Kokosalakis, K and Brown, GP and Moorhouse, J (1997) Incremental reflective learning and innovative practice in Electronic Design Media. In: Publication of conference proceedings CD Rom available Osterreichischer Kunst und Kulturverlage also . (eCAADe Challenges of the Future, 17 - 20 September 1997, Vienna, Austria).
Incremental reflective learning and innovative practice in Electronic Design Media.pdf - Accepted Version
This paper discusses the impact of a continuously developing CAAD learning strategy, describing in detail a few of these principles, and considering their dynamic impact through deeper more lasting learning, feeding a substantial intensification in the application of Architectural Designing with Computers, changing design methods with interesting analytical and creative results. Aspects of the CAAD teaching discussed include extended collaboration between CAAD and design tutors in defining learning outcomes and tutoring the students' application of CAAD to design projects, inclusion of CAAD within traditional interim reviews and feedback for design projects and bringing emphasis on conceptual principles, structuring the model and simple programming into earlier stages of the teaching programme and a simple excursion into programming. Studio project examples indicate the interplay between teaching, learning and achievement. Some evidence is explored in greater detail. from the "Interstitial Layers" project utilising the appropriateness of CAAD to store and switch the visibility of spatial data in endless permutations and extensive combinations for mapping, analysing and strategically projecting patterns of city centre activities, fabric and space. Students' demonstrate a dynamic command of CAAD: as a vehicle for conceptual design. a device to analytically review, criticise and modify the design, as a means to explain design ideas to tutors and to develop and detail final building designs. Reciprocal valuing of quality CAAD achievement between architecture students and staff is seen· to be contributing to involvement and motivation, reinforcing striving for equality of achievement. Reference to a further strand of the new methodology considers the impact of tutoring based in researcher findings from video case study precedents of architects practising creative design through use of computers, on a more open, effective development of the architecture students' own designing processes, culminating in interesting design work.
|Item Type:||Conference or Workshop Item (Paper)|
|Subjects:||N Fine Arts > NA Architecture
Q Science > QA Mathematics > QA76 Computer software
|Divisions:||Liverpool School of Art and Design|
|Date Deposited:||30 Jul 2015 07:31|
|Last Modified:||10 Sep 2015 13:33|
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