| authors |
Hoffer, Erin Rae |
| year |
1992 |
| title |
Creating the Electronic Design Studio: Development of a Heterogeneous Networked Environment at Harvard's Graduate School of Design |
| source |
CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 225-240 |
| doi |
https://doi.org/10.52842/conf.ecaade.1992.225
|
| summary |
The migration of design education to reliance on computer-based techniques requires new ways of thinking about environments which can effectively support a diverse set of activities. Both from a spatial standpoint and a computing resource standpoint, design studios must be inevitably reconfigured to support new tools and reflect new ways of communicating. At Harvard's GSD, a commitment to incorporating computer literacy as a fundamental component of design education enables us to confront these issues through the implementation of a heterogeneous network imbedded in an electronic design environment. This evolving prototype of a new design studio, its development and its potential, will be the subject of this paper. A new style design environment is built upon an understanding of traditional techniques, and layered with an awareness of new tools and methods. Initially we borrow from existing metaphors which govern our interpretation of the way designers work. Next we seek to extend our thinking to include allied or related metaphors such as the library metaphor which informs collections of software and data, or the laboratory metaphor which informs workspace groupings, or the transportation metaphor which informs computer-based communications such as electronic mail or bulletin boards, or the utility services metaphor which informs the provision of network services and equipment. Our evaluation of this environment is based on direct feedback from its users, both faculty and students, and on subjective observation of the qualitative changes in communication which occur between and among these groups and individuals. Ultimately, the network must be judged as a framework for learning and evaluation, and its success depends both on its ability to absorb our existing metaphors for the process of design, and to prefigure the emerging metaphors to be envisioned in the future.
|
| series |
eCAADe |
| full text |
 file.pdf (380,144 bytes) |
| references |
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