Titles
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A data-driven approach to identify interior design settings ...A decade’s narrative: Balancing consistency and change in...A novel way of behaviour-change delivery: Using a learning m...A Pilot Study of an Interdisciplinary Project for Architectu...A practical method to guide the architectural design processA sentimental studio & the power of making: A distance learn...Advancing Material Learning: Understanding Computational Pot...Advantages and Disadvantages of Remote Learning: Case of Des...An Evaluation of Tertiary Educators’ Perceptions of Online...An Inter-University Collaborative StudioAn Online Art School isn’t an Art SchoolApplying Blended Learning in Higher EducationArchitectural Design Jury under COVID-19: The Case of Gradua...Architectural Design-Research: a path towards an innovative ...Architectural education: methods for integrating climate eme...Architecture's Afterlife: The Multi-sector impact of an arch...Around, about: a temporal siteArt & Design Education in Pakistan: The Missing Links in Res...Autonomy, Competence, and Community: Activating the intrinsi...Babbling in VR: The Pixelated Site of Virtual Interiorities Beyond the ScreenBridging Disciplines and Skillsets: Distributed Construction...Casual Academics and Studio Teaching in Face-to-face and Onl...Cognitive Complexity in Studio Teaching and LearningCollage as a Trans-Disciplinary Learning and Teaching Method...Conception of teaching and teaching approaches: Architectura...Covid-19 and the function of the creative spaceCraft-design collaboration: an emerging hybrid model of acad...Critical friends as support for peer-to-peer learning in stu...Critical Reflections on my Architecture Teaching PracticeCultivating Critical Thinkers: An Inquiry into Critical and ...Define, Draw, Diagram: A Case Study Approach to Understandin...Democratic Pedagogy and Process: A Case Study of Interior De...Design Studio Education: what can it be when it can no longe...Designing hybridization: alternative education strategies fo...Despite Disruptions: The Resilience of the Design Studio Mod...Developing Architectural Detailing Skill: A Self-Learning Me...Digital and face-to-face place-based pedagogy: Live Projects...Digital Twin Cities - an instrument for pedagogical changeDisruption, Improvisation, Redesign - Teaching Computer Anim...Does all impact count? How third mission policies and evalua...Educational values of design briefs based on culture-led reg...Educere and/as haecceity: A prospective concept for non-line...Emerging from the margins: TUT Department of Architecture an...Emplacing architectural education in a sociophysical territo...Encounters with Threshold Concepts that Facilitate Transform...Engaged Scholarship: Interdisciplinary Perspectives through ...Engaging the TikTok Mind: Short Form Video for Searchable Le...Engaging Your Core: How Exercise and Interaction Can Engage,...Establishing Equilibrium: Not a Novelty just Novel Exhausted: pedagogies of (gentle) resistance for our timesExperiential Learning Through Participation and Representati...Experimental Spatial Drawing Techniques as a Framework for C...Focus on Pedagogy: The Truth, Façade, and Sustaining Chall...Food Studies as Experiential LearningFraming architectural design studio pedagogy in 2020 and bey...Freehand drawing as a didactic instrumentFrom an Anthropocentric to a Biocentric Mindset in the Archi...From the Individual to the Inclusive DrawingGame-Based Learning in the Introductory Art History Course: ...Gazing into the Factors Determining the Future of Architectu...Home Work: Expanding Housing Education for the Elementary Gr...How Critical is the Crit?Humans of Interiors, Diversity by DesignIn Search of Creativity Through Teaching and Learning Libera...Intercultural pedagogy and technology for a new humanismInterdisciplinarity in education: ideologies of pedagogical ...Interdisciplinary teaching approaches in art and design inst...Inverted Studio: Novel Teaching Techniques for Online Design...Investigations into models of Peer Observation of Teaching i...It just makes sense: Fueling student leadership in the Anthr...Knowledge Transfer in Sustainable Urban Planning Through Com...Learning by Teaching: How Students became Teachers at the Vi...Learning from the European Metropolitan City in Absence Lessons Learned While Passing Through DoorsLessons Learned: Removing Barriers to Learning and Student E...Little corridor conversations: The necessity of physical spa...Making TectonicsMaterialism and Tolerance Through Ceramic Fabrication Mediating and Rethinking ‘Site’ in the Creative ProcessMetaphors in Arguments for Change: Linking Ethics and Episte...Mindfulness and Meditation – Self-Care and Being Digital i...Mixed Realities: Augmented Environmental TransparencyMulti-Modes of Erasure: An analysis of the Art History and V...No Need to Panic: What the digital experience teaches us abo...On an Archaeological Aesthetics of Found Objects (Waste), or...Owning [up to] the UrbanPedagogical Tools for Media Studies: An AnalysisPhilosophy, Pedagogy and the Visual ArtsPlanning as evolution: radical pedagogy, creative methods an...Poorly Trained: Towards an AI Pedagogy in