Category: TRANS_ARCH_EDU_02

Cansu Günaydın is an alumnus of Izmir University of Economics (Dept. of Architecture, 2011)

Ms. Günaydın would like to encourage different types of explorations in architectural education such as:

Technique- analysis and fabrication techniques can be assisted by technology
Materials- knowledge and use is limited to materials developed in the 20th century. Students should be encouraged to explore newer materials and construction techniques.

Even with regard to model-making, the models can be explorations of ideas, rather than representations of preconceived solutions.

The afternoon session of TRANS_ARCH_EDU_02 is underway. After a welcome from session chair, Dr. Ethem Gürer, Müge Halıcı, a researcher at Istanbul Technical University is the first to address the group.

Müge is explaining the TRANS_ARCH_EDU workshop series, the second of which was conducted yesterday at Izmir University of Economics. In the previous workshop, second-year design students were introduced to the scripting tool, Grasshopper, and shown computational techniques analyze surfaces and then to produce them using computer numerically controlled fabrication (laser cutting.)

The surfaces were originally generated based on knowledge about magnetic field behaviors.

Dr. Alaçam is an Assistant Professor at Istanbul Technical University and also lectures at Izmir University of Economics. She is researching the way that communication occurs in design, both in the finished work and in the process.

Design communication is about the relationship between abstract expression and concrete experience. There is a way of “bridging” between the concept and experience which is aided by investigative techniques, using both analog and digital forms.

The first panel session of TRANS_ARCH_EDU_02 is underway and first up is Dr. Mine Özkar of Istanbul Technical University.

Dr. Özkar presented several frameworks for understanding computation as a design pedagogy as seen in basic design studio work. First and foremost, she emphasized her understanding of the pedagogical content of the design studio: knowledge, skill, and attitude.

Knowledge consists of organizing principles used to produce design works.

The studio process which passes from production to comparison to evaluation, resulting in the development of design strategies. Examples from first-year design studios in Istanbul and Izmir demonstrated the principles at work

Dr. Özkar concludes that teaching e students to recognize similarities and create repetition, furthermore, to develop variation within that repetition presents significant learning opportunities for students.

The relationships between repetition and variation can model and be be modeled by computational techniques as her applied research in teaching design studios has shown.

Han and Kamber (2006) described the late 1990s as the period of data science, resulting from the enormous increase in data enabled by developments in data capturing and storing technologies. Recently, the rise of data science has boosted quantitative urban analysis and a new line of research often called urban analytics or urban informatics has emerged. Academic interest in this topic is growing and new research programmes are being offered by leading universities and research institutions. Urban analytics research mainly focuses on how new advanced analytical methods can be used to improve our understanding of cities in order to make more informed decisions in urban design and planning processes. The main goals of the presentation are: to briefly examine recent developments in urban analytics and to discuss the implications of urban analytics for the future of urban planning, urban design and architectural education and research.