Abstract

The fact that design is an argumentative process makes studio critiques the main tools in design instruction.  They may be arranged as group critiques to make students participate more actively in the design process, to create a better medium for dialogue and to give opportunity to students to see many alternative solutions for the same design problem which makes them aware that there is not a single solution to a design problem.  In this way students can hear more critiques from different points of view both on their own works and the others.  Studio education is mainly based on communication between students and instructor, and students and students, on one hand, and on the other, on critical inquiry and criticism.  Since students compete for grades and status they may be afraid to expose their fledging ideas.  As a result they miss out opportunities their peers provide for expanding the way they view problems.  To overcome this default situation experienced in existing studio communities, a student-centered education tool based on dialogue instead of monologue named ARCHI-MOVEMENTS was developed to provide in conjunction with existing design studios an alternative context  for supporting interaction.

 ARCHI-MOVEMENTS provides a design environment to support participants engaged in the design process by using online face-to-face interaction to bring tacit knowledge of problems from different participants and perspectives to a shared understanding and to enhance  the movement from conceptual thinking to concrete representations of better architectural designs. It helps students in learning necessary skills to convey their ideas graphically and verbally, allows for self-expression, self-confidence, creative work and imagination using casual social interactions. It motivates learning through discovery by collaborative engagement of students and instructors in the learning process.  Brainstorming sessions would ensure that certain interpretations of a problem and certain design alternatives were made available to those who would not have otherwise thought of them.

Using “ThePalaceServer” software,  a multi-user online graphical chatting virtual environment is created in which students of Architecture can exhibit and present their architectural design work online and receive comments and critique from peers, instructors and critics worldwide. Projects are presented in different formats such as (*.DWF) for viewing vector technical drawings, (*.jpg and *.gif) for viewing raster images, (*.wrl) for navigating through three dimensional models, (*.avi) for viewing animations, (*.mov) for navigating through quicktime virtual reality panoramic movies, and (*.html, and *.doc) for viewing text documents.  Each student after developing his/her own graphical chatting virtual environment can take his guests in a virtual tour through his/her design project explaining why he/she designed different architectural spaces the way they appear and what goals did he/she achieve by his/her design concept.  Guests, after (or during) taking the virtual tour, may verbally comment on the design aspects in real time showing what they like or dislike about the design.  Invited critics may lead designers to design rationale that is relevant to their task at hand using sketches on a digital whiteboard.  The discussion between all participants in this virtual experience and acquired information can be stored in databases as it is produced during sessions for later analysis and consideration by the student and/or instructor. The same setup could be used by (student/instructor/peers/critics) at the design development phase and by the (student/remotely-located-jury-members) in the final evaluation and grading phase.