Showing papers on "Design studio published in 2013"
TL;DR: In this paper, a review of publications that are concerned with the architecture design studio as well as other areas of design, the authors identify a basic set of factors that enable them to articulate the variables that affect the practice of critiquing in design studios.
148 citations
TL;DR: The dimensions and qualities that define the signature pedagogy against a range of delivery modes and technological media forms are mapped to identify appropriate opportunities for technology.
Abstract: This paper presents an analysis of the studio as the signature pedagogy of design education. A number of theoretical models of learning, pedagogy, and education are used to interrogate the studio for its advantages and shortcomings, and to identify opportunities for the integration of new technologies and to explore the affordances that they might offer. In particular the theoretical ideas of signature pedagogies, conversational frameworks, and pedagogical patterns are used to justify the “unique” status of the studio as a dominant learning environment and mode of delivery within design education. Such analysis identifies the opportunities for technological intervention and enhancement of the design studio through a re-examining of its fundamental pedagogical signature. This paper maps the dimensions and qualities that define the signature pedagogy against a range of delivery modes and technological media forms. Through such investigation it seeks to identify appropriate opportunities for technology; in essence offering a structure or framework for the analysis of future enquiry and experimentation.
130 citations
01 Jun 2013
TL;DR: In this paper, the authors present an evaluation of the Open Learning Design Studio MOOC (OLDS MOOC) that took place between January and March 2013, focusing on the experience of those who registered, participated and actively contributed in the public course space.
Abstract: This report presents an evaluation of the Open Learning Design Studio MOOC (OLDS MOOC) that took place between January and March 2013. This evaluation focuses on the experience of those who registered, participated and actively contributed in the public course space. In particular the evaluation focuses on participant expectations, a detailed analysis of participation rates, use of the course space and technologies, and the effectiveness and challenges presented by collaborative group working. The evaluation also looks at how participants understood and used the series of nine badges on offer. Throughout, a broad evidence base of qualitative and quantitative information is used including data from pre- and post-course surveys, from page view and contributions data available in the public spaces and from hundreds of participant blog, discussion forum and social media posts.
62 citations
TL;DR: In this paper, the authors carried out ethnographic fieldwork in professional and academic product design studios to understand design practices beyond the productivity point of view and take into account the experiential, inspirational and aesthetical aspects of design practices.
Abstract: For the purpose of developing collaborative support in design studio environments, we have carried out ethnographic fieldwork in professional and academic product design studios. Our intention was to understand design practices beyond the productivity point of view and take into account the experiential, inspirational and aesthetical aspects of design practices. Using examples from our fieldwork, we develop our results around three broad themes by which design professionals support communication and collaboration: (1) use of artefacts, (2) use of space and (3) designerly practices. We use the results of our fieldwork for drawing implications for designing technologies for the design studio culture.
60 citations
Journal Article•
TL;DR: The intention was to understand design practices beyond the productivity point of view and take into account the experiential, inspirational and aesthetical aspects of design practices.
Abstract: For the purpose of developing collaborative support in design studio environments, we have carried out ethnographic fieldwork in professional and academic product design studios. Our intention was to understand design practices beyond the productivity point of view and take into account the experiential, inspirational and aesthetical aspects of design practices. Using examples from our fieldwork, we develop our results around three broad themes by which design professionals support communication and collaboration: (1) use of artefacts, (2) use of space and (3) designerly practices. We use the results of our fieldwork for drawing implications for designing technologies for the design studio culture.
56 citations
TL;DR: In this article, a study of the role of informal critique in shaping design thinking and judgment is presented, with a focus on the framing of Bourdieu's habitus, as seen through a critical theory perspective.
Abstract: Critique is considered to be a central feature of design education, serving as both a structural mechanism that provides regular feedback, and a high stakes assessment tool. This study utilizes informal peer critique as a natural extension of this existing form, engaging the practice community in reflection-in-action due to the natural physical co-location of the studio environment. The purpose of this study is to gain greater understanding of the pedagogical role of informal critique in shaping design thinking and judgment, as seen through the framing of Bourdieu's habitus. The methodology of this study is informed by a critical theory perspective, and uses a combination of interview, observation, and stimulated recall in the process of data collection. Divergent viewpoints on the role of informal v. formal spaces, objectivity v. subjectivity of critique, and differences between professor and peer feedback are addressed. Additionally, beliefs about critique on the individual and group level are analysed as critical elements of an evolving habitus, supported by or developed in response to the culture inscribed by the pedagogy and design studio. This form of critique reveals tacit design thinking and conceptions of design, and outlines the co- construction of habitus by individual students and the design pedagogy.
