Knowledge Building in Landscape Architecture

The objective of this study was to develop an internet-based seminar framework applicable for landscape architecture education. This process was accompanied by various aims. The basic expectation was to keep the main characteristics of landscape architecture education also in the online format. On top of that, four further objectives were anticipated: (1) training of competences for virtual team work, (2) fostering intercultural competence, (3) creation of equal opportunities for education through internet-based open access and (4) synergy effects and learning processes across institutional boundaries. This work started with the hypothesis that these four expected advantages would compensate for additional organisational efforts caused by the online delivery of the seminars and thus lead to a sustainable integration of this new learning mode into landscape architecture curricula. This rationale was followed by a presentation of four areas of knowledge to which the seminar development was directly related (1) landscape architecture as a subject and its pedagogy, (2) general learning theories, (3) developments in the ICT sector and (4) wider societal driving forces such as global citizenship and the increase of open educational resources. The research design took the shape of a pedagogical action research cycle. This approach was constructive: The author herself is teaching international landscape architecture students so that the model could directly be applied in practice. Seven online seminars were implemented in the period from 2008 to 2013 and this experience represents the core of this study. The seminars were conducted with varying themes while its pedagogy, organisation and the technological tools remained widely identical. The research design is further based on three levels of observation: (1) the seminar design on the basis of theory and methods from the learning sciences, in particular educational constructivism, (2) the seminar evaluation and (3) the evaluation of the seminars��� long term impact. The seminar model itself basically consists of four elements: (1) the taxonomy of learning objectives, (2) ICT tools and their application and pedagogy, (3) process models and (4) the case study framework. The seminar framework was followed by the presentation of the evaluation findings. The major findings of this study can be summed up as follows: Implementing online seminars across educational and national boundaries was possible both in term of organisation and technology. In particular, a high level of cultural diversity among the seminar participants has definitively been achieved. However, there were also obvious obstacles. These were primarily competing study commitments and incompatible schedules among the students attending from different academic programmes, partly even in different time zones. Both factors had negative impact on the individual and working group performances. With respect to the technical framework it can be concluded that the majority of the participants were able to use the tools either directly without any problem or after overcoming some smaller problems. Also the seminar wiki was intensively used for completing the seminar assignments. However, too less truly collaborative text production was observed which could be improved by changing the requirements for the collaborative task. Two different process models have been applied for guiding the collaboration of the small groups and both were in general successful. However, it needs to be said that even if the students were able to follow the collaborative task and to co-construct and compare case studies, most of them were not able to synthesize the knowledge they had compiled. This means that the area of consideration often remained on the level of the case and further reflections, generalisations and critique were largely missing. This shows that the seminar model needs to find better ways for triggering knowledge building and critical reflection. It was also suggested to have a more differentiated group building strategy in future seminars. A comparison of pre- and post seminar concept maps showed that an increase of factual and conceptual knowledge on the individual level was widely recognizable. Also the evaluation of the case studies (the major seminar output) revealed that the students have undergone developments of both the factual and the conceptual knowledge domain. Also their self-assessment with respect to individual learning development showed that the highest consensus was achieved in the field of subject-specific knowledge. The participants were much more doubtful with regard to the progress of generic competences such as analysis, communication and organisation. However, 50% of the participants confirmed that they perceived individual development on all competence areas the survey had asked for. Have the additional four targets been met? Concerning the competences for working in a virtual team it can be concluded that the vast majority was able to use the internet-based tools and to work with them in a target-oriented way. However, there were obvious differences regarding the intensity and activity of participation, both because of external and personal factors. A very positive aspect is the achievement of a high cultural diversity supporting the participants��� intercultural competence. Learning from group members was obviously a success factor for the working groups. Regarding the possibilities for better accessibility of educational opportunities it became clear that a significant number of participants were not able to go abroad during their studies because of financial or personal reasons. They confirmed that the online seminar was to some extent a compensation for not having been abroad for studying. Inter-institutional learning and synergy was achieved in so far that many teachers from different countries contributed with individual lectures. However, those teachers hardly ever followed more than one session. Therefore, the learning effect remained largely within the seminar learning group. Looking back at the research design it can be said that the pedagogical action research cycle was an appropriate and valuable approach allowing for strong interaction between theory and practice. However, some more external evaluation from peers in particular regarding the participants��� products would have been valuable.

Education of architects and city planners /

Mode of access: Internet.

