| 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 |
| doi |
https://doi.org/10.52842/conf.caadria.2016.819
|
| 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 |
| email |
|
| full text |
 file.pdf (179,008 bytes) |
| references |
Content-type: text/plain
|
Boulton-Lewis, G., Pillay, H., and Wilss, L. (2006)
 Changing workplace environments, conceptions and patterns of learning: Implications for university teaching
, Higher education and working life. Elsevier, Amsterdam. 145–161
|
|
|
|
|
Brill, J. M. and Park, Y. (2008)
Facilitating Engaged Learning in the Interaction Age Taking a Pedagogically Disciplined Approach to Innovation with Emergent Technologies
, International Journal of Teaching and Learning in Higher Education, 20(1), 70–78
|
|
|
|
|
Burry, M. (2005)
What can the Architect Antoni Gaudí audí udí dí -who died in 1926- Tell us about the World of DigitDesiiVoyatzaki (ed)
, History and Truth, 276–283
|
|
|
|
|
Denzer, A., and Hedges, K. (2008)
From CAD to BIM: Educational Strategies for the Coming Paradigm Shift
, AEI. 1–11
|
|
|
|
|
Frampton, K. (1983)
Prospects for a critical regionalism
, Perspecta: The Yale Architectural Journal, 20. 147–162
|
|
|
|
|
Frampton, K. (1992)
Modern Architecture – a critical history
, London: Thames & Hudson
|
|
|
|
|
Milne, A. J. (2007)
Entering the interaction age: Implementing a future vision for campus learning spaces…today
, EDUCAUSE Review, 42(1), 12–31
|
|
|
|
|
Negroponte, N. (1998)
Beyond Digital
, Wired, 6.
|
|
|
|
|
Oxman, R. (1999)
Educating the designerly thinker
, Design Studies, 20(2), 105–122
|
|
|
|
|
Oxman, R. (2006)
Digital Design a Special Issue
, Design Studies, 27(3)
|
|
|
|
|
Oxman, R. (2006)
Theory and design in the first digital age
, Design Studies, 27(3), 229–265
|
|
|
|
|
Oxman, R. (2006)
Digital design thinking: ‘Is the new design is the new pedagogy’
, CAADRIA, Proceedings of the 11th International Conference on Computer Aided Design Research in Asia, Kumamoto, Japan
|
|
|
|
|
Pepperell, R. and Punt, M. (2015)
Postdigital Membrane
, Bristol, GBR. 2
|
|
|
|
|
Ricoeur, P. (1961)
Universalization and National Culture
, History and Truth, 276–283
|
|
|
|
|
Savage, S. (2005)
Urban design education: Learning for life in practice
, Urban Design International, 10(1), 3–10
|
|
|
|
|
Tzonis, A. and Lefaivre L. (1981)
The Grid and the Pathway. An introduction to the work of Dimitris and Susana Antonakakis
, Architecture in Greece, 164–178
|
|
|
|
|
Yanik, J. V. and Hewett, B. L. (2000)
An argument for argument in architectural education
, Journal of Architectural Education, 60–63
|
|
|
|
| last changed |
2022/06/07 07:51 |
|