56 citations
TL;DR: This research applies micro-simulation function, with XML algorithms made by the researcher, inside a virtual reality environment, the VR Studio programme in architectural design studios in order to introduce new visualization potentials other than what is currently used.
53 citations
TL;DR: In this article, the authors argue that affective domain, especially in the field of building learners' personalized value systems, is essential to designing outcome-based architectural programs, and that Interactive Studio-based education provides a platform to integrate cognitive and behavioural skills that are necessary for professional practice.
Abstract: Contemporary architectural education has shifted from the traditional focus on providing students with specific knowledge and skill sets or ‘inputs’ to outcome based, student-centred educational approach. Within the outcome based model, students’ performance is assessed against measureable objectives that relate acquired knowledge and skills to performance expectations in higher level courses or real world architectural practice. Bloom’s taxonomy has been widely accepted as a useful tool for defining learning outcomes. It references three domains that impinge on the learning process including the ‘cognitive,’ ‘affective’ and ‘psychomotor.’ In practice, most of the attention is paid to the cognitive domain. Considering the interdisciplinary and multivalent character of architecture (as discipline), curriculum design cannot be founded primarily on cognitive-based outcomes. This paper argues that affective domain, especially in the field of building learners’ personalized value systems, is essential to designing outcome based architectural programs. Interactive studio-based education provides a platform to integrate cognitive and behavioural skills that are necessary for professional practice.
33 citations
18 May 2013
TL;DR: A qualitative analysis of what "studio" really means in both arts and design suggests that there are many intertwined aspects that define studio education, but it is primarily the people and the culture that make a studio.
Abstract: Studio-based teaching is a method commonly used in arts and design that emphasizes a physical "home" for students, problem-based and peer-based learning, and mentoring by academic staff rather than formal lectures. There have been some attempts to transfer studio-based teaching to software engineering education. In many ways, this is natural as software engineering has significant practical elements. However, attempts at software studios have usually ignored experiences and theory from arts and design studio teaching. There is therefore a lack of understanding of what "studio" really means, how well the concepts transfer to software engineering, and how effective studios are in practice. Without a clear definition of "studio", software studios cannot be properly evaluated for their impact on student learning nor can best and worst practices be shared between those who run studios. In this paper, we address this problem head-on by conducting a qualitative analysis of what "studio" really means in both arts and design. We carried out 15 interviews with a range of people with studio experiences and present an analysis and model for evaluation here. Our results suggest that there are many intertwined aspects that define studio education, but it is primarily the people and the culture that make a studio. Digital technology on the other hand can have an adverse effect on studios, unless properly recognised.
33 citations
TL;DR: In this paper, a Basic Design Studio assignment that is informed by arthropods, a rich source of inspiration, was given to first-year architecture students who were expected to offer a solution to a common human problem through the observation of the forms and behavior of arthropod.
26 citations
01 Dec 2013
TL;DR: In this article, the authors present findings from a collaborative study that was undertaken by the Robert Gordon University, Aberdeen, and Queen's University Belfast that developed a deeper understanding of the role that peer interaction and dialogue plays within feedback processes, and the value that students attribute to these within the overall learning experience.
Abstract: Most tutors in architecture education regard studio-based learning to be rich in feedback due to its dialogic nature. Yet, student perceptions communicated via audits such as the UK National Student Survey appear to contradict this assumption and challenge the efficacy of the design studio as a truly discursive learning setting. This paper presents findings from a collaborative study that was undertaken by the Robert Gordon University, Aberdeen, and Queen’s University Belfast that develop a deeper understanding of the role that peer interaction and dialogue plays within feedback processes, and the value that students attribute to these within the overall learning experience.The paper adopts a broad definition of feedback, with emphasis on formative processes, and includes the various kinds of dialogue that typify studio-based learning, and which constitute forms of guidance, direction, and reflection. The study adopted an ethnographic approach, gathering data on student and staff perceptions over ...
