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Jen Kokosalakis, Gary Brown, Jon Moorhouse, Liverpool, UK
Liverpool John Moores University,
School of the Built Environment
Centre for Architecture,
John Foster Building,
98 Mount Pleasant
Liverpool, L3 5UZ, ENGLAND
Tel:
+44 151 231 3708
Fax:
+44 151 707 2953
email :
j.kokosalakis@livjm.ac.uk
g.brown@livjm.ac.uk
j.moorhouse@livjm.ac.uk
incremental learning,
understanding,
CAADesign approaches (process),
CAADesigns (product),
retention,
feedback,
review,
urban spatial forms,
spatial analysis,
"interstitial layers",
patterns,
conceptual electronic designing,
creative innovation,
equality and sharing
This paper discusses the impact of a continuously developing CAAD learning strategy, describing in detail a few of these principles, and considering their dynamic impact through deeper more lasting learning, feeding a substantial intensification in the application of Architectural Designing with Computers, changing design methods with interesting analytical and creative results.Aspects of the CAAD teaching discussed include extended collaboration between CAAD and design tutors in defining learning outcomes and tutoring the students’ application of CAAD to design projects, inclusion of CAAD within traditional interim reviews and feedback for design projects and bringing emphasis on conceptual principles, structuring the model and simple programming into earlier stages of the teaching programme and a simple excursion into programming. Studio project examples indicate the interplay between teaching, learning and achievement. Some evidence is explored in greater detail. from the "Interstitial Layers" project utilising the appropriateness of CAAD to store and switch the visibility of spatial data in endless permutations and extensive combinations for mapping, analysing and strategically projecting patterns of city centre activities, fabric and space. Students’ demonstrate a dynamic command of CAAD: as a vehicle for conceptual design, a device to analytically review, criticise and modify the design, as a means to explain design ideas to tutors and to develop and detail final building designs. Reciprocal valuing of quality CAAD achievement between architecture students and staff is seen to be contributing to involvement and motivation, reinforcing striving for equality of achievement. Reference to a further strand of the new methodology considers the impact of tutoring based in researcher findings from video case study precedents of architects practising creative design through use of computers, on a more open, effective development of the architecture students’ own designing processes, culminating in interesting design work.
Exciting and creative computer originated creative architectural work is emerging at LJMU throughout the various levels of the architecture courses. This appears to be related to a number of teaching initiatives, enhanced from 1986. CAAD teaching and learning policy enhancements from 1994 have drawn on established pedagogical methodologies, CAAD teaching practice experience here and good practical traditions in architectural education.
Since these policies involve progressive development of CAAD knowledge, expertise and application; the new approaches and the manner of their application to specific projects is detailed appropriately under the headings for Levels 1, 2 and 3, but some reference to the generalities and rationale occurs in the introduction.
The use of "Electronic Design Media" in the title is used to emphasise; a broadening of traditional CAAD teaching beyond standard program routines, innovative use of tools and commands, mixing and moving between associated programs and use of associated peripherals. (eg. sketching with digitising pens, scanning in scaled traditional plans and using media to enhance output).
Phrases such as "Architectural Designing With Computers" are occasionally used to emphasise that the educational drive is towards creative computer work, since CAAD has often been abused as a term to refer principally to computer modelling of design ideas already developed in other media. ‘CAAD’
Incremental reflective learning & practice in Electronic Design Media