Showing papers on "Design studio published in 2021"
Book•
04 Mar 2021TL;DR: In this article, a new theory for Transformative Pedagogy in Architecture and Urbanism is presented, along with a wide range of innovative and practical methodologies for teaching architectural and urban design.
Abstract: As a new round of pedagogical dialogue on architecture and urbanism it resets the stage for debating future visions of transformative pedagogy and its impact on design education. This is a forward looking effort that comes to amalgamate concerns, concepts, and practices that Ashraf M. Salama has explored and introduced over a period of two decades. It is about balancing the creative act required for creating responsive environments and the social and environmental responsibilities that should be embedded in this act. It is also about understanding how knowledge is produced, what the components of such knowledge are, and what are the learning processes and social practices that can be used to transmit it. Structured in five chapters the book presents a wide range of innovative and practical methodologies for teaching architectural and urban design. It traces the roots of architectural education and offers several contrasting ideas and strategies of design teaching practices. The book includes five chapters: 1) A New Theory for Transformative Pedagogy in Architecture and Urbanism 2) The Architect, the Profession, and Society 3) The Conventional Approach to Studio Teaching Practice 4) Against the Conventional Studio Pedagogy 5) Empowering Transformative Pedagogy.
38 citations
TL;DR: The heart of design studio teaching is traditionally linked to one-on-one teaching activities and to the exchange of feedback prompting many design educators to think it does not lend itself to onl...
Abstract: The heart of design studio teaching is traditionally linked to one-on-one teaching activities and to the exchange of feedback prompting many design educators to think it does not lend itself to onl...
33 citations
TL;DR: In this article, the authors explore the potential advantages and shortcomings of virtual design studio (VDS) during the COVID-19 quarantine from the perspective of students in a department of architecture.
Abstract: Virtual design studio (VDS) has been a part of the discourse of architectural pedagogy for the past two decades VDS has been showcased as a potential educational tool in schools of architecture often in controlled, pre-designed experiments However, the global COVID-19 pandemic has forced most schools to move their design studios into virtual space This article aims to explore the potential advantages and shortcomings of VDS during the COVID-19 quarantine from the perspective of students in a department of architecture The study investigates three aspects of VDS namely, participating students’ evaluation of the virtual studio experience, the effectiveness of VDS in achieving the studio’s expected learning outcomes and the evaluation process for final design projects Some 360 students from eight consecutive design studios participated in the study The results indicate improvement in students’ ability to conduct independent research and in learning new computer-aided design (CAD) software Furthermore, the study finds VDS to be much more applicable for third- and fourth-year students The results also show a significant decline in background informal peer learning among students Further studies are needed to address the implementation of a more immersive social experience in VDS © 2021 NSEAD and John Wiley & Sons Ltd
32 citations
TL;DR: In this article, the authors present a longitudinal, large-scale study of student behaviour in an online design studio used as part of a distance learning Design and Innovation qualification, within the School of Engineering and Innovation at The Open University (UK).
Abstract: The use of virtual design studios (VDS) in practice-based STEM education is increasing but requires further research to inform understanding of student learning and success. This paper presents a longitudinal, large-scale study (3 years, 3000 students) of student behaviour in an online design studio used as part of a distance learning Design and Innovation qualification, within the School of Engineering and Innovation at The Open University (UK). The sample size and time period of the study is unprecedented and provides unique insights into student behaviours. Moderate correlations between overall VDS use and student success were identified in early stages of study but were weaker in later stages. Detailed results identify specific behaviour correlations, such as ‘listening-in’ (viewing other students’ work) and student success, as well as behaviour shifts from ‘passive’ to ‘active’ engagement. Strong intrinsic motivations for engagement were observed throughout and selected social learning mechanisms are presented to explain the empirical results, specifically: social comparison, presence, and communities of practice. The contribution of this paper is the framing of these mechanisms as steps in the longitudinal development of design students in a distance setting, providing an informed basis for the understanding, design, and application of virtual design studios.
29 citations
23 Jun 2021
TL;DR: In this article, the authors explore strategies which link knowledge acquisition and knowledge application in design studio teaching and learning and show that these strategies are not limited to the design studio, with more than half of them (eight out of fourteen) also applicable in theoretical subjects.