TL;DR: The Virtual Design Studio (VDS) as mentioned in this paper is a software platform designed to support the design of buildings and their energy and environmental systems and is intended to assist collaborating architects, engineers and project management team members throughout from the early phases to the detailed building design development.
Abstract: The “Virtual Design Studio (VDS)” is a software platform currently under development in support of an integrated, coordinated and optimized design of buildings and their energy and environmental systems. It is intended to assist collaborating architects, engineers and project management team members throughout from the early phases to the detailed building design development. The platform helps to facilitate the workflow and the processing of information in combination with appropriate, task-based performance simulation tools as further analyzed in Part 2 of this study (DOI: 10.1007/s12273-013-0111-1). The present paper summarizes how VDS relates to the building design process and its typical project stages, performance-based design considerations and respective performance optimization strategies. It outlines the methodology and scope for the organization, implementation and respective requirements for the VDS platform development based on the interdisciplinary design needs. Part 2 will present the methodology for the systems integration and software implementation of VDS.
01 Jan 2013
TL;DR: In this paper, the pedagogical approach of starting a design research studio from a very narrow material system is discussed, where the goal is to develop geometrical differentiated, reversible, force-locked systems and the processes and methods to design and manufacture them.
Abstract: Topological interlocking is a concept developed in material science. Solid modules form a structural system without the use of glue or mortar. Given fixed boundaries the elements constrain each other kinematically. This project seeks to re-conceptualize the system within an architectural framework by embracing computational design, analysis and fabrication tools and procedures. The goal is to develop geometrical differentiated, reversible, force-locked systems and the processes and methods to design and manufacture them. Students of the Architecture and Performative Design Studio (APD) at the Staedelschule Architecture Class (SAC) and the author developed the presented projects. The paper discusses the pedagogical approach of starting a design research studio from a very narrow material system. The research is continued at the School of Architecture of the Royal Institute of Technology (KTH) in Stockholm.
TL;DR: It is found that the VW design studio is an engaging and constructive experience for students, and the persistence of the environment and the developed VW tools helped students and tutors to achieve careful feedback and reflection during the design project lifetime.
Abstract: The paper suggests that virtual worlds (VWs) have many unique advantages for supporting interaction design studio activities, provided that they are designed to include appropriate workplaces and interactive tools to foster collaboration and creativity. We present an approach for employing VWs that proposes the use of prospective tools and workplaces throughout the following key activities of interaction design studio courses: design brief, design thinking, design practice (conceptual and detailed), the desk crit, design review and user evaluation. Then, we describe a blended interaction design studio course on the basis of this approach, which ran through a whole semester. We found that the VW design studio is an engaging and constructive experience for students: In the VW environment, students and tutors held many online meetings, and students constructed several models about their design project, developed a digital prototype and conducted a remote usability evaluation. In addition, the persistence of the environment and the developed VW tools helped students and tutors to achieve careful feedback and reflection during the design project lifetime. Nevertheless, a number of challenges remain for wider implementation: the refinement of the instructional design approach, the usability of VW tools, further integration of VWs to professional design tools and the conduction of other full-scale VW design studio courses.
01 Mar 2013
TL;DR: Hensel et al. as discussed by the authors discuss the challenges of facilitating transdisciplinarity in design education, research, and practice in Architectural and Urban Design, and present a framework for architecture practice and performance-oriented design.
