Authors:Belén Butragueño Díaz-Guerra, Javier Fco. Raposo Grau, María Asunción Salgado de la Rosa Pages: 9 - 22 Abstract: There are multiple communicative strategies in architecture depending on the target audience. The mechanisms of representation may radically vary when the recipient is the client, the constructor, the curator, a colleague or even an instructor (1). As an example, the approach may be mainly visual when the target is the client. However, it may be strictly structural to start a conversation with a peer ad mostly conceptual when pointing to the jury members in a competition. In certain cases, the adaptation of the graphic language to the different scenarios leads to such a distortion on the message that the original project is hardly recognizable. To illustrate this point, the article will focus on the project of the Public Seattle Library, designed by the architect Rem Koolhaas. The analysis of five different communicative strategies of the project show peculiar and unequal graphic narrations: from the concept book of the competition, the website of LMN (the American partners of Rem Koolhaas- OMA in this particular project), the website of OMA, the coverage on the Seattle press, the Library Brochure for teenagers and the approach developed on the "Content" book. Rem Koolhaas coined the concept of "design of information" to express the fundamental relationship between the message and media in architecture. In his practice, the communicative strategy is present from the beginning of the design process till the final stages. In this article, the thoughtful comparison of these examples will enable to extract conclusions on the use of communication in architectural design and reflect on the iconic and communicative dimension of architecture in general. PubDate: 2021-04-15 DOI: 10.20868/abe.2021.1.4566 Issue No:Vol. 5, No. 1 (2021)
Authors:Alberto Sánchez González Pages: 23 - 38 Abstract: In educational settings, peer assessment is defined as the process of considering the level, value, worth, quality or success of the outcomes of learning by classmates with the same status (i.e. peers). In the framework of an educational innovation project at Universidad Carlos III de Madrid (UC3M), peer assessment has been implemented during two years in the course of “Energy in Buildings. In this subject, students individually develop their own project, mainly based on software tools, and apply the knowledge and skills learned within the course. The goal of peer assessment in this course is, not so much to increase student’s marks, but to increase their learning outcomes. The resulting classroom setting also allows a smoother transition to real-life professional settings and the development of interpersonal skills with future co-workers. A learning management system was utilized: Aula Global, virtual platform for students at UC3M, that is based on Moodle. Peer assessment was enabled by using the workshop activity in Moodle platform. To guide the assessment by the students, rubric templates were generated in the same virtual platform. This paper presents the lessons learned during the last year of application of peer assessment in “Energy in Buildings” course. PubDate: 2021-04-15 DOI: 10.20868/abe.2021.1.4567 Issue No:Vol. 5, No. 1 (2021)
Authors:Carmen García Sánchez Pages: 39 - 54 Abstract: Este artículo analiza y revela las claves de una propuesta de proyecto de innovación educativa, ideada y planeada por mí para ser desarrollada, como profesora e investigadora postdoctoral, en la Escuela de Arquitectura integrada en la Royal Danish Academy of Fine Arts de Copenhague (KADK), en el Instituto de Arquitectura y Diseño (IAD). El proyecto, donde el aula se concibe como un laboratorio de arquitectura lugar de encuentro entre las asignaturas de Diseño Arquitectónico y Construcción de Edificios, integra una variedad de metodologías educativas innovadoras: Gamificación, Aula Invertida (Flipped Classroom), Aprendizaje Basado en Retos, Pensamiento de Diseño (Design Thinking), Inteligencia Colectiva, etc… A través de él, los estudiantes de arquitectura son capaces de mejorar su creatividad y adquirir diversos conocimientos, fortalezas y habilidades complementarias, entre ellas: La creación de un espacio privado, la reflexión sobre la idea de habitar; la exploración del diseño arquitectónico conectado con la naturaleza; nociones acerca de diseño sostenible y reciclaje; la progresión de su pensamiento crítico y creativo; el desarrollo de sus habilidades de comunicación gráfica, escrita y oral; la activación de su pensamiento independiente y original; y la mejora de sus habilidades de liderazgo y organización, co-diseño, gestión del tiempo, habilidades de resolución de conflictos/problemas y toma de decisiones. El artículo ofrece recursos para la buena práctica e implementación de la innovación educativa, y, por lo tanto, para facilitar la innovación a nivel del aula. Facilita herramientas para superar los desafíos que enfrentan los modelos de aprendizaje innovadores en la educación de Arquitectura. Pero sobre todo tiene como objetivo fomentar la innovación en la educación del diseño arquitectónico al empoderar e inspirar a los profesores y otros miembros del personal educativo para que utilicen métodos de enseñanza innovadora, mientras comparten su mejor praxis y experiencia con sus colegas. This article analyzes and reveals the keys to an educational innovation project proposal, conceived and planned by me to be developed, as a professor and postdoctoral researcher, at the Integrated School of Architecture at the Royal Danish Academy of Fine Arts in Copenhagen (KADK) , at the Institute of Architecture and Design (IAD). The project, where the classroom is conceived as an architecture laboratory, a meeting place between the subjects of Architectural Design and Building Construction, integrates a variety of innovative educational methodologies: Gamification, Flipped Classroom, Challenge-Based Learning, Thinking of Design (Design Thinking), Collective Intelligence, etc ... Through it, architecture students are able to improve their creativity and acquire various knowledge, strengths and complementary skills, including: The creation of a private space, reflection on the idea of inhabiting; the exploration of architectural design connected with nature; notions about sustainable design and recycling; the progression of your critical and creative thinking; the development of your graphic, written and oral communication skills; the activation of your independent and original thinking; and improving your leadership and organization skills, co-design, time management, conflict / problem solving skills, and decision making. The article offers resources for good practice and implementation of educational innovation, and therefore to facilitate innovation at the classroom level. It provides tools to overcome the challenges faced by innovative learning models in Architecture education. But above all it aims to foster innovation in architectural design education by empowering and inspiring teachers and other educational staff to use innovative teaching methods, while sharing their best practice and experience with their colleagues PubDate: 2021-04-15 DOI: 10.20868/abe.2021.1.4568 Issue No:Vol. 5, No. 1 (2021)
