Creative Educational Approaches (Asynchronous Session)
Design Training in First Classes in the Pandemia Process View Digital Media
Paper Presentation in a Themed Session Eli̇f Ceren Tay, Yasemen Say Özer
Design thinking is taught in the first year of architectural education. Students encounter new concepts such as scale, measure, and proportion in architectural education and use these concepts to describe a design. The interpretation of natural, artificial, and social environment data by the designer in the design process is one of the part of architectural education. The Building Information2 course which is given in the first year at Yıldız Technical University, Department of Architecture, gives students the necessary skills to design the environments to meet human needs. The course teaches the use of natural, social, and artificial environmental data in design and site plan. The lesson is taught theoretically two hours a week during the semester. Theoretical education is supported by sketch tasks. The lessons were taught face-to-face in the first six weeks of the 2019-2020 spring semester and as of the 8th week (16.03.2020), the lessons continued as a on online due to the Covid-19 pandemic. Buildings given to students as homework, a program prepared to explain face-to-face in the classroom were made in online because of compelling reasons as of the 9th week. All of the students who listened to the lesson transferred to sketches of 3 buildings they chose from the buildings described that week and sent them to us via e-mail. The lesson started with 71students and continued for 15 weeks with the participation of 66 students. The purpose of this paper is to share details on how remote design education can be taught effectively.
The Design Process as a Catalyst for Teaching and Learning View Digital Media
Paper Presentation in a Themed Session Kika Ioannou Kazamia, Marianna Meletiou
The paper deals with the discipline of design and the significance of the development process in an educational environment. The objective is to evaluate an instructional model based on theory, practice and composition, learning approaches, working practices, and learning outcomes with the view to evaluate the model's effectiveness towards a holistic design approach to a design problem. The practical relevance of the model is that it can be utilized as an educational tool in other disciplines and its theoretical significance is the merging of the various learning theories and methods, the model conveys. The approach to teaching and learning with the use of the design process contributes to the art and design and teaching design education. In regards to the research method, a case study was employed. The analysis of the case study’s evidence, evaluation, recommendations, and reporting was undertaken. Overall, theory and composition were well satisfied and led to well-rounded design solutions although, the practice was the least satisfied. This is acknowledged as a limitation, as the student did not get extensively involved in the testing and retesting process. The utilization of the model in the design process as a tool defines each step of the design process and challenge more productive and active learning. Moreover, the model can be employed in other academic disciplines and environments to evaluate its effectiveness and usefulness.
Design Concept: Creativity and Criticality in Interior Design View Digital Media
Paper Presentation in a Themed Session Natalie Badenduck
Within the discipline of interior design, the ability for conceptual thinking to fuel creativity, innovation, and collaboration is evident in the use of design concept. Despite its important role in the design process, however, design concept remains one of the most confusing topics for students to grasp and is something that educators struggle to teach, year after year, in programs around the world. In order to address these issues, a mixed-method qualitative research study was conducted between September 2019 and March 2020 that collected data from students, educators, and practitioners in five cities (Toronto, New York, London, Glasgow and Berlin) and within seven international universities. This paper offers insights drawn from this research to support a deeper understanding of the topic and provide an explanation of what design concept is, why it plays such an integral role in the design process and how it is utilized by interior designers.
Going Beyond the Textbook: Incorporating a Book Club Model into the Interior Design Studio Course View Digital Media
Paper Presentation in a Themed Session Adam Nash
Undergraduate interior design students arrive to studio courses with a variety of learning styles and are typically enrolled in multiple classes. In general, the design studio education process is flexible enough to provide opportunities for students with different learning styles to engage in the required course content. However, interior design studio courses often require textbooks that range from technical knowledge to research and design application. While some students may struggle to purchase the textbooks, others may have difficulty retaining or understanding the technical content of the reading. This presents an issue with providing equitable access to education for interior design students. This paper considers a unique approach to engaging interior design students in required readings through careful curation of popular books and the organization of a “studio book club” during each semester’s interior design studio course for the past three years. While the books are often written in a more “casual” writing style, the content is typically more relatable for students and can be a more enjoyable experience. Additionally, these books can be provided by the interior design department each semester or are more accessible to students since the cost is usually much lower than the average cost of a textbook. As a result of this approach, interior design students surveyed have reported a deeper understanding of course content and a greater perceived benefit from the studio course content. The subsequent in-class discussions have increased student engagement in the required readings and resulted in more socially conscious design solutions.
