The document summarizes a final year design project aimed at developing a tool to aid 3D visualizations for architecture students. It discusses architecture education and identifies key concepts in courses like climatology and architectural graphics that could benefit from design interventions. Literature on using VR and virtual environments in architecture learning was reviewed. A user study with architecture professors and students provided insights into how concepts are currently taught and applied. The project aims to experiment further to identify gaps and develop a solution incorporating blended learning and collaboration to help students better understand 3D visualization and planning concepts.
Design learning goes online: The role of ICT in Architecture EducationSTADIO Higher Education
This document discusses the role of information and communication technologies (ICT) in architecture education. It explores how ICT can support different learning theories, including behaviorist, constructivist, situated, collaborative, and informal/lifelong learning. Examples are provided of studies using ICT to scaffold design reasoning, support online conceptual design learning, promote learning through social interaction and collaboration, and expand learning beyond the classroom. The document advocates for blended learning approaches that combine online and traditional learning methods.
Practice-based research methods: Challenges and potentialsLina Markauskaite
Master class on practice based research methods 11 December 2019.
Education as an applied interdisciplinary research field faces acute challenges in defining the nature and scope of practice-based research. Constantly shifting notions of what it means to learn and, consequentially, what it means to teach make practice-based research a fluid and muddy concept. Increasing technologisation of learning environments and heightened expectations concerning the role of evidence in situated educational decisions have led some scholars to suggest a range of new approaches that are seen as more suitable for quickly changing research and practice contexts and capable to connect research with practice, design with teaching, and data with action. In this presentation, I discuss some different ways of thinking about these connections and emerging from them methodological implications. I argue that practice-based research has to ground itself in a much better understanding of diverse ways of knowing and embrace the notion of the methodological craftsmanship.
This document summarizes two instructional design models: the Bates model and the Gentry IPDM model.
The Bates model, called ACTIONS, focuses on seven key factors to consider when selecting learning technologies: access, costs, teaching/learning implications, interaction, organizational issues, novelty, and speed. It also outlines four phases of instructional design.
The Gentry IPDM model emphasizes communication between the instructional development components and supporting components. It represents the necessary design components as 14 interconnected circles to complete an instructional unit using various techniques.
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
This document provides an overview of an online educational technology course. It outlines the course topics, assignments, schedule, and resources. The course examines theories of communication and learning and their application to instructional technology. It will involve weekly online sessions, group presentations on communication theories, a case study poster and paper, and participation. The first session introduced the course, discussed media effectiveness, and had students select group presentation topics. Students are preparing problem statements and group presentations for the next session.
The document discusses a workshop on open educational resources (OERs), pedagogical patterns, and learning design. It introduces these topics and the OLnet initiative. It then describes the activities in the workshop, which included discussions, think-pair-share exercises, and hands-on challenges to redesign course content using visualization tools. The goal was to explore how to encourage uptake and reuse of OERs through representing pedagogical designs visually.
Workshop introduction to web 2.0 technologies and educational application of...Khalid Md Saifuddin
The document summarizes a workshop on web technologies and educational applications of Web 2.0. The workshop agenda includes sessions on educational applications of Web 2.0, exercises on reference management and portfolios, and a presentation on problem-based learning. The first session maps different web 2.0 tools to learning activities and discusses how features of the tools can be integrated into activities related to information handling, communication, production, and experiential learning. The second session covers the architecture of the world wide web, client-server architecture, popular software platforms for web applications, and environments for PHP-MySQL web development.
This document provides information about the Architecture Design Studio 3 module, including learning outcomes, assessment components, and policies. The module emphasizes the experiential qualities of space and architecture. Students will explore spatial typologies and the concept of neighborhood through preliminary design projects. The major project involves designing a small-scale community building in response to the site context. Students will be assessed through three design projects, with the final one accounting for over half of the grade. The module uses student-centered learning approaches like group work and feedback sessions.
This document outlines the agenda for an educational technology course. It includes an overview of major communications theories, group presentations on selected theories, breakout activities applying the theories, and preparation for upcoming assignments. Students will analyze theories, collaborate in groups, and develop a presentation and case study poster. The session aims to help students understand key concepts and work together to apply them.
