This research study posits that an altered educational approach to design studio can produce future professionals who apply Building Information Modeling (BIM) in the context of Integrated Project Delivery (IPD) to execute designs faster and produce designs that have demonstrably higher performance. The combination of new technologies and social/contractual constructs represents an alternative to the established order for how to design and how to teach designers. BIM emerges as the key technology for facilitating IPD by providing consistent, computable and interoperable information essential to all AEC teams. The increasing trend of BIM adoption is an opportunity for the profession to dramatically change its processes and may potentially impact patterns of responsibility and the paradigms of design. This study showcases a repeatable framework and a theoretical model for the integrated studio using BIM and provides answers to the pedagogical questions raised by BIM, integration, and performance-based design. Using a formative and exploratory action research design, the study proposes a comprehensive pedagogical framework using the established theories of design studio education, building integration, and BIM. The framework was refined and triangulated in a set of focus group studies that include academics, design firms and AEC industry representatives, as well as students. Instrumental case studies implementing the pedagogical framework were conducted as courses in a graduate architecture program. Students' design processes and collaboration schemes were observed using systematic methods that included a broad range of data in conformance with a multi-method research approach. Content analysis of the data provides qualitative evidence for the effectiveness and encountered challenges of BIM methods that is related to proposed studio framework. These findings are corroborated by descriptive statistics and numerical data from the surveys, simulations, reports, and BIM models. Findings of the study illustrate that a carefully designed set of course exercises that incorporate BIM can enhance design processes, increase the depth and the number of alternatives studied, catalyze an interoperable and integrated educational environment, and expand the scope of design learning. Case studies presented here suggest common patterns of collaboration between designers and consultants during the integrated design process using shared BIM models. The findings from the study are synthesized in two theoretical models for the BIM enabled integrated studio and collaborative processes.

Information technology offers many tools for promoting collaboration and communication in architectural design. A growing number of companies and individuals are adopting computer-based techniques to facilitate remote collaboration between geographically distributed teams. Thus, it is important to investigate the use of technology in developing collaborative tools for architects, especially as required training in architectural education. This research explores the feasibility of augmenting communication in the design studio using a web-based collaboration tool. A prototype was developed for an integrated system that allows for streaming media, real-time collaboration, and multi-way video, audio and text messaging, tailored specifically to the needs of a distributed architectural design studio. The Collaborative Online Architectural Design Studio (COADS) is based on a three-tier client-server structure consisting of an interface tier, an application-logic tier and a data tier. COADS allows role-based participation for students and teachers, facilitating collaboration over design sketches and presentations using personal computers equipped with a microphone and a web-cam. The system was developed and subjected to usability testing in a design studio consisting of graduate-level students of architecture. The participants were required to use COADS for conducting peer evaluations of designs for their class project and subsequently, to answer a questionnaire assessing the usability of the system. The analysis showed that COADS has definite advantages as a tool to augment communication in the design studio. The biggest advantage was that participants could get immediate feedback about their designs from their peers, irrespective of their location. COADS was also relatively easy to set up on end-user machines and provided an integrated point for accessing relevant studio resources from a single location. The disadvantages were mostly due to the limitations of the hardware on end-user machines such as small screen sizes, low quality microphones and web-cams. Further, the collaborative whiteboard within COADS lacked essential tools, such as pan/zoom and erase/undo tools, which reduced its usability. In conclusion, systems such as COADS can effectively augment communication within the architectural design studio. However, they need to be integrated closely with the course structure, right from the introductory stage of the project to the final presentation stage.

Information technology offers many tools for promoting collaboration and communication in architectural design. A growing number of companies and individuals are adopting computer-based techniques to facilitate remote collaboration between geographically distributed teams. Thus, it is important to investigate the use of technology in developing collaborative tools for architects, especially as required training in architectural education. This research explores the feasibility of augmenting communication in the design studio using a web-based collaboration tool. A prototype was developed for an integrated system that allows for streaming media, real-time collaboration, and multi-way video, audio and text messaging, tailored specifically to the needs of a distributed architectural design studio. The Collaborative Online Architectural Design Studio (COADS) is based on a three-tier client-server structure consisting of an interface tier, an application-logic tier and a data tier. COADS allows role-based participation for students and teachers, facilitating collaboration over design sketches and presentations using personal computers equipped with a microphone and a web-cam. The system was developed and subjected to usability testing in a design studio consisting of graduate-level students of architecture. The participants were required to use COADS for conducting peer evaluations of designs for their class project and subsequently, to answer a questionnaire assessing the usability of the system. The analysis showed that COADS has definite advantages as a tool to augment communication in the design studio. The biggest advantage was that participants could get immediate feedback about their designs from their peers, irrespective of their location. COADS was also relatively easy to set up on end-user machines and provided an integrated point for accessing relevant studio resources from a single location. The disadvantages were mostly due to the limitations of the hardware on end-user machines such as small screen sizes, low quality microphones and web-cams. Further, the collaborative whiteboard within COADS lacked essential tools, such as pan/zoom and erase/undo tools, which reduced its usability. In conclusion, systems such as COADS can effectively augment communication within the architectural design studio. However, they need to be integrated closely with the course structure, right from the introductory stage of the project to the final presentation stage.