Abstract: PurposeIn the context of architecture education, design studio projects usually start with “research” on the design theme and the context, but often there is no strong link between this research and its application in the project and the resultant design product. This paper explores strategies which link knowledge acquisition and knowledge application in design studio teaching and learning.Design/methodology/approachThese strategies have been applied in several design studios and master’s theses and involve sixteen years of research by the author through observation, surveys and analysis of student work.FindingsThe results show that these strategies are not limited to the design studio, with more than half of them (eight out of fourteen) also applicable in theoretical subjects that sit outside the design studio unit and generate knowledge of relevance to studio projects. As such, the paper advocates for a multi-level approach involving the following: course design and curriculum development, teaching and learning pedagogies and organizational decisions regarding the deployment of staff as for collaborative team-based teaching.Research limitations/implicationsThe results also recognize the relevance of problem-based and project-based learning to the broader higher education context and its dependence on a collaborative approach.Originality/valueThis paper which synthesizes this work contributes to the literature on architecture pedagogy, specifically that related to the integration of theoretical and practical subjects.
17 citations
TL;DR: A model of a hyper-flexible design studio in which students can have a direct contact with their instructor when needed – in addition to online activities, reviews and written feedback – is highly recommended for the beginner years.
Abstract: Purpose: This study explored the virtual design studio as a transformative learning model for the disaster and resilience context, including the factors that affect students' perceptions and experiences of the quality of this adaptation. Design/methodology/approach: Data obtained from 248 students who took online design studios during the lockdown in 15 universities in Jordan highlight many factors that make the experience of the online design studio more challenging. Despite these challenges, strongly positive aspects of the online studio were evident and widely discussed. Findings: A model of a hyper-flexible design studio in which students can have a direct contact with their instructor when needed – in addition to online activities, reviews and written feedback – is highly recommended for the beginner years. This HyFlex model will enrich students' learning and understanding of the fundamentals of design and ensure that technology solutions deliver significant and sustainable benefits. Originality/value: For students, studying architecture necessitates a fundamental shift in the learning mode and attitude in the transition from school. Beginner students are often surprised by the new mode of learning-by-doing and the new learner identity that they must adopt and adapt to in the design studio. Moreover, due to the coronavirus disease 2019 (COVID-19) pandemic, architecture teaching has moved online. Both instructors and students are experiencing dramatic changes in their modes of teaching and learning due to the sudden move from on-campus design studios to a virtual alternative, with only the bare minimum of resources and relevant experience. © 2021, Emerald Publishing Limited.
16 citations
TL;DR: The systematic process of translating Physical Design Studio into emergency Virtual Design Studio is described and how it has been perceived by students enrolled in the investigated courses is described to add to creating design guidelines for setting up blended architecture education post-COVID-19.
Abstract: At the core of architecture education are the design studio classes, where students test ideas, build physical models, and propose design projects in a shared creative environment. The COVID-19 pandemic in 2020 created a large disruption of this status quo and required a major shift in the whole experience of teaching and learning at design studios. Using a case study approach, the present paper describes the systematic process of translating Physical Design Studio into emergency Virtual Design Studio and how it has been perceived by students enrolled in the investigated courses. The focus was primarily on those tools and methods that were intended to compensate for traditional workshop methods (for example the tactile exercise of physical model making and pin-up board presentations). To meet this objective, available tools for performing Virtual Design Studio were assessed using experiences of Design Studio instructors on the one hand and students’ surveys on the other hand. The study’s results can be used as recommendations on how to optimally implement a transition from a Physical Design Studio environment to teaching a digital remote design studio. Furthermore, the results also add to creating design guidelines for setting up blended architecture education post-COVID-19.
15 citations
TL;DR: In this paper, a case study investigates a novel adaptation of the virtual studio pedagogy, where students are located in authentic professional practice settings, while tutors remain on campus, and verbalisations of tutors' and students' discussions in 13 weekly sessions were characterized and measured using topic modelling and FBS analysis.
15 citations
TL;DR: The results suggest that a rule-based design approach requires management of both rationale and intuition; and, those students who are better in charge of managing their rationale and intuitions tend to receive higher grades.
Abstract: Among many perspectives in discussions of design, this study re-asserts the relation between intuition and reasoning. The aim is to comprehend the role of intuition and reasoning in the design process. In order to do this, retrospective self-reports of the first year, rule-based architectural design studio students were utilized. Based on these reports, students’ design activities were analyzed both quantitatively and qualitatively. A mapping technique provided by Graph Commons, for data visualization, was further used. The results suggest that a rule-based design approach requires management of both rationale and intuition; and, those students who are better in charge of managing their rationale and intuition tend to receive higher grades.