The influence of study and travel abroad on the personal and professional development of students in architecture design programs

International travel has significant implications on the study of architecture. This study analyzed ways in which undergraduate and graduate students benefited from the experience of international travel and study abroad. Taken from the perspective of 15 individuals who were currently or had been architecture students at the University of Miami and Florida International University or who were alumni of the University of Florida and Syracuse University, the research explored how international travel and study abroad enhanced their awareness and understanding of architecture, and how it complemented their architecture curricula. This study also addressed a more personal aspect of international travel in order to learn how the experience and exposure to foreign cultures had positively influenced the personal and professional development of the participants.^ Participants��� individual and two-person semi-structured interviews about study abroad experiences were electronically recorded and transcribed for analysis. A second interview was conducted with five of the participants to obtain feedback concerning the accuracy of the transcripts and the interpretation of the data. Sketch journals and design projects were also analyzed from five participants and used as data for the purposes of better understanding what these individuals learned and experienced as part of their study abroad.^ Findings indicated that study abroad experiences helped to broaden student understanding about architecture and urban development. These experiences also opened the possibilities of creative and professional expression. For many, this was the most important aspect of their education as architects because it heightened their interest in architecture. These individuals talked about how they had the opportunity to experience contemporary and ancient buildings that they had learned about in their history and design classes on their home campuses. In terms of personal and professional development, many of the participants remarked that they became more independent and self-reliant because of their study abroad experiences. They also displayed a sense of global awareness and were interested in the cultures of their host nations. The study abroad experiences also had a lasting influence on their professional development.^

Education - research - practice

Through this paper we will look at links between architecture education, research and practice, using a current project as a vehicle to cover aspects of building, pilot and live project. The first aspect, the building project consists of the refurbishment and extension of a Parnell Cottage for a private client and is located near Cloyne, in East Cork, Ireland. The pilot project falls within the NEES Project, investigating the use of materials and services based on natural or recycled materials to improve the energy performance of new and existing buildings. The live project aims to hold a series of on site workshops and seminars for students of Architecture, Architects and interested parties, demonstrating the integration of the NEES best practice materials and techniques within the built project. The workshops, seminars and key project documents will be digitally recorded for dissemination through a web based publication. The small scale of the building project allowed for flexibility in the early conceptual design stages and the integration of the research and educational aspects.

Reflex��es hodiernas sobre o ensino da Arquitectura

A Arquitectura n��o se ensina: aprende-se. N��o h�� m��todo ou m��todos seguros para o ensino do projecto. A Arquitectura n��o se explica, exprime-se. Tudo isto �� verdade e tudo isto n��o passa de um conjunto de redundantes lugares comuns. Sejamos pr��ticos: h�� quest��es b��sicas que se podem ensinar em Arquitectura: a sua hist��ria, os processos construtivos (tect��nica, equil��brio, estrutura), os processos gr��ficos de representa����o: o desenho t��cnico e o desenho de express��o; meios e m��todos de composi����o, etc., etc. N��o h�� m��todos seguros, n��o h�� valores definitivos, mas h�� m��todos e h�� meios irrecus��veis.

Balan��o Energ��tico em Edif��cios - para uma Pol��tica da Energia em Portugal

Revista Lus��fona de Arquitectura e Educa����o

Arquitectura Sustent��vel: Oportunidades e Desafios

Revista Lus��fona de Arquitectura e Educa����o

Dois tempos, dois espa��os: a educa����o retratada no plano dos centen��rios (1940/50) e no projecto DEEB (1960/70)

RESUMO: Esta investiga����o �� fundamentalmente um trabalho baseado numa an��lise documental e arquitect��nica de duas escolas prim��rias constru��das em duas ��pocas diferentes, mas ambas integradas num mesmo per��odo pol��tico. Saber se o Projecto do Plano dos Centen��rios e o Projecto DEEB se adequaram ��s realidades educativas, no seu percurso temporal, foi o ponto de partida para uma pesquisa geral sobre a situa����o econ��mica, pol��tica e social do pa��s, desde a d��cada de 1940 at�� finais da d��cada de 1960, possibilitando a caracteriza����o e compara����o daqueles Projectos na sua interliga����o com as concep����es educativas e a constru����o escolar. Fez-se a consulta das obras e dos projectos da ��poca em estudo com o objectivo de analisar e interpretar o processo de cria����o, mas tamb��m de situar historicamente os factos arquitect��nicos na sua intersec����o com os educativos, com vista �� concretiza����o de uma pesquisa no tempo, de dois espa��os, ou seja, desde um Projecto-Tipo de uma escola prim��ria, em Cascais, do Plano dos Centen��rios at�� ao Projecto-Piloto da escola prim��ria de Mem Martins com base no Projecto DEEB. Por outro lado, as contribui����es a n��vel nacional e internacional trouxeram elementos de mudan��a e constitu��ram-se como refer��ncias b��sicas na transforma����o geral da arquitectura e da pedagogia portuguesa. ABSTRACT: This investigation is mainly a piece based in an architectonic and documental analysis of two elementary schools, both built in different periods, but belonging to the same political regime. Knowing if the Plano dos Centen��rios (Centenary���s Project) and the Projecto DEEB (DEEB Project) fit the educative realities, in terms of time, was the starting point for a general research about the economical, political, and social situation of the Country from the beginning of the 40s till the end of the 60s, thus allowing to describe and compare those projects in terms of interconnection with the educative ideas and the school building. With the purpose of not only analyzing and explaining how it started, but also to historically locate the architectonic events in their intersection with the educative ones, the building sites and the projects of the period being studied were examined, in order to timeresearch both spaces, i.e. since a Type-Project of and elementary school, in Cascais, from the Plano dos Centen��rios (Centenary���s Project) till the Test-School of the Mem Martins��� elementary school, based in the Projecto DEEB (DEEB Project). On the other hand, both National and International contributions have introduced changing elements, which became essential references in the general transformation of the Portuguese architecture and Pedagogy.

