Disruptions: impact of digital design technologies on continuity in established design process paradigms
Date
2016
Authors
Foulcher, N.C.
Askland, H.H.
Gu, N.
Editors
Chien, S.
Choo, S.
Schnabel, M.A.
Nakapan, W.
Kim, M.J.
Roudavski, S.
Choo, S.
Schnabel, M.A.
Nakapan, W.
Kim, M.J.
Roudavski, S.
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Conference paper
Citation
Proceedings of the 21st International Conference on Computer-Aided Architectural Design Research in Asia: Living Systems and Micro-Utopias: Towards Continuous Designing, CAADRIA 2016, 2016 / Chien, S., Choo, S., Schnabel, M.A., Nakapan, W., Kim, M.J., Roudavski, S. (ed./s), pp.819-828
Statement of Responsibility
Conference Name
21st International Conference on Computer-Aided Architectural Design Research in Asia: Living Systems and Micro-Utopias: Towards Continuous Designing, CAADRIA 2016 (30 Mar 2016 - 2 Apr 2016 : University of Melbourne Melbourne, Australia)
Abstract
This paper aims to provide a critical understanding of the discipline of architectural education, exploring how digital technology forms part of two Australian architecture schools. Generally accepted as the unbroken and consistent existence or operation of something over a period of time, continuity represents stability without interruption. In the context of architectural design education, continuity aligns almost symbiotically with the design process; a system that facilitates a continuous loop of input, output and feedback for the designer-from defining the brief, collecting information, synthesising and presenting a design proposal. Preliminary findings of a larger research study that investigates the role of technology in architecture education, suggest that cultural patterns of technology adoption and valuation exist, valorising particular tools and establishing a framework for design teaching and practice that might disrupt the continuity of students' design process. Moreover, the study shows evidence of a disruption of continuity in design school narratives, emphasising the need to rethink design pedagogy and the place of technology herein. Reflecting on these observations, this paper explores the question: when the tools of digital technology challenge the established design process paradigm of an architectural school, how do educators respond to such a disruption in continuity?
School/Discipline
Dissertation Note
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Copyright 2016 The Association for Computer-Aided Architectural Design Research in Asia (CAADRIA)