Abstract: Introduction to Design Innovation for the Built Environment: Research by Design and the Renovation of Practice Michael U. Hensel 1. The Project of Design Research David Leatherbarrow 2. One Step towards an Ecology of Design: Fields of Relations and Bodies of Knowledge Christopher Hight 3. On the Emergence of Research by Design and Practice-Based Research Approaches in Architectural and Urban Design Halina Dunin-Woyseth and Fredrik Nilsson 4. Towards meeting the Challenges of facilitating Transdisciplinarity in Design Education, Research and Practice Mark Burry 5. Beyond Kenkyushitsu and Atelier - Towards a new Professional Education and Practice Hidetoshi Ohno and Bruno Peeters 6. Reality Studio - A Search for Design Tools to Meet Complexity Inger-Lise Syversen 7. Research by Design in the Context of the OCEAN Design Research Association Michael Hensel, Defne Sunguroglu Hensel and Jeffrey Turko 8. Systems-Oriented Design for the Built Environment Birger Sevaldson 9. Performance-Oriented Design as a Framework for Renovating Architectural Practice and Innovating Research by Design Michael U. Hensel 10. The Research Centre for Architecture and Tectonics - Implementing Research Towards Performance-Oriented Architecture Michael U. Hensel 11. How Can Biology Inform Architects? Julian Vincent 12. Relational Practice Siv Stangeland and Richard Kropf 13. Studio Integrate - Interview with a young Practice focusing on Research by Design Studio Integrate - Mehran Gharleghi and Amin Sadeghi 14. Multiplying the Ground Eva Castro and Alfredo Ramirez 15. Building Communication by Design: Mobile Fiction and the City Andrew Morisson and Henry Mainsah 16. Making Material of the Networked City Einar Sneve Martinussen
TL;DR: This paper analyses architectural studios in order to find the weak and strength points and also to identify procedures and tools that can be used to support the studio based pedagogy in architecture.
TL;DR: In this article, the authors explore ways in which informal settlement formation can be taught in design studio through the use of games that simulate incremental practices of room-by-room accretion and prospects for transformation.
Abstract: Informal settlements have become dominant forms and processes of urban development in many cities, yet the task of helping students engage with design issues in such contexts is fraught with difficulties of access, safety, and complexity Drawing on detailed fieldwork, this article explores ways in which informal settlement formation can be taught in design studio through the use of games that simulate incremental practices of room-by-room accretion and prospects for transformation The pedagogical goals are to effect a blurring of authorship and authority, to undermine top-down thinking, and to nourish forms of design imagination that unite process and form
TL;DR: An overview of the VDS design and method of software implementation, including system composition, architecture, graphical user interface (GUI), and simulation solver integration is presented.
Abstract: The “Virtual Design Studio (VDS)” is a software platform for integrated, coordinated and optimized design of building energy and environmental systems. It is intended to assist management, architectural and systems design teams throughout the early to detailed building design stages as analyzed in Part 1 (DOI: 10.1007/s12273-013-0110-2). This paper presents an overview of the VDS design and method of software implementation, including system composition, architecture, graphical user interface (GUI), and simulation solver integration. A VDS user workflow is also illustrated with a simplified design example.
01 Jan 2013
TL;DR: In this article, the authors present a Table of Table of contents of the paper "Acknowledgements and acknowledgements of the authors" and Table of Contents of the work..
Abstract: ............................................................................................................... i Acknowledgements .................................................................................................. iii Table of
Journal Article•
TL;DR: The Synthesis and Design Studio (SDS) as discussed by the authors is an integrative learning component that exposes Environmental Engineering students to open-ended projects with the intent that students will develop an integrated understanding of their courses, lives, and professional futures.
Abstract: Traditional curricular approaches within engineering education tend to be fragmented, with opportunities for content- and meta-level synthesis being mostly limited to freshman and senior year design courses. In this paper, we are proposing a curricular model, the Synthesis and Design Studio, to combat the tendency towards fragmented curricula. The approach proposed here attempts to negotiate the realities of fragmented curricula by providing an integrative learning component that exposes Environmental Engineering students to open-ended projects with the intent that students will develop an integrated understanding of their courses, lives, and professional futures. The pedagogical features and theoretical design of the Studios will be described. Project-led research was conducted, and results from this interpretive analysis of reflections and focus group transcripts are described to explore students’ accounts of both content- and meta-level integration as they participated in a Studio.
31 Oct 2013
TL;DR: A group of five high school students is studied as they engage in a learning by design task to design an educational resource about a local waterway, using an iPad projected onto a whiteboard wall.
Abstract: The complex interaction of tool use (both physical and digital) in face-to-face collaborative learning situations, and the role that these tools play in facilitating group work is increasingly important as tools for learning become more sophisticated and specialized. In this paper, a group of five high school students is studied as they engage in a learning by design task to design an educational resource about a local waterway. They carried out this design work in The Design Studio at the University of Sydney, using an iPad projected onto a whiteboard wall. Multiple streams of data were collected, visualized and analyzed, which allowed the overall patterns of tool use for all members of the group to be identified in relation to the development of their design. Two patterns of tool use are identified and analyzed according to the practice of sketching identified in other fields of design.
