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- Hooshyar Yousefi, Bahram, 1977-
(författare)
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The Core of Design Thinking and its Architectural Application
- 2016
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Ingår i: DESIGNER. - Tehran. - 2008-9538. ; :12, s. 40-51
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Tidskriftsartikel (refereegranskat)abstract
- The term design thinking is used to refer to the study of the practices of working designers (Melles et al., 2006), the methods and processes for investigating challenges, acquiring information, analyzing knowledge, and positioning solutions in the design and planning fields (Meinel & Leifer, 2011) by combining “empathy, creativity, and rationality”. Architectural theory has evolved over time, to reflect the development of new materials, new construction, new structures, new philosophies, new socio-cultural contexts, new scientific findings, and, of course, new technology. As Dorst (2011) emphasises ‘Design Thinking’ has been part of “the collective consciousness of design researchers since Rowe used it as the title of his 1987 book and different models have emerged since then. Nowadays, “Design Thinking” is identified as an exciting new paradigm for adopting designerly practices dealing with complex problems to build up a “conceptual framework”. Architectural logic provides us with a various of approaches toward the reasoning in design exploring potential value of the design process. In this paper the author will move from the architectural process definitions to a broad descriptions of design thinking and its application in the architectural design process. Since the process of design and its logical principles look quite complex, an integral attitude has been introduced in order to elaborate multi-step process avoiding the natural paradox of the sense of a complex statement of Design Process and Design Thinking. It is on this particular aspect of the creative design that we position our work: how to design a software tool support, and even improve, creativity in the early stages of the design? We will restrict ourselves to this in a specific area, that architectural design that we describe in the next section.Dorst, K. (2011). The core of ‘design thinking’ and its application. Design Studies, 32(6), 521‐532.Meinel, C., & Leifer, L. (2011). Design Thinking Research. Design thinking understand ‐ improve ‐ apply (pp. 1‐12). Berlin: Springer.Melles, G., Howard, Z., & Thompson‐Whiteside, S. (2012). Teaching Design Thinking: Expanding Horizons in Design Education. Procedia ‐ Social and Behavioral Sciences, 31, 162‐166.
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| 3. |
- Hooshyar Yousefi, Bahram, Senior Lecturer, 1977-, et al.
(författare)
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از پایبست علوم شناختی تا یک پلتفرم بازی بنیان: = From Cognitive Science Basics to the Game-based Platforms : مقدمهای بر استخراج پتانسیل بازیوارسازی در آموزش طراحی معماری = An Introduction to the Gamifying Potential in Architecture Design Training
- 2019
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Ingår i: City & Landscape. ; 7:39, s. 98-111
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Tidskriftsartikel (refereegranskat)abstract
- The importance of the Games has already been perceived for more than three decades by the use of computers in education as an aid in the process of knowledge construction. In Gamification, the game is dislocated from the distraction function, since it has influence in the sensory and cognitive development of the individual. The elements of the Gamification do not follow a specific rule or a standard, and can be applied in whole or in part of an educational process, remodeling of existing procedures in both theoretical tasks or practical procedures. Developing a gamification platform will depend on the purpose, available resources and cognitive pedagogical bases, since the concept tends to redefine the learning process, rescuing the interest and participation with a view to intellectual growth. The current architectural education methods in Iranian universities suffer from lack of coverage of methods both artistically and technologically; the mentioned methods are mostly following the traditional teacher-focused trainings.. Nowadays, considering the advancement of new educational technologies, one of the most fundamental issues facing the current educational systems would be the contextual innovation which seems to change the learning methods both in content and method. The new processes and methods have formed a new playground which makes it possible to take the next step and make a decision on the set of new tools, educational goals and quality of the courses in the discipline architecture. The method of teaching based on the gamification approaches is more effective than other educational methods but there must be a comprehensive platform accordingly. The current study extends the authors' prior work examining the possibility of the formulating a model-based integration of architectural design education with a gamified platform based on the associated literature and resulting in a comprehensive understanding of role games and serious games in the overall educational field. Finally, we have tried to shape the conceptual model of the platform as a framework for creating a followable pattern for regenerating a game-based architecture design education.
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