Mandatory Virtual Design Studio for All: Exploring the Transformations of Architectural Education amidst the Global Pandemic

Iranmanesh, Aminreza; Onur, Zeynep

doi:10.1111/jade.12350

Cited by 64 publications

(105 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…According to Çagdas & Tong (2005), the first comprehensive virtual design studio was the collaboration of six designers in different locations in 1994. In the last two decades, virtual design studios have become more accessible (Iranmanesh & Onur, 2021). However, the traditional approach of architecture training has slowed down the widespread use of virtual studios.…”

Section: Architectural Design Studio and Remotementioning

confidence: 99%

Re-considering the Architectural Design Studio after Pandemic: Tools, Problems, Potentials

Ozorhon¹,

Lekesiz²

2021

JDS

View full text Add to dashboard Cite

The Covid-19 outbreak has significantly influenced all disciplines from economics to politics, especially health, and forced every discipline to develop new strategies to adapt to this situation. For this reason, education has been suspended as of mid-March 2020 in our country; after the break, education methods have changed in a mandatory and rapid way and largely switched to distance education. This compulsory transformation has required the creation of new methods and approaches, especially for applied courses. In this context, this article focuses on a remote architectural design studio experience and explores this experience's problems and potential. This research is in the framework of an adapted architectural design studio setup enriched by authors with online environment-specific tools, including components that centralize participatory production (collaborative learning approach) and enable interaction such as workshops and seminars. The studio (201 A) was experienced in the 2020-21 fall semester by remote conducting with 2nd-grade architecture students. In the article, the process is revealed in detail, and the architectural design studio has been discussed extensively with the student survey and the instructors' experiences. As a result, it has been observed that the studio's components, such as interaction, collectivism, multilayeredness, dynamism, making criticism, and juries, can survive in distance education. Although verbal communication difficulties were experienced in the remote studio, visuality/screen sharing supported the communication throughout the process. However, it is obvious that the content, methods, and tools for remote architectural design studio education should be developed with a different and new approach than face-to-face education. In order to develop more effective methods in this scope, research is required to continue, prepare a large number of experience environments supported by these studies and, most importantly, share these experiences.

show abstract

Section: Architectural Design Studio and Remotementioning

confidence: 99%

Re-considering the Architectural Design Studio after Pandemic: Tools, Problems, Potentials

Ozorhon¹,

Lekesiz²

2021

JDS

View full text Add to dashboard Cite

show abstract

“…Conversely, proverbial architectural juries prove to be an opportunity for enhancement when transitioned to the online environment. Despite some limitations, virtual juries gave students more control over the content being viewed as any given moment, causing students to prefer virtual over physical reviews (Iranmanesh & Onur, 2021). In addition, the digitally-hosted reviews allow for more diverse jury compositions, with the possibility of participation of professionals and academics from around the world (Hui et al, 2020;Iranmanesh & Onur, 2021).…”

Section: Evaluation and Assessmentmentioning

confidence: 99%

“…Despite some limitations, virtual juries gave students more control over the content being viewed as any given moment, causing students to prefer virtual over physical reviews (Iranmanesh & Onur, 2021). In addition, the digitally-hosted reviews allow for more diverse jury compositions, with the possibility of participation of professionals and academics from around the world (Hui et al, 2020;Iranmanesh & Onur, 2021). Students also appreciated the ability for reviews to be recorded for re-checking, allowing for deeper learning (Iranmanesh & Onur, 2021).…”

Section: Evaluation and Assessmentmentioning

confidence: 99%

“…In addition, the digitally-hosted reviews allow for more diverse jury compositions, with the possibility of participation of professionals and academics from around the world (Hui et al, 2020;Iranmanesh & Onur, 2021). Students also appreciated the ability for reviews to be recorded for re-checking, allowing for deeper learning (Iranmanesh & Onur, 2021). In fact, student success has proven to be independent of teaching mode, however digital delivery methods are more challenging for high-grade students and those lacking digital design skillsets (Alhefnawi & Afify, 2021).…”

Section: Evaluation and Assessmentmentioning

confidence: 99%

“…Upon adoption of the virtual learning model, capitalization on digital learning has been identified as an opportunity for student development. As students are, "native speakers of digital technologies and virtual space", they are equipped for the rapid adoption of new software and toolsets which are becoming more desirable in the industry (Iranmanesh & Onur, 2021). A mixture of digital learning conditions and difficulties allows for students to develop a variety of skillsets more effectively and collaboratively (Estrina et al, 2021).…”

Section: Digital Fluency and Technical Effectivenessmentioning

confidence: 99%

See 2 more Smart Citations

Transitioning Architectural Pedagogy Into the Virtual Era via Digital Learning Methods

Estrina¹,

Huang²,

Hui³

et al. 2021

Education and New Developments 2021

View full text Add to dashboard Cite

In an age of physical separation, a new pedagogical paradigm was established via the integration of pre-recorded videos, video conferencing, and online assessments to become hallmarks of the “new normal”. In architectural education, the hands-on learning methodologies were suddenly compromised, challenging design pedagogy to reconfigure how students integrate collaborative design, studio culture, and develop analog skills into virtual learning. This prompted the question, how can architecture be effectively taught and experimentally explored through distanced and virtual means? The recent COVID-19 pandemic has disrupted this pedagogical environment and extinguished the opportunity of accessioning collaborative facilities considering recent distancing parameters. Conducting a literature review on experiences of virtual teaching in the realm of architecture, the paper explores scenarios, surveys, and adaptations to an unprecedented full online architecture studio. The paper showcases a series of teaching modifications that prove to be useful in maintaining and improving student engagement and performance in virtual architectural pedagogy.

show abstract

Material Library System for Circular Economy: Tangible-Intangible Interaction for Recycled Composite Materials

Romani

Prestini

Suriano

et al. 2022

Systemic Circular Economy Solutions for Fiber Reinforced Composites

View full text Add to dashboard Cite

Currently the development of new circular materials has brought up the necessity to transfer their knowledge amongst the interested stakeholders for their real exploitation. This chapter aims to illustrate the design of a physical and virtual library system of the FiberEUse project. In particular, this library system wants to foster the development of new applications and value chains through the showcase of the new recycled composite materials and archetypal remanufactured products developed during the project. After the definition of the system concept, specific taxonomies were designed for the physical and virtual parts considering the technical properties and the expressive-sensorial qualities of the new recycled materials and products. A hierarchical organization was then designed to allow both tangible and intangible interactions with the samples, resulting in a coherent experience to explore these new recycled materials. Meanwhile, the physical exhibitors and the library website were developed to collect the physical and virtual samples. At the end, the whole system will be freely accessible through the library website and by booking a visit to the physical part. Thanks to its transdisciplinary nature, this system can stimulate the real exploitation of new value chains and applications.

show abstract

Mandatory Virtual Design Studio for All: Exploring the Transformations of Architectural Education amidst the Global Pandemic

Cited by 64 publications

References 28 publications

Re-considering the Architectural Design Studio after Pandemic: Tools, Problems, Potentials

Re-considering the Architectural Design Studio after Pandemic: Tools, Problems, Potentials

Transitioning Architectural Pedagogy Into the Virtual Era via Digital Learning Methods

Material Library System for Circular Economy: Tangible-Intangible Interaction for Recycled Composite Materials

Contact Info

Product

Resources

About