Learning by Doing in the Age of Design Computation

Özkar, Mine

doi:10.1007/978-1-4020-6528-6_8

Cited by 17 publications

(14 citation statements)

References 6 publications

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“…Given the prevalence of digital fabrication technology in the design discipline, Özkar suggested that the means for teaching design should be altered in parallel to the tools [22]. This demands a different approach to teaching which integrates design thinking with techniques of digital fabrication technology [23].…”

Section: Discussionmentioning

confidence: 99%

Making as Pedagogy: Engaging Technology in Design Teaching

Loh¹

2018

Advanced Learning and Teaching Environments - Innovation, Contents and Methods

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With the wide spread adaptation of digital technology in the design discipline, there is a need to understand the role of technology in design teaching. In this chapter, we will examine the role of technology as probes, prototype, and toolkits and ask how this facilitates a more holistic learning process. "Design problem" is by its nature multi-facetted and open ended. The difficulty faced by most educators in the design discipline is that of encouraging students to develop critical thinking and approach the open-ended nature of their subject. We will explore making as a critical investigation of the design problem with two projects taught in an architectural design studio environment, at both undergraduate and graduate levels as case studies. By reviewing experiential learning through making, we can develop a more integrated means of teaching technology within a broader trans-disciplinary design context.

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Section: Discussionmentioning

confidence: 99%

Making as Pedagogy: Engaging Technology in Design Teaching

Loh¹

2018

Advanced Learning and Teaching Environments - Innovation, Contents and Methods

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“…On one end of the spectrum, there are those exploring the incorporation of information technologies, computer based training (CBT) and virtual learning environments (VLE) into the design studio in various degrees (Mark et al 2001(Mark et al , 2003, and others concentrating on the direct appropriation of 2D and 3D CAD technologies in basic design courses (Unver 2006). At the other pole, especially predominant in architectural circles, is an inclination towards combining the rather more analogous tools and concepts of basic design and design thinking with their digital complements in design computation ( € Ozkar 2005( € Ozkar , 2007( € Ozkar , 2011)a path much closer to the one we have followed throughout. In terms of scale, the first pole is marked by an effort to contain an entire undergraduate curriculum while the other revolves around specific problems and concepts in design reasoning.…”

Section: Discussionmentioning

confidence: 99%

“…An important part of the challenge towards this aim is the integration of existing studio‐based model of design education, which is rooted in the tradition of ‘learning by doing’ through hands‐on experimentation and production using traditional tools and materials, with the logic and notions of contemporary tools and technologies on the side of design computing and inquiry (Özkar , ). Typically, in design curricula, the development of these competencies is initiated and carried out separately in different semesters of the programme.…”

Section: Introductionmentioning

confidence: 99%

“…Another important drawback is that it is sometimes difficult for students to fully carry forward the inescapably abstract basis of the foundation course into the rather more concrete and discipline‐specific problems with which they are faced from their second year on (Özkar ). As a result, students find it hard to establish the connection between the sensitivities they develop throughout basic design projects carried out in traditional media and the competencies they acquire through their engagement with CAD.…”

Section: Introductionmentioning

confidence: 99%

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Bridging the Gap: A Manual Primer into Design Computing in the Context of Basic Design Education

Uysal¹,

Topaloğlu²

2016

Int J Art Design Ed

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Design education is in need of a wider restructuring to accommodate new developments and paradigmatic shifts brought forth by the information age, all of which capitalise a move towards complexity theory, systems science and digital technologies. The intention of this article is to approach one particular aspect of this need: that is, how basic design education can be reconsidered to establish the arguably broken link between the ‘learning by doing’ tradition of a Bauhaus‐oriented basic design education with the computational and parametric logic necessitated by contemporary design technologies. The authors present the overall outlines of a basic design course as offered in Beykent University Department of Industrial Design in Istanbul, Turkey. The programme consists of a series of exercises grouped in five modules and two ‘binders’ that are structured to link the fundamental notions and operations of design thinking covered in basic design courses of the first year with the analytical and computational‐reasoning competencies that are developed mostly in the later years of design education.

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“…Kvan et al [59] thought that students should know how to use software tools and have some knowledge of programming and mathematics to be able to control CNC processes and create controls appropriate to the material being machined. Özkar [62] observed that computerized tools and computational thinking could be introduced into architectural design education at a fundamental level in the first undergraduate year, for example, by initially teaching elementary design skills to first-year architecture students and then basic notions of computation. Woodbury [63] argued that designers needed to extend their knowledge in order to understand the diversity and structure of the mathematical toolbox in a parametric design environment.…”

Section: Colormentioning

confidence: 99%

A Comprehensive Model of Teaching Digital Design in Architecture that Incorporates Sustainability

et al. 2020

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Digital technology and its use in architecture support the construction industry in transitioning to more sustainable building development. Digital technology is widely taught in architecture programs in China, but there are few consistent strategies for combining digital architectural design with traditional architectural design in architectural education. Consequently, sustainable design concepts are not included in digital architectural design courses, and thus architectural education is not concerned with sustainable development. In this paper, we focus on the teaching of digital design in architecture and investigate how digital architectural design teaching can incorporate sustainability. Data from 15 universities were qualitatively analyzed, leading to the development of four models of teaching digital architectural design. Development of the models revealed that there are three increasing levels in digital architectural design teaching and that there is a close relationship between the teaching level and the transfer of architectural knowledge. This recognition led to the development of a single comprehensive model of digital architectural design teaching that is universally applicable. This research increases our understanding of digital architectural design teaching in architecture programs and strengthens the multi-level connections between digital architectural design teaching and designing and constructing sustainable built objects.

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Learning by Doing in the Age of Design Computation

Cited by 17 publications

References 6 publications

Making as Pedagogy: Engaging Technology in Design Teaching

Making as Pedagogy: Engaging Technology in Design Teaching

Bridging the Gap: A Manual Primer into Design Computing in the Context of Basic Design Education

A Comprehensive Model of Teaching Digital Design in Architecture that Incorporates Sustainability

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