The Experts below are selected from a list of 53967 Experts worldwide ranked by ideXlab platform

Johan Verbeke - One of the best experts on this subject based on the ideXlab platform.

  • Design Studio 2.0: Augmenting Reflective Architectural Design Learning
    arXiv: Human-Computer Interaction, 2015
    Co-Authors: Burak Pak, Johan Verbeke
    Abstract:

    Web 2.0 is beyond a jargon describing technological transformation: it refers to new strategies, tools and techniques that encourage and augment informed, creative and social inter(actions). When considered in an educational context, Web 2.0 provides various opportunities for enhanced integration and for improving the learning processes in information-rich collaborative disciplines such as urban planning and architectural Design. The dialogue between the Design students and Studio teachers can be mediated in various ways by creating novel learning spaces using Web 2.0-based social software and information aggregation services, and brought to a level where the Web 2.0 environment supports, augments and enriches the reflective learning processes. We propose to call this new setting Design Studio 2.0. We suggest that Design Studio 2.0 can provide numerous opportunities which are not fully or easily available in a conventional Design Studio setting. In this context, we will introduce a web-based geographic virtual environment model (GEO-VEM) and discuss how we reconfigured and rescaled this model with the objective of supporting an international urban Design Studio by encouraging students to make a collaborative and location-based analysis of a project site (the Brussels-Charleroi Canal). Pursuing the discussion further, we will present our experiences and observations of this Design Studio including web use statistics, and the results of student attitude surveys. In conclusion, we will reflect the difficulties and challenges of using the GEO-VEM in the Design Studio in a blended learning context and develop future prospects. As a result, we will introduce a set of key criteria for the development and implementation of an effective e-learning environment as a sustainable platform for supporting the Design Studio 2.0.

  • reDesigning the urban Design Studio two learning experiments
    arXiv: Human-Computer Interaction, 2015
    Co-Authors: Burak Pak, Johan Verbeke
    Abstract:

    The main aim of this paper is to discuss how the combination of Web 2.0, social media and geographic technologies can provide opportunities for learning and new forms of participation in an urban Design Studio. This discussion is mainly based on our recent findings from two experimental urban Design Studio setups as well as former research and literature studies. In brief, the web platform enabled us to extend the learning that took place in the Design Studio beyond the Studio hours, to represent the Design information in novel ways and allocate multiple communication forms. We found that the student activity in the introduced web platform was related to their progress up to a certain extent. Moreover, the students perceived the platform as a convenient medium and addressed it as a valuable resource for learning. This study should be conceived as a continuation of a series of our Design Studio 2.0 experiments which involve the exploitation of opportunities provided by novel socio-geographic information and communication technologies for the improvement of the Design learning processes.

  • ReDesigning the urban Design Studio: Two learning experiments
    Journal of Learning Design, 2013
    Co-Authors: Burak Pak, Johan Verbeke
    Abstract:

    The main aim of this paper is to discuss how the combination of Web 2.0, social media and geographic technologies can provide opportunities for learning and new forms of participation in an urban Design Studio. This discussion is mainly based our recent findings from two experimental urban Design Studio setups as well as former research and literature studies. We will reveal our observations on the perceived affordances and challenges of using web 2.0 based social geographic platforms in these Design Studios. We question the nature of learning and participation that takes place; drawing on the learning experiences of the students; as well as the traces of their online activity logs. This study should be conceived as a continuation of a series of our "Design Studio 2.0" experiments which involve the exploitation of opportunities provided by novel socio-geographic information and communication technologies for the improvement of the Design learning processes.

Burak Pak - One of the best experts on this subject based on the ideXlab platform.

  • Design Studio 2.0: Augmenting Reflective Architectural Design Learning
    arXiv: Human-Computer Interaction, 2015
    Co-Authors: Burak Pak, Johan Verbeke
    Abstract:

    Web 2.0 is beyond a jargon describing technological transformation: it refers to new strategies, tools and techniques that encourage and augment informed, creative and social inter(actions). When considered in an educational context, Web 2.0 provides various opportunities for enhanced integration and for improving the learning processes in information-rich collaborative disciplines such as urban planning and architectural Design. The dialogue between the Design students and Studio teachers can be mediated in various ways by creating novel learning spaces using Web 2.0-based social software and information aggregation services, and brought to a level where the Web 2.0 environment supports, augments and enriches the reflective learning processes. We propose to call this new setting Design Studio 2.0. We suggest that Design Studio 2.0 can provide numerous opportunities which are not fully or easily available in a conventional Design Studio setting. In this context, we will introduce a web-based geographic virtual environment model (GEO-VEM) and discuss how we reconfigured and rescaled this model with the objective of supporting an international urban Design Studio by encouraging students to make a collaborative and location-based analysis of a project site (the Brussels-Charleroi Canal). Pursuing the discussion further, we will present our experiences and observations of this Design Studio including web use statistics, and the results of student attitude surveys. In conclusion, we will reflect the difficulties and challenges of using the GEO-VEM in the Design Studio in a blended learning context and develop future prospects. As a result, we will introduce a set of key criteria for the development and implementation of an effective e-learning environment as a sustainable platform for supporting the Design Studio 2.0.

