Thematic areas

All papers must choose 5 of their own keywords and between 3 and 5 concepts from the list of areas of reflection, areas of knowledge, teaching techniques and teaching traditions (everything is specified in the platform template https://revistes.upc.edu/index.php/JIDA/about/submissions#authorGuidelines).

AREAS OF GENERAL REFLECTION

The Workshop includes five main areas of reflection on the training of future architects and their relationship with related disciplines such as photography, film, sociology and art in general:

The changing role of architects: the role of architects varies with social, cultural, economic and technological changes over the centuries, and so does the nature of the profession. Similarly, the training of future architects evolves with changes in the profession and its diverse role in the consolidation of the physical and environmental setting. Two of the most recent trends are marked by the “specialisation” of the profession and its increasingly common cooperative and participatory online work, in which professionals work away from the traditional professional office.
Teaching roots and traditions: in the middle of the twenty-first century, we should consider the background of learning art and creativity in general and architecture and technology in particular. Research in teaching innovation should pursue the construction of a living archive of teaching practices that have taken place during history, whether recent or not, in training centres and schools worldwide. The objective is to build a solid base for rethinking teaching today. This background can refer to pedagogical methodologies or theories, as well as to architectural designs (kindergartens, schools, universities, etc.) that, through their spatial configuration, have been able to strengthen certain ways of teaching and learning.
Pedagogy: pedagogy in the field of architecture and its different disciplines has evolved significantly, extending beyond the traditional tacit teaching model centered on the teacher-learner dynamic. Drawing on Donald Schön's theories of reflective practice, we recognize that while architectural workshops are fundamental, teaching is also enriched through other formats such as master classes or internships. These diverse educational environments allow the role of the faculty to diversify, acting as guides, experts and mentors in different contexts. It also encourages students to develop a deeper and more critical understanding, not only in the workshop, but also in theory and practical application beyond the classroom. This holistic approach raises key questions: How can different pedagogical methods complement each other to provide holistic architectural education, and how are reflective practices integrated across all these formats to maximize architectural learning?
Educational research: this section includes papers that comprehensively explore research and evaluation in architectural education, emphasizing empirical, qualitative and quantitative approaches. Its purpose is to optimize curricular itineraries, teaching-learning techniques and teacher training in order to improve the quality of architectural education. Priority is given to reflection on fundamentals, methods and ethics in educational research, encouraging the implementation of pedagogical strategies and innovative didactic tools. The work should focus on improving both the educational processes and the general satisfaction of students with their studies, incorporating tactics to minimize academic dropout. In summary, contributions are sought to promote the debate on pedagogical evolution in higher education, oriented towards progress and constant improvement in the training of architects, beyond specific contents or teaching practices.
Spaces for learning (physical and virtual): this area investigates the influence of physical and digital environments on teaching-learning processes. It focuses on the innovation and design of physical spaces, such as classrooms, study rooms and outdoor areas, together with the use of digital platforms and online tools, to optimize teaching in architecture. Submissions of studies that analyze the role of these environments in enhancing interaction, collaboration and creativity among students and teachers are encouraged. Research that measures the effectiveness of blended learning environments and their impact on student performance will also be considered. In short, the purpose is to discover and propose innovative environments that enrich the educational experience, adapting it to contemporary demands.

These five areas of reflection are not considered separately. They are the different facets of a broader investigation into the didactics of architecture and its related disciplines, and the role of the different institutions that have these competencies. In each of these areas, four objectives are set out:

a.       The mapping of the research carried out so far.
b.       The mapping of the current situation in Europe and worldwide.
c.       Reflection on the real context at schools.
d.       Research on what should and could be done.

AREAS OF KNOWLEDGE

Architecture studies cover a wide range of professional competencies and responsibilities and very diverse profiles, with a great civil responsibility. As a result, training in the field of architecture is based on technical, artistic and humanistic disciplines. The knowledge taught in an interdisciplinary way from the different fields and its transverse nature are essential for designing and constructing the physical setting, from landscape to urban space, buildings and all those street furniture elements directly related to users.

