scholarly journals Developing Autonomous and Responsible Learners

2020 ◽  
pp. 294-311
Author(s):  
Dua Al Maani
Keyword(s):  
Design Process ◽  
Learning Experience ◽  
Architectural Education ◽  
Design Studio ◽  
First Year ◽  
Learner Identity ◽  
The Core ◽  
New Learning ◽  
Reflective Practitioners ◽  
Emic Perspective

The purpose of the design studio, which is the core of architectural education, is to educate the students to understand the nature of design, to think independently, to act in “designerly ways”, and to become “reflective practitioners”. The student must take on a new mode of learning, in which the main way to learn is by doing, and in which there is no one correct way to approach the design problem. The previous aspects associated with the studio — together with the open-ended, exploratory, and iterative nature of the design process — place the student at the center of the learning experience. Tutors in this context are facilitators of learning, rather than knowledge experts, and are expected to pay attention to the challenges that face students in adapting to this new learning environment and in assuming a new learner identity. Hence, this study employs longitudinal mixed approaches to uncover an emic perspective of the ways architecture students conceptualize learning in their first year and what distinguishes them from students in other disciplines.

scholarly journals Need for Assessment of MDS Paper I Examination at the End of the First Year of MDS: A Survey

2021 ◽  
pp. 030157422097623
Author(s):  
Shweta A. Kolhe ◽  
Shivani S. Khandelwal ◽  
Amol A. Verulkar ◽  
Twinkle D. Bajaj ◽  
Niyati Bhupesh Potode
Keyword(s):  
Positive Attitude ◽  
Learning Experience ◽  
First Year ◽  
Dental Surgery ◽  
Postgraduate Students ◽  
New Learning ◽  
Patient Work ◽  
Clear Information ◽  
Gain Access ◽  
New Framework

Introduction: Pursuant to the notification published by Dental Council of India, dated May 17, 2018, no. DE-14-MDS-2018/2131, the committee amended the regulation on postgraduate (PG) Masters of Dental Surgery (MDS) students and made provision of giving MDS paper I at the end of the first year. Assessment of this survey will provide clear information between the responses of PG students and teachers. The focus of this article is to report and discuss the characteristics of new learning process. Material Method: A total of 150 sample sizes and 50 PG teachers were included. Questions were generated using Google Form to gain access and establish rapport with participants and to obtain open, honest understanding of the participants’ “learning experience.” The link was sent to the participants, using emails or WhatsApp number. Result: The analysis of survey data was carried out using Likert scale. The comparison of mean scores was carried out using unpaired t-test. Figures 1 to 10 provide responses of participants. Conclusion: Postgraduate students and PG guides are neutral toward the initial protocol of examination. The participants have a positive attitude toward new framework. But curriculum activities such as library dissertation (LD), dissertation selection, and patient work get disturbed somewhere. It might take time for both students and guides to get familiar with the new framework.

scholarly journals Examining an Engineer's Design Studio

2011 ◽  
Author(s):  
Marci Uihlein ◽  
Keyword(s):  
Construction Industry ◽  
Design Process ◽  
Digital Technology ◽  
Digital Age ◽  
Building Design ◽  
Architectural Education ◽  
Design Studio ◽  
Architectural Practice ◽  
The Difference ◽  
Specialist Groups

To begin this investigation, one asks, ‘What is an Engineer’s Design Studio?’ This paper examines the work and statements of three groups in an attempt to answer this question and define their significance. It must be acknowledged that the term ‘Design Studio’ is not a label chosen by all of these firms, but one suggested here to encapsulate their work. An Engineer’s Design Studio is a group of engineers engaging in building design. In fact, they are small specialist groups that seek to contribute to the design by challenging the existing assumptions in the design process. By asking bigger questions about a project than their discipline normally allows, a differing viewpoint emerges. These groups use engineering to articulate architectural visions. Again, not necessarily visions of the architect, for which they consult, but visions for the project that they are supporting. The difference is that engineering can be used in the creation of the ideas behind a project and not just in the articulation of the project. Additionally, the groups seek innovation through the use and growth of digital technology. Design studios within engineering firms in the construction industry are not common. Their existence has much to do with the changes occurring in this digital age. Digital technology not only influences architectural practice, it also reaches into the pedagogy of architectural education. By using the Engineer’s Design Studio as an example, one can see how the engineer’s aims can be applied to the benefit of current architectural education practices.

