EXPERIENTIAL LEARNING AS A BACKBONE OF ARCHITECTURE EDUCATION (original) (raw)
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Learning by Doing as an Architectural Education Teaching Method: Petnica Summer School Case Study
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In the last 10 years, in order to meet the distinct needs of contemporary profession and society, architectural education is once again addressing to its roots-"learning-by-doing" teaching approach. The main assumption of this "turn" is that getting back to basics will help in bringing studio, workshop, and practical experience together in an academia process that will be more responsive to local environment and challenges of spatial development. Starting from the widely recognized need to learn with deep understanding and increased interest in the spatial context, this paper analyzes the educational principles of "experience-based" and "placebased" learning, and their impact on the practice of architectural education. The aim of this study is to critically examine the perspective and scope of displacing architectural curriculum from the classroom into the landscape of real. Based on references of situated theories and by viewing the outcomes achieved at the workshop "Architecture and Nature" (Petnica Summer School of Architecture, 2012), this paper shows that "place-based-pedagogy" is one of the variety of learning by doing mechanisms that is helpful in overcoming the limitations of formal, class-based and context-free model in architectural education.
Learning and Practice as Pedagogy for Architecture
India has witnessed rich tradition of Architecture and Planning since the time of Indus Valley civilization. Architecture as a profession has been sustained since then in the nation, and there is much scope for future generations too. The training of architecture as professional education had also undergone varied phases of informal and formal type of education systems. Authors have studied scenario of development of architecture and architectural education in India. They observed the changes happening in the society and architectural response as a solution and symbolic evidence of the time. This paper highlights on the theories and processes of training that are applicable for architectural education. It also highlights the experimented and possible options of adopting these theories in present day scenario.
ENHANCING ARCHITECTURAL EDUCATION THROUGH UNDERSTANDING AND IMPLEMENTING TEACHING-LEARNING THEORIES
Contemporary architectural education necessitates a dynamic blend of theoretical comprehension and practical application to nurture future architects capable of addressing complex design challenges. This research delves into the integration of diverse teaching-learning theories to enhance architectural pedagogy. By exploring foundational theories such as behaviorism, constructivism, and humanism, alongside emerging paradigms like experiential learning and connectivism, this study seeks to unravel their relevance and applicability within architecture education. This study contributes to the ongoing discourse on pedagogical innovation in architecture education, advocating for a holistic approach that bridges theory with design to cultivate the architects of tomorrow.
EAAE- Theory and Design in Architectural Education, 2001
Theme: Curriculum Keywords: architectural education, design education; new method: sodap, learning by praxis, "Architectural education has always been in tension with architectural practice. That is how it should be; practice sometimes gets complacent and education is there as a kind of conscience, trying to correct what seems to be going wrong, So from time immemorial the architect has been subject to learning in two quite different ways, theory in classroom of some kind and practice, on the job or in the office." G. BROADBENT The subject of this paper "SODAP" based mainly on the opinions briefly outlined in the course of this paper, which are the current problems and quest for solving the existing problems. Therefore, if the problem setting were not correct the result of that scientific study would not be correct either. Discussion of the problem may not be comprehensive within the scope of any conference paper, but in this part of the paper; the understanding of 'Existing Situation' will be summarized, the observations and understanding is focused on the situation of Turkey. Then, a new proposal "SODAP" will be discussed briefly. A. EXISTING SITUATION Problems Of Design Profession In General While preparing curricula, we attempt to cover as much subjects as the students should handle in their future professional life, however, the graduates usually are not fully equipped with the essence of these subjects that we forethought. Most of the time architectural graduates, or any design professional find themselves in a totally new environment completely different than academic environment. Clients have vague concepts on architecture; builders/workers have no idea on design, aesthetics, and philosophy of architecture. Meantime they find themselves to cope with the cost, materials availability; new techniques; a variety of professionals and technicians and even unprofessional people to work with, in addition complicated legal procedures and bureaucracy. In time, with practice, professional maturity obtained through culture and experience and concrete concepts will flourish, but how fast can this procedure be shortened? On the other hand students find themselves in a confusing situation, various job opportunities in branch fields in the profession without knowing which one to choose. Design as an optimization process of the various conceptual and technological elements such as; user needs, social, psychological and personal needs; aesthetics; environmental