Design of interactive and collaborative learning units using TICs in architectural construction education

Abstract

In the new context of the Information Society and online learning, offering architectural education based on interactive and collaborative methodologies can generate professionals capable of combining technical and aesthetic aptitudes. Adopting these teaching methods in the design and building construction courses can assist in enhancing student motivation. The programming steps of project-based learning using technological tools for research-knowledge and representation provide an additional educational dimension. This approach enables students to gain a much greater awareness of their own learning styles and goals, while also allowing them to recognize a conceptual relationship to, and ultimately a holistic view of, architecture. In this paper, the design of the course called Architectural Construction (to be thought in the second year of the architecture undergraduate course) is presented by describing different learning units offered through information technologies implementation (IT). The article draws attention to the new training paradigm, based on the implementation of IT as intrinsic mechanisms for the academic and professional future of the architecture framework.Key words: Architecture, architectural construction learning, problem-based learning, representation, digital communication in construction. ResumenEn el nuevo contexto de la Sociedad de la Información y el aprendizaje en línea, la enseñanza de la arquitectura basada en metodologías interactivas y colaborativas tiene la capacidad de habilitar profesionales capaces de combinar tecnología y aptitudes proyectuales. La adopción de nuevos métodos de enseñanza en el diseño y construcción de edificios mejoran la motivación de los estudiantes. La programación estratégica del aprendizaje basado en problemas utilizando herramientas tecnológicas permite profundizar en el conocimiento para la representación y la investigación de proyectos arquitectónicos. Este enfoque permite a los estudiantes adquirir una mayor conciencia de su estilo de aprendizaje y los objetivos del curso, estableciendo nuevas relaciones conceptuales y una visión holística de la arquitectura. En este artículo, se presenta el diseño del curso Construcción Arquitectónica II donde se describen las diferentes unidades de aprendizaje ofrecidas a través de las Tecnologías de la Información (TI). El artículo llama la atención sobre el nuevo paradigma de capacitación, basado en la aplicación de mecanismos intrínsecos para el curso académico y el futuro profesional del marco arquitectónico.Palabras clave: Arquitectura, aprendizaje de construcción arquitectónica, aprendizaje basado en problemas, comunicación digital en construcción. 34

Mixed Analysis of the Flipped Classroom in the Concrete and Steel Structures Subject in the Context of COVID-19 Crisis Outbreak. A Pilot Study

“…Even though these differences exist, European Directive 2005/36/CE [21] establishes automatic recognition of the Architect title in all EU countries, with the only condition of the possession of an Architecture title obtained in any state member of the EU, with no mention of the difference in professional attributions for each state. Therefore, the architectural curriculum in the Spanish system [22] must keep the proper balance between art and science, design and technology and building [23], and architecture study programs include a complete training in structures [24]: design and calculation, in coherence with architectural concept, and execution surveying. With some differences between the different architecture schools, all curricula include subjects on mathematics and physics, on resistance of materials and on application of current structural codes for concrete and steel structures.…”

An experiment of collaborative, international, multi-disciplinary design studio – Erasmus+ CBHE TACEESM project Summer School

“…These issues have been accelerated by the Covid-19 pandemic, which revealed the usefulness and shortcomings of conventional pedagogy, and offered alternatives through models of distance and blended learning, as potential updates to the design studio educational concept. In particular, improvements in information communication technologies have enabled virtual connections, enhanced collaboration and allowed straightforward interaction between universities, facilitating knowledge exchange at international level (Marti et al, 2017;Yu et al, 2022;Riplay, 2015;Masd eu and Fuses, 2017). On the other hand, a tendency of "de-humanization" of the educational process has occurred, with digitalization and up-to date technologies taking the key role in the discussions on how to "modernize" teaching methods in architecture, incommoding development of soft-skills, personal relationships, co-operation and collaboration (Iranmanesh and Onur, 2021;Masd eu and Fuses, 2017;Bakir et al, 2021Hassanpour and Pas ¸ao gluları, 2021;Kvan, 2000).…”

“…These issues have been accelerated by the Covid-19 pandemic, which revealed the usefulness and shortcomings of conventional pedagogy, and offered alternatives through models of distance and blended learning, as potential updates to the design studio educational concept. In particular, improvements in information communication technologies have enabled virtual connections, enhanced collaboration and allowed straightforward interaction between universities, facilitating knowledge exchange at international level (Marti et al. , 2017; Yu et al.…”

Investigation of architecture and architectural engineering online education; educator experience, self-efficacy and success

“…Technological advances have appeared in the design studio to match what is happening in the industry (Marti et al ., 2017). The use of technology by industry increases the perception of usefulness, which also is a tenant of self-efficacy (Menabò et al ., 2021).…”