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_id caadria2016_819
id caadria2016_819
authors Foulcher, Nicholas C.; Hedda H. Askland and Ning Gu
year 2016
title Disruptions: Impact of Digital Design Technologies on Continuity in Established Design Process Paradigms
source Living Systems and Micro-Utopias: Towards Continuous Designing, Proceedings of the 21st International Conference on Computer-Aided Architectural Design Research in Asia (CAADRIA 2016) / Melbourne 30 March–2 April 2016, pp. 819-828
summary This paper aims to provide a critical understanding of the discipline of architectural education, exploring how digital technology forms part of two Australian architecture schools. Generally accepted as the unbroken and consistent existence or operation of something over a period of time, continuity represents stability without interrup- tion. In the context of architectural design education, continuity aligns almost symbiotically with the design process; a system that facilitates a continuous loop of input, output and feedback for the designer— from defining the brief, collecting information, synthesising and pre- senting a design proposal. Preliminary findings of a larger research study that investigates the role of technology in architecture educa- tion, suggest that cultural patterns of technology adoption and valua- tion exist, valorising particular tools and establishing a framework for design teaching and practice that might disrupt the continuity of stu- dents’ design process. Moreover, the study shows evidence of a dis- ruption of continuity in design school narratives, emphasising the need to rethink design pedagogy and the place of technology herein. Reflecting on these observations, this paper explores the question: when the tools of digital technology challenge the established design process paradigm of an architectural school, how do educators re- spond to such a disruption in continuity?
keywords Digital design technology: student learning; course delivery; perception; phenomenology
series CAADRIA
last changed 2016/03/11 09:21

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