Research Article
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Year 2023, Volume: 5 Issue: 1, 145 - 174, 20.07.2023
https://doi.org/10.46474/jds.1294405

Abstract

References

  • Abdullah Gul University (AGU) Center for Enhancement of Learning and Teaching (CELT). (2020). http://celt.agu.edu.tr
  • Abdullah Gul University (AGU) Department of Architecture. (n.d.). AGU Faculty of Architecture Department of Architecture program records. https://arch.agu.edu.tr/uploads/lisans%20program%20ve%20dersler/01_agu_bologna_program_record_arch_en21.pdf
  • Alonso de Castro, M. G., & García-Peñalvo, F. J. (2022). Successful educational methodologies: Erasmus+ projects related to e-learning or ICT. Campus Virtuales, 11, 95-114. https://doi.org/https://doi.org/ 10.54988/cv.2022.1.1022
  • Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.
  • Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., … Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives. Longman.
  • Bean, J. C., & Melzer, D. (2021). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. John Wiley & Sons.
  • Berry, W. (2008). Surviving lecture: A pedagogical alternative. College Teaching, 56(3), 149-153. https://doi.org/10.3200/CTCH.56.3.149-153
  • Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives - Handbook 1: Cognitive domain. Longmans.
  • Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. https://files.eric.ed.gov/fulltext/ED336049.pdf
  • Boston University Center for Teaching & Learning. (n.d.). Experiential learning. https://www.bu.edu/ctl/guides/experiential-learning/
  • Brainard, G., Correa, C., & Brainard, G. (2019). Classroom as laboratory: Engaging architecture students in hands-on building science research. Building Technology Educator’s Society, 2019, 1-12 https://doi.org/10.7275/tqj8-0v17
  • Campillo-Ferrer, J. M., & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications, 8(176), 1-9. https://doi.org/10.1057/s41599-021-00860-4
  • Charlett, A. J. (2007). Fundamental building technology. Taylor & Francis.
  • Chudley, R., & Greeno, R. (1999). Advanced construction technology. Longman.
  • Construction Industry Institute (CII). (n.d.). Construction technology. https://www.construction-institute.org/resources/knowledgebase/knowledge-areas/construction-technology
  • Dewey, J. (1997). Experience and education. Touchstone.
  • Edis, E. (2006). Mimari yapısal öğelerin tasarımı için bir yöntem [A method to design architectural constructional elements] [Doctoral dissertation, Istanbul Technical University]. Council of Higher Education Council Thesis Center Archive. https://tez.yok.gov.tr
  • edX. (n.d.). Teaching methods. https://teach.com/what/teachers-know/teaching-methods/
  • Elrayies, G. M. (2017). Flipped learning as a paradigm shift in architectural education. International Education Studies, 10(1), 93-108. https://doi.org/10.5539/ies.v10n1p93
  • Enright, J. (2012). Applications in cross-curriculum teaching the synthesis of the design studio and building technology seminar. Enquiry The ARCC Journal for Architectural Research, 6(1), 14-22. https://doi.org/10.17831/enq:arcc.v6i1.3
  • Felder, R. M., & Brent, R. (2007). Cooperative learning. In ACS Symposium Series (Vol. 970, pp. 34-53). https://doi.org/10.1021/bk-2007-0970.ch004
  • García-Peñalvo, F. J., Sein-Echaluce, M. L., & Fidalgo-Blanco, Á. (2022). Introduction. In F. J. García-Peñalvo, M. L. Sein-Echaluce, & Á. Fidalgo-Blanco (Eds.), Trends on active learning methods and emerging learning technologies (pp. 1-8). Springer.
  • Gray, C., & Hughes, W. (2001). Building design management. Butterworth- Heinemann.
  • Hogarth, A. (2010). Facilitating a blended learning approach to encourage collaborative working on undergraduate modules. In E. Luzzatto & G. DiMarco (Eds.), Collaborative learning: Methodology, types of interactions and techniques (pp. 95-134). Nova Science Publishers, Inc.
  • Huang, Y., Lv, X., & Zou, Y. (2013). Practice and thinking about building technology innovation education. In 2nd International Conference on Science and Social Research (ICSSR 2013) (pp. 45-49). https://doi.org/10.2991/icssr-13.2013.11
  • Iborra, A., García, D., Margalef, L., & Pérez, V. (2010). Generating collaborative contexts to promote learning and development. In E. Luzzatto & G. DiMarco (Eds.), Collaborative learning methodology: Types of interactions and techniques (pp. 47-80). Nova Science Publishers, Inc.
  • Kane, L. (2004). Educators, learners and active learning methodologies. International Journal of Lifelong Education, 23(3), 275-286. https://doi.org/10.1080/0260/37042000229237
  • Kent State University. (n.d.). What is experiential learning and why is it important? https://www.kent.edu/community/what-experiential-learning-and-why-it-important
  • Keyser, M. W. (2000). Active learning and cooperative learning: Understanding the difference and using both styles effectively. Research Strategies, 17, 35-44. https://doi.org/10.1016/S0734-3310(00)00022-7