TL;DR: In this paper, an action observation and analysis of the student 2nd year Architecture Design Studio Universiti Kebangsaan Malaysia (UKM) on their learning and assessment process in design studio is presented.
Book•
22 May 2013
TL;DR: Designing Together as discussed by the authors is a book for cultivating collaborative behaviors and dealing with the inevitable difficult conversations among designers, which includes 28 collaboration techniques, 46 conflict management techniques, 31 difficult situation diagnoses, and 17 designer personality traits.
Abstract: WHAT IS THE ONE THING not taught in design school, but is an essential survival skill for practicing designers? Working with other people. And yet, in every project, collaboration with other people is often the most difficult part. The increasing complexity of design projects, the greater reliance on remote team members, and the evolution of design techniques demands professionals who can cooperate effectively. Designing Together is a book for cultivating collaborative behaviors and dealing with the inevitable difficult conversations. Designing Together features: *28 collaboration techniques*46 conflict management techniques*31 difficult situation diagnoses*17 designer personality traits This book is for designers: * On teams large or small* Co-located, remote, or both* Working in multidisciplinary groups* Within an organization or consulting from outside You'll also find sidebar contributions from David Belman (Threespot), Mandy Brown (Editorially, A Book Apart), Erika Hall (Mule Design Studio), Denise Jacobs (author), Jonathan Knoll (InfinityPlusOne), Marc Rettig (Fit Associates), and Jeanine Turner (Georgetown University).
TL;DR: In this article, a model for integrating sustainability in interior design studio is proposed, which defines relationship between sustainability and interior architecture and determines sustainable interior design principles, and an interior design model is proposed and principles determined in the first part are used in this model as a design check list.
TL;DR: In this article, a case study presented qualitative evaluation from the 15-week “IAED 342 Sustainable Design for Interiors” course with a sample of 98 third-year interior architecture students at Bilkent University, Turkey.
Abstract: Purpose – The purpose of this study was to introduce a sustainability course to interior design students and explore how working with industry could address challenges with integrating sustainability education into and ensuring student motivation in non-studio courses. Design/methodology/approach – This is a case study presenting qualitative evaluation from the 15-week “IAED 342 Sustainable Design for Interiors” course with a sample of 98 third-year interior architecture students at Bilkent University, Turkey. Findings – The findings were analyzed from the perspectives of two processes learning and working with industry. The results revealed that an active learning environment and industry collaboration positively influenced students' awareness of sustainable design, increased their ability to integrate sustainability knowledge to design studio projects and improved academic outcomes. Originality/value – This study is a unique effort by the Department of Interior Architecture and Environmental Design at B...
31 Dec 2013
TL;DR: In this paper, a group of 50 design students had to move to another building due to a lack of space, and they found that having a dedicated space in an historical building turned the initial setback into an opportunity.
Abstract: a problem due to a lack of space, a group of 50 design students had to move to another building. Having a dedicated space in an historical building turned the initial setback into an opportunity. Design students usually do not have the luxury of having their own design studio. By observing and interviewing the students over a period of 5 months, it was found that students transformed their space into a place in order to enhance their sensemaking process. A three-stage model referring to ‘make space, make place, and make sense’ is motivated and elaborated upon. It can be concluded that a space, or better to say a place, is an invaluable tool in facilitating meaningful design education. The physical environment seems to affect students’ development as well. At the final presentations teams not only surpassed expectations of their clients and tutors, but also their own expectations. They clearly act more confident in their interaction with the external world (clients, users, participants) as a designer
01 Jan 2013
TL;DR: In this article, the transferability of a mobile social media implementation framework developed from over 40 projects is explored, which is used to augment a traditional physical design studio education context as well as bridging situated student learning experiences beyond the confines of the design studio.
Abstract: The paper explores the transferability of a mobile social media implementation framework developed from over 40 projects. We examine how the mobile social media framework is being utilised to augment a traditional physical design studio education context as well as bridging situated student learning experiences beyond the confines of the design studio. Critical to the framework is the creation and nurturing of a lecturer community of practice. The project builds upon the researcher’s experience of implementing mobile social media in a similar higher education context at a different higher education institution, and is part of ongoing action research focusing upon transforming pedagogy via mobile social media.
