#digital-design

In recent years, computational approaches in architecture started to change the scope of the architect’s work. He/she is not any more a passive tool user instead, became a casual tool developer. Conventional CAD systems that focus on geometric representation of a designed artifact, are transforming into systems in which the design is represented as a parametric process. By increasing utilization of these systems in architectural design process, parametric modeling is integrated not only as a new medium of design representation, but also as a design method. Designing the design implies…

Information Age has been transforming architecture, provoking its theoretical and methodological foundations. We might call this as a paradigm shift or not; it’s obvious that contemporary research fields and built practices lead architectural design into a certain revolution. Mainstream schools of design education are becoming more involved in this revolution, with a common purpose; the need to construct a logical connection between contemporary design theories utilizing methods called popularly as “digital architecture”, and all aspects and agents of a design…

Design computing in architecture is evolved enough to form a more spread out advance, instead of being an alternative way of thinking and practising. Contemporary architectural practice is beginning to push forward such a transformation. This also effects architectural education, that is beginning to focus on digital design paradigm especially at undergraduate level not only in experimental studios, but also in formal education. Design studios however, play an important role on this transformation. Experimental studios on “computerized” architectural design are…

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…