13 citations
TL;DR: In this article, the authors use anatomy education as proxy to reflect on and remap the past, present, and future of medical education in the face of these disruptions, and argue replacing the current anatomy dissection laboratory (Anatomy 2.0) with a prototype anatomy studio (anatomy 3.0), anatomists are web-performers who not only collaborate with other foundational science educators to devise meaningful and interactive content but also partner with actors, directors, web-designers, computer engineers, information technologists, and visual artists to master online interactions and
Abstract: The Covid-19 pandemic has challenged medical educators internationally to confront the challenges of adapting their present educational activities to a rapidly evolving digital world. In this article, the authors use anatomy education as proxy to reflect on and remap the past, present, and future of medical education in the face of these disruptions. Inspired by the historical Theatrum Anatomicum (Anatomy 1.0), the authors argue replacing current anatomy dissection laboratory (Anatomy 2.0) with a prototype anatomy studio (Anatomy 3.0). In this studio, anatomists are web-performers who not only collaborate with other foundational science educators to devise meaningful and interactive content but who also partner with actors, directors, web-designers, computer engineers, information technologists, and visual artists to master online interactions and processes in order to optimize students' engagement and learning. This anatomy studio also offers students opportunities to create their own online content and thus reposition themselves digitally, a step into developing a new competency of stage presence within medical education. So restructured, Anatomy 3.0 will prepare students with the skills to navigate an emergent era of tele and digital medicine as well as help to foreshadow forthcoming changes in medical education.
11 citations
TL;DR: In this paper, the authors explored how creativity can be supported throughout an architectural design studio with a conceptual tool that translates filmic spaces into spatial design, and found that the design education method that used the filmic space as a stimulating tool for creative thinking could enhance students' creative thinking.
Abstract: 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.
02 Jan 2021
TL;DR: A semantic analysis approach was employed to explore the semantic content of communication and information exchange between students and instructors, and Semantic Similarity and Information Content were the most prolific measures, and therefore could be considered for promoting creativity in the design studio.
Abstract: The analysis of conversations during design activity can facilitate deeper insights into design thinking and its relation to creativity. A semantic analysis approach was employed to explore the sem...
28 Oct 2021
TL;DR: In this article, a case study of architecture education in two very different contexts: case studies at the Queensland University of Technology (QUT) and the University of Tehran (UT) in Iran.
Abstract: Purpose: Design studio and technology subjects are two dominant parts of the architecture curriculum. How to integrate these different parts of the curriculum is one of the important challenges in architecture education around the world. With increasing internationalisation of both the profession and higher education, an understanding of similarities and differences across the globe is important. This paper illustrates two different approaches to such integration in two very different contexts: case studies at the Queensland University of Technology (QUT) in Australia and the University of Tehran (UT) in Iran. Design/methodology/approach: The study implemented a case study approach based on document analysis methods. This paper explores the integrated role of technology subjects in architecture education, followed by a critique of the teaching of technology within the design studio. The analysis is conducted across four significant features of the curriculum. Findings: Overall, in both programmes, the aim is for students to develop architectural knowledge and skills; although the Iranian programme has a stronger focus on knowledge, the Australian programme has a stronger focus on the application of knowledge and skills, particularly within the design studio projects. Originality/value: The comparative analysis of architectural education in these two different contexts offers an insight into alternative approaches to teaching technology. Such an insight may offer guidance in curriculum development to support the exploration of new hybrid approaches as well as supporting international student mobility.
TL;DR: This article explored ways to construct design briefs to identify which formats best foster creativity among undergraduates in their projects and found that briefs with specific numerical requirements helped students score well in appropriateness, while those including physical stimuli led to higher usability but lower Novelty scores.
TL;DR: In this paper, the authors synthesize the current knowledge on the conventional design studio context, design studio practices that take place within design studios and use of digital tools, and identify the potential research possibilities of context generated design studios to engage in design studies.