01 Jan 2013
TL;DR: In architecture education, the design studio has long been regarded as the centre of teaching and learning as mentioned in this paper, where students undergo a transformation that influences the way they relate to the built environment, to their peers and to their tutors.
Abstract: In architecture education, the design studio has long been regarded as the centre of teaching and learning. As a learning environment, the studio is the physical site for learning and teaching, where active interaction between students as well as with faculty takes place. The studio is where the enculturation of students into the profession occurs, and where students undergo a transformation that influences the way they relate to the built environment, to their peers, and to their tutors.
Dissertation•
01 Jul 2013
TL;DR: In this paper, the authors examined the architectural design studio in some selected schools of architecture in Nigeria in order to describe its characteristics in relation to pedagogy, culture and environment.
Abstract: The concerns for sustainability in architectural education have become the subjects of global discussion which has prompted the stakeholders into researches, debates, negotiations, declarations and policy formulation in Nigeria and other parts of the world. The curriculum of architectural design studio has been based on design studio model which focuses on “learning by doing”. In the course of advancement for the best practices, some revolutionary practices evolved over time as a reaction to the criticism against traditional practices in architectural design studio pedagogy, culture and environment. Although, several revolutionary practices may have been developed and employed by different design studio teachers across the schools, but little or no empirical documentation was made in the time past. This study, therefore, critically examined the architectural design studio in some selected schools of architecture in Nigeria in order to describe its characteristics in relation to pedagogy, culture and environment. The research methodology employed a survey research design strategy; the primary data were sourced by the use of questionnaires, observations, focus group, and oral interviews. The secondary data was sourced from the literature, archives, government reports and records. Also, the sampling frame consisted of the design studios, students and teachers in the selected design studios; the unit of analysis was obtained for the teachers and students, design studios of year three (3), four (4) and masters classes (300,400 or 500 and M.Sc. Classes). A multi-stage stratified purposive sampling technique was adopted. Questionnaire responses were analysed using SPSS while content analysis was used for the interviews and observations. Some findings among many others, showed that, for teachers, the sex distribution was 69.4% male, 30.6% female; with highest proportion of female teachers in CU (38.9%). And for students across the selected schools, the percentages of sex distribution were 69.1% male and 30.9% female. However, in the revolutionary pedagogic models, generally across the four schools, the dominant pedagogic practice was found in participatory model as O.A.U was found with most dominant characteristics than the three other schools. Both the CU teachers and students had dominant characteristics in Analogical model, and LAUTECH with least characteristics of these models. Most of these investigated schools have some inadequacies; ranging from deficiencies in privacy and security, protection of workspace and equipment to studio building services. Also, majority of the respondents felt inadequate with design studio culture life in the selected studios. The study found significant differences in socio-economic characteristics of students and teachers, personality characteristics of students and teachers in the different dimensions of orientation and perception to design studios. The different levels of significant indices were found for pedagogic practices, culture and environment across the four schools. The findings also show the most significant predictors of pedagogy in three hierarchical orders: the first order contained (i) the Demystification of studio culture (ii) Motivational Factors and (iii) studio Culture ethics and Code of conduct. The second order was the mean adequacies for lighting (Beta Value=.217, F-Value=53, 434, df=2 and significant Value= .000), auxiliary facilities (Beta Value=-.130, F-Value=29.227, df=2and significant value= .000), studio building services (Beta Value=-.113, F-Value=17.000,df=5,and significant Value=.000) and the third order was REGR factor score 6 for analysis 1(Beta Value=.101, F-Value=26.334, df=2, and significant value=.000), REGR factor score 7 for analysis 1(Beta Value=.091, F-Value=18.275, df=2 and significant Value=.000) and REGR factor score 5 for analysis 1(Beta Value=.077, F-Value=13.625,df=1 and significant value=.000). This study revealed that the different design studio practices employed in the four selected schools had performed differently in terms of teachers and students’ personality characteristics, pedagogic practices, culture, and environments. The parametric measures evolved in these findings can be used as a valid fundamental basis in the empirical analysis of inquiries perquisites to the architectural epistemology. vii