This research is related to time management and the use of timesheets in architectural design education. It focuses on the role of Web-based timesheets in the architectural design studio. The main purpose of the research is to explore whether Web technology is helpful in increasing compliance with time documentation and can determine which student behaviors and habits can be observed with Web-based timesheets in architectural design education. In time management, using timesheets is a common method to analyze time usage. However, a traditional timesheet is usually focused on the investigator's (teacher or employer) perspective. Therefore active participation is hardly expected and data analysis is not easily offered to participants as useful information in real time. To overcome the identified problems, Web technology may be useful. For this research, a pilot software tool was developed and tested in design studios at several grade levels. Research was focused on empirical observation to determine which student work patterns and behaviors can be observed with a Webbased timesheet tool. The Web-based timesheet tool was successfully fielded in the design studio and the utility of the Web-based timesheet tool was observed. By analyzing the collected data from the experiments with this Web-based timesheet tool, it was possible to observe various work patterns and behaviors and to develop insights in the students' design process. Analysis of log data gave interesting insights into students' work patterns and design behaviors. Web technology was helpful in increasing the value of the timesheet in architectural design education.

No description available.

Current trends in architectural education lean toward presenting and discussing the end product more than the process that leads to it. They equally highlight students' passive participation at the design studio practice. In response, this research aims to develop a design-learning tool that should overcome these dilemmas and others, and develop a design practice that enables and encourages students to share the responsibility of developing their design practice with the design tutor. This tool is called the Architectural Learning Tool or ALT. ALT has therefore four objectives to achieve: I- Improving students' design practice; 2- Increasing students' participation in the design studio; 3- Exposing students to other designers' experiences; 4- Increasing the students' understanding of the design practice. The theoretical grounding of the ALT is mainly Kolb's and Schon's theories. The Experiential Learning Theory by David Kolb aims to activate learners' participation at the learning environment through the use of their prior experiences at the new learning activity. The Reflective Practice Theory, by Donald Schon, provides a paradigm for describing design action that deconstructs the design process into four actions, naming, framing, moving, and reflecting. Therefore, it could be utilised by students in the design studio to explicit the design practice, present and discuss it in meaningful manner. These theories have given this research the theoretical framework to create the ALT, and develop it as design teaching technique. Based on these theories and the extensive review of the architectural education literature, researcher has developed a ALT teaching model for students to practise design in the new environment, and according to the required studio setting. This design-teaching model consists of four parts: I- Designing according to the students' existing design mode; 2- Deconstructing the design practice according to Schon's framework; 3- Replicating the design practice of other students; 4- Re-Designing the project in the manner of other designers. The research data consists of recorded students presentation and discussion sessions, and in-depth interviews with students, as group and individuals, after they have completed the ALT's project. All of these data are analysed to clarify the achievements of the ALT and its role in developing students' design practice. The research results indicates that the student design practice has been improved in three domains: I- Enhancing the designing activity by providing students with different design techniques to practise design professionally. 2- Assessing students' design practice to determine the strong and weak sides. 3- Enhancing students' ability to communicate meaningfully with others during the presentation and the discussion activities of the design practice.

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This thesis aims to provide an examination of design/build projects as a mode of educating architects from the perspective of a recurring student participant. Contemporary scholarly articles are synthesized with the observations of a student with a range of experience to form a position on the place and purpose of design/build in architectural education. Additionally, these conclusions are used to formulate an outline of the ideal design/build course for architecture students. / Master of Architecture

SIGRADI 2010. XIV Congreso de la Sociedad Iberomaericana de Gráfica Digital, desarrollados los días 17, 18 y 19 de Noviembre del 2010. Bogotá, Colombia / Since 2008 the preference for using different programming methods (Rhinoscript) had been analyzed using blogs. Searching for answers to explain the negative tendency of this year (from 48,063 to 16,332), a second repository was created (Grasshopper) featuring interactive methods and techniques. It has been discovered that of the five geographic regions analyzed Latin America is the only one that preferred the interactive interface (18% over programming). This shows that we are still keeping a strong dependency on the use of stable and safe technologies over disruptive ones that proved to be more efficient in design and fabrication.