The document discusses current challenges in learning design and pedagogical patterns research. It provides an overview of a symposium on this topic, including definitions of learning design and pedagogical patterns. It also examines different ways of representing learning designs, such as course maps, pedagogy profiles, and task swimlanes. Finally, it identifies gaps between the promise and reality of these areas and discusses potential solutions.
Designing creative electronic books for mathematical creativityChristian Bokhove
This document summarizes a presentation on designing creative electronic books (c-books) for mathematical creativity. It provides an overview of the MC2 project and platform, introduces several existing c-books, and shares some data from usage. The goals are to design a new genre of electronic book that promotes creative mathematical thinking and builds an international community of interested parties to co-design resources. C-books make use of interactive widgets and store student work and data.
Tools and Evaluation Techniques to Support Social Awareness in CSCeL: The AVA...EuroCAT CSCL
1. The document describes a 7-step process for designing participation avatars to increase engagement in an online teacher training program in Greece.
2. User evaluations found that calculating participation levels based on the highest posting student and using varied colors improved understanding and motivation.
3. A final study showed the avatars improved active participation and satisfaction with the program compared to the control group without avatars.
Technology, especially IT has affected our lives. Various activities are getting streamlined due to IT. The world today is characterized by powerful IT, forces of collaboration and digitization.
The panel discusses using social science methods like ethnography to spur innovation in interdisciplinary student teams. The document describes an initiative by Henry Delcore, an anthropologist, to combine students from engineering, entrepreneurship, and anthropology into teams. Delcore believes including social science perspectives can lead to more innovative products. The paper then discusses how Delcore uses ethnographic research methods in his own work and with student teams to gain insights into user needs and contexts that inspire new solutions.
Effect of mixed media visualization on learner perceptions and outcomesBond University
Pilot study presented at the 25th Australasian Conference on Information Systems - examining the effect of mixed media visualization on learner perceptions and outcomes in 3D spatial modeling. Presented is an evaluation of physical and virtual media (3D Printed, Virtual Reality and 2D Projection) and several core guidelines for more in-depth research on the interaction between media for improved learning in domains which really on visualizations and manipulations.
The POE strategy involves 3 steps: 1) Students predict the outcome of a demonstration, 2) They observe the actual outcome, and 3) They explain any differences between their predictions and observations. This strategy is used to uncover students' initial ideas and generate discussion. It can also motivate students to explore concepts and generate investigations. The document provides examples of how POE has been implemented using discussion forums and wikis in online science courses.
- Design management models for Korean companies
- Design strategy development process
- Design leadership and organization
- Design evaluation and ROI measurement
PhD Students:
- Design strategy model for SMEs
- Design strategy development process for service industry
- Design leadership competency model
MSc Students:
- Design strategy model for public sector
- Design strategy development process for social enterprise
- Design evaluation model for public design projects
Publications:
- Design Management Review, Design Issues, IJDT etc.
Projects:
- Design strategy consulting for LG, Hyundai Motors, POSCO etc.
Human Centered Design Lab.
LAB RESEARCH Human Centered Design Lab.
Design
An Exploration of Immersive Virtual Reality in LearningVikas Luthra
This document discusses the design of an immersive VR tool to aid in learning complex concepts in engineering drawing courses. Interviews with students revealed difficulties visualizing 3D solids and their projections. The objective is to design a VR learning tool that allows students to manipulate 3D solids and see projections update in real-time. An initial prototype in Vizard simulates rotating pyramids and displaying the changed projections. Future work includes testing the prototype with students and expanding it to include sectioning and intersecting solids. The goal is to engage students and help them develop 3D visualization skills through an interactive, constructivist learning experience in VR.
The document discusses various topics related to pedagogy in architectural design teaching including:
- The definition and aims of pedagogy as the science and art of education.
- Approaches to teaching architectural design such as problem-based learning and team-based learning.
- Frameworks for effective lesson delivery including gaining attention, reviewing material, presenting new information, and providing practice and feedback.
- The development of pedagogical content knowledge in early career teachers through tools like content representations.
- Historical developments in architectural design and modernism's emphasis on function in all design.