Abstract: This review aims to synthesize the current knowledge on the conventional design studio context. This is a narrative literature review based on articles published within the last ten years, while 60 articles were selected for the literature review following a rigorous filtration process. The final articles were selected by applying inclusion and exclusion criteria to the initially selected articles. This review has synthesized the current knowledge on design studio contexts and will review the conventional design studio context, design studio practices that take place within design studios and use of digital tools. The main aim of this study is to broaden the understanding of design studio contexts and to comprehend the types of design studio contexts available in architectural studies. Furthermore, it discusses the digital tools used in design studio practices in the last 10 years. A thematic analysis was conducted in reviewing the articles. It is to be noted that no research has been carried out except one on generating design studio context outside the conventional design studio set-up. This study aims to identify the potential research possibilities of context generated design studios to engage in design studies.
TL;DR: In this article, the authors address the issue of collaboration dynamics in design by examining, in a longitudinal setting, how quality of collaboration and design co-evolve during a real design studio.
Abstract: This paper addresses the issue of collaboration dynamics in design by examining, in a longitudinal setting, how quality of collaboration and design co-evolve during a real design studio in ...
24 Mar 2021
TL;DR: In this article, the authors explored the virtual design studio VDS and blended design studio outcomes on education in terms of benefits, disadvantages, and constrains to come out with lessons to be a key-stone in developing the learning process.
Abstract: E-learning in our countries faces many challenges and constrains that may prevent it from reaching its goals. This study aims to explore the virtual design studio VDS and blended design studio outcomes on education in terms of benefits, disadvantages, and constrains to come out with lessons to be a key-stone in developing the learning process. This research presents the results of a study that lasted for two consecutive semesters, in which the teaching of architectural design studio moved from traditional methods to virtual then to the blended system at Nahda University in Beni Suef related to the current situation necessitates in the universities to use technological applications as an alternative to the conventional learning system (face to face) due to the spread of the Coronavirus (covid-19). The descriptive and analytical approaches were used through literature review, participant observations, interviews, and questionnaires. The findings from this study motivate adjustments to existing curricula that can provide new visions into traditional pedagogical models related to design studio. Results show that the blended system helped to solve many problems and reduces the constrains of the virtual design studio and keep the benefits of the conventional learning system.
24 Mar 2021
TL;DR: In this article, the presence of other bodies in 1st year design studios and ARB criteria has been investigated, and a pedagogical experiment called SKIN has been presented to open a debate on the troublesome knowledges that the threshold concept of otherness holds for architectural education.
Abstract: In the context of UK-architectural education, unstable, diverse and ephemeral bodies are usually absent from 1st-year design studios, or find ‘thin’ passages to their briefs through the ARB (GC5-GC6) criteria. In their common manifestations, these bodies become a learning vehicle for introducing basic architectural tools and qualities (scale, orientation, views, materiality). However, during these initiations to embodied thinking, discussions on complexity, diversity and instability are often limited to sensory explorations of architecture or to debates on ergonomic design. These same qualities are then rarely addressed in 3rd and 4th-year studios, where students usually work on large-scale public programs, and manage the needs of ‘average’ users and diverse social groups. As a result, complexity, diversity and instability are then predominantly explored discursively in history and theory modules, keeping safe distance from the design studio. In Feb 2016, 3 female design tutors designed a pedagogical experiment that aimed at re-introducing bodies of alterity in 1st year’s studios, and at exploring ways that they can inspire bodily mindful, socially inclusive and ethically weighted design strategies. SKIN was developed and tested in the frame of the Innovative Learning Week, a festival of innovative learning practices hosted and funded by the University of Edinburgh. SKIN invited students to build a theoretical, practical and embodied understanding of otherness by exploring how the latter is culturally, socially and spatially constructed. The paper interrogates the presence of ‘other’ bodies in 1st year design studios and ARB criteria and presents a twice-awarded pedagogical experiment to open a debate on the troublesome knowledges that the threshold concept of otherness holds for architectural education. It ultimately argues that ‘other’ bodies can help us explore aesthetical/technological aspects of design, promote synergies with other disciplinary-areas, raise awareness on unstable bodies and contexts, positively infiltrate 1st-year architectural education (GC1-2-3-5-6).
TL;DR: In this article, a study aimed to identify students' practical experiences in fully online interior design studios and determine whether these experiences differ according to students' educational levels to help improve and ensure the quality of online design education.