  • Koch, A., Schwennsen, K., Dutton, T. A., & Smith, D. (2002). The redesign of studio culture: A report of the AIAS Studio Culture Task Force. The American Institute of Architecture Students. New York. https://www.aias.org/wp-content/uploads/2016/09/The_Redesign_of_Studio_Culture_2002.pdf
  • Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development. Pearson Education.
  • Kostopoulos, K. (2022). Collaborative practice-based learning methods in architectural design and building technology education in a cross-cultural, cross-geographical environment. Journal of Architectural Engineering, 28(1), 1-9. https://doi.org/10.1061/(asce)ae.1943-5568.0000525
  • Kumar, V., Kumar, U., & Persaud, A. (1999). Building technological capability through importing technology: The case of Indonesian manufacturing industry. Journal of Technology Transfer, 24, 81-96. https://doi.org/10.1023/A:1007728921126
  • La Rocca, C., Margottini, M., & Capobianco, R. (2014). Collaborative learning in higher education. Open Journal of Social Sciences, 2, 61-66. https://doi.org/10.4236/jss.2014.22009
  • Lathan, J. (2023). Complete guide to teacher-centered vs. student-centered learning. University of San Diego. https://onlinedegrees.sandiego.edu/teacher-centered-vs-student-centered-learning/
  • Leigh Smith, B., & MacGregor, J. T. (1992). What is collaborative learning? In A. S. Goodsell, M. R. Maher, V. Tinto, B. Leigh Smith, & J. T. MacGregor (Eds.), Collaborative learning: A sourcebook for higher education (pp. 10-30). Pennsylvania: National Center on Postsecondary Teaching, Learning, and Assessment.
  • Mabrouk, P. A. (2007). Introduction. In P. A. Mabrouk (Ed.), Active learning: Models from the analytical sciences (pp. 1-13). American Chemical Society.
  • Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769. https://doi.org/10.1037/0003-066X.63.8.760
  • Michigan State University. (n.d.). What, why, and how to implement a flipped classroom model. https://omerad.msu.edu/teaching/teaching-skills-strategies/27-teaching/162-what-why-and-how-to-implement-a-flipped-classroom-model
  • Mimarlik Eğitimi Akreditasyon Derneği (MIAK) [Architectural Education Accreditation Association] (2023). MiAK- MAK Akreditasyon Koşulları [MiAK- MAK Accreditation Conditions]. Istanbul. http://miak.org/page_file/bb1d1de03ebfb2be6afa9b527b49adfc_EK_4_MiAK-MAK_Akreditasyon_Kosullari_2023.pdf
  • National Architectural Accrediting Board (NAAB). (2020). Conditions for accreditation. https://www.naab.org/wp-content/uploads/2020-NAAB-Conditions-for-Accreditation.pdf
  • Nouri, J. (2016). The flipped classroom: For active, effective and increased learning - especially for low achievers. International Journal of Educational Technology in Higher Education, 13(33), 1-10. https://doi.org/10.1186/s41239-016-0032-z
  • O’Sullivan, L. (2014). What is building technology? https://www.constructionspecifier.com/what-is-building-technology/ Patricia, A. (2010). Bloom’s taxonomy. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
  • Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
  • Reidsema, C., Hadgraft, R., & Kavanagh, L. (2017). Introduction to the flipped classroom. In C. Reidsema, L. Kavanagh, R. Hadgraft, & N. Smith (Eds.), The flipped classroom: Practice and practices in higher education. Springer.
  • Reno, J. (1992). Constructing beginnings: A role for building technology in architectural design education. Journal of Architectural Education, 45(3), 161-170. https://doi.org/10.1080/10464883.1992.10734505
  • Roehling, P., & Bredow, C. (2021). Flipped learning: What is it, and when is it effective? https://www.brookings.edu/blog/brown-center-chalkboard/2021/09/28/flipped-learning-what-is-it-and-when-is-it-effective/
  • Schunk, D. H. (2012). Learning theories: An educational perspective. Pearson.
  • Smith, D. L. (1987). Integrating technology into the architectural curriculum. Journal of Architectural Education, 41(1), 4-9. https://doi.org/10.1080/10464883.1987.10758459
  • DePaul University. (2023). Teaching guides. https://resources.depaul.edu/teaching-commons/teaching-guides/Pages/default.aspx
  • The Derek Bok Center for Teaching and Learning. (n.d.). Flipped classrooms. https://bokcenter.harvard.edu/flipped-classrooms
  • The Teaching Excellence in Adult Literacy (TEAL) Center. (2010). Student-centered learning. https://lincs.ed.gov/sites/default/files/6%20_TEAL_Student-Centered.pdf
  • Topping, K., Buchs, C., Duran, D., & van Kesser, H. (2017). Effective peer learning: From principles to practical implementation. Routledge.
  • Vince, R., & Reynolds, M. (2007). Experiential learning and management education: Key themes and future directions. In M. Reynolds & R. Vince (Eds.), The Handbook of experiential learning and management education. Oxford University Press.
  • Wiggins, G., & McTighe, J. (2005). Understanding by design. Association for Supervision and Curriculum Development.
  • Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Association for Supervision and Curriculum Development.