This document discusses architectural education, including its history and objectives. It covers the goals of basic architectural courses such as developing space imagination, expressional skills, and reinforcing creativity. It also addresses issues in teaching such as a focus on grades over learning and a lack of resources. The document categorizes different types of architects including social, commercial, cultural, and technological architects and outlines their key skill sets. Finally, it provides conclusions about the importance of design, learning from others, accepting criticism, and bridging the gap between academics and practice in architectural education.
The document discusses rapid prototyping in instructional design. It begins by summarizing an author's experience with how instructional design theories did not always match real-world practice, and that situated learning depends on unique project circumstances. It then provides an overview of the history and benefits of rapid prototyping, including clarifying needs, enhancing creativity, and reducing errors. Different types of prototypes are described like paper prototypes, wireframes, and electronic prototypes. The advantages of rapid prototyping include encouraging participation, enabling iteration, and detecting errors earlier.
UCD and Technical Communication: The Inevitable MarriageChris LaRoche
Presentation about the increasingly collaboration and needs of technical communication to work with and become competent within UX and UCD methods and principles.
Interface Design - an overview on recent findings in HCI research and examples of interfaces created by WebFoo Interface Division.
This slideshow was presented by our Creative Director, Mihai Varga, at a guest lecture at Surrey University in March 2014.
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
The document discusses learning design and tools that can be used to support the learning design process. It describes learning design as both a process of planning learning activities and a product representing that design. Key aspects of learning design include using a shared design language and notational systems to represent and discuss designs. Challenges of learning design include balancing precision with the fuzzy nature of practice and balancing personal designs with those meant to be shared. Tools discussed that support learning design include CompendiumLD and Cloudworks.
Abstract
This paper will present interim reflections on an ongoing pilot educational project being undertaken with the 2013-2014 new undergraduate cohort of Planning students in the three existing programmes at the Bartlett School of Planning (BSP) in University College London (UCL): Urban Planning, Design and Management (UPDM), Planning and Real Estate (PRE) and Urban Studies (US). The main purpose of this project is to enhance the University-level agenda for key transferable skill development (academic; self-management; inter-personal, but most importantly, communication) via active production of design (e-)artefacts of paramount value for employability in the Built Environment – the (i-)portfolio. It also aims to contribute to wider pedagogical and theoretical debates on the nature and value of the use of technology in Built Environment higher education. The project is developed
in two stages, over the academic year. During terms 1 and 2 (October-December and January-March), the project will pilot the use of iPads as a dynamic learning tool in graphic communication, and will explore the potential of technology-enabled features and utilities to improve student engagement and foster individual learning. In terms 2 and 3 (April - June) the project will pilot the use of iBooks as a dynamic learning resource in phenomenological pedagogy, with the aim of building on the capacity for our graduates to become ‘reflective practitioners’. It will do so by promoting the co-development of i-portfolios as design (e-)artefacts that enable and reinforce the values of self-regulated and flexible learning and ongoing personal/career development.
The document summarizes the staff, doctoral students, resources, and laboratories of the HCI Group at Tallinn University. It lists the researchers, professors, and analysts that make up the staff. It also lists the doctoral students that have been or are currently affiliated with the group. Finally, it describes two laboratories managed by the group - the Interaction Design Laboratory and the User Experience Laboratory, including their purposes and example projects.
Architectural design project project 1a brief august 2016Preston Liew
This document provides information for Project 1a of the Architectural Design Project module. The objectives of Project 1a are to develop a simple design brief and conduct pre-design analysis to inform an architectural design project. Students are required to choose an architectural position, study the site context, identify user needs, and analyze precedent projects. They must then formulate a brief outlining the design topic, building type, user group, and schedule of accommodation. The pre-design analysis and brief will be presented through a 10-15 minute multimedia presentation in Week 3. The presentation will be assessed based on the quality of the brief, precedent studies, contextual and user analysis, and presentation delivery.
Research proposal presentation - 10 june 2014Tracey Dalton
This document provides an overview of Tracey Dalton's research proposal on implementing post-lecture screencasts to increase understanding for interior design students. The summary includes:
[1] Tracey has produced over 50 screencasts over the past two years to support her classroom teaching on topics like perspective drawing and AutoCAD tutorials. She wants to research if making these screencasts available post-lecture can help increase student understanding.