Abstract: The COVID‐19 pandemic has led most countries to adopt precautionary isolation measures to prevent the spread of the virus. In this context, teaching through online studios has become a necessity. This study aimed to identify students’ practical experiences in fully online interior design studios and determine whether these experiences differ according to students’ educational levels to help improve and ensure the quality of online design education. The participants were 69 female interior design students. A questionnaire was applied using five axes, namely virtual learning environment, curriculum and illustration tools, students’ experiences, interaction with the teacher, and overall satisfaction and hopes. The results showed that the newer students had a positive experience with the online design studio, while there were statistically significant differences between the answers of students at different levels. It was noticeable that the students’ experience on all axes was different, and the level of satisfaction among the new students in Studio 2 was higher than among the students nearing graduation in Studio 6. The findings of this study will benefit the academic programme and technology developers in creating a suitable online learning environment for each profession. [ABSTRACT FROM AUTHOR] Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
TL;DR: The Design ManifesT.O.2020 project as mentioned in this paper investigates how communities are still being left out of decision-making processes that directly affect their collective values and living conditions and expose very large gaps in the education of designers in terms of values-based learning, design ethics and informed methods for working with communities.
Abstract: Design ManifesT.O. 2020 is a Participatory Action Research project currently underway in Toronto, Canada and is working with communities to uncover stories of grassroots placemaking and community building done through creative practice. An unexpected discovery during data collection highlighted how communities are still being left out of decision-making processes that directly affect their collective values and living conditions and are being disrespected by designers and researchers — exposing very large gaps in the education of designers in terms of values-based learning, design ethics, and informed methods for working with communities. This paper interrogates design pedagogy and practice in order to stimulate further discourse and investigation into how to successfully integrate ethical and responsible protocols into design curriculum to support co-design practices where social justice and equity becomes normalized in practice. In other words: giving students the tools to ―work with, not for‖ communities. Demonstrating social conscience is ethically desirable in design education but if students are not given the tools required to work with communities through respectful and collaborative processes then we are training the next generation of designers to continue a form of hegemony in design practice that is undesirable.
TL;DR: In this paper, an exploratory and descriptive research, analyzing the literature on the topic of WSD in architectural education and documenting a graduate-level architectural design studio that proposes the development of water-oriented masterplan, is presented.
Abstract: Urban areas around the world are increasingly facing environmental challenges such as water scarcity, water pollution, and water-related disasters, which demands sustainable design solutions for cities. Efforts to introduce sustainable methods in architectural education are noteworthy since the early 1990s. However, Water Sensitive Design (WSD) has not been fully integrated to architectural education. WSD is an interdisciplinary approach that considers the water cycle as the primary element of design strategies, integrating the site’s ecological and social aspects to structure water management. The main objective of this study is to identify cases introducing WSD in an architecture design studio revealing its pedagogical approaches, comparing and discussing with a WSD-focused design studio. This study adapts on an exploratory and descriptive research, analyzing the literature on the topic of WSD in architectural education and documenting a graduate-level architectural design studio that proposes the development of water-oriented masterplan. The results suggest that WSD, as interdisciplinary method, can be incorporated into the design studio as the topic due to its tangible tools and strategies towards water. It also fits the proposal of a design studio to integrate knowledge from diverse disciplines. This unique study presents a comprehensive WSD introduction in an architectural design case and indicative pedagogical methods, contributing to the development of an approach for future related works.
TL;DR: In this article, the sociomateriality of collective creation in the context of a design studio project is investigated by adopting a relational approach operationalized through qualitative network analysis to identify the moments in which various actors were entangled, and the resulting network visualizes these moments and assists in explaining how they enabled the instantiation of intersubjective design ideas.
Abstract: This paper investigates the sociomateriality of collective creation in the context of a design studio project. Grounded in a relational approach that has influenced a multitude of studies in various fields, the notion of sociomateriality accounts for the constitutive entanglement of the social and the material in practice. How this entanglement occurs or what exactly is subjected to it, however, remains largely unarticulated, especially in studies where the handling of materials lies at the heart of the research process. By adopting a relational approach operationalized through qualitative network analysis, we traced the sociomaterial trajectories of a studio project to identify the moments in which various actors were entangled. The resulting network visualizes these moments and assists in explicating how they enabled the instantiation of intersubjective design ideas.
TL;DR: In this article, the authors used a linear pretest-posttest experimental approach to understand whether two codesigned interventions; a trash and recycling bin system, and a Materials Exchange program, could improve sustainability literacy and material conservation behaviors across the School of Design.
