Computational Approaches for Basic Design Education: Pedagogical Notes Based on an Intense Student Workshop

Computational Approaches for Basic Design Education: Pedagogical Notes Based on an Intense Student Workshop

Varinlioğlu, Güzden; Halici, Suheyla Muge; Alaçam, Sema

Artigo Completo:

This paper categorizes the implementation of specifically CAD/CAM into architectural design education following two main pedagogical models: Discrete and Integrated. In order to evaluate the integrated pedagogical model, the authors conducted a oneday-workshop for basic design students (34 first-year, two second-year) in April 2015, at the Faculty of Fine Arts & Design at Izmir University of Economics in Turkey. The goal of this work is to discuss the potential and limitations of integrated pedagogical model of CAD/CAM introduction, particularly supported by visual scripting environment (VSE).

This paper categorizes the implementation of specifically CAD/CAM into architectural design education following two main pedagogical models: Discrete and Integrated. In order to evaluate the integrated pedagogical model, the authors conducted a oneday-workshop for basic design students (34 first-year, two second-year) in April 2015, at the Faculty of Fine Arts & Design at Izmir University of Economics in Turkey. The goal of this work is to discuss the potential and limitations of integrated pedagogical model of CAD/CAM introduction, particularly supported by visual scripting environment (VSE).

Palavras-chave:

DOI: 10.5151/despro-sigradi2015-100267

Referências bibliográficas

• [1] Carpo, M. (2011). The alphabet and the algorithm. MIT Press.
• [2] Celani, G. (2012). Digital Fabrication Laboratories: Pedagogy and Impacts on Architectural Education. Nexus Network Journal, 14(3), 469-482, doi:10.1007/s00004-012-0120-x
• [3] Duarte, J. P., Celani, G., & Pupo, R. (2011). Inserting computational technologies in architectural curricula. In N. Gu, & X. Wang (Eds.), Computational Design Methods and Technologies: Applications in CAD, CAM and CAE Education (pp. 390-411). IGI Global.
• [4] Gül, L.F., & Simisic, L. (2014). Integration of Digital Fabrication in Architectural Curricula. FabLearn Europe 2014, Digital Fabrication Conference, 16 June 2014, Aarhus University, Denmark.
• [5] Liapi, M., Oungrinis, K., & Voyatzaki, M. (2012). Sensponsive Playscapes: A Pedagogical Design Approach to Manifest and Promote the Physical Digital Continuum. Digital Physicality-Physical Digitality (pp. 343-351), 30th eCAADe International Conference, Czech Technical University in Prague
• [6] Mark, E., Martens, B., & Oxman, R. (2003). Preliminary stages of CAAD education. Automation in construction, 12(6), 661-670.
• [7] Oxman, R. (2006). Digital design thinking: in the new design is the new pedagogy. In CAADRIA 2006 [Proceedings of the 11th International Conference on Computer Aided Architectural Design Research in Asia] Kumamoto (Japan) March 30th (pp.37-46).
• [8] Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5), 1-6.
• [9] Trigwell, K., & Prosser, M. (1996). Changing approaches to teaching: A relational perspective. Studies in Higher
• [10] Education, 21(3), 275-284, doi: 10.1080/03075079612331381211 Valdes, F., Cavieres, A., & Gentry, R. (2013). A Process—Centric Approach for Teaching Digital Fabrication. Blucher Design Proceedings, 1, 400-404. Retrieved from http://pdf.blucher.com.br/designproceedings/sigradi2013/0076.pdf

Como citar:

Varinlioğlu, Güzden; Halici, Suheyla Muge; Alaçam, Sema; "Computational Approaches for Basic Design Education: Pedagogical Notes Based on an Intense Student Workshop", p-576-580. In: . São Paulo: Blucher, 2015.
ISSN 23186968, DOI 10.5151/despro-sigradi2015-100267