[2] The research will involve surveying and interviewing interior design students from DIT and Dublin Institute of Design who have used Tracey's CAD screencasts. It will use a mixed-methods approach to understand the student experience and impact on factors like anxiety and ability.
Electronic Portfolio: Fostering Critical Reflection is a collaborative effort of three faculty members and three students at Red River College - RED Forum conference presentation on May 10, 2019.
Acknowledgement:
Thank you to RRC Staff: Amanda Le Rougetel, (pp. 8-9) and Matt Miles (p. 10), and former/current RRC Students: Mary Jeslyn Granil-Arguelles (p. 5), Chenting Qian (p. 6), and Ynah Penas (p. 7) without whose expertise this presentation would not have been possible.
Citation:
Zuba Prokopetz, R., Le Rougetel, A., Miles, M., Granil-Arguelles, M. J., Qian, C., & Penas, Y. (2019, May 10). Electronic portfolio: Fostering critical reflection. Presentation at RED Forum conference, Winnipeg, Manitoba.
The document discusses using a learning design approach to shift from implicit, belief-based teaching practices to more explicit, evidence-based design informed by validated tools and methods. It describes learning design as both a process of planning learning activities and a product - the representation or structure produced. Key aspects include design as a conscious, creative, communicative, and social process. Challenges of this approach include balancing precision with the natural fuzziness of practice, and balancing personal designs with those meant for sharing.
The document outlines the Constructivist Design Model (CDM) for architectural education. It proposes modifying studio instructional design based on constructivist learning strategies. This includes encouraging student-centered, problem-based, collaborative learning through exploration and knowledge construction, supported by technology. The goals are for students to engage with real-world problems through a flexible, self-reflective design process facilitated by instructors.
The document provides notes from an architectural design studio class discussing a community center project. It covers key stages of the design process including understanding the program and site analysis, developing a concept, and applying sustainability strategies. The program is translated into a bubble diagram showing relationships between functions. Site analysis considers physical characteristics like climate and topography as well as surrounding context. Developing a concept brings the program and site together in a holistic idea. Sustainability will be assessed using the QSAS rating system.
A PRELIMINARY STUDY ON MULTIDISCIPLINARY DESIGN FRAMEWORK IN A VIRTUAL REALIT...ijma
This article presents a preliminary study on the effectiveness of the multidisciplinary design framework
(MDF) for teaching and learning in a Virtual Reality Learning Environment (VRLE). The aim of the study
was to investigate the students’ learning experiences with fully remote multidisciplinary groups, practicing
collaborative design in a VRLE. The objective was to introduce and implement a synchronous
multidisciplinary design teaching and learning engagement framework with asynchronous online
documentation that manages and evaluates evidence of learning outcomes. This study employed a
sequential explanatory mixed method research on a quasi-experiment involving 30 undergraduate students
from the creative media specializations in collaboration with 39 other students from the business,
computing, communication, and product design degree students over a 14- weeks duration. Students were
surveyed using online questionnaires, interviews, and observations by the module facilitator for the
quantitative and qualitative data collection. A triangulation protocol was used for the convergence coding
of three data sets. Results revealed that there were 85% students scoring grade A’s as compared to 69.3%
from the previous cohort that was without the framework and VRLE support. Overall, the students’
commented that the multidisciplinary design collaboration was beneficial, realizing the advantage of
collaborating to merge various skill sets and knowledge to solve problems that couldn’t be solved alone.
The study’s finding implied that the MDF effectively achieved the teaching and learning outcomes and
could be applied to all higher education multidisciplinary collaborations in a VRLE.
A Preliminary Study on Multidisciplinary Design Framework in a Virtual Realit...ijma
This article presents a preliminary study on the effectiveness of the multidisciplinary design framework (MDF) for teaching and learning in a Virtual Reality Learning Environment (VRLE). The aim of the study was to investigate the students’ learning experiences with fully remote multidisciplinary groups, practicing collaborative design in a VRLE. The objective was to introduce and implement a synchronous multidisciplinary design teaching and learning engagement framework with asynchronous online documentation that manages and evaluates evidence of learning outcomes. This study employed a sequential explanatory mixed method research on a quasi-experiment involving 30 undergraduate students from the creative media specializations in collaboration with 39 other students from the business, computing, communication, and product design degree students over a 14- weeks duration. Students were surveyed using online questionnaires, interviews, and observations by the module facilitator for the quantitative and qualitative data collection. A triangulation protocol was used for the convergence coding of three data sets. Results revealed that there were 85% students scoring grade A’s as compared to 69.3% from the previous cohort that was without the framework and VRLE support. Overall, the students’ commented that the multidisciplinary design collaboration was beneficial, realizing the advantage of collaborating to merge various skill sets and knowledge to solve problems that couldn’t be solved alone. The study’s finding implied that the MDF effectively achieved the teaching and learning outcomes and could be applied to all higher education multidisciplinary collaborations in a VRLE.
