Abstract

In Hong Kong, there is a persistent need across different disciplines to incorporate new technological processes in teaching and learning programmes, to address the increasing complexities of professional practice. In the architectural discipline, digital scanning, computational design and robotic fabrication are emerging as new teaching opportunities. However, technological tools are often regarded as final output devices, rather than as vehicles for exploration.

This proposal for a series of workshops conducted in the School of Architecture aims to demonstrate how emerging technology is integral in the cultivation of design thinking. They expose participants to a process of discovery learning. Tools are introduced to students to stimulate an iterative design and problem-solving approach, where a cycle of action, observation, reflection and reaction can occur. Exposure to these methods prepares students for their future careers in an increasingly technology-driven profession.

A series of six credit bearing elective workshops will be organised over a period of two academic years, open to students across the university. The workshops will introduce tools to 1) SCAN the three-dimensional properties of buildings or spaces; 2) DESIGN by responding to data with creative interventions; and 3) BUILD using classroom friendly robotic fabrication devices.

The teaching and learning processes within the programme will be evaluated as part of its ongoing development and as research into the evolution of architectural education through technology adoption.

Brief write-up

Project objectives

A series of four credit-bearing elective workshops will be organized over a period of two academic years, open to students across the university. The workshops will introduce tools to: (1) SCAN the three-dimensional properties of buildings or spaces; (2) DESIGN by responding to data with creative interventions; and (3) BUILD using classroom friendly robotic fabrication devices.

Activities, process and outcomes

A series of learning workshops on technology integration were run through the School of Architecture (SOA) and the Centre for Learning Enhancement And Research (CLEAR) throughout the funding period. Consultations with participating staff and students on fine tuning course complexity, challenges, equipment relevance were organized.

Deliverables and evaluation

1. A series of four workshops on technology integration will be run through the SOA and CLEAR throughout the funding period.
2. Consultations with participating staff and students on fine tuning course complexity, challenge, equipment relevance.
3. Students post their experiences in 3 formats.
4. Production of a report discussing the successes, challenges, benefits, and drawbacks of the workshops as pertaining to critical and design thinking development in students.

Dissemination, diffusion, impact and sharing of good practices

1. Final presentations of student output were publicly conducted via an open ZOOM session, where some members of the architecture and design community (mostly other students), staff and faculty could observe and ask questions through the online chat.
2. Academic Submissions.
3. Public Presentations pertaining to workshop materials

Impact on teaching and learning

Most of the students (45.45%) provided a negative perception, evaluating the learning experience as difficult, challenging, and unwilling to learn new tools. Only 36.36% of students provided a positive evaluation that the learning experience is inspiring and interesting.