Today, the impact of information technologies on education field is ever more clarified with the integration of new tools and methods to the education. Education has been becoming away from the traditional classroom environment through virtual environment. Besides education of theoretical disciplines, education of practice based disciplines, like design related disciplines are moving toward virtual environments. One of these is Industrial Design (ID) education which also has made the transition to the virtual world. This thesis aims to explore and scrutinize the latest forms of ID education, especially the online distance ID education. In order to comprehend the technological progress of ID education and its possible future, an overview of the origins and an evaluation of the current state of distance online ID education are made. By this study, it is expected to shed light to the design educators and the educational systems&rsquo / developers, for designing these environments. At the end of this research, it is concluded that it is not possible to imagine a future of ID education without technology integration. However, it would be better to apply both technological and traditional methods. In fact, the key people in the development of these educational systems and tools would be the designers themselves.

Master of Science / Department of Architecture / Donald J. Watts / This thesis assesses concepts of architectural education both globally and regionally but ultimately presents a pedagogy aimed at the special needs of Afghan architectural education that will serve the needs of Afghan society. It is the author’s hope that this thesis may aptly establish the first steps for a renewed architectural education at Kabul University, Kabul, Afghanistan. The essence of this thesis presents a carefully reasoned and detailed educational strategy for teaching beginning architectural design. The new curriculum in the Department of Architecture at Kabul University requires new syllabi to achieve higher academic standards. The new design course syllabus should address the existing problems of Afghan society. This thesis begins by understanding the context and the current problems confronting the Kabul University Department of Architecture. It is by understanding these problems that I can begin to identify a solution. Understanding the Kabul Municipality rules and regulations, familiarity with beginning design terminology, a carefully stated and sequenced course description promoting gradual student improvement, understanding interrelationships between the interior spaces, environmental sustainable design, and finally introducing a new generation of conscientious architects to Afghan society are some of the main objectives for designing this course. Identifying the best strategy for teaching this course was a primary research question. Christopher Alexander’s great work, A Pattern Language inspired me to select it as the best methodology for my research. My early research focused upon the creation of a new syllabus for the first semester of architectural design at Kabul University. This new syllabus was launched during the first semester of 2009 in Kabul where I taught the new course alongside a junior Afghan faculty member. Establishing the new course materials for the first semester set the stage for my primary focus of this thesis. That is the creation of the second semester architectural design course using pattern language as my pedagogical framework. This pedagogy is fundamental for establishing architectural studies focused upon meaningful new academic criteria. The ultimate aim of my thesis is to lay the foundation stone for the reincarnation of Afghan architectural identity.

O objeto de estudo desse trabalho é o ensino de projeto de arquitetura abordado a partir dos procedimentos didáticos adotados na disciplina de ateliê. A intenção é trabalhar a disciplina de projeto investigando-a de dentro para fora, focando essencialmente as práticas adotadas no cotidiano da sala de aula de ateliê. Entende-se assim que o enfoque não parta do ponto de vista de uma retrospectiva histórica e, tampouco, procure abordar os problemas desse ensino somente a partir da estrutura curricular do curso de arquitetura. Um dos objetivos centrais é propor novos caminhos para a atividade didática de projeto levando em conta a reflexão sobre a teoria pertinente ao campo. Entende-se que o ateliê deve tornar-se um espaço aberto de discussão entre os indivíduos, ao mesmo tempo em que se procura recuperar o ateliê universitário de arquitetura como espaço de produção e amadurecimento do projeto. Utilizando a escola de arquitetura da UFPR como objeto de estudo, o trabalho se desenvolve através de pesquisas de campo qualitativas envolvendo estudantes e professores. Ao final, sugerem-se alternativas aos modelos de ensino-aprendizado mais praticados no contexto atual, nacional e estrangeiro, de modo a incrementar a qualidade e organizar o espaço didático do ateliê de projetos arquitetônicos. / The object of this work is to study the architectural design education approached from the teaching procedures adopted in the discipline workshop. The intention is to work design studio investigating it from the inside out, focusing essentially on the practices daily adopted in classroom studio. It is understood so that the focus will not depart from the standpoint of a historical retrospective, and even will not to seek to the problems of teaching only from the curricular structure of the architecture course. A central objective is to propose new ways for the design studio teaching activity taking into account the reflection on the theory relevant to the field. It is understood that the workshop should become a place in which happen an open discussion between individuals, while it seeks to recover the studio college of architecture as space for production and maturation of the project. Using the architecture school at UFPR as research object, the work evolves through qualitative field research involving students and teachers. Finally, we suggest alternatives to models of teaching and learning more practiced in the current context, in order to increase the quality and organize the space of teaching- learning in architectural design studio.