Psychological biases form the basis of effective UX design. Our thinking involves two systems - System 1 is fast, intuitive thinking while System 2 is slower, effortful thinking. System 1 relies on mental shortcuts and is prone to biases. Design should aim for cognitive ease by using progressive disclosure, defaults, simplicity and other techniques that reduce mental effort. Additionally, design should leverage social influences, framing, anchoring and other unconscious decision making tendencies to guide users. The goal is habit forming experiences that provide information and feedback to satisfy our innate human cravings.
This document discusses designing voice user interfaces for personal assistants. It outlines research conducted to understand what makes a good companion. Interviews asked people to describe companions using photos, which identified characteristics like empathy, trustworthiness, and presence. Researchers analyzed the data to develop a human companionship framework with stages from childhood to adulthood. The framework informs designing assistants that can have human-like conversations and build relationships over time through personalized interactions. The conclusion emphasizes designing for individuality, the dynamic nature of voice conversations, and the multidisciplinary challenges of building voice assistants.
Innovation is important for business survival and competitive advantage. Companies that innovate are able to gain a jump on competition and leave behind those that rely only on past successes. One study found innovations in the 1970s averaged a 56% return on investment, much higher than the typical 16% for all businesses. For companies to survive disruptions, they may need to change fundamentally who they are and how they operate. Innovation depends on factors like effective use of technology, innovation processes, corporate strategy, management style, organizational structure, employee skills and motivation, resources, knowledge management, and culture that supports risk and change.
The document summarizes the progress made on a design project to develop an immersive virtual reality learning tool to help students understand complex engineering drawing topics like projection and section of solids. It describes the objectives, literature review conducted, user research including interviews with students and instructors to identify problems, prototyping done to test different solids and rotations, a second literature review on evaluation methods, and plans for an empirical study including development of test materials and questionnaires.
The project was done as part of my summer internship at University of Applied Sciences, Western Switzerland (HES-SO) under the guidance of Prof.(Dr.) Florian Evequoz. The objective of project was to on the design an E-Government Application called CARES( Computer-Aided Requirements Engineering Software).It is a cloud-based requirements engineering (RE) tool allowing Swiss public administrations to create WTO-conform procurement documents towards their business processes.
With CARES, authorities will be able to:
• Document and model their business processes (BP) as recommended by Swiss E-Government standards
• Use the BP represented in BPMN as a basis for Requirements Engineering (RE)
• Enrich the process documentation in case BPMN would not be sufficient for RE
• Generate a complete requirements report that can be published as a request for proposal
Following a UX design lifecycle literature and online study was done and comparative analysis of the related software (Signavio) in the domain was performed. Next user interviews and contextual inquiry were carried out by travelling to Swiss cities and meeting the users from Swiss IT companies, public administrations etc. The interviews were recorded and documented. Affinity analysis of the user interviews was done and several ideas and insights were generated through Brainstorming .New goals were defined, two user personas were identified and information architecture was build. Finally prototypes were made in form of high fidelity wireframes and visuals
ChemicAble is an interactive tabletop interface that helps students of grade 8-10 understand ionic compound formation. It acts as an exercise tool for students to understand better the concepts of ionic bonding by letting them explore and learn. It has first 20 elements of the periodic table being represented by 20 hemispherical tokens (atoms). Lewis dot structure which is being taught in these classes, formed the basis of our instructional content for the prototype.
The document summarizes the process followed by the Ideabox project to explore ideas. They conducted brainstorming sessions and secondary research on introverts, idea sharing and design thinking. User interviews identified opportunities like connecting people and providing idea development tools. The flow model shows how users get ideas, seek feedback, and may work to convert ideas into products/services with the help of experts, research and inspired people.
