Informing multimedia: a sensitive interface to data for construction design professionals

Powell, James A.; Newland, Paul

doi:10.1016/0142-694x(94)90015-9

Cited by 5 publications

(4 citation statements)

References 7 publications

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“…Also, they explained their strategy as being self-informing one that inhibits the final decisions which are necessary in design practice. The learning style difference between Powell and Newland's (1994) study and this one can be explained in terms of cultural differences or a change in learning styles as a result of time where there is more than a decade between the two studies. Kolb and Kolb (2005a) classified the architects as assimilating learners in their study and located them at the 'reflective observation' end of the AEeRO axis on the Learning Style Type Grid.…”

Section: On the Distribution Of Learning Stylesmentioning

confidence: 89%

“…Newland et al (1987) called them 'dynamic learners' and explained their tendency as the desire to transform their experience into understanding through external representations as sketches and final drawings. These learners have a preference for both controlling action and sensing needs (Powell and Newland, 1994). The 'dynamic learners' 'can only cope with information in short bursts and therefore enjoy fast-acting learning process like brainstorming' (Newland et al, 1987, p. 11).…”

Section: On the Distribution Of Learning Stylesmentioning

confidence: 99%

“…Newland et al (1987) called these type of learners as 'contemplative learners' who have preference for abstracting patterns and being patient. 'Contemplative learners' exhibit an information need that is pattern seeking and can enable a thorough understanding of their environment (Powell and Newland, 1994). Also, they explained their strategy as being self-informing one that inhibits the final decisions which are necessary in design practice.…”

Section: On the Distribution Of Learning Stylesmentioning

confidence: 99%

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Focus on the learning styles of freshman design students

Demirkan

Demirbaş

2008

Design Studies

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Using Kolb's Experiential Learning Model, this study explores learning styles of freshman design students in three consecutive academic years. Principal Component Analysis method is used to reduce the number of variables and classify them according to the priorities assigned to learning process by the design students. Findings showed that the distribution of design students through learning style preference was concentrated in assimilating group with coordinates close to the intersection of the axes of the Learning Style Type Grid. The bipolar perceive dimension indicated that the freshman design students are more related to the analytical skills of theory building, quantitative analysis and technology. Also, the bipolar process dimension showed that they have better behavioural skills compared to perceptual learning skills.

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Section: On the Distribution Of Learning Stylesmentioning

confidence: 89%

Section: On the Distribution Of Learning Stylesmentioning

confidence: 99%

Section: On the Distribution Of Learning Stylesmentioning

confidence: 99%

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Focus on the learning styles of freshman design students

Demirkan

Demirbaş

2008

Design Studies

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“…Newland et al (1987) called these type of learners as 'contemplative learners' who have preference for abstracting patterns and being patient. 'Contemplative learners' exhibit an information need that is pattern seeking and can enable a thorough understanding of their environment (Powell and Newland, 1994). Also, they do not rely on their feelings during the design process and learn best by external representations.…”

Section: Learning Stylesmentioning

confidence: 99%

Architectural Pedagogy Within the Design Studio: A Trench Between Learning and Teaching

Pirdavari¹,

Ribeiro²

2022

Proceedings of DARCH 2022 November - 3rd International Conference on Architecture &Amp; Design

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There is a structural conflict between the processes of what is being taught to students in architecture major at university, and what they really need to be taught. This might be due to the fact that in many countries, students enter the architecture field with a secondary school logical learning method. Most of the students graduate from fields such as Mathematics, which nurture different parts of the brain and create a pattern for solving problems that are completely different from what they need in the architectural design studio. The educational system is basically devised on training learners with an art-based background. Nevertheless, these art-based students also face difficulties and great challenges in comprehending their design course practices within an architecture school standard.The design problem is a multidimensional question that is entangled with various types of factors. The human mind has different layers of patterns for thinking and learning. The learning process categorizes people according to Kolb`s theory into four followings: diverging, assimilating, converging, and accommodating. The different thinking styles, learning styles, and problem-solving strategies divided students into two different types of categories. It seems that the educational system doesn't have a holistic strategy for its teaching method to benefit all the categories. This paper examines the flaws in the curriculum of architectural education, which is sometimes the cause for a lack of high performance in the educational system from different perspectives. For this aim to be reached, the research examines the real abilities and disabilities of the students and the education system´s response. This survey has been conducted to understand the ways in which the learners perceive the courses and their performance in the academia and in their future professional practice. The outcome of this research prepares a basis for changes in the curriculum and the teaching system. This paper contributes to the architectural academic system, decision-makers, and all the academic members in architecture.

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