  • reDesigning the urban Design Studio two learning experiments
    arXiv: Human-Computer Interaction, 2015
    Co-Authors: Burak Pak, Johan Verbeke
    Abstract:

    The main aim of this paper is to discuss how the combination of Web 2.0, social media and geographic technologies can provide opportunities for learning and new forms of participation in an urban Design Studio. This discussion is mainly based on our recent findings from two experimental urban Design Studio setups as well as former research and literature studies. In brief, the web platform enabled us to extend the learning that took place in the Design Studio beyond the Studio hours, to represent the Design information in novel ways and allocate multiple communication forms. We found that the student activity in the introduced web platform was related to their progress up to a certain extent. Moreover, the students perceived the platform as a convenient medium and addressed it as a valuable resource for learning. This study should be conceived as a continuation of a series of our Design Studio 2.0 experiments which involve the exploitation of opportunities provided by novel socio-geographic information and communication technologies for the improvement of the Design learning processes.

  • ReDesigning the urban Design Studio: Two learning experiments
    Journal of Learning Design, 2013
    Co-Authors: Burak Pak, Johan Verbeke
    Abstract:

    The main aim of this paper is to discuss how the combination of Web 2.0, social media and geographic technologies can provide opportunities for learning and new forms of participation in an urban Design Studio. This discussion is mainly based our recent findings from two experimental urban Design Studio setups as well as former research and literature studies. We will reveal our observations on the perceived affordances and challenges of using web 2.0 based social geographic platforms in these Design Studios. We question the nature of learning and participation that takes place; drawing on the learning experiences of the students; as well as the traces of their online activity logs. This study should be conceived as a continuation of a series of our "Design Studio 2.0" experiments which involve the exploitation of opportunities provided by novel socio-geographic information and communication technologies for the improvement of the Design learning processes.

Vinit Mukhija - One of the best experts on this subject based on the ideXlab platform.

  • responding to informality through urban Design Studio pedagogy
    Journal of Urban Design, 2016
    Co-Authors: Anastasia Loukaitousideris, Vinit Mukhija
    Abstract:

    AbstractRecent scholarship suggests that the urban Design profession is flourishing with many newly created urban Design departments, programmes and certificates. Within this context, this paper suggests that urban Design education should explore how urban Designers can acquire a deeper understanding of the larger socio-economic processes which have an impact on urban form and different groups in the city. More specifically, it posits that urban Designers should take notice of the informal urbanism that is burgeoning in many cities of the Global North. For this to happen, urban Design pedagogy should prepare future urban Designers to better understand and positively intervene in informal urban landscapes, and the urban Design Studio is an appropriate venue where this can happen. The paper articulates a four-tier framework of responding to informal urbanism through urban Design that concentrates on the scope, context, process and practice of urban Design. It details a graduate urban Design Studio that foll...

Anastasia Loukaitousideris - One of the best experts on this subject based on the ideXlab platform.

  • responding to informality through urban Design Studio pedagogy
    Journal of Urban Design, 2016
    Co-Authors: Anastasia Loukaitousideris, Vinit Mukhija
    Abstract:

    AbstractRecent scholarship suggests that the urban Design profession is flourishing with many newly created urban Design departments, programmes and certificates. Within this context, this paper suggests that urban Design education should explore how urban Designers can acquire a deeper understanding of the larger socio-economic processes which have an impact on urban form and different groups in the city. More specifically, it posits that urban Designers should take notice of the informal urbanism that is burgeoning in many cities of the Global North. For this to happen, urban Design pedagogy should prepare future urban Designers to better understand and positively intervene in informal urban landscapes, and the urban Design Studio is an appropriate venue where this can happen. The paper articulates a four-tier framework of responding to informal urbanism through urban Design that concentrates on the scope, context, process and practice of urban Design. It details a graduate urban Design Studio that foll...

Manlai You - One of the best experts on this subject based on the ideXlab platform.

  • Student response to an internet-mediated industrial Design Studio course
    International Journal of Technology and Design Education, 2010
    Co-Authors: Wenzhi Chen, Manlai You
    Abstract:

    The purpose of this study is to investigate student attitudes towards and per- ceptions of using the Internet and information technology to mediate a Design Studio course and to propose guidelines and suggestions for developing Internet-mediated Design Studio courses. Two classes of third-year undergraduate industrial Design students in two col- laborating universities in Taiwan—Chang Gung University and National Yunlin University of Science and Technology—participated in an experimental Design Studio course mediated with an online Design learning environment. Surveys and focus group interviews were conducted at the end of the course to record students’ attitudes and perceptions. The students thought that the approach used had a positive influence on Design teaching and learning and expressed acceptance of using the Internet to support Design education. Finally, suggestions were proposed to help Design educators in adopting, modifying, and developing systems for using the Internet to mediate Design Studio courses.