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Descriptors:
Architecture; Curriculum Development; Undergraduate Study; Higher Education; Architectural Education; Learning Theories; Public Colleges

Abstract:
The study of architectural theory remains absent from many undergraduate design programs, or, if present, the structure of many curricula place "theory" as an autonomous, peripheral course. Theory, however, as it is in other disciplines, is the foundation of the discipline of architecture. To regain the importance and vitality of architectural theory amidst an evolving and highly crowded set of courses, creative pedagogies are much needed. This article, therefore, discusses the development of a pedagogical alternative to traditional architectural theory courses. The course is conceived according to the concept of the dialectic and is a required part of the Bachelor of Architecture curriculum at a public university in the United States. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Educational Environment; School Holding Power; Interpersonal Relationship; Foreign Countries; Electronic Learning; Distance Education; Online Courses; Web Sites; Electronic Publishing; Social Networks; Internet; Web 2.0 Technologies; Student Motivation; Teacher Student Relationship; Story Telling; Educational Technology; Vocational Education; Communities of Practice; Nonformal Education; Marketing; Public Relations; Computer Mediated Communication; Media Literacy; Architecture; Computer Oriented Programs

Abstract:
As web applications play a vital role in our society, social media has emerged as an important tool in the creation and exchange of user-generated content and social interaction. The benefits of these services have entered in the educational areas to become new means by which scholars communicate, collaborate and teach. Social Media and the New Academic Environment: Pedagogical Challenges provides relevant theoretical frameworks and the latest research on social media the challenges in the educational context. This book is essential for professionals aiming to improve their understanding of social media at different levels of education as well as researchers in the fields of e-learning, educational science and information and communication sciences and much more. Contents include: (1) Future Learning Spaces: The Potential and Practice of Learning 2.0 in Higher Education (Charlotte Holland and Miriam Judge); (2) How Social Design Influences Student Retention and Self-Motivation in Online Learning Environments (Derek E. Baird and Mercedes Fisher); (3) Student-Faculty Communication on Facebook: Prospective Learning Enhancement and Boundaries (Laurentiu Soitu and Laura Paulet-Crainiceanu); (4) Integrating Mobile Learning, Digital Storytelling and Social Media in Vocational Learning (Miikka Eriksson, Pauliina Tuomi, and Hanna Vuojarvi); (5) Enhancing Social Presence and Communities of Practice in Distance Education Courses through Social Media (Lori B. Holcomb and Matthew Kruger-Ross); (6) Framing Non-Formal Education through CSR 2.0 (Bogdan Patrut, Monica Patrut, and Camelia Cmeciu); (7) Social Media Audit and Analytics: Exercises for Marketing and Public Relations Courses (Ana Adi); (8) Functions of Social Media in Higher Education: A Case Study (Violeta Maria Serbu); (9) A User's Perspective on Academic Blogging: Case Study on a Romanian Group of Students (Mihai Deac and Ioan Hosu); (10) Uses and Implementation of Social Media at University: The Case of Schools of Communication in Spain (Maria-Jesus Diaz-Gonzalez, Natalia Quintas Froufe, Almudena Gonzalez del Valle Brena, and Francesc Pumarola); (11) Web Use in Public Relations Education: A Portuguese Example (Sonia Pedro Sebastiao); (12) Social Media Usage among University Students in Malaysia (Norsiah Abdul Hamid, Mohd Sobhi Ishak, Syamsul Anuar Ismail, and Siti Syamsul Nurin Mohmad Yazam); (13) Social Media and other Web 2.0 Technologies as Communication Channels in a Cross-Cultural, Web-Based Professional Communication Project (Pavel Zemliansky and Olena Goroshko); (14) E-Learning Records: Are There Any to Manage? If so, How? (Luciana Duranti and Elizabeth Shaffer); (15) The Influence of Twitter on the Academic Environment (Martin Ebner); (16) Academic Perspectives on Microblogging (Gabriela Grosseck, Carmen Holotescu and Bogdan Patrut); (17) The Impact of Social Media on Scholarly Practices in Higher Education: Online Engagement and ICTs Appropriation in Senior, Young, and Doctoral Researchers (Antonella Esposito); (18) Digital Literacy for Effective Communication in the New Academic Environment: The Educational Blogs (Ruxandra Vasilescu, Manuela Epure and Nadia Florea); (19) Implementation of Augmented Reality in "3.0 Learning" Methodology: Case Studies with Students of Architecture Degree (Ernest Redondo, Isidro Navarro, Albert Sanchez and David Fonseca); and (20) Digital Social Media Detox (DSMD): Responding to a Culture of Interconnectivity (Theresa Renee White). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Architecture; Sciences; Engineering; Hydraulics; Foreign Countries; Educational Change; Mathematics Instruction; Mathematics Education; Mathematics; Professional Personnel