ArchitectureProcessing complex interior construction problems: A critica...Project as One ArgumentPrompting change: Understanding the impact of pedagogy on fu...Providing authentic workplace team learning in architecture ...Refining University-Community Partnerships: Interdisciplinar...Reflecting on Reflections: Shifting Perspectives in Teaching...Reflections from Two Perspectives: Interdisciplinary urban d...Rethinking the Interior Design Pedagogy: Argument by Argumen...Role of an independent collaborative creative space to enhan...Role of Narratives in Trans disciplinary Architectural Educa...Seniors’ digital literacy learning Sensory Type: From Motivation to ActivationShared Sites for the ‘Emergence of People’.Sites of [un]Contestation: A Classroom-Based Pedagogical Cas...Sketching as a Discursive Tool for Contextual ResearchSpecification writing as a design process toolStimulating Participatory Design Practices – Regional Chal...Student as Site: Pedagogical ParallelsSupporting Student Engagement and Active Participation Durin...Systematic Framework for Integrating Virtual Reality Into th...Teach/ology: Transitioning an Emotionally-Charged Course to ...Teaching and learning Landscape Ecology to Landscape Archite...Teaching Architectural Complexities via PlasticsTeaching Complexity – Education between Environments, Big-...Teaching Design-informed Citizenship: Considering the Design...Teaching in the Bubble: Notes on Architecture Studio Educati...Teaching Relations in the Educational Design StudioTechnology is transforming education but not the way we anti...The Architectural cut-up: Sites of narrative for architectur...The Augmented Studio – Teaching and Learning in Digital Sp...The Blended Teaching Based on BOPPPS Method, Case from the C...The Client & the Classroom: Using a Live Civic Focused Brief...The Collaborative Challenge: Building Bridges that Connect C...The COVID Disruption in Interior Design Education/Virtual Re...The critical reflections of a teacher-architect at the Unive...The Future of Cross – Multi – Inter & Trans Disciplinary...The impact of STEAM education on Master and PhD thesis from ...The impact of thinking fast and slow on teaching and learnin...The Point of Learning Architectural Theory in the 2020sThe Role of Immersive VR as a Design Tool in an Architectura...The Storm community oriented real-life design project; revis...The synchrony of the multiple intangible fields of education...The talking projection: teaching that is not flatThe use of TIC in Mathematics higher education teaching and ...The Virtual World: COVID’s Impact on Design EducationTowards a Pedagogical framework for implementing studies of ...Towards an Object Orientated PedagogyTowards teaching of sustainable building (re)use through an ...Tracing the Intensive: On Assemblages, Technicities and Urba...Turbo charging teaching: What have teachers learned from mul...Ungrading in DialogueUnlimited Pedagogy - Transformative Education for an Urbaniz...Urban Humanities as Framework for Public Space ResearchWelcome and Introduction What the Texts Don’t Say about Forced Migration: New Strat...What’s in it for me? Integrating Service-Learning into Hi...WISE Project: Improving undergraduate instruction in writing...
Presenters
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A. AboualamP. AbramsS. AfzalJunaid Alam RanaC. AllenM. AllibertM. AndrewsN. AntakiP. AshwinR. BachE. BachlmairB. BasarirK. BlairF. Bolaji AjiboyeA. BoothR. Brackett IIIP. BruggerP. Brugger(i)A. BukhammasK. Byrne et alG. CairnsC. ChhabraC. ChoG. Chyon et al.A. CiftciP. Collins et al.E. Con AguilarJ. CorkettD. CorreaL. CoucillM. CramerS. CrobeG. Crocker et al.E. CromptonA. CruzL. CulicA. DateyC. DaveyM. de AlarcónO. DenizD. Di MascioC. DiggleE. DonovanC. EarhartM. El KhafifB. Ertürkmen-AksoyD. FaoroC. FayM. FesselA. FjodorovaB. FrainC. GalassoA. GeorgeK. GerhardssonS. GeyerS. Geyer(i)A. Ghersi and I. VaggeP. GhomM. GhoshR. GibboneyA. GillJ. GoodmanJ. GreenD. GuevaraM. GuzowskiL. HakimT. HallidayC. HammondM. HansenH. Harriss et al.T. HealyC. HenshawE. HerringB. HornC. HwangM. HynamM. IqbalJ. JacksonG. JacobsR. JainJ. Jaminet et al.M. JeonL. JespersenS. JivaniC. JusteS. KamranA. KarandinouF. Kastner et al.A. KhoudiM. KhozaD. KingY. KohS. KooD. KoschitzA. KosmaD. LaitschH. Lester et al.M. LiH. LoganK. LovellL. MackintoshL. MadrazoH. MatayoshiB. MatholeS. McCallumJ. McGawH. McKellarD. McMahon et al.S. MehmoodM. MejiaC. MeschA. MeyboomR. MilgromD. MorleyS. MorrisF. Murialdo et al.M. MusaR. NeubauerS. O'Dwyer et alUniversity of PretoriaA. OsmanD. O’BrienE. O’Hara et al.S. PaekK. PalipaneR. Pan et al.N. PandeG. Parmenidis et al.A. PatchingS. Patel et alA. PaveleaM. PereiraI. PrinslooM. QuaggiottoA. Ramirez et al.A. RaonicJ. RibeiroS. RosadoC. RuedaRhett RussoR. Santos et al.L. SchlabitzA. ShearerL. ShenefeltJ. ShieldsM. ShilonF. SiddiqiA. SladeJ. SmitC. SmithS. StaehleM. StanderBall State UniversityA. SteffensR. TahaK. TanL. Tan.A. TataranniS. TempleJ. ThakkarS. TravisJ. Tussey et al.N. Tzortzi et al.V. VahdatF. van TonderF. van. TonderA. VartolaZ. VernonJ. Vigneri-BeaneG. W. HurcombH. WangE. WettsteinA. WhyteI. WillcockW. Wilms FloetK. Wong et al.Heather WorneF. WulffW. YangS. YoumS. ZahraJ. ZhouR. Zia
Schedule

