Browsing by Subject "Design education"

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Open Access
Attitudes of design students toward computer usage in design
(Springer Netherlands, 2006-01) Pektaş, S. T.; Erkip, F.
The success of efforts to integrate technology with design education is largely affected by the attitudes of students toward technology. This paper presents the findings of a research on the attitudes of design students toward the use of computers in design and its correlates. Computer Aided Design (CAD) tools are the most widely used computer applications in design. An instrument was developed and applied for the first time to relate computer attitude to design field through CAD. Interior architecture undergraduates of Bilkent University participated in the survey. As a result, students' attitudes toward the use of computers in design were found to be positive. A significant gender difference in attitudes toward computers was observed with males having more positive attitudes than females. The results also revealed that students' attitude toward computer usage in design was highly related to their general attitude toward computers, but it was not correlated with their perception of instructors' attitude toward the use of computers in design. © Springer 2006.
Open Access
Collaborative environments to enhance creativity of design students : use of collaborative creativity support tools
(2011) Karakaya, Ahmet Fatih
Collaboration and creativity are integral parts of design education process. Tools to support collaborative design process, as well as tools to support creativity in the process now being used together in design education. Therefore in this study, the Collaborative Creativity Support Tool (CCST) is proposed and applied to the design process that is conducted both synchronously and asynchronously. CCST is composed of design students, knowledge domain and design field. MOODLE learning environment is utilized for collaboration and enhancing creativity processes in knowledge domain, and Google SketchUp 3D modeling tool is used in the design field. Data collection is composed of observations during and after the study, surveys, correspondence logs, 3D models, interviews and statistics that were obtained by MOODLE forum logs. To evaluate effectiveness of CCST, segment analysis over demographic data, communication frequencies, communication codes, indicators of creativity, analysis of creativity in design education is used. Findings of the empirical research indicate that CCST supported design students in both collaborative and creative processes.
Open Access
Critique by design: tackling urban renewal in the design studio
(Palgrave Macmillan, 2014) Batuman, B.; Baykan, D. A.
The dominant mode of urbanization in our contemporary world is marked by large scale urban renewal projects, which are deployed with little or no consideration given to the social predicaments. The urban design studio can serve as a domain in which critical reflections on urban issues can be incorporated into design works. In this article, we propose a methodology of 'critique by design', which does not seek to arrive at scientific knowledge but rather involves the development of urban design proposals critically engaging with the urban issues they address through conceptual approaches. We discuss our methodology through the case of an experimental studio work conducted in Ankara, Turkey at Bilkent University, Department of Urban Design and Landscape Architecture in 2011. © 2014 Macmillan Publishers Ltd.
Open Access
Educating the mindful design practitioner
(Elsevier, 2021-05-06) Altay, Burçak; Porter, N.
Mindfulness applications are increasing exponentially across many disciplines. However, mindfulness theory and practice within design pedagogy is relatively scarce. What are the operational concepts and applications of mindfulness for acquiring design skills and ethical awareness? We explore these questions through a theoretical framework and two university-based studies where design students engaged in various mindfulness activities. Results show that meditation practices (formal mindfulness) and adopting a mindful approach to design tasks (informal mindfulness) can facilitate exploratory and creative thinking, increase sensory and spatial awareness, ‘free up’ one’s inner critic, and expand students’ empathetic horizons. These outcomes suggest mindfulness training is fruitful for the holistic development of students, supporting them to be truly reflective practitioners who creatively attend to the wellbeing of others and themselves.
Open Access
Effects of cognitive styles on 2D drafting and design performance in digital media
(Springer Netherlands, 2010) Pektas, S.T.
This paper investigates the interactions between design students' cognitive styles, as measured by Riding's Cognitive Styles Analysis, and performance in 2D drafting and design tasks in digital media. An empirical research revealed that Imager students outperformed Verbalisers in both drafting and creativity scores. Wholist-Analytic cognitive style dimension was found to be independent from drafting and design performance. The study suggests that examining the cognitive styles of students in Computer Aided Design (CAD) education deserves further attention and may facilitate for improvements in learning processes. © 2008 Springer Science+Business Media B.V.
