During the last three decades or so there has been a substantial shift in architectural design education. These changes have manifested in an increased criticism of the traditional design education; attempts to reconsider/rethink the basic assumptions, theories and practices of traditional design education; and calls for major changes in studio culture. The drivers of this change include epistemological, social, and economical forces among which are new knowledge and technological developments; increased use of computers and information technology in design education and practice; pressure on institutions of higher education to reduce space use; and changing student demographics. Forty five authors from all over the world come together to address new discourse in architectural design education. The 45 articles of the book are organized under nine themes: virtual and distributed design education, digital design education, digital visualization and design teaching, reflections on architectural design education, integration of studio with other teaching, theoretical issues in learning and teaching design, creativity & critical thinking, alternative studio/design built studio, and teaching studio.
Abstract It could be claimed that the quality of architectural education as a '
process' is, or should be, primarily measured and evaluated through its ability to '
produce' an architect who is capable of dealing, through architectural design,
with the issue of locality in a sensible and innovative way. Unfortunately, the
recent two international competitions held in Egypt revealed disappointing
outcomes in this regard. Thus, the paper poses a simple, but a crucial, question:
Why did not Egyptian ...
Embracing the richness, complexity and possibilities of learning and teaching in design, Design Education takes the vantage point of the 'outsider' and explores what makes design so compulsively fascinating for those who teach and study it. Through more than 40 projects, from design students' use of archives and museum collections to the potential of specific technologies to enhance teaching and learning, from architecture and 3D design to fashion, Philippa Lyon explores aspects of learning and teaching in higher education design subjects. Taking an ethnographic approach and using data from interviews, discussions and observations, the book also examines issues such as the experience of design teacher–practitioners entering the world of learning and teaching research for the first time. Design Education encapsulates and analyzes the research findings facilitated by the UK-based Centre for Excellence in Teaching and Learning Through Design. It delves into many pedagogical terms and assumptions and guides the reader through them, examining the way relevant key concepts in design are articulated. It will be useful to teachers and students of design subjects, learning and interpretation staff in museums, pedagogical researchers, other centres for excellence in teaching and learning (particularly those which are art and design-related), independent design practitioners and managers of art and design provision in the public and private sector.
Taking an ethnographic approach and using data from interviews, discussions and observations, the book also examines issues such as the experience of design teacher–practitioners entering the world of learning and teaching research for ...
Wide aspects of a university education address design: the conceptualization, planning and implementation of man-made artifacts. All areas of engineering, parts of computer science and of course architecture and industrial design all claim to teach design. Yet the education of design tends ot follow tacit practices, without explicit assumptions, goals and processes. This book is premised on the belief that design education based on a cognitive science approach can lead to significant improvements in the effectiveness of university design courses and to the future capabilities of practicing designers. This applies to all professional areas of design. The book grew out of publications and a workshop focusing on design education. This volume attempts to outline a framework upon which new efforts in design education might be based. The book includes chapters dealing with six broad aspects of the study of design education: • Methodologies for undertaking studies of design learning • Longitudinal assessment of design learning • Methods and cases for assessing beginners, experts and special populations • Studies of important component processes • Structure of design knowledge • Design cognition in the classroom
This applies to all professional areas of design. The book grew out of publications and a workshop focusing on design education. This volume attempts to outline a framework upon which new efforts in design education might be based.
