Emerging Educational Practice
Augmented and Online Reality in Architectural Education: Implementation and Methods
Paper Presentation in a Themed Session Ajla Aksamija
Augmented and Online Reality (AR/VR) is a computer-generated, simulated representation of a physical environment, which can be interacted with using digital technologies. AR/VR has found applications in video games, scientific visualization, medical research and education, and is a promising new direction for architectural design. AR/VR technologies have potential to improve collaboration and communication among project teams, clients, and building occupants; streamline design, fabrication and construction; and improve operation of buildings. However, research is necessary to investigate how AR/VR technologies truly impact architectural design, what are the appropriate strategies for adopting AR/VR in architectural education, and how these novel technologies can be used to improve design process. In this research, we addressed these two questions: 1) does AR/VR improve performance during the design process (team collaboration, investigation of mock-ups, visual reviews, improved communication with the client and end-users), and 2) what are the appropriate strategies for integrating AR/VR into architectural curriculum? We tested the application of AR/VR tools in architectural design by utilizing these advanced technologies during different stages of the design process (conceptual, schematic, and design development), for different scales (overall building and site, individual space, and building component) and used surveys to assess implementation within different user groups (designers, clients, and non-experts). This paper reviews research results, and provides recommendations for integrating AR/VR technologies in architectural education.
The Design Studio: D3 Methodology - Define, Draw, Diagram View Digital Media
Paper Presentation in a Themed Session Catherine Anderson, Stephanie Travis
A basic pedagogical approach within architecture/design education is the exploration of the design concept. The driving force behind a design, sometimes referred as the ‘parti’, is the core element of the design process which provides meaning, context, and direction for the numerous decisions made during the course of a project. The authors do not intend to oversimplify the multiple layers of meaning of such a creative endeavor, as many have a complexity that make it difficult to distill or even define with one, overarching idea. Furthermore, there are many different ways of generating a concept; as with design, there is no one correct way to proceed—as it can be derived from the program, site context, or external inspiration. The authors provided students and faculty at their university with a questionnaire that asked to define the design concept, explain where it originates from, and how it provides structure and content to a design project. The faculty were asked to take these ideas further; how could these ideas strengthen the studio sequence and the curriculum as a whole? Using the questionnaire results and additional research, the authors sought to define conceptual thinking within the studio context; and specifically, to create a pedagogical approach that would be effective in the studio sequence. The resulting methodology, D3 [define, draw, diagram], helps students understand concepts and shows them how they are applied to different project types and scales. This paper introduces this pedagogical method to other educators who focus on the design studio.
The Future Is Now: Design Education in the Age of Artificial Intelligence
Paper Presentation in a Themed Session Chin-juz Yeh, Christie Shin
Digital technology has fundamentally changed the creative workflows in the design industry in the past two decades. The rapid development in artificial intelligence (AI) is now leading the revolution into the next phase, and it has begun to impact the design industry and redefine the role of the designer. In 2017, Alibaba’s AI system, LuGan, “designed” more than 1.7 billion customized banner ads for Singles Day, one of the most important retail holidays in China. The machine learning system created by Alibaba AI Lab enabled LuGan to create 8,000 unique banner layouts in one second. These banner ads look identical to what graphic designers would do and effectively generated $25.3 billion dollars of sales on Singles Day for Alibaba. Similarly, Nutella utilized a generative design algorithm to create 7 million one-of-a-kind labels last year. It is becoming clear that, in the age of AI and generative design process, the role of a designer has to change. We must begin to take concrete steps toward transforming design from a service industry to an idea industry. Moreover, in order for the design to stay relevant, it has to be as close to the edge where technology meets society as possible. This paper discusses the three pronged pedagogy from newly developed Creative Technology and Design subject area at FIT. Learn strategies, case studies, and teaching methodologies from the examples of kinetic typography, product design, user experience design, online reality (VR), augmented reality (AR), and mixed reality (MR) projects.