Architectural education has received attention from within and even from outside the field, and it has even been presented as a model for all professional education, as i.e. by Donald Schön, since 1983 and 1985. In conditions of globalized capitalism, developing tendencies in education, such as the shift from objectivist to constructivist paradigms, have not left architectural education unaffected. Especially since the global financial crisis of 2008 it is expected to remain under scrutiny: Does contemporary architectural education have the purpose of developing the student’s individual expressiveness, or is it a process of coming to terms with society, and even, developing a ‘world’ citizenry? Is it a process of unifying the fragmented areas of knowledge and interpretations of reality into an articulated and meaningful whole or is it about acquiring instrumental knowledge towards professional mastery? The motivation for this thesis was born in the aporia of how we could situate, in the context of broad questions as the above, the enquiry into ways of investigating better teaching and learning in architecture. This research draws from examples of architectural education in the U.K. and from previous research work undertaken in the U.K., as well as from relevant deliberations from the international educational scene. The thesis distinguishes between pedagogy and didactics within the current discourse, and argues for the priority of didactics in the framing of explanations for architectural education. The main questions are: (a) what are ways to investigate better modes of learning in architecture, and (b) what are presuppositions for establishing a special didactics for architecture. Two methods of enquiry are employed in this thesis. One is argumentative analysis, used on two exemplary cases of a subcategory of the broader discussion, described in this thesis as ‘discussion at the extremes’. The other is philosophical explanation, used to investigate the logical, theoretical and philosophical presuppositions and consequences of architectural education. The ‘Theory of Experience in Education’ by John Dewey and the ‘Theory of Skill Acquisition’ by Hubert Dreyfus, representing the distinct theoretical frames of pragmatism and phenomenology respectively, are proposed for the study of architecture’s two didactic tools, of the Design Studio project and the Live project. The approach is dialogic, attempting to bridge qualities of the two frames into a hybrid descriptive model. The thesis concludes with the proposed component of a descriptive didactics for architecture. At the end, this thesis puts forward the opening of a broader discussion about the prospects for a didactics and meta-didactics of architecture.

This dissertation investigates the relationship between architectural education and practice. The nature of the relationship between these two phases in architecture is continuously debated and discussed. The debate generally revolves around the responsibilities of educational institutions to produce architects that can easily adapt in the work environment and the industry’s responsibility to assist graduates in the transition process. The debate is discussed and analysed in depth and a programme is developed to assist in facilitating this capricious relationship. A more collaborative relationship between architectural theory and practice can benefit both the quality of architectural education and the architectural industry. The architectural building type that will be investigated is an inhabited bridge. The structure will act as a unifying space between architectural education and practice, Main Campus and South Campus, as well as the different departments in the Built Environment at the University of Pretoria. The facility will act as a platform for the students to interact with members of the different departments in the Built Environment, the built environment industry and the public. The architectural exploration aims to create an environment where the relationship between theory and practice can successfully sustain itself. This is achieved through the development of three types of relationships: social, intellectual and practical. These relationships are developed in order to inform and support one another in the attempt to create a more stable and interdependent relationship between architectural theory and practice. An additional relationship that is addressed is the University’s interface and relationship with its local community and society at large. / Dissertation (MArch(Prof))--University of Pretoria, 2012. / Architecture / unrestricted

We analyse the problem of creating didactic material for teaching and evaluating mathematics in the first year of a School of Architecture. By using visual programming, science professor used codes (formulae) to represent in a software their proposals, instead of drawing them themselves. Through this experience we create a database of codes with computational solutions that allows faculty to modify, reuse, visualise and print in the same platform that she students will use while developing their designs. In this way we aim to maximise the link between mathematics and design as fundamental base for the control of complex shapes.

I detta examensarbete görs en diskursiv och historisk undersökning av kritikgenomgången i arkitektutbildningen. Kritikgenomgången utgör en central komponent i det samtida paradigmet för arkitektutbildning – studion. Examensarbetet går igenom och diskuterar aktuell forskning om kritikgenomgången, vilket ger en nedslående bild av kritikgenomgångens pedagogiska potential. Vidare undersöks kritikgenomgångens historiska rötter med fokus på den svenska kontexten, vilket ger vid handen att kritikgenomgången i sin nuvarande form fick sin roll i svensk arkitektutbildning under 1990-talet, alltså samtidigt med studioparadigmets genomslag. Dessutom redovisas resultaten av en intervjustudie med lärare vid KTH Arkitekturskolan, vilka visar att diskursen om kritikgenomgången innehåller flera motsägelser och problem. Resultaten av undersökningarna diskuteras sedan utifrån en förståelse av omdömet som centralt begrepp och förmåga för att förstå den implicita definition av arkitekten som manifesteras i kritikgenomgången och i disciplinens kanon. / This thesis presents a discursive and historical investigation of the origins and causes of the design review in architectural education. The design review, jury or ”crit” i s an integral and central part of the contemporary paradigm for architectural education – the design studio. The thesis discusses previous research on the design review, which paints a gloomy picture of the learning possibilities of the review. The historical roots of the review are studied with the Swedish context as a focus, showing that the review in its contemporary form was adopted concurrently with the design studio paradigm during the 1990’s. Furthermore, interviews were carried out with instructors at the School of Architecture at the Royal Institute of Technology in Stockholm. Results from the interviews point to several contradictions and issues in the discourse about the review. Seeing the concept and faculty of judgment as central to understand the implicit definition of the architect, as manifested in the review and in the canon of the discipline, these findings are the discussed and contextualised.