O presente trabalho discute o Ensino de Projeto de Arquitetura em Curitiba. O conteúdo apresenta uma visão sobre os conceitos de arquitetura, projeto e ensino. Esta pesquisa envolve também teorias e métodos para o ensino e aprendizagem de arquitetura, mostrando alternativas que podem servir de orientação a educadores e instituições de ensino na elaboração dos procedimentos didáticos aplicados à aula de ateliê de projeto. A peculiaridade da arquitetura como campo do conhecimento provoca maneiras distintas de pensar o seu ensino. Além de se ensinar o ‘saber’, ensina-se o ‘saber fazer’. Essa investigação não procura esgotar o assunto e sim colaborar para o seu debate teórico e para a ‘epistemologia da sua prática’.Para chegar ao contexto que envolve o objeto é feita uma breve abordagem histórica do ensino de projeto de arquitetura em Curitiba e de suas escolas. Por fim, a realização de uma pesquisa de campo junto aos educadores fornece subsídios para uma análise das questões atuais com relação a esse tipo de ensino e aprendizagem. / This paper aims to analyse the Teaching of Architecture (Project) in Curitiba. The content presents the concepts about architecture, project and teaching. This research also involves theories and methods for architecture teaching and learning, offering alternatives that can serve as orientation to teachers and teaching institutions on the elaboration of didactic procedures applied to design studio classes. The peculiarity of architecture as a field of knowledge stimulates different ways of thinking its teaching. Besides teaching students to 'know', one has to teach to 'know how to do'. This investigation does not intend to conclude discussions on the topic, but to collaborate on its theoretical debate and on its 'practice epistemology'. To build the context that involves the object, a brief historical approach was drawn on the teaching of architecture project in Curitiba and of its schools. Finally, the accomplishment of a field research with the educators supply subsidies for an analysis of the current subjects regarding that teaching and learning approach.

Dealing with the problem between user related knowledge and design, the present thesis underlines the guiding role of designer&rsquo / s user concept as a concept in problem structuring, by framing his/her understanding about user and influencing knowledge use and solution generation. Considering limitations of prevailing user concept in the architectural design studio, underlying problems are detected with reference to knowledge and design contexts, which have critical influence on the formation of user concept, particularly on its capacity to cover qualities of user and its relation with design. Defined narrow content of knowledge context and the detachment between design and knowledge contexts constitute the problematic basis of limited user concept and indicate a need for a shift in student&rsquo / s user understanding. The thesis aims to provide a conceptual framework to define required change referring underlined contexts. The broadening of knowledge context is defined addressing unifying perspective of Universal Design, with its emphasis on diversity, user experience, and knowing user by experience. With reference to the notion of designerly ways of knowing, required constructive relation between knowledge and design contexts is reconceptualized as designerly way of knowing user and defined as user related knowledge generation as part of problem structuring and design concept generation through this knowledge base. The potentials of proposed framework are exemplified by an architectural design studio experience. The analysis shows that when student&rsquo / s user learning is organized within student&rsquo / s actual user investigation as part of problem structuring, it is possible for students to acquire needs and expectations of diverse users and translate them to solutions from user perspective generating user related design concepts. Therefore, proposed conceptual base promises to improve user concept of student not only to involve experiences of diverse users, but also to be designerly.

This thesis analyzes the application of computer aided design tools and online collaboration environments in design education. The focus of this study is the utilization of online collaboration environments in design education in order to conduct an efficient and effective virtual design studio course. The requirements of design education and online collaboration environments will be identified and the coinciding and conflicting points will be discussed. The elements of design education / the concept generation phase of design process, peer learning in design studio and design juries will be evaluated with regard to the literature survey and the findings of the case study. The findings of the case study indicated that in concept generation phase of design process the number of concepts created was not less than a similar project in a traditional design studio and publishing students&rsquo / works to public via a shared online environment motivated students in a positive way to participate in studio activities in a positive way.

O argumento desta tese é delineado no bastidor da noção de 'programa‘. O termo 'programa‘ inclui, em seu significado, software (programa computacional) e programa de arquitetura. É tramado pelas diferentes instâncias da natureza projetual, em que interagem programa e projeto. Equaciona o fenômeno digital a partir das diferentes naturezas que o conceito de 'programa‘, como software e programa de arquitetura, pode assumir. Analisa a interação entre projetista, ‗programa‘, imagem e informação no projeto digital. Propõe a experimentação como forma de transcender as limitações impostas pelas regras programadas nos 'programas‘. / The thesis argument is delineated in the embroidery frame of the notion of 'program‘. The term 'program‘, includes in its meaning computational program and program of architecture. It is conspired by the different instances of design nature where 'program' and design interact. It equates the digital phenomenon from the different natures that can assume the concept of 'program' as software and as architecture program. It analyzes the interaction among designer, 'program', image and information in the digital design. It considers the experimentation as a way to exceed the limitations imposed by the programmed rules of the 'programs‘.