Design thinking models for architectural education
Technology advancements have profound impact on design thinking in architecture, professional practice and architectural education. New models of representation, along with computational design thinking and innovative approaches in digital fabrication bring new demands for the rethinking of educational pedagogy for the new generation of architects in the digital age. While learning by making has been deeply rooted in the process of architectural education, digital modes of design, representation and manufacturing reconcile the dual nature of design process that has traditionally oscillated between drawing and making, visual and material. In this paper, the relationship between making process in design-led research and other aspects that challenge architectural education are analyzed and described. Along with emerging trends in this topic, current design-led research position and strategies at some Australasia schools of architecture are presented.
The Authors retain copyright for articles published in The Journal of Public Space, with first publication rights granted to the journal.
Articles in this journal are published under the Creative Commons Attribution NonCommercial Licence (CC-BY-NC) - https://creativecommons.org/licenses/by-nc/4.0/.
You are free to:
• Share - copy and redistribute the material in any medium or format
• Adapt - remix, transform, and build upon the material
Under the following terms:
• Attribution - You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
• NonCommercial — You may not use the material for commercial purposes.