When an educational system does not meet the requirements of a paradigm, new teaching approaches start to emerge. Today, design computing pushes forward a similar transformation on architectural education. Design studio, as the dominant setting for architectural learning, is the center of this transformation. There are numerous researches, experiencing and defining this transformation from various perspectives as “cases”. However as Oxman (2008) highlights, we still need to define a general pedagogical formation for digital design instructors, taking one more step after the popular cognitive explanation of Schön and Wiggins (1992). […]