Asignaturas tecnológicas en Arquitectura en el confinamiento: hacia una enseñanza aplicada

Bardón, Còssima Cornadó; Sánchez, Eva Crespo

doi:10.5821/jida.2020.9335

Cited by 2 publications

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“…Specifically, the courses included: Technical Bases (first year), Construction I (secnd year), Construction II (third year), Construction IV (fifth year), and Innovations in Architecture and Technology (IAT) (third-fourth year). It must be highlighted at this point that the teaching team has extensive experience in the field of teaching innovation and were already applying good practices that had become, in fact, the subject's strengths, such as the use of cooperative learning activities [49][50][51], gamification techniques [52] or flipped classroom methodologies [53]. Table 1 summarizes the main information these courses include.…”

Section: Research Settingmentioning

confidence: 99%

New Approach to Design and Assess Metaverse Environments for Improving Learning Processes in Higher Education: The Case of Architectural Construction and Rehabilitation

et al. 2023

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This research paper has defined and applied a new approach to develop and optimize augmented reality-based metaverse environments for learning construction and rehabilitation in architectural studies. This research paper is part of a broader project that aims to improve the learning process of architectural students by approaching construction and rehabilitation realities to the classroom in a feasible and pedagogical way. The approach has been applied successfully to develop a new environment with augmented reality that allows teachers to carry out activities using computers, tablets, cellphones and smartphone headsets in classrooms. Students’ satisfaction regarding the new environment is high, though there is room for improvement. The assessment of this new environment has involved both questionnaires and a multicriteria decision-making method which have holistically evaluated the new proposal by achieving complementary results. The main advantages of this new environment are in terms of application and inclusion, while its weaknesses will be solved in future steps that will introduce both mixed reality, to enlarge students’ perception and comprehension, as well as neuroeducation, to diminish students’ potential annoyances and dissatisfaction.

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Section: Research Settingmentioning

confidence: 99%

New Approach to Design and Assess Metaverse Environments for Improving Learning Processes in Higher Education: The Case of Architectural Construction and Rehabilitation

et al. 2023

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“…Pedagogical methodologies involving cooperative and active teaching were a driver for professional development within the LES research team's experience [55][56][57][58][59][60][61][62]. Scientific experimental workshops were selected as the most suitable approach to provide a visual representation of scientific principles.…”

Section: Enhancing Knowledge Transmission: Experimental Scientific Wo...mentioning

confidence: 99%

Towards Intergenerational Transfer to Raise Awareness about the Benefits and Co-Benefits of Energy Retrofits in Residential Buildings

Crespo Sánchez,

López Plazas,

Onecha Pérez

et al. 2023

Buildings

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The LES Project (LES-Llavor Energètica i Salut. Del cole a casa i a la societat, in English: Energy and Health Seed. From school to home and society) is seen as an opportunity to increase the visibility of the role of science and women scientists in their actual contexts and to present architectural research as essential in mitigating climate change and improving people’s health. The goal of this research was to reach the greatest range of people possible through intergenerational transfer. However, the main receptors and drivers were students aged between 8 and 10 years old who were responsible for transmitting energy and environmental conditioning concepts and their interrelations with strategic performance in buildings. Awareness was raised through scientific workshops implemented in primary schools that had energy and air quality deficiencies and opportunities, and the concepts were extrapolated to housing. Two schools in different socioeconomic districts (vulnerable and middle-income families) were selected as a strategy to provide details about the perceptions of energy benefits in both schools’ families. The results of the experience were highly satisfactory. Children from 8 to 10 years old were interested and ready to understand and transfer key concepts about energy efficiency and health improvement through the transformation of the buildings surrounding them. The dissemination of the project and social awareness reached the primary students of the two schools selected for the project and the entire educational community (students, teachers, families and all of society). Currently, we are working on a second stage that will allow for a broad volume of replicability of the workshops, with schoolteachers taking the lead in these actions. For this purpose, LES has the support of the Department of Education of the Generalitat de Catalunya.

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Asignaturas tecnológicas en Arquitectura en el confinamiento: hacia una enseñanza aplicada

Abstract: de esta obra se puede reproducir sin autorización pero con el reconocimiento y atribución de los autores. No se puede hacer uso comercial de la obra y no se puede alterar, transformar o hacer obras derivadas.

Cited by 2 publications

References 2 publications

New Approach to Design and Assess Metaverse Environments for Improving Learning Processes in Higher Education: The Case of Architectural Construction and Rehabilitation

New Approach to Design and Assess Metaverse Environments for Improving Learning Processes in Higher Education: The Case of Architectural Construction and Rehabilitation

Towards Intergenerational Transfer to Raise Awareness about the Benefits and Co-Benefits of Energy Retrofits in Residential Buildings

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