Growing ageing population today may be necessitating building design decision makers to reconsider the indoor environmental quality (IEQ) standards in a way that accommodates senior occupants’ diverse and individual needs and demands. An experience design approach to rationalising and individualising end-user experience on how to utilise tangible products may serve to reflect user perceptions. Generally, architectural design practices tend to incorporate neither IEQ monitoring and analysis data, nor environmental experience design today. In response to the need for filling this gap, the authors of this paper conducted a feasibility study previously that led to structuring and defining an ‘Environmental Experience Design’ (EXD) research framework. Based on the previous case study on the collective spatial analysis and IEQ monitoring results, this paper further explored the usability and applicability of this proposed EXD framework particularly to the previously documented aged care facility in Victoria, Australia, which has been stressing active ageing agendas. This EXD framework usability experiment helped to build the capacity for engaging the subjectivity and objectivity of end users’ expectations, desires, and requirements in the architectural design thinking process. Nonetheless, due to the limitation of this initial and fundamental usability study’s resources and the objective, the necessity of adjusting the scale and scope of EXD analyses emerged. Moreover, the universality of this EXD research framework usage under various architectural typologies and user conditions yet require further attempts and investigations.
There is a significant increase in the number of people with dementia, and the demand for residential support facilities is expected to increase. Providing an appropriate living environment for residents with dementia, which can cater for their specific needs is crucial. Residential aged care design can impact the quality of life and wellbeing of the residents. In this investigation, three recently constructed dementia support facilities in Victoria, Australia are selected for evaluation. Through fieldwork observation, design evaluation and space syntax analysis, the aim of this investigation is to consider the design of these three facilities in the context of current evidence on how the built environment can best accommodate residents with dementia.
This paper presents the different steps of the journey that led to the development and implementation of a design ePortfolio as part of the “Architecture Major” of the “Bachelor of Design” (BDes) at The University of Melbourne, Australia. This design ePortfolio was developed over 2 years through interviews, focus groups with students, and the development of exercises and assignment guidelines. The implementation took place in different phases, starting with the introduction of four thematic exercises in the Capstone Architecture Design Studio of the BDes, and then, more broadly, at the curriculum level, with similar activities that prepared the students to already start developing a reflective journal from the first year of their studies. The objective of this research has been to explore the potential of integrating a design ePortfolio with traditional design portfolios on the curricular activities of an undergraduate architecture degree to prioritise the students’ reflections on their personal qualities, growth, career trajectory and goals, as well as on the relationship between curricular and extracurricular activities rather than those of a conventional design portfolio, which tend to be focused more on showcasing skills and competencies. The results of this two-year project illustrate the potential of such a teaching/learning tool to link the personal and professional interests and achievements of students holistically, therefore highlighting the relationship between curricular and extracurricular activities, as well as indirect connections between design studios and seminar-based subjects, that is, history and architectural technology subjects. So far, our design ePortfolio has been successfully used to encourage architecture students to reframe problems through a different lens and, as a key to creativity, to distinguish themselves from the homogeneity of students the university produces through its degree structure and modes of operation. The significance of this teaching and learning project lies in the identification of patterns in the curricular and extracurricular experiences of students that helps them define their identity, goals, and purpose. For this reason, this research has the potential to be linked to the University’s “Student Life” project, which is related to academic advice, personal growth, mentorship, and the well-being of students.
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