Open Access
The effects of learning styles and gender on the academic performance of interior architecture students
(Elsevier, 2010-01) Demirkan, H.; Demirbaş, Ö. O.
The study focuses on design education using ‘Index of Learning Style’ (ILS) and explores the effects of learning styles and gender on the performance scores of design students. The ILS is designed to assess preferences on four scales of a learning style model formulated by Felder and Silverman (1988). The findings indicated that the usual methods of interior architecture education address a well-balanced class position in active/reflective and sensing/intuitive scales, a moderate to strong preference in visual scale and a weak preference in global scale. Furthermore, in the two-way analysis significant effects were obtained between the individual interactions of active/reflective scale with the other three scales when the academic performance score was the dependent variable.
Open Access
Embracing student experience in inclusive design education through learner-centred instruction
(Routledge, 2016-03) Altay, Burçak; Ballice, G.; Bengisu, E.; Korkmaz, S. A.; Paykoç E.
This paper explores the process and outcome of using learner-centred methods to develop students’ empathic design abilities during an educational workshop on inclusive design. In the first section of the paper, we suggest the significance of incorporating inclusive design within the education of design disciplines. Then, we introduce a workshop on inclusive design awareness that architecture and interior design students participated, which applied various learner-centred methods. We discuss the process that incorporated project-based learning, role-playing/simulation and students’ reflections and feedback on their experience. The workshop process, the student project experience and students’ reflections on their learning indicate how multiple methods of learning engage students and enhance their empathic understanding so they can embrace differences and adopt a user-centred design approach. Based on the findings, we provide suggestions for similar educational events that can be applied in other disciplinary contexts. © 2016 Taylor & Francis.
Open Access
Evaluation of interior architecture education programmes in terms of the multidisciplinary approach
(Ani Publishing, Ani Yayincilik, 2021-02-23) Ozdamar, B. B.; Ozdamar, Murat
Purpose: Interior architecture is based on theoretical, practical, and practice-based knowledge associated with other design disciplines that form a multidisciplinary framework. The aim of this study is to evaluate the art, science, and technical competencies that form the basis of knowledge and skills for the students within interior architecture education in Turkey. The other discussion is to what extent the courses provided during education meet the basic learning outcomes and provide for the professionals as part of the multidisciplinary study. Research Methods: Courses included in educational programs are categorised under ‘theoretical/ theoretic’, ‘artistic/aesthetic’, and ‘technical/ practical’, and are taken as a basis in the study, and the ratios and quantitative response values are determined. Besides, the joint readings of the subject are obtained by the interviews conducted with professionals. Findings: In the research, the numerical data of the courses related to art and aesthetic values, and the courses aiming at the application by transferring technical knowledge are obtained. The theoretical course workload yielded higher values. For findings related to the basic competencies acquired by the professional interior architects, there is the problem with ‘technical expression’ and ‘experience in practice’ within education. Implications for Research and Practice: The discussion of the standardisation through the educational programs should be avoided with a flexible approach. The consistency will be ensured through training practices and collaborations aimed at professional practices. In the future, collaborations for professionalism and studies in education and practice will play a supporting role after the graduation of students.
Open Access
Experiences with moodle as a communication tool for design teamwork: A users' perspective
(METU, 2011) Pektaş, S. T.; Demirkan H.
Open Access
Focus on the learning styles of freshman design students
(Elsevier, 2008-05) Demirkan, H.; Demirbaş, Ö. O.
Using Kolb’s Experiential Learning Model, this study explores learning styles of freshman design students in three consecutive academic years. Principal Component Analysis method is used to reduce the number of variables and classify them according to the priorities assigned to learning process by the design students. Findings showed that the distribution of design students through learning style preference was concentrated in assimilating group with coordinates close to the intersection of the axes of the Learning Style Type Grid. The bipolar perceive dimension indicated that the freshman design students are more related to the analytical skills of theory building, quantitative analysis and technology. Also, the bipolar process dimension showed that they have better behavioural skills compared to perceptual learning skills.