factors, structural factors; building physics, scientific laws, legislative rules and regulations; additionally, newly graduates have to deal with presentation techniques and communication skills to envelope this totally novice product. The elements of optimization can be categorized also in two complementary groups, as the tangible/ fact and figures (recognizable /measurable) and the intangible (vague or conceptual). Because of the unpredictable character of the intangible or conceptual side of design, such as: variation of needs from user to user and changing of needs or situations from one date to the other, with the impact of economy, design and teach how to design a real difficult task. From architects point of view, any design product or architecture is a final manifestation of the total design process. So how can education or training of architecture handle this difficult task? By teaching the
CEBE Transactions, 2006
Salama, A. M. (2006). Learning from the Environment: Evaluation Research and Experience based Architectural Pedagogy, Journal of the Center for Education in the Built Environment, CEBE Transactions, 3(1), pp. 64-83. ISSN # 1745-0322. http://dx.doi.org/10.11120/tran.2006.03010064 Debates on higher education assert that a university mission should foster a campus environment that nurtures exploration and critical thinking. Today, inquiry and investigation are viewed as activities central to undergraduate programs. This paper advocates the integration of research into undergraduate architectural education by arguing for the exposure of students to primary source materials that enable them to get as close as possible to the realities being studied. The paper generates a critical discussion on idiosyncrasies and misconceptions about knowledge acquisition and production. It explores the status of research methods courses in selected undergraduate architecture programs from the Middle East. An attempt at integrating evaluation research and experiential learning into architectural pedagogy is presented as a case from King Fahd University of Petroleum and Minerals (KFUPM). A framework toward a transformative architectural pedagogy is introduced to complement traditional teaching techniques. It outlines a number of related concepts together with the supporting learning mechanisms, activities, and settings. It is suggested that this framework would invigorate the capabilities of future architects to be more culturally and environmentally responsive, critical thinkers, and engage in the production of knowledge.
Application of Kolb's Experiential Learning Theory to Teaching Architectural Design Principles
Abstract: Design studios of architectural schools in India conventionally use the ‘design project’ as the primary vehicle of learning. The theoretical basis of this is ‘Problem-Based-Learning’ (PBL), which assumes that if the ‘problem’ is solved, design principles are‘learnt’automatically,but this is not true as a lot of the design knowledge remains ‘tacit’.Usually, the ‘Design-project’is announced in the beginning of the semester, with a project-brief and a site plan. A linear progression of ‘stage submissions’ is also announced—such as site analysis, program analysis, case studies, site zoning, concept, sketch design, etc, leading up to the final presentation. Each stage is graded separately. Several problems have been observed with this linear sequence of design as a ‘learning tool’. The students are unable to carry forward and integrate learnings from one stage to the next. They find it difficult to revisit some earlier design decisions which might qualitatively improve the design. Since the feedback on each stage is usually only through marks,they often confuse ‘principle’ with‘product’. The system privileges a few ‘genius’ rather than ‘overall competence’ across the class. In response to this, several experimental studios were conducted on a cyclical format o learning based on Kolb’s Theory. The design problem was broken down into a series of smaller problems which grew from simple-wholes to complex-wholes. Specific tasks were devised to focus on specific design issues and to engage learners sequentially in all learning modes. The results, when compared to conventional pedagogic sequences how that there is a significant increase in the overall student motivation, of understanding and integration of design principles, transfer and continuity of learning from one exercise to the other, and overall competence levels acrosstheclass.
Architectural education differs from other forms of formal higher education. Universities traditionally do not know where to ‘place’ architecture: along with social sciences or engineering? At each university Architecture is situated within a different faculty. Former polytechnics in the UK offer a more practical solution, and situate architecture within Art and Design subjects. Is architecture a science? Is it an art? Can it be studied through learned knowledge, in lecture halls, or through practical experimentation? There are many universities around the world that offer architecture courses and degrees: each university has unique teaching methods. This is due to the fact that not one teacher/professor is the same as another, as well as to the difference in approach on offer at each university. On top of this the quality of education can also be measured against the quality of the learning environment. There are many factors that effect and contribute to a learning environment, such as - building layout, quantity and quality of facilities, teachers, fellow students etc. These elements are all very different yet just as important as one another. This essay looks at the different means through which institutions of Higher Education teach Architecture and at the physical environments in which it is taught.
