No abstract
The international research project, Planning Inclusion of Clients through e-Training, (PICT) aims at developing various computerised tools and training programmes to enhance public participation in local urban projects. This article presents a communication strategy and two tools, which were applied in a pilot study in Brussels Capital Region. The communication strategy involves the use of multiple channels to introduce, inform and involve people to the urban planning debates. The first tool, called '3D-projection', combines an urban scale-model of the neighbourhood with an interactive projection. Thus, parts of the model are related to photographic and computer-graphic impressions of the existing or future streetscape. The end-user can develop a thorough understanding of the presented changes in the built environment. Getting involved and being informed are made easier. The second tool, called '4D-viewer', combines planning and design software into evaluative 3D-renderings which visualise the change of a site over time. This tool is supposed to be helpful at meetings of planners, architects and local actors and residents. The paper introduces the PICT project and the specific planning-approach of Neighbourhood Contracts in Brussels Capital Region. Then, we will describe the communication strategy and present the general concept of the two systems as well as their application in the pilot study for the 'Brabant Groen' Neighbourhood Contract. Finally, we will discuss our experiences with the system and plans for the future.
The influx of computer-based design and presentation platforms, particularly in conjunction with computer aided physical modelling and manufacturing techniques, has stimulated a renewed focus on imaginative, innovative architectural product design. Essentially, the ambition of the DigiTile exercise was to stimulate the development of individual proposals for new kinds of surface articulations on the basis of a tile-like unit, or set of units. Inspirations varied widely: from precedents ranging from history to nature, as well as from contemporary design practice and graphic imagery. The prevailing freshness and technical inquisitiveness amongst the participants contributed to the generation and concretisation of distinctive tiling concepts, many of which have arguably not been seen before. The findings and conclusions are based upon the array of outcomes from the programme so far, as well from a very recent session. Furthermore, the paper highlights the kinds of opportunities for hands-on education-based compositional studies that we foresee in the near future.
Being able to share visual course assignments and provide and receive personal feedback is essential in most studio design courses of Delft University of Technology. With the rapid growth of online and blended education teachers are confronted with the challenge of maintaining the same quality for this aspect of their teaching as in traditional face-to-face design courses. Looking for interactive ways to train creative skills in their courses, teachers found that the available WEB 2.0 tools were unsatisfactory. We mapped the requirements and found that Sketchdrive, a platform for sharing visuals, seemed to meet many of these requirements. We developed a course design integrating the visual platform Sketchdrive and collaborated with Sketchdrive to improve the platform. This resulted in a pilot project, including 3 MOOCs and 2 campus courses. This paper elaborates on the pilot project. We show how the visual platform is integrated into course designs. Next, we compare student and teacher experiences based on the results of surveys and interviews. Furthermore, we discuss differences in the blended campus courses and the online courses. In conclusion, we consider what still needs to be improved for better aligning the visual platform to our course designs. Finally, based on lessons learnt, we provide recommendations for integrating visual platforms in the course design of higher education studio design courses.
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