Experimentation, Prototyping and Digital Technologies towards 1:1 in architectural education

Abstract

Within education, and in relation to the physical-digital dialogue, we can observe the emergence of new tools, or tool sets, that facilitate experimentation in architectural education, among these, the Fab Lab movement, where 1:1 scale prototyping in construction become more accessible. The Institute for Advanced Architecture of Catalonia, considered the frontrunners in the integration of this mission within their architectural and construction based educational programs, bring materialising design to the centre of their educational methodology. Based on this, IAAC educational programs explore and produce a large series of experiments and prototypes, aiming to propose a different paradigm to the current productive system. This paper analyses series of projects co-developed by students, staff and industry collaborators with this aim. Through a design/build methodology the paper exhibits the importance of this approach to not only envision the future habitat of our society, but also to build it in the present.

Live projects: a mixed-methods exploration of existing scholarship

“…Of the reviewed literature, 31% cited issues relating to personnel and relational dynamics, including reliance on engaged students, dedicated pedagogues, strong leadership, effective communication, and a wide variety of expertise. were cited as a barrier to successful projects (Farmer, 2013;Fowles, 1984;Trubiano et al, 2019;Corroto, 2014;Grichting & Sturgeon, 2015;Dubor et al, 2019). In many instances, this issue was embraced as a learning opportunity and became part of the project's DNA.…”

“…A "Digital-design-build" typology is a noteworthy built-output trend found in the literature reviewed (Riether, 2017;Riether and Jolly, 2011;Clayton et al, 2002;Karzel and Matcha, 2009;Dubor et al, 2019;Baerlecken and Duncan, 2012;Baerlecken et al, 2013). It is often discussed in the context of connecting new digital technologies with the fabrication or building process, giving students insight into complex design methods (such as parametric-based design).…”

“…In this regard, an often-sighted issue with more traditional built-output live projects was the construction skill of participating students (Farmer, 2013(Farmer, , 2017Fowles, 1984;Trubiano et al, 2019;Corroto, 2014;Grichting and Sturgeon, 2015;Dubor et al, 2019). Instead, digital design studios advocate for a deeper understanding of the emerging digital fabrication technology and process (such as Computerised Numerical Control (CNC), plasma cutting, thermoforming and 3D printing).…”

“…With a higher percentage of built output live projects, student's construction skills and experience were cited as a barrier to successful projects (Farmer, 2013(Farmer, , 2017Fowles, 1984;Trubiano et al, 2019;Corroto, 2014;Grichting and Sturgeon, 2015;Dubor et al, 2019). In many instances, this issue was embraced as a learning opportunity and became part of the project's DNA.…”

“…Notably, the literature also indicated the significant use of quasi-autonomous institutional design centres in delivering live projects (Sara and Jones, 2018;Corroto, 2014;Akerman, 2017;Dubor et al, 2019;Foote, 2012;Iwamoto and Scott, 2001;Trevino Sherk and Cobreros Rodriguez, 2019;Yoachim et al, 2020;Salama, 2015b;Sturgeon, 2010;Wilkins, 2016;Forster et al, 2008). Also referred to as project offices, design "clinics", community design centres, design cells and labs, these bodies, whilst housed in the higher education institution, tended to sit outside traditional departmental, school or design course boundaries.…”