2010
Salama, A. M. (2010). Delivering Theory Courses in Architecture: Inquiry Based, Active, and Experiential Learning Integrated, Archnet-IJAR –International Journal of Architectural Research, 4(2-3), pp. 278-295. ISSN # 1938 7806. Advocating the integration of interactive learning mechanisms into theory courses in architecture, this paper responds to the misconceptions that continue to characterize the delivery of knowledge content in architectural courses. Such misconceptions are identified as: a) science as a body of knowledge versus science as a method of exploration, b) learning theories about the phenomena versus getting the feel of the behavior of the phenomena, and c) the real versus the hypothetical. Based on reviewing the literature on pedagogy the paper explores the value and benefits of introducing active and experiential and inquiry-based learning (IBL) in theory courses in architecture. A framework is developed and employed to demonstrate the way in which these types of learning can be incorporated. The development and implementation of a series of in-class and off campus exercises in two different contexts reveal that structured actions and experiences help students to be in control over their learning while invigorating their understanding of the body of knowledge delivered in a typical lecture format.
'Live Projects Participation' in Architectural Education
Architecture practices have often voiced concerns that schools of architecture do not provide students with the right set of skills needed in practice. Schools often defend their teaching by emphasizing the role of Universities in developing creative and aesthetic capabilities that will produce good designers and ultimately good buildings and spaces. This kind of teaching is usually delivered within a studio environment that presents students with fictional rather than 'real time' challenges considered to be more likely to produce visionary and creative design output achieved with " hands-on " learning. The majority of architecture students have no contact with clients or with the consultation process until after they graduate. Working on a Live projects not only addresses this but they also enable students to gain practice-ready professional experience such as job running, as well as develop a sense of civic social engagement and gain an education that is aimed at nurturing tomorrow's citizens for lives of consequence. The principle motive of this Paper is to critically examine the learning value of live projects to students of architecture and to consider how they are approached in architectural colleges, particularly in terms of the students' professional development and to the shaping of the profession as a whole (Harriet Harriss 2012). An attempt will be made to bridge the knowledge gap between pedagogy and practice via live projects. A literature study will be done of 4 live project studios in the world, Architecture and Spatial design-London Metropolitan Univ, The Building Project (Yale University). Apart from this live case studies are done on live projects in India in which architecture students have participated and their learning/ contribution to the architecture knowledge bank will be analyzed. Further, a survey is done of existing live projects that can be incorporated by architecture academicians into the education system to enhance the knowledge and experience of students. Motivation for the study: More than 2000 years ago, Confucius said, " Tell me and I may forget. Show me and I may remember. Involve me and I will understand ". Traditional forms of instructional and rote methods of learning are now becoming outdated and have failed to inspire anything in the new generation of students. The concept of utilizing the built environment as an open textbook or building to learn is now being incorporated into studio teaching. Transformative pedagogies represented by interactive teaching approaches are " hands-on initiatives " taken by university professors. Experiential learning or " learning by doing " is the best form of acquiring knowledge. If the required architectural education norms do not fulfill this gap, alternate pedagogical approaches and initiatives are being taken by some dedicated professors, and this research is to explore just that. Introduction to Live projects Pedagogy In standard educational environments, architecture students are often restricted to the design stages of a project, and thanks to the industry's progressive segmentation of roles, many have limited experience with construction. Live projects Pedagogy is an alternate pedagogical initiative taken by the design-build cell of the institute/ university along with a community body to provide a unique " hands-on " experience to the third year/fourth year under graduate degree students in designing and building a community project under the tutelage of their faculty. Due to the limitations of design studio teaching and the abstract designs made by the students, there is a strong disconnect between drawings and reality. Unless the students experience the building from design to construction, the lines on their drawings will remain just that-lines on paper.
The ‘enabling’ master’s degree in architecture, an opportunity for experiential learning
ZARCH
Schools of architecture have recently converted the former Final Degree Project into a one-year ‘enabling’ master’s degree. This is a collateral effect of adapting Spanish university studies to the European legislative framework. Faced with this challenge, the Escola Tècnica Superior d’Arquitectura del Vallès (ETSAV) proposed the implementation of a teaching model that would allow students to learn based on the experience of interaction with ‘the people’ and construction experimentation. On a methodological level, the article reviews the theoretical basis related to this model based on the condition of an open process, physical experimentation and social return. It also makes a critical approach of the three first years of the master’s degree to identify and review the teaching tools implemented, the subjects being researched and the contradictions that emerge. It concludes by evaluating the results obtained and identifying the need to balance learning between psychosocial competenc...