The new logo proposed for IIM Lucknow features a tree symbolizing the institute's philosophy of serving the nation through better management practices. The tree represents an institution providing knowledge, vision, leadership and service. The bark and small circle represent an individual innovator/leader who can help organizations grow to new heights. Sun rays above symbolize spreading knowledge. The logo will be used on the institute's publications, website, letterhead, visiting cards and signage to develop a unified brand identity.
1) The document describes a project called Shcrubber aimed at designing a product to help conserve water resources at IIT Guwahati.
2) The team conducted research including observing current dish washing methods, interviewing mess workers, and analyzing problems and ideas for a solution.
3) They created several concepts before settling on a design called Shcrubber, a handheld device containing a scrubber, soap dispenser, and water outlets to facilitate dish washing with less water usage.
Butterfly wings are made of a thin membrane covered with colorful scales that provide strength and stability. A butterfly's scales are pigmented to produce various colors and patterns. During development, butterflies go through stages as an egg, larvae, pupa, and finally adult. As adults, butterflies use their wings and flight to search for mates, food, and migrate. Their colorful wings and patterns provide camouflage and warnings to deter predators.
This document proposes an app idea to solve conflicts that arise in Indian families when parents and children want to watch different things on TV. The app would display updates like cricket scores, news, stock prices, weather and social media feeds along the bottom of the TV screen as ticker updates, allowing the whole family to watch together while still getting the information they want. Key features outlined include customizing the number and type of information bars displayed, minimizing bars individually, and changing themes. Revenue would come from advertisements on the app interface and in marquee text. Initial sketches, wireframes and user flow diagrams are included.
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Exploring Writer's Studio Interior Design: A Prototype Case StudyAditi Sh.
This PowerPoint presentation delves into a comprehensive case study and prototype study of a Writer's Studio, focusing on understanding the psychology of the writer through the spaces they use. The study emphasizes the innovative concepts of flexibility and small space optimization tailored specifically for the creative process. By analyzing the spatial dynamics, ergonomic considerations, and aesthetic choices within the studio, the presentation aims to uncover how environment influences creativity and productivity. Through detailed examination and visual documentation, it explores various design strategies employed to enhance functionality without compromising on comfort and inspiration. This presentation is ideal for architects, interior designers, and anyone interested in the intersection of psychology, design, and creative workspaces. It offers insights into designing spaces that foster concentration, creativity, and overall well-being for individuals engaged in intensive writing and creative endeavors.
Sketchy Micro Flashcards.pdf by sketchy micro not anki
Learning Tool for Architects
1. Understanding fundamental concepts of learning in
architecture to design a tool aiding in 3D visualizations
of architecture students
Final Year Design Project
Guide: Prof.(Dr.) Pradeep Yammiyawar
Vikas Luthra 10020544
Maulishree Pandey 10020524
3. What is this architecture all about?
• Architecture is the process of planning, designing and constructing form, space and ambience that reflect
functional, technical, social, environmental, and aesthetic considerations of physical structures.
• An architect is trained and licensed to plan, design, and oversee the construction of buildings. Term
architect derives from the Latin architectus meaning chief builder
5. Objective
• Studying the architecture pedagogy with regard to the fundamental concepts being taught in
curriculum of architecture.
• Identify the relevant course, and understand the content and manner of instruction, through literature
and user study.
• Propose learning solutions that can better the understanding of these concepts among student of
architecture and allied fields
Secondary UserPrimary User Architect students
Architecture
Professors
7. Design Methodology
Research User Study Ideate
Prototype
Literature Study
Online Research
Observation
Contextual
Inquiry
User Interview
Experiment
Brainstorming
Design Brief
Task flows
User Study
Analysis
Concept Sketches
Development
10 Aug’13 -30 Aug‘13 1 Sep’13 -5 Oct’13 6 Oct’13 -12 Oct‘13 13 Oct’13 – 29 Nov‘13
8. “Let us read some case study and
do some data collection”
9. Literature Study-what we read
• Architecture and Learning.
• Study about visualization of spaces by architect students and its representation into 2D and 2.5D on
paper
• Virtual Reality solutions and other technological interventions in learning for architects .