New occupancy

The chapter is part of a book which has contributors from interior architecture education across the world. New Occupancy refers to the re use of existing structures in educational environments and how they can be successfully adapted and reinvented to accommodate new client requirements and also create exciting stimulating learning environments.

Taller integrado. Un nuevo espacio did��ctico para la ejercitaci��n dial��gica de la arquitectura

Ponencia que explica las caracter��sticas del espacio did��ctico que hemos denominado ���TALLER INTEGRADO���. Extra��das a partir de los resultados de dos experiencias pr��cticas desarrolladas en la ETSAM durante el curso acad��mico 2009-2010. Estas actividades se programaron en el marco del Proyecto de Innovaci��n Educativa titulado: EXTENSION DE LAS CAPACIDADES CREATIVAS DEL AULA DIGITAL. 2�� Fase del Proyecto: ���Laboratorio-Aula de Producci��n Digital. Un proyecto transversal de Innovaci��n Pedag��gica��� financiado por la Universidad Polit��cnica de Madrid. Un ���TALLER INTEGRADO��� es un Programa Activo de Educaci��n . Es decir que responde a un modelo pedag��gico que busca la comprensi��n y la creatividad, mediante el descubrimiento y la experimentaci��n participativa.

Caba��as, c��maras y trincheras. Figuras epocales que problematizan la caba��a primitiva, la sensibilizan, la vuelven pol��tica y la hacen devenir territorio

Se presentan tres casos de estudio de caba��as, c��maras y trincheras y se confrontan con marco te��rico donde se examina cr��ticamente la rica historia del intercambio entre las nociones del buen salvaje, la caba��a primitiva y la arquitectura desde la Ilustraci��n.

Ensino de constru����o de edif��cios: FAUUSP x EPUSP

O reconhecimento das compet��ncias e habilidades necess��rias ao exerc��cio profissional de arquitetos e engenheiros civis brasileiros �� adquirido em decorr��ncia das forma����es que lhes s��o oferecidas. No ��mbito da constru����o de edif��cios, pressup��e-se que ambos os profissionais recebem forma����o equivalente na medida em que os respectivos conselhos lhes atribuem iguais direitos e responsabilidades para exerc��-la. Com o objetivo de investigar tal pressuposto, esse trabalho se prop��s a examinar a forma����o oferecida nesse campo aos profissionais oriundos de duas das principais escolas do pa��s: da Faculdade de Arquitetura e Urbanismo da USP (FAUUSP) e da Escola Polit��cnica da USP (EPUSP). Por meio de an��lise das estruturas curriculares, de depoimentos docentes coletados em entrevistas, materiais did��ticos empregados em aulas, registros de aula de estudantes no decorrer do curso e de acompanhamento presencial em disciplinas que versam sobre o assunto, essa pesquisa revelou que as forma����es oferecidas pelas duas institui����es s��o profundamente distintas. Na FAUUSP, constatou-se que a forma����o voltada �� constru����o de edif��cios corresponde �� abordagem apenas introdut��ria dos assuntos, fornecida por meio de disciplinas desarticuladas entre si e em rela����o ��s demais disciplinas constantes da estrutura curricular. Na EPUSP, em oposi����o, o tema inserese em conjunto intimamente articulado de disciplinas, as quais fornecem ao estudante intensa fundamenta����o cient��fica para discuss��o dos assuntos envolvidos. O trabalho, portanto, refor��a a ideia, que vem de longa data, sobre a urg��ncia em se rediscutir a forma����o oferecida ao estudante de arquitetura e urbanismo na FAUUSP, e principalmente nesse trabalho, no que se refere aos conte��dos de incumb��ncia do Grupo de Disciplinas de Constru����o do Departamento de Tecnologia da Arquitetura da Escola.

