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2024 | OriginalPaper | Chapter

Educating the Reflective Digital Practitioner

Author : Ioanna Symeonidou

Published in: Architecture and Design for Industry 4.0

Publisher: Springer International Publishing

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Abstract

The chapter discusses the processes of a designer’s reflection-in-action when employing simulation-based design tools. It revisits Donald Schön’s seminal work on the Reflective Practitioner, considering the current technological mileu where simulations of physical or environmental behavior educate future architects on how to reflect in action during the design process, rather than analyzing and modifying their design a posteriori. Schön argues in favor of the idiosyncratic element in design decision making which is based on practice. Hence, the digital practitioner of our times develops an intuition and knowledge that derives from the exposure to simulations and computational tools. The chapter will expound on processes of experiential learning in architecture and discuss the findings and experiences from architectural studio case studies that employed computational tools for form-finding to provide real-time feedback on the behaviour and geometry of the projects. The curriculum aimed at combining teaching strategies, digital media and design processes towards the objective of educating the reflective digital practitioner of the future.

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previous chapter Open-Source for a Sustainable Development of Architectural Design in the Fourth Industrial Revolution
next chapter Teaching Digital Design and Fabrication to AEC’s Artisans
Footnotes
1
Digital Natives refer to the students today, as they are all “native speakers” of the digital language of computers, video games and the Internet [13].
 
2
Digital Immigrants learn—like all immigrants, some better than others—to adapt to their environment, they always retain, to some degree, their “accent,” that is, their foot in the past [13].
 
3
Kolb’s Cycle comprises of 4 stages: 1. Concrete Experience 2. Reflective Observation 3. Abstract Conceptualization 4. Active Experimentation.
 
4
There have been several variants of Dale’s Cone of Experience, some of which are known as the Pyramid of Knowledge, offering percentages of the learner’s ability to retain knowledge. However, such adaptations of the original model are not based on scientific research and are falsely presented by researchers as evidence about knowledge retention. The original model by Dale as presented in the book is not aiming to be presented as the outcome of scientific model, it is suggested as a conceptual, visual model.
 
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Metadata
Title
Educating the Reflective Digital Practitioner
Author
Ioanna Symeonidou
Copyright Year
2024
Book
Architecture and Design for Industry 4.0

Print ISBN: 978-3-031-36921-6

Electronic ISBN: 978-3-031-36922-3

Copyright Year: 2024

DOI
https://doi.org/10.1007/978-3-031-36922-3_9

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