• Identify the major courses taught to architects students that could have some design intervention.
10. Architecture and learning….
• Learning in architecture necessitates thinking of mental images and presenting those images on paper,
and sometimes as physical models or computer generated models.
• Education in architecture be it expert or non expert is a communication process with mainly exchange
of visual images
• Visuospatial thinking theories are especially suited for the purpose of learning in and about
architecture which both rely heavily on the notion that thinking consists of mental images and
principled manipulation of mental images
• Architectural learning requires requires ‘learning by doing’ in a studio environment through which
students acquire experience working in a social context of peers thus aligning itself with constructivist
form of learning
13. Using Second Life Desktop based E-learning attempts
….
Sloodle
Second Life for
teaching HCI course
14. Other attempts….
Example of photorealistic
visualization of a generated
3D city model within the GUI
(left) and NPR of the cadastral
data shown in Figure 1 on the
workbench (right).
CLEV-R
URP3D Puppetry
15. “What did we learn from long hours of
staring at screens and books”
16. Literature study -Inferences
WHAT IS DONE? POSSIBILITIES
Immersive VR – ART + COM, Virtual
Tours of proposed building sites
Desktop based VR – Second Life, Clev-R
Text Based VR – MUDs
Tangible + VR, along the lines of 3D
Puppetry
Augmented Reality and VR, along the
lines of URP
17. Literature study -Inferences
• Architects have numerous tools and software to help them visualize
and model their plans in 3D, and adoption of these tools has risen
significantly in the architectural community.
•There have been multiple projects to encourage collaborations
between architects, professionals from related fields and non-
architects. Examples – Simulation of the SF Bridge, IJBurg, VIPA, etc.
• Architects learn best by ‘doing things’, traditionally in a studio environment. Thus, they are aligned
with constructivist learning models.
• Face-to-face interaction is very important in architectural learning and solution building.
• Most of these projects have made use of VR technology. Few like URP, which is an urban planning solutions,
makes use of augmented reality and tangible UI.
18. Literature study -Inferences
• VR and related technologies can be used effectively to incorporate the two necessary features –
constructivist learning and face-to-face interactions.
• Projects like CLEV-R, VIPA, Sloodle, with the aid of platforms like Second Life have been used to research
feasibility of fluid collaborations in the virtual world..
• However, poor instructional content is still a concern. Several constraints related to use of VR also came
to light – psychological and physiological strain, nausea, headache, etc.
• Also, for architects, technology has been used only to aid in 3D modeling of their drawings. Purpose of
these projects has been to analyze feasibility of proposed solution and to aid in communication with
other stakeholders. Focus is yet to shift to teaching architecture.
•There are limited projects dealing with courses of building services, climatology, etc.
19. Major Courses taught….
Referred to architecture curriculum followed in IIT Roorkee, Guwahati University and a model curriculum
provided by AICTE (Appendix). Purpose of this exercise was to identify fundamental courses, and then
through user study, recognize possible interventions of VR in one or many of these courses.
Courses identified are mentioned below –
• Architectural Graphics
• Building Construction and Materials
• Design
• Climatology
• Structures
• Building Services
• Computer Applications in Architecture
20. “But reading is not sufficient we need to
do the site analysis as well”
21. User study -goals
Goals of the two field visits was to
• Observe and discuss the manner of instruction of the above identified courses with professors and
students..
• Identify concepts in these courses, which either instructors find difficult to explain, or are difficult for
students to grasp.
• Understand the manner in which these concepts are applied by students in their projects, and how
these affect solution development.
• Seek out methods (peer based learning, online resources, etc) employed by students at personal level
to gain an understanding of difficult topics.
22. Site visit…
We made two visits to Department of Architecture, Royal
Group Of Institutes, Guwahati. In first visit, we used the
method of contextual inquiry to understand instructor-
student interaction for the course of Architectural Graphics.
Students who were studied in this context were in their
third semester.
In our second visit, we sat in in the class of Architectural
Design, which was being held for fifth semester students.
As part of the visit, we also interviewed the students about
other courses.
23. User Study
• Students discuss their designs and drawings with instructors, where by they are given feedback about
changes to be made. Instructors are, in a way, pre-jury for students.
