Hands-On Digital Design Course during the Pandemic: Moulding Design for Fabricating Small Objects

Autor/inn/en	Özman, Gizem Özerol; Selçuk, Semra Arslan
Titel	Hands-On Digital Design Course during the Pandemic: Moulding Design for Fabricating Small Objects
Quelle	In: International Journal of Art & Design Education, 42 (2023) 1, S.86-107 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Özman, Gizem Özerol) ORCID (Selçuk, Semra Arslan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1111/jade.12443
Schlagwörter	Hands on Science; Architectural Education; Computer Assisted Design; Foreign Countries; Distance Education; COVID-19; Pandemics; Problem Based Learning; Teaching Methods; Experiential Learning; Construction (Process); Turkey (Ankara) + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Aufbau; Konstruktion
Abstract	Due to the pandemic conditions, hands-on courses in architectural education were conducted remotely and their presentation had to be reconsidered. Hands-on courses, by their nature, support learning and learner-instructor interaction in the classroom environment. It was necessary to develop innovative solutions to ensure this interaction in virtual classrooms. This study discusses a method we experienced in the 2021-2022 spring semester of the "Principles of Digital Design and Fabrication in Architecture" course given at Gazi University. To combat potential interaction deficits, "problem-based learning (PBL)" and "learning by doing (LBD)" teaching methods were applied. While reflecting on foreseen problems in the curriculum on the students, we determined the distance education process causes different reflections on students in terms of digital modelling and fabrication techniques. All constraints and problem determinations obtained by the students were classified and a way to solve these problems developed with the LBD style. By the end of the course, the students, who were expected to design a small 3D object, first designed the mould then realised their fabrication of the object. In this process, while the foreseen problems and curriculum determined at the beginning overlapped, other problem determinations and their reflections formed an important base for the future curriculum. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01