Abstract:
Exchanges of learning and controversies between engineers and mathematicians were important factors in the development of early modern science. This theme is discussed by focusing, first, on architectural and mathematical dynamism in mid 16th-century Milan. While some engineers-architects referred to Euclid and Vitruvius for improving their education and argued for an institutional reform of their profession, Girolamo Cardano and other mathematicians explained the "De architectura" and studied the inventions of the arts. Attention is drawn, then, to the entrance in the field of hydraulics of Benedetto Castelli, a Galilean mathematician who criticised some basic engineering methods but also relied on engineering experience. This mix of criticism and appropriation of engineering notions was particularly highlighted by Domenico Guglielmini, who saw in the study of the nature of rivers the key for their control and improvement. A further facet was the growing distinction among the practitioners. In 16th-century Milan professional distinctions appeared in a grand scale cadastral survey of the whole state and in the establishment of a professional body of engineers-architects and land surveyors. It was not a peculiarly Italian trend. In the postscript some remarks are added to show that a partly similar differentiation was also taking place among E.G.R. Taylor's mathematical practitioners of Elizabethan England. (Contains 3 figures and 117 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Computer Mediated Communication; Synchronous Communication; Nonverbal Communication; Verbal Communication; Second Language Learning; Research Methodology; Classification; Correlation; Second Language Instruction; Teaching Methods; Architecture; Foreign Countries; French; English (Second Language); Course Descriptions

Abstract:
Three-dimensional synthetic worlds introduce possibilities for nonverbal communication in computer-mediated language learning. This paper presents an original methodological framework for the study of multimodal communication in such worlds. It offers a classification of verbal and nonverbal communication acts in the synthetic world "Second Life" and outlines relationships between the different types of acts that are built into the environment. The paper highlights some of the differences between the synthetic world's communication modes and those of face-to-face communication and exemplifies the interest of these for communication within a pedagogical context. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational Change; School Buildings; Standards; National Surveys; Architecture; Science Instruction; Science Education

Abstract:
In 2010, the (then new) government cancelled the "Building Schools for the Future" (BSF) programme and instituted the James Review. The Review pointed to waste of money in a range of projects and also the lack of national information available on the state of schools' buildings. Since then, the government has announced the "Priority Schools Building Programme" (PSBP), which is supposed to focus on need, but which has been so overwhelmed by applications that pronouncement on which schools will form part of the programme was progressively delayed from December 2011 and the list finally published in late May 2012. The number of schools on the list is drastically curtailed from the number applying, leaving many schools wondering what to do with decrepit buildings. One positive result of the James Review is that there is to be a national survey (in England) of the state of school buildings. However, it appears that this is only a data-collecting exercise at present, while what is really needed is assessment of buildings by experienced personnel. The government has also committed itself to drastically reducing the amount of guidance on the design of school buildings, a move that has been condemned by many thinking architects. There is debate about the idea of using standardised designs, rather than having every new school designed from scratch. In this article, the author talks about the standards of school buildings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Design Requirements; Architecture; Autism; Physical Environment; Foreign Countries; Classroom Design; Expertise; Student Needs; Pervasive Developmental Disorders; Classroom Environment; Guides; Space Utilization; Special Needs Students; Elementary Schools; Educational Technology

Abstract:
Architects and designers have a responsibility to provide an inclusive built environment. However, for those with a diagnosis of autism spectrum disorder (ASD), the built environment can be a frightening and confusing place, difficult to negotiate and tolerate. The challenge of integrating more fully into society is denied by an alienating built environment. For ASD pupils in a poorly designed school, their environment can distance them from learning. Instead, if more at ease in their surroundings, in an ASD-friendly environment, the ASD pupil stands a greater chance of doing better. However, a difficulty exists in that most architects are not knowledgeable in designing for those with ASD. Any available design guidelines for architects tend, because of the inherent difficulties associated with a spectrum, to be general in their information. Therefore, in order to provide an ASD-friendly learning environment, there is a need to ensure that teachers, as the experts, can most clearly and effectively impart their knowledge and requirements to architects. This article, written by Keith McAllister and Barry Maguire, both from Queen's University Belfast, sets out the challenges and difficulties inherent in the design process when designing for those with ASD. It then sets out an alternative strategy to the usual method of drawing-centric dialogue between teacher and architect by using models instead as a basis for a more common language. An ASD Classroom Design Kit was designed and developed by architecture students at Queen's University Belfast. It was then used by ASD teaching staff from the Southern Education and Library Board in Northern Ireland as a case study to trial its effectiveness. This article outlines how the study was carried out before concluding with reflections by both teaching staff and architect on using the ASD Classroom Design Kit. It is hoped, firstly, that this article will highlight the need for better dialogue between expert and architect when considering ASD and the built environment and, secondly, that it may encourage others to consider using models to convey their ideas and knowledge when designing, not just for ASD, but for other special educational needs and disabilities. (Contains 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Libraries; Architecture; Stakeholders; Innovation; Educational Change; Design Preferences; Design Requirements; Building Design; Library Development; Structural Elements (Construction); Cooperative Planning; Change Strategies