Multilayered and Interacting Course Design Approach in Architecture Education: A Case of Building and Construction Technology Courses and Studios

Year 2023, Volume: 5 Issue: 1, 145 - 174, 20.07.2023
https://doi.org/10.46474/jds.1294405

Abstract

Building and construction technology education is a crucial component of architecture education, providing knowledge on tools and methods for designing and realizing building designs. While it provides knowledge as an input to other disciplines, it is also supported by the knowledge the other courses offer. On the other hand, these multilayered and interacting relations within the fields of architecture education may not be well-reflected in education curriculums, or implementation problems may occur. However, designing the architecture education curriculum based on these interacting relationships directly affects the education quality and educational outcomes.

Within this respect, the AGU Department of Architecture provides a flexible curriculum design, which aims to provide experience in research and design during undergraduate architecture education and raise responsible team leaders or members. Therefore, building and construction technology courses of the curriculum are designed following the paths of the department’s and the university’s educational principles to engage all architecture disciplines with a multilayered and interacting approach. This paper explains the course design approach developed for and experienced with building and construction technology courses by aiming to contribute to the architectural design education literature from the technology education perspective. It sets forth the instructional design models and teaching methods used for designing the building and construction technology courses and also explains the course interactions within the curriculum.

References

  • Abdullah Gul University (AGU) Center for Enhancement of Learning and Teaching (CELT). (2020). http://celt.agu.edu.tr
  • Abdullah Gul University (AGU) Department of Architecture. (n.d.). AGU Faculty of Architecture Department of Architecture program records. https://arch.agu.edu.tr/uploads/lisans%20program%20ve%20dersler/01_agu_bologna_program_record_arch_en21.pdf
  • Alonso de Castro, M. G., & García-Peñalvo, F. J. (2022). Successful educational methodologies: Erasmus+ projects related to e-learning or ICT. Campus Virtuales, 11, 95-114. https://doi.org/https://doi.org/ 10.54988/cv.2022.1.1022
  • Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.
  • Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., … Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives. Longman.
  • Bean, J. C., & Melzer, D. (2021). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. John Wiley & Sons.
  • Berry, W. (2008). Surviving lecture: A pedagogical alternative. College Teaching, 56(3), 149-153. https://doi.org/10.3200/CTCH.56.3.149-153
  • Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives - Handbook 1: Cognitive domain. Longmans.
  • Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. https://files.eric.ed.gov/fulltext/ED336049.pdf
  • Boston University Center for Teaching & Learning. (n.d.). Experiential learning. https://www.bu.edu/ctl/guides/experiential-learning/
  • Brainard, G., Correa, C., & Brainard, G. (2019). Classroom as laboratory: Engaging architecture students in hands-on building science research. Building Technology Educator’s Society, 2019, 1-12 https://doi.org/10.7275/tqj8-0v17
  • Campillo-Ferrer, J. M., & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications, 8(176), 1-9. https://doi.org/10.1057/s41599-021-00860-4
  • Charlett, A. J. (2007). Fundamental building technology. Taylor & Francis.
  • Chudley, R., & Greeno, R. (1999). Advanced construction technology. Longman.
  • Construction Industry Institute (CII). (n.d.). Construction technology. https://www.construction-institute.org/resources/knowledgebase/knowledge-areas/construction-technology
  • Dewey, J. (1997). Experience and education. Touchstone.