In all the countries around us we can distinguish at least three clearly differentiated areas that can be considered to consolidate the common culture of architects: design (building and urban), construction technology, and theory and history. These three major areas can be broken down more precisely as follows: architectural design, urbanism and regional planning, landscape architecture, technology (construction, structures and facilities), graphic ideation (architectural drawing and representation), theory (composition and history), real estate management, mathematics and physics. They may also include subjects from related disciplines such as design, photography, film, theatre, dance, fashion, sociology, philosophy, etc.

Finally, it should be noted that architectural education today, from cooperative and leadership-building dynamics, emphasizes sustainability, innovation and social responsibility, integrating contemporary approaches such as research-based design, digital and parametric architecture, or the critical analysis of the social and environmental impact of architectural projects. These approaches reflect an adaptation to the changing needs of society and the built environment. These subjects aim to offer a broader and more diverse vision of the world, allowing future graduates to develop a more holistic and contextual perspective of the profession.

TEACHING TECHNIQUES

Active learning: implies a classroom scenario in which the roles of students and teachers are reformulated. The student body takes the managerial responsibility for the process, while the teaching staff plays an advisory and accompanying role. This paradigm –which began in the 19th century with the New School– allows students to develop multidisciplinary and teamwork competencies that have an intensive impact on their learning and the construction of their critical reasoning. This methodology has implicitly other pedagogical tools such as constructionism or flexible learning, typical of the Architecture Studio.
       Problem-based learning: practical problems of medium or short duration are addressed, encouraging inquiry and collaborative solutions. Guided by the faculty, they identify learning needs, generate hypotheses, apply and reflect on knowledge acquired in groups.
       Project-based learning: learning is practical and inductive around real challenges or professional simulations, of medium or long duration. Knowledge is introduced according to the difficulties or needs of the projects. A specific modality is the product development project (PDP), in which teams design and implement a prototype.
Service learning: this is a particular case of active learning. It is a teaching technique that links two complex concepts: community and cooperative action (“service”) and the efforts to learn from the action (“know-how”), connecting what you learn with the knowledge already established: “learning”. This technique can be used to reinforce course content and develop a range of competencies in the student with civic responsibility, along with design/build processes, participatory urbanism and political activism. The typical procedures of collaborative and challenge-based learning behave in a similar way.
Challenge-based learning: is a methodology that organizes learning around real challenges. Teams of students collaborate with external entities to address territorial problems, exploring and evaluating practical solutions with social impact. This process includes the identification of needs with the help of experts and end users, the development of innovative solutions and the creation of proof-of-concept prototypes. The teams are multidisciplinary, and the faculty acts as facilitator, providing expertise in the methodology and liaising with the entity proposing the challenge.
ICT tools: new communication mechanisms and technology require the necessary application of renewed information and communication techniques to be implemented in the teaching framework. These techniques must be in line with the usual language of the students, and be operative in their training and knowledge acquisition. Reverse, hybrid and online learning operate in the same sense.
Self-regulated learning: teaching tools that promote reflective and critical thinking in students. These tools should promote tolerance and complicity towards other points of view and the development of methodologies to identify the needs of students. The new methodologies for peer and self-assessment under specific rubrics are effective learning and deep knowledge mechanisms.
Blended teaching and flipped classroom: combines face-to-face and online teaching activities, taking advantage of technology to enhance learning. It includes everything from recording classes for later viewing to videos, asynchronous classes and seminars with international speakers via videoconference. One example is the "flipped classroom", where part of the theoretical content is provided digitally (as videos or readings) for students to work on before class. Afterwards, in the classroom, knowledge is consolidated through dynamics and case studies, reversing the traditional teaching model where theory was explained in class and practical exercises were done at home.
Ludification: uses game elements in learning environments to capture attention, motivate and encourage student participation, thus improving problem solving. Strategies include achievable challenges, missions, narratives, teamwork, feedback, reward systems, and progress bars, among others. It can be applied to specific activities or to an entire subject.
Cooperative learning: encompasses a variety of procedures based on organizing students into small working groups to perform common tasks. Faculty design activities to create a structured and organized learning environment that requires the active participation of all. Students collaborate to solve common academic tasks and learn together. This method promotes tasks that are better solved in groups rather than individually, small group work, a collaborative environment, positive interdependence, and individual responsibility for tasks and learning. It includes techniques such as think-pair-share, the pyramid, or the Jigsaw.
Case study: this is a methodology where the teacher presents a real case in class that is representative of the students' professional future, and the students must solve it by themselves. Generally, students work in small groups under the guidance of the teacher. Through a specific situation, general aspects of the profession are addressed. This methodology, traditional in medical, law and business schools, is increasingly used in other university settings. It differs from problem-based learning in that the cases are more guided and structured, and the expected solutions are not as open-ended. It is a versatile method, applicable in groups of different sizes and with cases of varying lengths.
Master Class: an oral presentation of the contents is given. This format is characterized by its focus on the transmission of knowledge in a direct and structured manner by the teacher. Lectures are usually used to introduce or deepen specific topics, allowing students to obtain a general and detailed overview of the subject matter. They are common in academic environments where fundamental or specialized knowledge is taught to large groups of students.
El aula virtual: este espacio virtual permite acceder al “espacio docente” desde cualquier lugar y en cualquier momento. En ella se pueden producir dinámicas en grandes grupos, sesiones de seminario o individuales. El aula virtual como espacio colectivo de seguimiento del aprendizaje y difusión del conocimiento. Asimismo, la docencia no presencial se puede producir de manera síncrona, esto es, a través de aulas virtuales en vivo; o a través de materiales y recursos asíncronos, que se pueden consultar en cualquier momento; o combinando ambos modelos.

