Jamal Al-Qawasmi and Karim Hadjri
The influence of digital media and information technology on architecture is increasingly evident. Architectural design, practice, fabrication and construction are increasingly…
Abstract
The influence of digital media and information technology on architecture is increasingly evident. Architectural design, practice, fabrication and construction are increasingly aided by and dependent on digital technology. The proliferation of computers and telecomputing in design education and practice has resulted in a major paradigm shift and a reorientation in theoretical and conceptual assumptions considered to be central to traditional design education and practice.
The influence of digital media and information technology on architectural design education and practice is increasingly evident. There has been an astonishing shift in the way…
Abstract
The influence of digital media and information technology on architectural design education and practice is increasingly evident. There has been an astonishing shift in the way architecture is being taught and produced. Networked virtual design environments such as the virtual design studio (VDS) have been introduced in many architectural schools as new ways of teaching and learning design. Applying virtual design education in developing countries such as the Arab states brings with it various opportunities and challenges. As a new phenomenon, little research has been done to study the cultural implications of the new virtual design environments (VDE). This paper examines the new paradigm of teaching and learning design virtually and the possible cultural implications of its implementation in developing countries such as the Arab world.
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Traditional architectural curricula have been based on the design studio model, which emphasizes learning by doing. Under this model, a typical architectural curriculum offers a…
Abstract
Traditional architectural curricula have been based on the design studio model, which emphasizes learning by doing. Under this model, a typical architectural curriculum offers a sequence of design studios in which students learn to design by actually engaging in designing. Until very recently the design studio culture remained largely unchanged. The introduction of the virtual design studio and the paperless studio in early 1990s has resulted in fundamental changes in design studio pedagogy. The paper examines the impact of computers and information technology, as applied in the paperless studio and the virtual design studio, on design studio education. Based on literature reviews on paperless studio and virtual design studio and examination of architectural studio instruction, including several experiences in conducting paperless studios, the author considers the pedagogical shift occurring in design studio instruction as a result of integrating digital media in the design studio. The paper considers two types of transformations in studio instruction: pedagogical transformations related to using digital media as a design tool and pedagogical transformations related to distributing the design studio with some or all participants in remote locations.
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The process of educating future architects and designers around the world varies dramatically. However, there is one striking similarity - the dominance of the design studio as…
Abstract
The process of educating future architects and designers around the world varies dramatically. However, there is one striking similarity - the dominance of the design studio as the main forum for knowledge acquisition and assimilation, and for creative exploration and interaction. Such a setting encompasses intensive cognitive and physical activities, which ultimately result in conceptualizing meaningful environments proposed to accommodate related human activities. The design studio is the primary space where students explore their creative skills that are so prized by the profession; it is the kiln where future architects are molded. It has occupied a central position since architectural education was formalized two centuries ago in France and later in Germany, the rest of Europe, North America, and the rest of the world.
Irem Kose and Gulden Gumusburun Ayalp
This study aims to outline the transformative impacts of technological developments (TD) on architectural education (AE). The focus is on studying the dynamics of convergence and…
Abstract
Purpose
This study aims to outline the transformative impacts of technological developments (TD) on architectural education (AE). The focus is on studying the dynamics of convergence and erosion, aiming to understand the impact of current digital transformations such as the COVID-19 pandemic, sustainability considerations and technology integration on AE.
Design/methodology/approach
A scientometric analysis and bibliometric search were performed to understand the current knowledge in the field. The Web of Science (WoS) was selected for its comprehensive collection of significant research articles and integrated analytical tools for generating representative data. The study involved an extensive bibliometric analysis of 131 journal articles on TD in AE from 2000 to 2023. Subsequently, the VOSviewer software was employed to illuminate the transformative impacts of technological advancements on AE. Robust methodologies, including citation analysis and co-citation networks, unravel quantitative dimensions such as publication trends, influential authors, prolific journals, geographic distribution and prevalent themes or technological domains within the discourse.
Findings
The findings reveal significant evolution in AE due to TD, with notable shifts influenced by factors such as the COVID-19 pandemic, sustainability concerns and the integration of modern technologies. Key findings include the increasing adoption of online platforms and technologies like Building Information Modeling (BIM), the crucial role of design thinking methodologies and the recognition of innovative modules such as architectural photogrammetry and augmented reality (AR) applications. Furthermore, keyword clusters were classified into six groups: “AE pedagogy and curriculum development,” “Development of architectural design process and studio,” “Educational approaches and digitalization in architectural design,” “Transition to online AE,” “Development/emergence of photogrammetry at architectural education” and “use of AR.”
Originality/value
Although several studies have addressed TD in AE from various perspectives and methods, they have yet to investigate the subject using scientometric analysis from a holistic perspective. A holistic exploration of TD in AE still needs to be improved in the existing literature. In contrast to previous investigations, this study is the first to leverage the quantitative analytical capabilities of VOSviewer. The originality lies in uncovering quantitative dimensions such as publication trends, influential authors and prevalent themes, providing a comprehensive understanding of the nuanced dimensions of this evolving intersection.