A Focus on Pedagogy

Teaching, Learning and Research in the Modern Academy
Towards teaching of sustainable building (re)use through an educational video game
F. Kastner et al.
3:30 pm - 5:00 pm

Abstract

This paper presents a newly-developed educational game intended to engage a broad audience into appreciating the built environment by reflecting on environmental impacts of renovation actions. The built environment and its related activities are responsible for extensive use of resources and a large amount of CO2 emissions. Although integration of sustainability into higher education curricula has been extensively researched, there is still little investigation of engaging approaches towards education on environmental assessment of buildings, their operation or maintenance. Life Cycle Assessment (LCA) offers a powerful method to evaluate and communicate environmental impacts of products and services. Therefore, LCA allows to not only assess operational energy use of buildings but also explore embodied impacts of building materials. However, its complex nature inhibits its wide application in the praxis. New educational tools need to be developed to disseminate best practices towards the built environment. In this paper, we present a preliminary overview showing how educational games on building (re)use were conceptualized in literature; how they can be interactively modeled; and how they can be tested in educational contexts. Past research focuses are discussed with a literature review on 29 educational sustainability games on building (re)use. The goal of our game is to enable a critical life-cycle based reflection on renovation actions. Therefore, this game includes a model of a heritage hotel, where the player can iteratively intervene the building as owner, manager, preservation specialist or tourist, and dynamically get feedback on decisions. A pre-study was setup to evaluate how participants’ reflections on the app can be assessed using a questionnaire which focuses on two aspects: reflections on timing of interventions and material lifetimes; reflections on the scope of material replacements and maintenance. Thereby, we try to test the potential of engagement with buildings through first-hand game experience without prior LCA knowledge.

Biography

Fabian Kastner is a PhD researcher at the Chair of Construction Heritage and Preservation of ETH Zurich. His interdisciplinary PhD project focuses on the intersection of building stock transformations, sustainability analysis and educational applications. After a bachelor’s and master’s program in Civil Engineering at ETH Zurich, he wrote his master thesis at the Chair of Sustainable Construction of ETH Zurich. Alongside his studies, he worked as a student assistant at the Chair of Geotechnical Engineering, where he conducted experimental work with soil samples and contributed to a PhD thesis on soil liquification during earthquakes. His master thesis on life cycle analysis of bio-based construction materials was awarded with the Culmann prize at ETH Zurich. After his studies, he worked for two years in consulting and applied research within the field of sustainable construction in Zurich. Afterwards, he joined the group of Prof. Silke Langenberg at the Department of Architecture in March 2021.