  • Edis, E. (2006). Mimari yapısal öğelerin tasarımı için bir yöntem [A method to design architectural constructional elements] [Doctoral dissertation, Istanbul Technical University]. Council of Higher Education Council Thesis Center Archive. https://tez.yok.gov.tr
  • edX. (n.d.). Teaching methods. https://teach.com/what/teachers-know/teaching-methods/
  • Elrayies, G. M. (2017). Flipped learning as a paradigm shift in architectural education. International Education Studies, 10(1), 93-108. https://doi.org/10.5539/ies.v10n1p93
  • Enright, J. (2012). Applications in cross-curriculum teaching the synthesis of the design studio and building technology seminar. Enquiry The ARCC Journal for Architectural Research, 6(1), 14-22. https://doi.org/10.17831/enq:arcc.v6i1.3
  • Felder, R. M., & Brent, R. (2007). Cooperative learning. In ACS Symposium Series (Vol. 970, pp. 34-53). https://doi.org/10.1021/bk-2007-0970.ch004
  • García-Peñalvo, F. J., Sein-Echaluce, M. L., & Fidalgo-Blanco, Á. (2022). Introduction. In F. J. García-Peñalvo, M. L. Sein-Echaluce, & Á. Fidalgo-Blanco (Eds.), Trends on active learning methods and emerging learning technologies (pp. 1-8). Springer.
  • Gray, C., & Hughes, W. (2001). Building design management. Butterworth- Heinemann.
  • Hogarth, A. (2010). Facilitating a blended learning approach to encourage collaborative working on undergraduate modules. In E. Luzzatto & G. DiMarco (Eds.), Collaborative learning: Methodology, types of interactions and techniques (pp. 95-134). Nova Science Publishers, Inc.
  • Huang, Y., Lv, X., & Zou, Y. (2013). Practice and thinking about building technology innovation education. In 2nd International Conference on Science and Social Research (ICSSR 2013) (pp. 45-49). https://doi.org/10.2991/icssr-13.2013.11
  • Iborra, A., García, D., Margalef, L., & Pérez, V. (2010). Generating collaborative contexts to promote learning and development. In E. Luzzatto & G. DiMarco (Eds.), Collaborative learning methodology: Types of interactions and techniques (pp. 47-80). Nova Science Publishers, Inc.
  • Kane, L. (2004). Educators, learners and active learning methodologies. International Journal of Lifelong Education, 23(3), 275-286. https://doi.org/10.1080/0260/37042000229237
  • Kent State University. (n.d.). What is experiential learning and why is it important? https://www.kent.edu/community/what-experiential-learning-and-why-it-important
  • Keyser, M. W. (2000). Active learning and cooperative learning: Understanding the difference and using both styles effectively. Research Strategies, 17, 35-44. https://doi.org/10.1016/S0734-3310(00)00022-7
  • Koch, A., Schwennsen, K., Dutton, T. A., & Smith, D. (2002). The redesign of studio culture: A report of the AIAS Studio Culture Task Force. The American Institute of Architecture Students. New York. https://www.aias.org/wp-content/uploads/2016/09/The_Redesign_of_Studio_Culture_2002.pdf
  • Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development. Pearson Education.
  • Kostopoulos, K. (2022). Collaborative practice-based learning methods in architectural design and building technology education in a cross-cultural, cross-geographical environment. Journal of Architectural Engineering, 28(1), 1-9. https://doi.org/10.1061/(asce)ae.1943-5568.0000525
  • Kumar, V., Kumar, U., & Persaud, A. (1999). Building technological capability through importing technology: The case of Indonesian manufacturing industry. Journal of Technology Transfer, 24, 81-96. https://doi.org/10.1023/A:1007728921126
  • La Rocca, C., Margottini, M., & Capobianco, R. (2014). Collaborative learning in higher education. Open Journal of Social Sciences, 2, 61-66. https://doi.org/10.4236/jss.2014.22009
  • Lathan, J. (2023). Complete guide to teacher-centered vs. student-centered learning. University of San Diego. https://onlinedegrees.sandiego.edu/teacher-centered-vs-student-centered-learning/
  • Leigh Smith, B., & MacGregor, J. T. (1992). What is collaborative learning? In A. S. Goodsell, M. R. Maher, V. Tinto, B. Leigh Smith, & J. T. MacGregor (Eds.), Collaborative learning: A sourcebook for higher education (pp. 10-30). Pennsylvania: National Center on Postsecondary Teaching, Learning, and Assessment.