Beyond the Bauhaus : Cultural Modernity in Breslau, 1918-1933 /

The Breslau arts scene during the Weimar period was one of the most vibrant in all of Germany, yet it has disappeared from memory and historiography. Breslau was a key center for innovative artistic production during the Weimar Republic; recovery of its history will shed new light on German cultural dynamics in the 1920s. Such a study has art historical significance because of the incredible extent of innovation that occurred in almost every intellectual field, advances that formed the basis for aesthetic modernism internationally and continue to affect the course of visual art and architecture today. Architecture education, just one example in many, is still largely based on a combination of the Bauhaus model from the 1920s and the model developed at the Breslau Academy of Fine and Applied Art. The exploratory attitude encouraged in Weimar era arts endeavors, as opposed to the conformism of academic art, is still a core value promoted in contemporary art and architecture circles. Given the long-lasting influence of Weimar culture on modernism one would expect to find a spate of studies examining every aspect of its cultural production, but this is not the case. Recent scholarship is almost exclusively focused on Berlin and the Dessau Bauhaus. Although both interests are understandable, the creative explosion was not confined to these cities but was part of a larger cultural ethos that extended into many of the smaller regional centers. The Expressionist associations the Blaue Reiter in Munich and Br��cke in Dresden are two well-known examples. Equally, innovation was not confined to a few monumental projects like the Stuttgart Weissenhofsiedlung but part of a broader national cultural ethos. The dispersion of modernism occurred partly because of the political history of Germany as a loosely joined confederation of small city states and principalities that had strong individual cultural identities before unification in 1871 but also because of the German propensity to value and take intense pride in the Heimat, understood both as the hometown and the region. Heimatliebe translated into generous support for cultural institutions in outlying cities. Host to a roster of internationally acclaimed artists and architects, major collectors, arts organizations, museums, presses, galleries, and one of the premier German arts academies of the day, Breslau boasted a thriving modern arts scene until 1933 when the Nazis began their assault on so-called "degenerate" art. This book charts the cultural production of Breslau-based artists, architects, art collectors, urban designers, and arts educators, who were especially interesting because they operated in the space between the margins of Weimar-era cultural debates. Rather than accepting the radical position of the German avant-garde or the reactionary position of German conservatives, many Breslauers sought a middle ground. It is the first book in English to address this history and presents the history in a manner unique to any studies currently on the market. 'Beyond the Bauhaus' explores the polyvalent and contradictory nature of cultural production in Breslau in order to expand the cultural and geographic scope of Weimar history; the book asserts a reciprocal dimension to the relationship between regional culture and national culture, between centers like Breslau and the capital Berlin. With major international figures like the painters Otto Mueller and Oskar Moll, architects Hans Scharoun and Adolf Rading, urban planners Max Berg and Ernst May, collectors Ismar Littmann and Max Silberberg, and an art academy that by 1929 was considered the best in Germany, Breslau clearly had significance to narratives of Weimar cultural production. 'Beyond the Bauhaus' contributes the history of German culture during the Weimar Republic. It belongs alongside histories of art, architecture, urban design, exhibition, collecting, and culture; histories of the Bauhaus; histories of arts education more broadly; and German history. The readership would include those interested in German history; German art, architecture, urban design, planning, collecting, and exhibition history; in the avant-garde; the development of arts academies and arts pedagogy; and the history of Breslau and Silesia.

Redefini����o de uma metodologia de projecto �� luz de uma estrutura fenomenol��gica

Disserta����o de Mestrado para obten����o do grau de Mestre em Arquitectura, apresentada na Universidade de Lisboa - Faculdade de Arquitectura.

HMEF: framework to evaluate merging of Higher Education Institutions ��� application of Enterprise Architecture

Mergers of Higher Education Institutions (HEIs) are organisational processes requiring tremendous amount of resources, in terms of time, work, and money. A number of mergers have been seen on previous years and more are to come. Several studies on mergers have been conducted, revealing some crucial factors that affect the success of mergers. Based on literature review on these studies, factors are: the initiator of merger, a reason for merger, geographical distance of merging institutions, organisational culture, the extend of overlapping course portfolio, and Quality Assurance Systems (QASs). Usually these kind of factors are not considered on mergers, but focus is on financial matters. In this paper, a framework (HMEF) for evaluating merging of HEIs is introduced. HMEF is based on Enterprise Architecture (EA), focusing on factors found to be affecting the success of mergers. By using HMEF, HEIs can focus on matters that crucial for merging.