scholarly journals RECONCEPTUALIZING THE DESIGN STUDIO IN ARCHITECTURAL EDUCATION: DISTANCE LEARNING AND BLENDED LEARNING AS TRANSFORMATION FACTORS

2017 ◽  
Vol 11 (2) ◽  
pp. 6 ◽  
Author(s):  
Marta Masdéu ◽  
Josep Fuses
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Professional Practice ◽  
Teaching Methods ◽  
Architectural Education ◽  
Design Studio ◽  
Learning Space ◽  
Educational Models ◽  
The Core ◽  
Pedagogical Approaches

Nowadays, the professional practice is undergoing changes that are affecting the work of architects. Architectural studios and engineering consultancies are reinventing themselves to adapt to social, technological and productive needs. However, despite the professional changes, the training of architects in schools continues to focus on educational models that have grown more and more distant from the professional demands. In view of this, schools of architecture have been forced to revise their programmes to develop teaching methods that enable them to adapt to the current situation. Thus, the Design Studio -considered as the core of education in architecture- needs a reconceptualization in order to change the way architects should learn. Pedagogical approaches such as distance learning and blended learning can help update the concept of the Design Studio and transform it into a new participatory and delocalized learning space.

Informal Networked Learning as Teamwork in Design Studio CmyView

2017 ◽  
pp. 188-208 ◽  
Author(s):  
Cristina Garduño Freeman
Keyword(s):  
Pilot Study ◽  
Built Environment ◽  
Digital Technologies ◽  
Architectural Education ◽  
Mobile Technologies ◽  
Design Studio ◽  
Networked Learning ◽  
Valuable Contribution ◽  
The Core ◽  
Everyday Practices

CmyView is a research project that investigates how mobile technologies have the potential to facilitate new ways to share, experience and understand the connections that people have with places. The aim of the project is to theorise and develop a tool and a methodology that addresses the reception of architecture and the built environment using mobile digital technologies that harness ubiquitous everyday practices, such as photography and walking. While CmyView is primarily focused on evidencing the reception of places, this chapter argues that these activities can also make a contribution to the core pedagogy of architectural education, the design studio. This chapter presents findings of an initial pilot study with four students at an Australian university that demonstrates how CmyView offers a valuable contribution to the educational experience in the design studio.

scholarly journals Online Foundation Course Program for First Year Medical Undergraduates Amidst the COVID-19 Pandemic – A New Learning Experience

2021 ◽  
Vol Volume 12 ◽  
pp. 739-744
Author(s):  
Gitanjali Khorwal ◽  
Gita Negi ◽  
Ashish Bhute ◽  
Harish Chandra ◽  
Priyavadhana Balasubramanian ◽  
...  
Keyword(s):  
Learning Experience ◽  
First Year ◽  
New Learning ◽  
Medical Undergraduates

scholarly journals INNOVATIONS FOR STRUCTURAL SYSTEM EDUCATION IN ARCHITECTURE

2015 ◽  
Vol 3 ◽  
pp. 263-270
Author(s):  
Saniye Karaman Öztaş ◽  
Cahide Aydin İpekçi
Keyword(s):  
Design Process ◽  
Architectural Design ◽  
Teaching Method ◽  
System Modeling ◽  
Architectural Education ◽  
Design Stage ◽  
Design Studio ◽  
Structural System ◽  
Function Form ◽  
Spring Semester

