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‘.

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‘.

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.

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‘.

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.

The landscape of UK Higher Education has witnessed significant change in recent years, characterised by rapidly increasing numbers, widening participation, and a diminished per capita resource base. Developmental and enhancement agenda have placed greater emphasis on skills for lifelong learning, and the independent learner has thus become a prominent theme. In architecture education these factors are imposing pressures on the traditional studio-based teaching model, one that forms a universal cornerstone of architecture schools. Coincidentally, the same period has seen this model, endorsed by Schon in the 1980s, increasingly challenged. It is argued that the confluence of these factors, presents an opportunity to develop studio-based pedagogy around the notion of the independent learner, renewing studio's relevance and currency. The aim of this thesis was developed from a literature review that was divided into four sections. The first summarised developments within UK higher education, including research into the First Year Experience, and placed architecture education within this context. The second examined the origins of contemporary studio-based teaching, whilst the third discussed the theoretical roots of its pedagogy. The final chapter critiqued teaching and learning practices through comparison with the theoretical intent, revealing a number of contradictory and counter-productive aspects. From this, the position that the development of the truly independent learner in the discipline of architecture requires the formulation of new inclusive pedagogic strategies that explicitly accommodate the individual in the studio-based learning process, and address identified shortcomings in existing studio-based teaching practices, was developed. The methodology adopted an ethnographic approach that gathered data through a longitudinal study of student perceptions, together with interviews with selected academics. Analysis of the findings, whilst replicating many phenomena raised by the literature, also revealed in detail a range of perceptions of learning, and wider student life, giving insight into key challenges. In considering these against the agendum of creating the independent learner, the importance of the peer group as a vehicle for studio-based learning and pastoral support, emerged strongly. A number of recommendations were thus made aimed at reconstructing the role of the tutor in the development of future strategies, as well as harnessing the unrealised potential of the peer group as an agent in embedding independent learning in design studio. The originality of this thesis resides in the fact that it constitutes a holistic study of teaching and learning practices in first year design studio. This is viewed against the background of rapid change in UK Higher Education. Pivotal to the study was the undertaking of a longitudinal survey of student perceptions, presenting a vitally different perspective from, say, that of Schon. From a holistic standpoint, the study creates the theoretical and evidential basis for the future development of key pedagogic strategies relating to design studio. This lays the foundation for the development of learning practices that foster learner independence within the context of design studio.

The diploma thesis documents the 6 years long period of the Graphic Design Studio 1 and also contemplates the future of this "space" and the field in general.

No description available.

A case study of professional interaction designers' usage of design materials was conducted. Five interviews were performed in order to gain insight in the systems used by designers, how these work, how they collaborate within them, and what they think of recent research about them. Design studios allow collaboration for several users at once. Digital material (mockups, pictures, etc.) are commonly used, but needs to be made analog, e.g. printed, to be usable in the design studio environment. Data from interviews was analysed and four concepts were compared, eventually leading to an evaluated detailed design for a digital design studio: A studio where several interactive displays and personal units are connected and used to handle design material. A discussion on how to realisticly implement the design is also featured. / En fallstudie utfördes för att undersöka hur yrkesverksamma interaktionsdesigners använder designmaterial. Fem intervjuer genomfördes för att ge insikt i vilka system de använder, hur de funkar, hur de samarbetar i dem, och vad de tycker om aktuell forskning i ämnet. I en designstudio kan flera användare samarbete samtidigt. Digitalt material (mockups, bilder, med mera) är vanligt, men för att kunna använda dem i en studio måste de omvandlas till analogt format (till exempel genom utskrift). Data från intervjuer analyserades och fyra koncept skapades. Dessa jämfördes och ledde slutligen till en utvärderad detaljdesign för en digital designstudio. En studio där flera interaktiva skärmar och personliga enheter är anslutna till varandra och stödjer hantering av digitalt designmaterial. I uppsatsen finns också en diskussion om en realistisk implementation av studion.