Abstract:
Libraries have undergone an extraordinary transformation over the last twenty years--from glorified book warehouse to interactive learning environment. For an architect they are currently amongst the most exciting projects to be commissioned to design. Innovation and "Next Generation" are the buzz words. However instead of exploring a first principles analysis of the project, new libraries are often an eclectic assembly of design components that have worked elsewhere, but applied without a coherent framework or strategic intent. How can real innovation in spatial design and arrangement be encouraged and achieved? A Workshop process involving all stakeholders can be used to build consensus behind first principles analysis and innovative solutions. This paper looks at the potential for library design to be part of an interactive design research project between architects, librarians and users where genuine innovation is possible. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Art; Architecture; Technology; Art Expression

Abstract:
Contrary to the general belief that modernist art and architecture reflect the technological society, Jacques Ellul maintains in his "L'empire du non-sens" that they are justifications for the integration of humankind into what he called the technicist complex. Modernism in art and architecture meant that every product must be qualified by a technological character. This unassailable belief exerted some far-reaching influences on symbolic thought, on artistic expression, on architectural character. If imitation and invention were the two inseparable concepts through which art and architecture were produced and symbolized, it is because they operate on a certain transparency between an exemplar and a work of art. By contrast, in the mentality of technique, artistic production operates based on a certain opacity to meanings outside of itself. Imitation and invention were separated. Thus, one of the principal beliefs in modernism, that art and architecture symbolize the technological society is actually one of its weakest. In considering technology as both the symbol and the product, the artistic idea and its representation collapsed into each other. (Contains 14 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Art Education; Air Transportation; Exhibits; Art Products; Advocacy; Museums; Travel; Architecture

Abstract:
Many airports have transformed empty waiting spaces into mini malls, children's play areas, and displays of beautiful art, making a long wait a bit more pleasant. For the modern airport, showcasing art has become an important component, with perks including a built-in global audience, as well as the vast spaces of modern architecture. For the art classroom, the airport can be an excellent lesson in site-specific art, and preparation for students to use a fast-paced vision as they look at and learn about art in their community. For the art teacher who is used to discussing art on the walls of museums, it is important to create awareness of other places that house art outside traditional settings. The airport provides an authentic art-viewing experience that viewers can reflect upon on the plane, on the ride home, and again in the art classroom. Even if time does not allow for a long visit, the time required when transitioning from one terminal to another affords an insight into an airport's art. The study of airport art in school is symbolic for a new art world--a world in which new placements for art, and modern ways of viewing and experiencing artworks, may need to be explored in the art classroom. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Services; Architecture; Schools; Cooperation; Museums; Government Libraries; Public Libraries; Electronic Libraries; Library Networks; Foreign Countries; Partnerships in Education; Institutional Cooperation; Libraries

Abstract:
Collaboration in the digital domain offers an opportunity to provide enhanced digital services and extended reach to the community. This article adopts a service-oriented perspective through which it considers environmental drivers for digital library collaboration; discusses emergent collaborative partnerships across UK educational institutions, social services, health services, private industry, and cultural sectors; considers associated challenges; and identifies best practices. Existing and potential synergistic relationships are explored across the broader cultural sector--in particular, with the respective processes of libraries, museums, archives, arts and broadcasting organizations comprehensively identified and mapped (commonality), and the relationship to service-oriented architecture highlighted. The degree of digital service collaboration is also explored through an indicative review of Scottish public library websites, encompassing thirty-two regional library networks and including the National Library. Collaboration is found to be evident but limited in the digital domain, with strategic and architectural recommendations made. (Contains 2 figures and 6 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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