Authors:Irantzu Recalde Esnoz, Daniel Ferrández Vega, Rafael Marcos Sánchez Pages: 55 - 66 Abstract: La pandemia ocasionada por el coronavirus ha provocado una crisis sin precedentes en todos los ámbitos nacionales. El sistema educativo se ha visto envuelto en un cambio nunca antes visto que ha obligado a una transformación digital acelerada, suponiendo una modificación en el modelo de enseñanza-aprendizaje al que estábamos acostumbrados. Sin embargo, en paralelo a esta transformación una gran parte del estudiantado se ha visto afectada por la enfermedad provocada por el SARS-CoV-2 e incluso han sufrido el fallecimiento de algún familiar o persona cercana. En este trabajo se pretende realizar un acercamiento a la situación real que están viviendo los estudiantes de la Escuela Técnica Superior de Edificación durante la crisis sanitaria. Para ello, con ayuda de la técnica de la encuesta online, se ha consultado al alumnado acerca de su estado emocional actual y sus emociones ante el gran número de fallecimientos que cada día se retrasmiten en los medios de comunicación. Los resultados muestran como un elevado número de participantes, el 25.5%, ha sufrido el fallecimiento de algún familiar o allegado durante este tiempo de pandemia. Esto nos hace reflexionar sobre cómo está sobrellevando el sistema educativo universitario estas difíciles situaciones, si realmente se conocen y si se deberían poner más medios para mejorar el bienestar emocional del estudiantado. The pandemic caused by the coronavirus has caused an unprecedented crisis at all national levels. The education system has been involved in a change never seen before that has forced an accelerated digital transformation, assuming a modification in the teaching-learning model to which we were used. However, in parallel to this transformation, a large part of the student body has been affected by the disease caused by SARS-CoV-2 and has even suffered the death of a relative or close person. This work aims to make an approach to the real situation that students of the Higher Technical Building School are experiencing during the health crisis. To do this, with the help of the online survey technique, the students were consulted about their current emotional state and their emotions in the face of the large number of deaths that are broadcast in the media every day. The results show how a high number of participants, 25.5%, have suffered the death of a relative or close friend during this time of the pandemic. This makes us reflect on how the university educational system is coping with these difficult situations, if they are really known and if more means should be put in place to improve the emotional well-being of the student body PubDate: 2021-04-15 DOI: 10.20868/abe.2021.1.4569 Issue No:Vol. 5, No. 1 (2021)
Authors:Manuel Álvarez Dorado, Blanca Mora Rey-Sánchez, Javier Martín Pérez, Guillermo Pérez González, Carlos Morón Fernández Pages: 67 - 78 Abstract: El presente documento presenta los resultados de un proyecto de investigación e innovación educativa llevado a cabo durante dos cursos académicos consecutivos. A través de la inclusión de herramientas como la rúbrica, y estrategias como la coevaluación y la autoevaluación, se ha investigado la mejora del rendimiento y la motivación en alumnos de primer año de grado en arquitectura de la universidad de Sevilla. concretamente en el temario del sistema axonométrico, las proyecciones ortogonales y la normalización. Esta investigación se ha desarrollado en cuatro grupos distintos de dos centros de enseñanza. Dos de los grupos recibieron en el curso académico 2018/2019 la formación de forma tradicional y los otros dos fueron sometidos al proyecto de innovación durante el curso académico 2019/2020. La motivación inicial de ambos grupos fue bastante similar. En el grupo experimental se observó una mejora significativa de la motivación tras la impartición del temario. Tras la aplicación del PIE, el aumento de la motivación ha sido más notable que el del rendimiento académico. La autoevaluación y la coevaluación han impactado de forma directa y positiva en la motivación de los alumnos, y se relaciona directamente con el rendimiento académico This document presents the results of an educational research and innovation project carried out during two consecutive academic years. Through the inclusion of tools such as the rubric, and strategies such as co-evaluation and self-evaluation, the improvement of performance and motivation in first year bachelor students has been investigated, specifically in the axonometric system syllabus, orthogonal projections, and normalization. This research has been developed in four different groups of two teaching centres. Two of the groups received traditional training in the 2018/2019 academic year and the other two were subjected to the innovation project during the 2019/2020 academic year. The initial motivation of both groups was quite similar. In the experimental group, a significant improvement in motivation was observed after teaching the syllabus. After the application of the PLE, the increase in motivation has been more remarkable than that of academic performance. Self-evaluation and co-evaluation have had a direct and positive impact on student motivation and are directly related to academic performance. PubDate: 2021-04-15 DOI: 10.20868/abe.2021.1.4570 Issue No:Vol. 5, No. 1 (2021)
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