Graphic references: collaborative dynamics for learning architectural communications for learning how to represent architecture
DOI:
https://doi.org/10.5821/jida.2025.13559Keywords:
Architectural Project Representation, Self-Assessment, Peer Evaluation, Reflection on Action, Asynchronous Collaborative DynamicsAbstract
The graphical representation of a project influences the first impression of an architectural proposal, making it essential for schools to teach effective visual communication. However, universities often lack structured methods for instructing these skills. This paper presents a multi-step pedagogical activity designed to foster critical reflection and enhance representation quality through self-assessment, blind peer evaluation, and asynchronous collaborative dynamics. Implemented in a fifth-year design studio, the activity consists of three phases: students first evaluate their own work, then anonymously assess their peers’ work, and finally receive instructor feedback. Over two academic years, repeating the activity with the same students enhanced collaboration and sharing of peers’ knowledge. By integrating reflection on action and collaborative learning, the approach reinforces key concepts and offers an adaptable framework for architectural communication education.
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