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An Experimental Study of Operating an Integrated Design Studio Course for Educating Architecture-Based Public Designers
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 Title & Authors
An Experimental Study of Operating an Integrated Design Studio Course for Educating Architecture-Based Public Designers
Lee, Do-Young; Chung, Hyun-Mi;
This study proposes to develop an integrated class operational model for training architecture-based professionals of public design on an undergraduate level, and then apply it to a year design studio course of 'A' university held in Fall semester 2013. Basically, it is assumed that two different levels of integration occur simultaneously in the study. One is related to integration by academic realms that are representative of architecture and public design, while the other is integration by types of thinking to be inclusively developed in class via the design education process. In order to scrutinize the first level of integration, a conceptual framework developed in 2013 for architecture-based public design education was used. The second level of integration, additionally, is related to a test if an ability of both problem understanding and solving necessary for architecture-based public designers can be improved by integrating a variety of types of thinking used practically in the on-going design process. Based on understanding of Bloom's 6 stages of extended thinking process(recognize, understand, apply, analyze, synthesize, evaluate), a 6 set of problems were developed and used for task performance. Three teams composing of 4 students for each were asked to solve their problems in the revised Bloom's 5 consecutive thinking process; (1)presentation of personal solutions resulted from team activities, (2)critique or analysis of each individual member's work in a team, (3)preparation of a synthesized best alternative based on the critique or analysis, (4)evaluation on the overall working process at a team level, (5)preparation and submission of final output sheets. Each problem was supported by relevant guiding questions to help teams to work out in a right and effective direction. Results of the study show that an integrated approach of this sort to raising architecture-based public designers is likely to have a highly positive effect on increasing the possibility.
Integrated Class;Architectural Education;Public Design;Studio Operation and Evaluation;
 Cited by
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