Abstract: Recent reports, initiatives, and activities around higher education institutions revealed the relevance and value of sustainability education through both formal curriculum and informal curriculum activities. While the significance of sustainability education has continuously improved by raising awareness among new generations of students, it has not adequately promoted pro-environmental behaviors or attitude changes. This research study used a linear pretest–posttest experimental approach to understand whether two codesigned interventions; a trash and recycling bin system, and a Materials Exchange program, could improve sustainability literacy and material conservation behaviors across the School of Design. Additionally, a mid-experiment focus group study was conducted to provide text-rich data for analysis of 3R behaviors. Analysis of the data collected revealed that these interventions were reasonably successful in improving responsible material management. To have a greater impact on sustainable behavior, it is suggested that a formal educational experience should supplement the informal interventions described in this paper to onboard students as they enter the design studio culture. Additionally, the expansion of the trash and recycling bin station system into the university dormitories is discussed. This work has successfully catalyzed a collaboration between all School of Design stakeholders to address studio waste in a tangible way.
01 Aug 2021
TL;DR: In this article, the authors explored the influence of design briefs characterized by abstract representations and/or instructions to frame design problems on the creativity of concept sketches produced by novice and advanced students.
Abstract: This study centers on using different types of brief information to support creative outcomes in architectural and engineering design and its relation to design expertise. We explore the influence of design briefs characterized by abstract representations and/or instructions to frame design problems on the creativity of concept sketches produced by novice and advanced students. Abstract representations of problem requirements served as stimuli to encourage associative thinking and knowledge transfer. The Ishikawa/Fishbone Diagram was used to foster design restructuring and to modify viewpoints about the main design drives and goals. The design outcomes generated by novice and advanced engineering/architecture students were assessed for their creativity using a pairwise experimental design. Results indicated that advanced students generated more novel design solutions while also contributing the most useful solutions overall. Implications for creativity in design education and professional practice are presented. Educational programs aimed at promoting creativity in the design studio may find it helpful to consider that the way design briefs are constructed can either promote or inhibit different aspects of design creativity.
TL;DR: In this paper, an instrumental case study of a practical course in assistive technologies in cooperation between Norway and Brazil shows how patients, design students, and therapists participate in designing and learning.
Abstract: In this article, an instrumental case study of a practical course in assistive technologies in cooperation between Norway and Brazil shows how patients, design students, and therapists participate in designing and learning. The study reveals how conception and reception of design play out through mediation processes between stakeholders and artifacts. The study was framed in light of Alain Findeli’s writings to challenge and inform current developments in design studio educational practices. To explain the solving of complex, ill-structured problems through design, Findeli proposed systems theory as a holistic philosophical perspective of the design process and design education. By asking what design is and how to teach it, I reiterate Findeli’s ideas on design and design education. This article emphasizes the ubiquitous effects of technology through relationalist ontology and postphenomenological perspectives.
TL;DR: The confluence approach – a theoretical proposition for effective structuring of architecture studio pedagogy has evolved as part of the research, and the proposed virtual learning pyramid enlightens on the drive to continue on with augmentation of students existing creative acumen.
Abstract: Purpose: The Covid-19 crisis has inflicted a disruptive impact on the conventional institutional format of architecture studio pedagogy. As a result, there is a critical suddenness for an alternative approach to ensure continuity. The research pursues is to pursue a multidisciplinary study with a focus on the following domains: architecture, the science of learning and e-learning architecture. Inference from the study would become the basis for a theoretical proposition for improvement of the existing pedagogical framework. Moreover, the literature would add valuable insights to the knowledge base. Design/methodology/approach: An exploratory research approach is used for this study. The inquiry-based approach enlightens on the role of the architect in society. Also, the nature of architectural design education that existed prior to the Covid-19 outbreak is examined. Further, the paper explores the impact of the paradigm shift from institutional mode to e-learning mode overnight. Purposefully multi-disciplinary studies are pursued to develop a broad understanding of the associated domains. This could effectively contribute to developing an effective pedagogical framework. This would facilitate the conduct of architecture studio discourse in a structured manner during the current scenario. Findings: The confluence approach – a theoretical proposition for effective structuring of architecture studio pedagogy has evolved as part of the research. Further, the proposed virtual learning pyramid enlightens on the drive to continue on with augmentation of students existing creative acumen. Which is one of the universally sought-after goals of studio pedagogy even during times of uncertainties. Research limitations/implications: Pedagogues would find the study very meaningful for the conduct of architecture design studio in e-learning mode. They would also acquire a broad understanding of factors to be considered. The research would pave way for future studies in this area from a multi-disciplinary perspective. Social implications: The current Covid-19 crisis deters architecture studio discourse from being conducted in an accustomed institutional format. Therefore, it becomes important for institutions to ensure continuity of architectural education with the help of new measures. In concurrence, the research envisions an alternative approach: virtual design studio using e-learning mode. This would ensure continuity of architectural education even when the instructor and students are separated in either time or place. Originality/value: The study presents a unique contribution to the limited literature available on architecture studio pedagogy during the e-learning scenario. © 2021, Emerald Publishing Limited.
