835 citations

Book
01 Jan 1916
TL;DR: Dewey's "Common Sense" as mentioned in this paper explores the nature of knowledge and learning as well as formal education's place, purpose, and process within a democratic society, and it continues to influence contemporary educational thought.
Abstract: First published in 1916, this classic continues to influence contemporary educational thought. Considered one of the great American philosophers, Dewey grapples with the nature of knowledge and learning as well as formal education's place, purpose, and process within a democratic society.

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Book
01 Jan 1995
TL;DR: The Nature of Sensemaking Seven properties of sensemaking Sensemaking in Organizations Occasions for Sensemaking The Substance of Sense-making Belief-Driven Processes of Sense Making Action-driven Processes on Sensemaking.
Abstract: The Nature of Sensemaking Seven Properties of Sensemaking Sensemaking in Organizations Occasions for Sensemaking The Substance of Sensemaking Belief-Driven Processes of Sensemaking Action-Driven Processes of Sensemaking The Future of Sensemaking

13,400 citations


Additional excerpts

  • ... The placement of a complexity of items into a frame enables a person to  comprehend, construct meaning and interact with the frame content (Weick, 1995)....

    [...]

Journal ArticleDOI
TL;DR: The search for scientific bases for confronting problems of social policy is bound to fail, becuase of the nature of these problems as discussed by the authors, whereas science has developed to deal with tame problems.
Abstract: The search for scientific bases for confronting problems of social policy is bound to fail, becuase of the nature of these problems. They are “wicked” problems, whereas science has developed to deal with “tame” problems. Policy problems cannot be definitively described. Moreover, in a pluralistic society there is nothing like the undisputable public good; there is no objective definition of equity; policies that respond to social problems cannot be meaningfully correct or false; and it makes no sense to talk about “optimal solutions” to social problems unless severe qualifications are imposed first. Even worse, there are no “solutions” in the sense of definitive and objective answers.

13,262 citations

Journal ArticleDOI
TL;DR: Reaching this goal would require a more self-con- scious determination by communication scholars to plumb other fields and feed back their studies to outside researchers, and enhance the theoretical rigor of communication scholarship proper.
Abstract: deficient core knowledge, I propose that we turn an osten- sible weakness into a strength. We should identify our mission as bring- ing together insights and theories that would otherwise remain scattered in other disciplines. Because of the lack of interchange among the disci- plines, hypotheses thoroughly discredited in one field may receive wide acceptance in another. Potential research paradigms remain fractured, with pieces here and there but no comprehensive statement to guide re- search. By bringing ideas together in one location, communication can aspire to become a master discipline that synthesizes related theories and concepts and exposes them to the most rigorous, comprehensive state- ment and exploration. Reaching this goal would require a more self-con- scious determination by communication scholars to plumb other fields and feed back their studies to outside researchers. At the same time, such an enterprise would enhance the theoretical rigor of communication scholarship proper. The idea

11,643 citations


Additional excerpts

  • ... By  making something more salient, information is made more noticeable, meaningful, or memorable for  its user (Entman, 1993)....

    [...]