Aydin Faraji is a MSc student at the Computer Science department of ETH Zurich. He is currently doing his master’s thesis at the Game Technology Center on emergent narratives. Before switching to game programming, he did a Bachelor of Science at Sharif University of Technology in Hardware Engineering. His BSc thesis was done on cache replacement policies which was published in ACM TODAES 2019. Alongside his studies, Aydin worked part-time as a research assistant to try out different research fields. He started with Computer Architecture and moved to Computational Neuroscience near the end of his bachelor’s. As a master student, he joined the Computer Vision and Geometry lab where he did research on 3D reconstruction. Afterwards, he joined the Game Technology Center under the supervision of Dr. Stéphane Magnenat and Prof. Robert Sumner.

Prof. Dr. Silke Langenberg is Professor for Construction Heritage and Preservation at ETH Zurich since 2020. Her research activities focus on the investigation and documentation of technological developments, materials, and construction principles of older, but also younger (and very recent) building stocks and their manufacturing processes. As a result of her research background in very different areas of ETH Zurich – first at the Institute for Monument Conservation and Building Research, then at the Institute for Technology in Architecture – she addressed the problem of the lack of reparability of industrially manufactured components and was the first to draw attention to the conservation and monument-theoretical problems of preserving digitally fabricated constructions. Subsequently, in a didactically redesigned teaching project in Munich, she expanded the classic heritage conservation concept of repair to include aspects and possibilities of digital fabrication, which she continues to pursue at ETH Zurich. In 2019, she published the book “Reparatur: Anstiftung zum Denken und Machen” (Repair: Encouraging Thinking and Making) based on the results of her teaching activities in Munich. Dr. Stéphane Magnenat is currently senior researcher at the Game Technology Center of ETH Zürich, Switzerland and the co-founder and CEO of Enlightware GmbH, a social enterprise focused on fostering the autonomy, creativity and collaboration skills of each individual through digital products. He received his PhD from EPFL, Lausanne, Switzerland in 2010, and then worked at the Autonomous Systems Lab at ETH Zürich, and at Disney Research Zürich. From August 2015 to August 2016, he led a project at EPFL on teaching programming to children through a serious game combining robotics and augmented reality. In fall 2012, he visited Willow Garage at Menlo Park, CA, USA. He then visited Tufts University, MA, USA in 2013 and Aalto University, Helsinki, Finland in 2015. In 2012, he won the Best Demonstration Award at ECAI 2012 for his PhD work. His software library for nearest-neighbour search is used by the Google and NASA. He is also a co-founder of Mobsya, the association producing the Thymio educational robot. His current research focuses on mobile robotics, serious gaming, computer-science education, and augmented reality. Dr. Edwin Zea Escamilla studied architecture in Colombia and withholds a MSc in Urban Environmental Management from Wageningen University (NL). In 2010 he started working as a research assistant at the Chair of Sustainable Construction at ETH Zurich and received his doctoral degree in 2016. His research focus on the life cycle and sustainability analysis of construction materials and buildings. Edwin Zea undertook further education at the ETH Zürich and the University of Applied Sciences Northwestern Switzerland (Institute of Energy in Building) in the fields of Geographic Information Systems, project management for research, and energy efficiency in buildings. Prior to his doctoral thesis, he worked in consulting and has collaborated with various NGOs, companies and universities in Switzerland, the Netherlands and Colombia. In August 2016, Edwin was appointed as Head of Sustainable Building and Real Estate at the Centre for Corporate Responsibility and Sustainability (CCRS) at the University of Zürich. During this time, Edwin continued working on national and international research projects dealing with bio-based materials, circular economy, CO2 issues, and sustainable construction specially looking at challenges and opportunities in the real estate markets. Prof. Dr. Robert Sumner is the Director of Research and Development at the Walt Disney Studios and an Adjunct Professor at ETH Zurich. Prof. Sumner received a B.S. degree in computer science from the Georgia Institute of Technology and his M.S. and Ph.D. degrees from the Massachusetts Institute of Technology. At Disney, Prof. Sumner leads the lab’s research in animation and games. His research group strives to bypass technical barriers in animation and game production pipelines with new algorithms that expand the designer’s creative toolbox in terms of depiction, movement, deformation, stylization, control, and efficiency. At ETH, Prof. Sumner teaches a course called the Game Programming Laboratory in which students work in small teams to design and implement novel video games. In 2015, Prof. Sumner founded the ETH Game Technology Center, which explores the unique way game technology can advance ETH’s mission in research, education, and outreach. Prof. Sumner was featured on BBC Click and Ars Technica for his work on Unfolding the 8-Bit Era as well as Reuters for his augmented reality research.