01 Jul 2021
TL;DR: In this article, the authors used the descriptive and analytical approach in research implementation to determine the student's satisfaction degree about the architecture studio design in the department of architecture in NUB and the main variables affect the quality of the internal environment of design.
Abstract: Architectural education revolves around a fundamental axis, which is the architecture design studio. The learning environment in general affects student’s creativity. Few studies dealt with the most crucial space in architecture design course, which is the architecture design studio classroom. The application of this research is to determine the student’s satisfaction degree about the architecture studio design in the department of architecture in NUB and the main variables affect the quality of the internal environment of design. The researchers used the descriptive and analytical approach in research implementation. Research results are associated with the Architectural Design Studio only. The research community consisted of )42( students who study the Architectural Design course in Nahda University. The analysis result showed the effect of the design studio's design on the students' psyche and their level of performance. Through the study the necessity of focusing on the distribution of internal furniture in the design studio and taking into account technological developments in the work by not relying only on drawing tables, but taking into account the provision of a special zone for using the computer as it became a basic tool in the architectural design process.
DOI•
01 Jul 2021
TL;DR: In this paper, a quantitative study was conducted on 96 students of the architecture program in Canadian-international-collage (CIC), Egypt, the study hypotheses consisted of 28 hypotheses.
Abstract: The interest in architectural design education is the haven for the development of the profession of the architect; the architectural-design-studio is the key-stone in architectural education, the design process in the labor market or in the design studio is an intertwined process. Thus, the design studio needs more quantitative studies that study the performance of architecture students, in addition to the problem of the emergence of the COVID 19 epidemic requires contemporary studies to determine its impact on the architectural design studio. The study key objective is to investigate the association between sophomore-level students' scores (SLOS)/Design studio 2 (DS.2)/Design studio 3 (DS.3) and graduation-project overall-scores (GPOS), furthermore, the study aims to examine the relationship between the overall scores of the graduation project students during and before COVID-19, to test the gender differences in the graduation project one of the key objectives of this study, the current study is a quantitative study conducted on 96 students of the architecture program in Canadian-international-collage (CIC), Egypt. The students’ scores were tracked from Fall-2013 to Spring-2020, the study hypotheses consisted of 28 hypotheses. The study adopted a methodology consisting of three stages: 1. Dataset Processing, 2. Dataset Mining, 3. Data Analysis. SPSS v.20 utilized in the previous stages. Statistical tests related to quantitative data were used to examine the results (ANOVA, T-test, Pearson, and Spearman).The required assumptions for the aforementioned test inspected. The results showed a direct proportion between SLOS and GPOS, and there were statistically significant differences between overall scores during COVID-19 (C19GPOS) and before COVID-19 (NC19GPOS). The results of the statistical tests revealed the progress of COVID-19 students in scores compared to the rest of the students who studied in the conventional design studio, obviously, no significant differences between gender and the graduation project scores noticed. The results showed that students with good grades and pass grades in the sophomore-design-studio their grades in the graduation project rise to very good, while the grades of very good students remain the same, students of excellent grade, their grades remain the same value with a clear decrease.
TL;DR: In this paper, the role of the design studio in the Dutch practice is discussed, and the extent to which it helps in identifying the integrated outcomes desired is explored to what extent.
Abstract: The Netherlands has a strong design tradition in planning for the built environment. After a period of neglect, attention for the role of design studios has resurged, particularly for addressing complex spatial projects. These area-based projects have impacts that cut across local to regional scales, so setting up a design process that addresses these scales and engages a wide range of relevant parties proves helpful for formulating design briefs and identifying potential spatial outcomes. This paper discusses the role of the design studio in the Dutch practice, exploring to what extent it helps in identifying the integrated outcomes desired.