TEACHING TRADITIONS

The architecture workshop—either as an atelier or as a professional workshop—represents the core training activity in architecture studies, together with other training activities such as lectures, seminars and tutorials. All of them may have different accents and, in fact, they have become increasingly specialised in the last decades. Below we propose a few teaching traditions that are useful to classify these experiences in and outside the classrooms. Idiosyncratic course programmes often merge them, without a single or exclusive approach.
Critical discipline: this could be considered the most common teaching strategy in architecture workshops, which are based on disciplinary knowledge that is stimulated through the commissioning of specific programmes and assignments that promote learning based on challenges and projects.
Experimental pedagogy: the tradition of basic design courses, developed in legendary schools such as the Bauhaus. These practices are based on geometric abstraction, the language of shapes, interdisciplinarity and active methodologies.
Participatory urbanism: it was born with the social and university revolution of the 1960s and links urban design workshops with real users and public space managers at all levels, including neighbourhood associations, districts, local governments, etc.
Political activism: related to the counterculture movements of the 1960s and closely linked to participatory urban workshops, it turns architectural practice into a political activity and deprogrammed action into a didactic tool.
Design/build: it aims to overcome the simulation dimension of design and technology exercises to build them on a 1:1 scale, often cooperatively and based on a real need from a specific social or economic environment.
Digital manufacturing: it combines digital tools with the manufacture of scale or real-size models in architecture workshops. It aims to add modern technology to the traditional processes of material execution.
Humanitarian architecture: social awareness and service learning are used as a stimulus for learning. These practices are usually related to the design/build method and concrete action in disadvantaged and developing communities.
Environmental technology: it implements education for sustainability at all teaching levels, especially in the last stages of the training of professionals who define the physical setting that we live in.
Theory and analysis: the transmission of knowledge is emphasised through lectures, classes and seminars. They may constitute the fundamental core of a subject such as history or construction, or become a critical complement of architecture workshops.
Confined teaching: remote learning with learning dynamics and blended or distance learning -online learning or e-learning-, with MOOC (Massive Open On-line Course), videotutorials, webinars, ICT resources and channels, digital platforms to support teaching, virtual classrooms, etc. Synchronous or asynchronous teaching.