ITcon Vol. 15, pg. 291-305, http://www.itcon.org/2010/22

Sharing media and knowledge in design pedagogy

submitted:January 2010
revised:February 2010
published:June 2010
editor(s):Obonyo E A and Issa R R A
authors:Rivka E Oxman
Faculty of Architecture and Town Planning
Technion, Haifa Israel
rivkao@gmail.com
summary:Theories and methods of digital design can no longer be conceptualized as the merging of computational tools with conventional formulations of design knowledge in design. New media - and the evolution of digital design as a unique field of design knowledge, supported by new technologies, and producing unique understanding of designs is a phenomenon that is rapidly crystallizing in this decade. Among the significance of digital design for the design theoretical community is the way that this form of highly mediated design is beginning to evolve unique conceptual content. The clarification and meanings of conceptual relationships between models, concepts, systems, and their applications in precedents, appears to provide advantages in the formulization of novel bodies of knowledge and procedures. In this paper we first formulize a theoretical basis for the conceptual mapping of emerging knowledge from both praxis and theoretical resources. We than formulate a set of design models, concepts, relevant methodologies and precedents in digital design. The third step is to map and construct a network representation for this emergent knowledge. The fourth step is to accommodate and apply this representation as a new basis for pedagogical experiments in digital design.
keywords:Digital Design, Design Theory, Design Knowledge, Network Structure, Conceptual Mapping, Education, Pedagogy
full text: (PDF file, 5.453 MB)
citation:Oxman R (2010). Sharing media and knowledge in design pedagogy, ITcon Vol. 15, Special issue Advanced Digital Technologies for Built Environment Education and Learning , pg. 291-305, http://www.itcon.org/2010/22