• Changes were suggested to paper drawings, regardless of whether student preferred sketches or 3D
software.
• Classes were informal in nature, with one-to-many and many-to-many interactions taking place
Gathered Insights:
24. User study
• Projects roughly involve the process of literature
study - site analysis – zoning – drafting –
orientation and space division as per climatic
factors – final solution
• Data collection for site analysis is done mostly
using images, and analyzed data is represented
via images.
• Students comfortable with sketching sketch
largely on paper.
• Few students did only rough sketches of form,
and then used 3D software to develop their
designs.
.
Ramesh seems to be little angry with us while Suresh is happy
to show his work
Gathered Insights:
25. “What can we conclude till now and
what next to be done”
26. Conclusion…
• Climatology, Architectural Graphics and Building services were identified as the architectural
courses whose concepts learning would require some design intervention.
• Virtual Reality and Virtual Environments seems to be one of most potent technology for
developing our solution apart from tangible user interface and augmented reality.
• Tool made should be such that it should incorporate the concept of blended and
constructivist learning as well as promote collaboration among architect students.
27. What next to be done…
• Experiment with students to identify the gap between concept learning and implementation
for a particular course
• Brainstorming and Concept Generation
• Solution to aid in concept development which require 3D visualization and planning
User Study Ideate Prototype
Experiment
Brainstorming
Design Brief
Task flows
User Study
Analysis Concept Sketches
Development
1 Sep’13 -5 Sep‘13 6 Oct’13 -12 Oct‘13 13 Oct’13 – 29 Nov‘13
28. Stuff we study…
References
• Jennifer Whyte, Virtual Reality and Built Environment
• Mayer, E.R (2005)/ Multimedia Learing: Guiding Visuospatial Thinking With Instrctional Animation, In:
The Cambirdge Handbook of Visoospatial Thinking, P. Shah & A. Miyake, pp. 477-508, Cambridge
University Press, ISBN 978-0-521-00173-0, New York
• Bates-Brkljac, N. (2007). Investigating perceptual responses and shared understanding of
architectural design ideas when communicated through different forms of visual representations,
Proceedings of Information Visualization 2007 Conference, Zurich, Switzerland, 2007.
• Langdorf. The 1990s:information systems and computer visualisation for urban design, planning
management, Environment and Planning B: vol. 19, pp723-738, 1992
• Messner, J. I. & Horman, J. M. (2003). Using advanced visualisation tools to improve construction
education. Proceedings of CONVR 2003 Conference, Virginia Tech, 24-26 September 2003, pp.145-
155.
• Horne, Margaret and Thompson, Emine Mine (2008) The role of virtual reality in built environment
education. Journal for Education in the Built Environment, 3.
• Aldrich C. Learning Online with Games, Simulations and Virtual Worlds – Strategies for Online
Instruction
29. Stuff we study…
References
• Minocha, S., Tran, M.Q., Reeves, A. Conducting Empirical Research in Virtual Worlds: Experiences
from two projects in Second Life. Volume 3, Number 1, The Researcher’s Toolbox, November 2010.
• Nijholt, A. (2000). Agent-supported cooperative learning environments. In Proceedings of the
international workshop on advanced learning technologies.
• Rickel, J., & Johnson, W. L. (1999). Virtual humans for team training in virtual reality. In Proceedings of
the ninth international conference on artificial intelligence in education (pp. 578–585).
• De Freitas, S. (2008). Serious virtual worlds. A scoping study. Prepared for the JISC e-learning
programme.
• Nijholt, A. (2000). Agent-supported cooperative learning environments. In Proceedings of the
international workshop on advanced learning technologies.
• Ryan, J., O’Sullivan, C., Bell, C., & Mooney, R. (2004). A virtual reality electrocardiography teaching
tool. In Proceedings of the 2nd international conference on biomedical.
• Virvou, M., Katsionis, G., & Manos, K. (2005). Combining software games with education: Evaluation
of its educational effectiveness. Educational Technology and Society, 8(2).
• Teresa Monahan, Gavin McArdle, Michela Bertolotto. Virtual reality for collaborative e-learning.
Computers & Education, Volume 50, Issue 4, May 2008, Pages 1339–1353