Open Access
A Framework for web-based education systems supporting interdisciplinary design collaboration
(Orta Doğu Teknik Üniversitesi, 2007) Karakaya, Ahmet Fatih; Taşlı Pektaş, Şule
Web-based educational systems are promising applications to enhance design education. Although the advantages of such systems have been discussed in the literature extensively, few studies in the field have used them for teaching interdisciplinary design collaboration. In order to alleviate this problem, a web-based interdisciplinary building design studio was designed and implemented. Considering the lack of systematic approaches in the use of Information and Communication Technologies (ICT) in studios, this paper offers a framework for analysing, understanding and exploiting web-based studios in terms of aim, content, method and management in the light of the case study.
Open Access
An inquiry into the learning-style and knowledge-building preferences of interior architecture students
(Elsevier, 2016-05) Demirkan, H.
This study explores the learning-style and knowledge-building preferences of interior architecture students using Felder-Soloman's Index of Learning Styles. Considering the learning and knowledge-building skills of students in design education, this study concludes that the instructor should not only be a conveyor of knowledge but also a facilitator. The findings indicate that design students' preferred learning styles are as follows, in descending order: Sensing/Intuitive, Visual/Verbal, Active/Reflective and Sequential/Global. In the two-way analysis, where the student's design studio grade was the dependent variable, significant effects were obtained for each scale. Furthermore, double interactions were highly significant between the Active/Reflective and Sensing/Intuitive scales and between the Active/Reflective and Sequential/Global scales. © 2016 Elsevier Ltd. All rights reserved.
Open Access
Interaction between design studio and curriculum courses: Bilkent Uiversity case
(Open House International Association, 2010) Turkkan, E. E.; Basa, I.; Gurel, M. O.
A major aim of the design studio is to educate students to be well-equipped designers. To do so, a student should be able to grasp the divergent information of various courses and integrate that knowledge into their design problems. But are students aware of the emphasis placed on incorporating different curriculum courses into the design studio? Do they find it beneficial while developing a design project? To what extent do they think this integration has an impact on their success in the design studio and in their adaptation to professional practice? This paper seeks to find out whether the integration between the design studio and other curriculum courses is productive from students' perspectives and determine if there is a consensus between students and instructors on the significance of transferring knowledge from curriculum courses to design projects. In addition, the paper examines the position of the design studio as an integrative medium between education and practice in the Turkish context.
Open Access
Introducing sustainability to interior design students through industry collaboration
(Emerald Group Publishing Limited, 2014) Afacan, Yasemin
Purpose: The purpose of this study was to introduce a sustainability course to interior design students and explore how working with industry could address challenges with integrating sustainability education into and ensuring student motivation in non-studio courses. Design/methodology/approach: This is a case study presenting qualitative evaluation from the 15-week "IAED 342 Sustainable Design for Interiors" course with a sample of 98 third-year interior architecture students at Bilkent University, Turkey. Findings: The findings were analyzed from the perspectives of two processes learning and working with industry. The results revealed that an active learning environment and industry collaboration positively influenced students' awareness of sustainable design, increased their ability to integrate sustainability knowledge to design studio projects and improved academic outcomes. Originality/value: This study is a unique effort by the Department of Interior Architecture and Environmental Design at Bilkent University by being the first to introduce a sustainability course and create a responsive and social learning environment through industry collaboration. The results of the study highlighted that better outcomes are achieved by working directly with industry than by performing theoretical exercises. © Emerald Group Publishing Limited.
Open Access
Learning styles of design students and the relationship of academic performance and gender in design education
(Elsevier, 2007-06) Demirbas, O .O.; Demirkan, H.
The study focuses on design education using Experiential Learning Theory (ELT) and explores the effects of learning styles and gender on the performance scores of freshman design students in three successive academic years. Findings indicate that the distribution of design students through learning style type preference was more concentrated in assimilating and converging groups. Further study indicates that the first and third groups were found to be more balancing while the second group being mostly a southerner. The learning style preferences did not significantly differ by gender in all three groups. Although there is no consistency in all three groups, results indicate that the performance scores of males were higher in technology-based courses, whereas scores of females were higher in artistic and fundamental courses and in the semester academic performance scores (GPA). Also, it was found that the performance scores of converging and diverging students differed significantly in favor of converging students only in design courses. In design education, instructors should provide a strategy that is relevant to the style of each learner in design studio process.
