ITcon Vol. 17, pg. 502-519, http://www.itcon.org/2012/32

Design studio 2.0: augmenting reflective architectural design learning

revised:March 2012
published:September 2012
editor(s):Xiangyu Wang and Robert Klinc
authors:Dr. Burak Pak,
Sint-Lucas School of Architecture, Faculty of Architecture and Arts, Hogeschool voor W&K, Association KU
Leuven;
burak.pak@architectuur.sintlucas.wenk.be http://blog.associatie.kuleuven.be/burakpak/

Prof. Dr. Johan Verbeke,
Sint-Lucas School of Architecture, Faculty of Architecture and Arts, Hogeschool voor W&K, Association KU
Leuven;
johan.verbeke@architectuur.sintlucas.wenk.be
summary:Web 2.0 is beyond a jargon describing technological transformation: it refers to new strategies,tools and techniques that encourage and augment informed, creative and social inter(actions). When consideredin an educational context, Web 2.0 provides various opportunities for enhanced integration and for improvingthe learning processes in information-rich collaborative disciplines such as urban planning and architecturaldesign. The dialogue between the design students and studio teachers can be mediated in various ways bycreating novel learning spaces using Web 2.0-based social software and information aggregation services; andbrought to a level where the Web 2.0 environment supports, augments and enriches the reflective learningprocesses. We propose to call this new setting “Design Studio 2.0”. We suggest that Design Studio 2.0 canprovide numerous opportunities which are not fully or easily available in a conventional design studio setting. Inthis context, we will introduce a web-based geographic virtual environment model (GEO-VEM) and discusshow we reconfigured and rescaled this model with the objective of supporting an international urban designstudio by encouraging students to make a collaborative and location-based analysis of a project site (theBrussels-Charleroi Canal). Pursuing the discussion further, we will present our experiences and observations ofthis design studio including web use statistics, and the results of student attitude surveys. In conclusion, we willreflect the difficulties and challenges of using the GEO-VEM in the Design Studio in a blended learning contextand develop future prospects. As a result, we will introduce a set of key criteria for the development andimplementation of an effective e-learning environment as a sustainable platform for supporting the DesignStudio 2.0.
keywords:Architectural design education, e-learning, blended learning, social web application, Design Studio
full text: (PDF file, 1.205 MB)
citation:Burak Pak, Johan Verbeke (2012). Design studio 2.0: augmenting reflective architectural design learning, ITcon Vol. 17, Special issue eLearning 2.0: Web 2.0-based social learning in built environment, pg. 502-519, http://www.itcon.org/2012/32