Structural systems, which play an important role in today’s architectural education, have become an issue that is analyzed by mega structures using different disciplines in the process from the design stage to the construction stage. While design and structural system studies are performed together in practice, architecture students usually have difficulty in reflecting their learning from the structural system course into their design studio in architectural education. In this study, information about education method for "Structural System and Technologies I" course, carried out in the fourth semester (second class) in Department of Architecture in Gebze Technical University, was primarily given. Unlike previous teaching methods in this course scope, a structural system modeling to solve the given design problem was requested from the students during spring semester 2015. It was aimed to provide the students with an understanding of general design principles involving structural elements and learning about the necessity in which the structural system should be considered in conjunction with the architectural design, concluding with a two-week assignment. A survey was conducted among 55 architecture students in order to evaluate the outcomes of the assignment. According to the survey results, 61% of the students stated that function, form, and structural system affect on another. 20% of them stated that function, form, and structural system, respectively, have an order of importance in the design process. 9% of them stated that structural system determine form and function. 6 % of them stated that form, function, and structural system, respectively, have an order of importance in the design process. Finally, 4 % of them stated that their relations change depending on the condition. Innovative teaching method in this study is found to be successful because the students have experienced the importance of materials in structural system and learned how to integrate structural system course to architectural design studio. It is intended that this study will benefit architecture students and educators.

Selective Jamming: Digital Architectural Design in Foundation Courses

2011 ◽  
Vol 9 (4) ◽  
pp. 437-461 ◽  
Author(s):  
Stanislav Roudavski
Keyword(s):  
Critical Thinking ◽  
Virtual Environments ◽  
Architectural Design ◽  
Architectural Education ◽  
First Year ◽  
First Year Students ◽  
Educational Aims ◽  
The Core ◽  
Design Representation ◽  
The University

This article considers how the concepts and practice of digital architectural design can influence early architectural education. The article approaches this topic through one example, the Virtual Environments course – a constituent of the Bachelor of Environments program at the University of Melbourne. The institutional remit of this course is to introduce first-year students to the roles of design representation. However, recently, the course developed to encompass these pragmatic educational aims and began to question canonical attitudes towards architectural education and practice. At the core of this course are the notions, methods and skills of digital architectural design, understood not as a stylistic option or as a novel paradigm, but as a catalyst for creativity, experimentation, critical thinking and the sustained growth of creative communities.

The Postulate of Enaction in the Design Studio: Toward a New Learning Experience

2018 ◽  
Vol 13 (1) ◽  
pp. 11-19
Author(s):  
Virginie Tessier ◽  
Mithra Zahedi ◽  
Francisco A. Loiola
Keyword(s):  
Learning Experience ◽  
Design Studio ◽  
New Learning

Teaching as Inquiry: Engaging Preservice Teachers with Research

2002 ◽  
Vol 27 (2) ◽  
pp. 21-25 ◽  
Author(s):  
Catherine Patterson ◽  
Jennifer Sumsion ◽  
Toni Cross ◽  
Margaret McNaught ◽  
Alma Fleet ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Community Of Inquiry ◽  
Learning Experience ◽  
First Year ◽  
Technology Skills ◽  
First Year Students ◽  
Ict Skills ◽  
The Core ◽  
Powerful Learning ◽  
Hands On

This paper describes an initiative aimed at fostering inquiry-oriented learning through the introduction of the core unit Teachers as Researchers into the first year of the undergraduate program at the Institute of Early Childhood, Macquarie University. The unit contained three components: 1) introductory research skills for first-year students; 2) training for information technology skills; and 3) a hands-on approach where staff were engaged in research about the students’ learning. These aspects of the Teachers as Researchers unit combined to make it a powerful learning experience for students and staff alike. Several outcomes are evident in the early data analysis. First, students gained confidence in their developing ICT skills, and second, the unit has made a notable contribution to encouraging a ‘community of inquiry amongst pre-service teachers.

scholarly journals On Being a First-Year Student

2019 ◽  
pp. 14-17
Author(s):  
Duaa Al Maani
Keyword(s):  
Learning Environment ◽  
Design Studio ◽  
First Year ◽  
First Year Students ◽  
New Learning ◽  
First Year Student

This research provides an important opportunity to advance our understanding of the evolving conception of learning in the design studio and specifically how first year students at architecture schools adapt to their new learning environment.

Sign in / Sign up

Export Citation Format

Share Document