Open Access
Multisensory inclusive design education: a 3D experience
(Routledge, 2017-09-19) Altay, Burçak
Inclusive design should be an integral part of the curriculum in the education of environmental design disciplines, incorporating empathic understanding. Among the empathic methods that are employed, ‘build-to-learn’ that promotes experiential learning is effective in students’ multisensory and bodily engagement with the process and product. This paper discusses an exercise in a Human Factors/Ergonomics course in interior design where students create ‘A 3D Experience’. Analysis of exemplary work suggests various ways in which different senses may come forth into awareness to sometimes enrich and at other times limit embodied space, thus opening up a venue of inclusivity in novel and unpredictable ways. Research conducted on student perspectives reveals that the assignment had positive impact on their understanding and awareness of, and attitudes towards, inclusive design, as well as creative thinking.
Open Access
Progression of color decision making in introductory design education
(Wiley, 2017-04) Ertez Ural, Sibel; Akbay, S.; Altay, Burçak
Color comprises both subjective and objective aspects within its contextual nature. Research on color design tends to explore this seemingly contradictory concerns from theoretical point of view, as well as architectural and design practice. The aim of this study was to observe subjective, intuitive or heuristic and objective, knowledge‐based or analytical attitudes toward color in design education. In the study 84 introductory design students were surveyed progressively to understand their color decision criteria after completion of three 2‐dimensional colored exercises, specific in terms of color education. Students' responses to open‐ended questions were coded according to the 5 categories, under 2 decision making processes derived from the literature; heuristic approach: preferential and symbolic criteria, and analytic reasoning: formal, thematic, and systematic criteria. A distinction between associative and emotional aspects of symbolic criteria was also revealed by the data analysis. The findings showed a shift from heuristic responses to analytic reasoning, as expected. Additionally, it is also investigated that students not only used heuristic approaches but also analytical components (formal and systematic) of color decision making in varying degrees as well, even before any color subjects covered. Thematic color decisions became a major part of the students' design considerations upon completion of color subjects. The observed increase in the number of color criteria interrelated by the students' among almost all categories explicated a complex decision making process particularly in color design and education. These findings were expected to lead to some further understanding in color decision making in design.
Open Access
Project selection in the design studio: absence of learning environments
(Routledge, 2010-06) Basa, I.
Project selection is an essential matter of design teaching. Based on observations of a specifi c curriculum, the author claims that a wide repertoire of subjects including offi ces, restaurants, hotels, and other public places are used to prepare design students, but that schools and other "learning environments/schools" are similarly ignored. Considering this, the study unfolds reasons why interior design studios do not assign "learning environments" as design projects. Moreover, it analyzes a specifi c learning environment, in terms of its considerable scope and adequate complexity, as a design problem. © Kappa Delta Pi.
Open Access
Reflection of empathic design process on interior architecture students’ universal design solutions
(Middle East Technical University, 2023-01-26) Yeşiltepe, Melis; Demirkan, Halime
Open Access
The shifting tides of academe: oscillation between hand and computer in architectural education
(Springer Netherlands, 2006-09) Şenyapili, B.; Basa Ý.
There is a current vacillation in choosing hand or computer for design presentation in academia. Although the computer emerged as very powerful alternative presentation medium, it could not sweep away the hand totally. Believing that this vacillation cannot only be due to the positive and negative aspects of both media, we worked with a group of students in a design curriculum to observe the factors that affect their choice of medium for presenting design ideas. The students were required to use both media for the same task, subsequently their satisfaction and evaluation were examined through a questionnaire. Students acknowledged the positive aspects of both media, rather than accumulating on one side. Findings led us to concur that the constant oscillation of architecture between art and science penetrates down to the individual choice of presentation medium. We assert that the warmness of hand is not deserted as it contemplates the artistic essence, while the digital perfection of the computers flirt with science. The ever-attended, age-old question of architecture's being art and/or science occupies the architectural agenda at various levels. Both the polarizations and the reconciliations have theoretical, practical and educational consequences. This paper locates itself within this context and proposes a new framework for analyzing the impacts of this oscillation in design presentation, concluding that the future of presentation in education points to the coexistence of both media.