Abstract
This research addresses the assimilation of digital practices into the conventions of design thinking and learning. The implications inherent in this integration influence not only the formal language of design but also the process of making from its conceptualization to generation. As the field of design changes in response to emerging digital technologies and pressing user needs, the pedagogy of design similarly evolves, equipping students with the tools and skills necessary to respond to the complexities, constraints, and demands of our present era while working towards a responsible future. Technology has become an integral component of design education and has extensively altered the structure of design instruction. Digital craft has established a culture that encourages students to develop ideas and take risks in design while providing them with the tools and freedoms for creative production. In this context, the paper explores the potential inherent in the proliferation of digital technologies in design education. Innovations in digital tools and fabrication have contributed to a change in the way designers imagine space and the manner people experience the built environment. The digitalization of workflows and production methods ushered in change in our shared understanding of space. This collective position has the promise to aid in the creation of new spatial models that are more equitable and inclusive in education and practice. By encoding design processes using computer language, designers are able to provide more intuitive, efficient, and empathetic ways to engage with contextual parameters and envision and test innovative design solutions.
Presenters
Rana AbudayyehAssistant Professor, College of Architecture and Design, University of Tennessee, Knoxville, Tennessee, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Design Education, Digital Workflows, Spatial Thanking