  • Mabrouk, P. A. (2007). Introduction. In P. A. Mabrouk (Ed.), Active learning: Models from the analytical sciences (pp. 1-13). American Chemical Society.
  • Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769. https://doi.org/10.1037/0003-066X.63.8.760
  • Michigan State University. (n.d.). What, why, and how to implement a flipped classroom model. https://omerad.msu.edu/teaching/teaching-skills-strategies/27-teaching/162-what-why-and-how-to-implement-a-flipped-classroom-model
  • Mimarlik Eğitimi Akreditasyon Derneği (MIAK) [Architectural Education Accreditation Association] (2023). MiAK- MAK Akreditasyon Koşulları [MiAK- MAK Accreditation Conditions]. Istanbul. http://miak.org/page_file/bb1d1de03ebfb2be6afa9b527b49adfc_EK_4_MiAK-MAK_Akreditasyon_Kosullari_2023.pdf
  • National Architectural Accrediting Board (NAAB). (2020). Conditions for accreditation. https://www.naab.org/wp-content/uploads/2020-NAAB-Conditions-for-Accreditation.pdf
  • Nouri, J. (2016). The flipped classroom: For active, effective and increased learning - especially for low achievers. International Journal of Educational Technology in Higher Education, 13(33), 1-10. https://doi.org/10.1186/s41239-016-0032-z
  • O’Sullivan, L. (2014). What is building technology? https://www.constructionspecifier.com/what-is-building-technology/ Patricia, A. (2010). Bloom’s taxonomy. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
  • Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
  • Reidsema, C., Hadgraft, R., & Kavanagh, L. (2017). Introduction to the flipped classroom. In C. Reidsema, L. Kavanagh, R. Hadgraft, & N. Smith (Eds.), The flipped classroom: Practice and practices in higher education. Springer.
  • Reno, J. (1992). Constructing beginnings: A role for building technology in architectural design education. Journal of Architectural Education, 45(3), 161-170. https://doi.org/10.1080/10464883.1992.10734505
  • Roehling, P., & Bredow, C. (2021). Flipped learning: What is it, and when is it effective? https://www.brookings.edu/blog/brown-center-chalkboard/2021/09/28/flipped-learning-what-is-it-and-when-is-it-effective/
  • Schunk, D. H. (2012). Learning theories: An educational perspective. Pearson.
  • Smith, D. L. (1987). Integrating technology into the architectural curriculum. Journal of Architectural Education, 41(1), 4-9. https://doi.org/10.1080/10464883.1987.10758459
  • DePaul University. (2023). Teaching guides. https://resources.depaul.edu/teaching-commons/teaching-guides/Pages/default.aspx
  • The Derek Bok Center for Teaching and Learning. (n.d.). Flipped classrooms. https://bokcenter.harvard.edu/flipped-classrooms
  • The Teaching Excellence in Adult Literacy (TEAL) Center. (2010). Student-centered learning. https://lincs.ed.gov/sites/default/files/6%20_TEAL_Student-Centered.pdf
  • Topping, K., Buchs, C., Duran, D., & van Kesser, H. (2017). Effective peer learning: From principles to practical implementation. Routledge.
  • Vince, R., & Reynolds, M. (2007). Experiential learning and management education: Key themes and future directions. In M. Reynolds & R. Vince (Eds.), The Handbook of experiential learning and management education. Oxford University Press.
  • Wiggins, G., & McTighe, J. (2005). Understanding by design. Association for Supervision and Curriculum Development.
  • Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Association for Supervision and Curriculum Development.
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Details

Primary Language English
Subjects Architecture
Journal Section Research Articles
Authors

Buket Metin 0000-0001-7539-7776

Early Pub Date July 19, 2023
Publication Date July 20, 2023
Published in Issue Year 2023 Volume: 5 Issue: 1

Cite

APA Metin, B. (2023). Multilayered and Interacting Course Design Approach in Architecture Education: A Case of Building and Construction Technology Courses and Studios. Journal of Design Studio, 5(1), 145-174. https://doi.org/10.46474/jds.1294405

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