Rotational critique system as a method of culture change in an architecture design studio: urban design studio as case study

Fasli, Mukaddes; Hassanpour, Badiossadat

doi:10.1080/14703297.2016.1174142

Cited by 8 publications

(6 citation statements)

References 2 publications

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“…Therefore, through gained experience, institutions were more able to resolve some problems and teachers came to use the maximum potential of online platforms and digital technologies to ensure the expected teaching quality. However, the learning quality (reflective learning) derived from being journeymen of a community of practice, participants in co-creation of studio culture, and participants in reflective dialogue (students and teachers)-which have been discussed by many scholars as pivotal expectations of architectural education (Fasli and Hassanpour, 2017)-could not be achieved by the replacement and/or amplification of the role of technology. The full potential of technology in two modes (replacement and amplification) was already associated with routine critiques in on-site design studios.…”

Section: Introductionmentioning

confidence: 99%

Transformational contribution of technology to studio culture: experience of an online first-year architecture design studio during the COVID-19 pandemic

Hassanpour

2022

ARCH

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PurposeDesign studios experienced an unprecedented contribution of technology when it came to organizing studios online, as imposed by COVID-19, which requires exploration of its impacts on the main metaphors of education, learning dimensions, and undoubtedly studio culture.Design/methodology/approachIn order to explore the impacts on the key dimensions of learning, a careful investigation was carried out from organizational, instructional, and learner points of view. The investigation utilized thematic analysis of records of pedagogical actions, as well as online communications, performance, and questionnaire responses of students to infer the conclusions. The freshmen architecture students were found to be an important group for study since they had no previous experiences in on-site design studios and will continue their education based on their first-year experiences.FindingsExploration of indicators—including reflective dialogue, retention, transfer of learned information to decisions, processing feedback as an investment in future performance, and self-regulation—as major contributors to design learning revealed that first-year students exhibited strong presence and interaction during online studio, and students' individuality influenced the teaching environment in terms of content and process. Hence, sense of belonging, which is a revamped feature of authentic context and studio culture, expands toward fortification of bottom-up educational frontiers.Originality/valueDeveloping pedagogies with no concern for the unprecedented impacts of the transformative role of technology on fundamental layers of design education will adversely influence students' chances of personal and professional success. The findings in this paper, regarding the transformational impacts of technology on design studio culture, follow investigation of the direction it has led current and can lead future design education. The study provides unique support for crystalizing new teaching and learning opportunities and pedagogical developments.

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Section: Introductionmentioning

confidence: 99%

Transformational contribution of technology to studio culture: experience of an online first-year architecture design studio during the COVID-19 pandemic

Hassanpour

2022

ARCH

Self Cite

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“…The purpose of creating different and original products and trying for a better one results in constant novelty-seeking in architectural education. An analysis of the recent systems of architectural education shows the emergence of alternative approaches to expression and presentation (Anthony, 2002;Fasli & Hassanpour, 2016;Rodríguez Bernal, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Creative Drama Teaching Methods on Academic Success in Architectural Education

Kılıçaslan

Vural

2018

EURASIA J MATH SCI T

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This study aims to determine the effects of creative drama as a teaching method on undergraduates' academic achievement and on the permanence of knowledge acquired in both theoretical and applied courses in architectural education. The study, which employed a pre-test/post-test control group design, was conducted as part of the bachelor's degree courses Environmental Behavioral Knowledge and Basic Design in the architecture department of Karadeniz Technical University. The study involved 26 undergraduates in the Environmental Behavioral Knowledge course and 48 in Basic Design. From the results of this study, we concluded that undergraduates in the experimental group instructed using the creative drama method showed higher levels of achievement than those in the control group instructed using conventional teaching methods. These results suggest that the creative drama method should be used in architectural education and that further study is needed in this area.

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“…The engineering education is changing towards educating critical thinkers who are equipped with risktaking abilities (Fasli and Hassanpour, 2017;Lin et al, 2017;Hsiao, 2017). The ability of feasibility study is an important skill to be mastered for engineering undergraduates.…”

Section: Introductionmentioning

confidence: 99%

Ability Training in Educational Model of Feasibility Study Studio

Hongxiong

Pan

Hao

2017

EURASIA J MATH SCI T

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This paper proposed a training system in the educational model of feasibility study studio considering feedback mechanism based on the learning process and knowledge bank. System dynamic theory was used to analyze information feedback between undergraduates and teachers as well as among undergraduates. Positive feedback stimulates and negative feedback inhibits practical ability improvement in the studio educational model. An initial function with dynamic features was established according to the feedback mechanism, the function's differential equation was solved to get the general solution. An "S" curve demonstrates the trend of practical ability training performance in educational model of feasibility study studio. The formation process of the "S" curve was explained. At last, some methods running the studio were proposed to elongate positive feedback and improve practical ability training performance in the educational model. This paper established the ability training pattern educational model of feasibility study studio and realized the integration of modules and platforms with theoretical knowledge as the inputs and practical abilities as the outputs.

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Rotational critique system as a method of culture change in an architecture design studio: urban design studio as case study

Cited by 8 publications

References 2 publications

Transformational contribution of technology to studio culture: experience of an online first-year architecture design studio during the COVID-19 pandemic

Transformational contribution of technology to studio culture: experience of an online first-year architecture design studio during the COVID-19 pandemic

The Effects of Creative Drama Teaching Methods on Academic Success in Architectural Education

Ability Training in Educational Model of Feasibility Study Studio

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