Transformative Teaching

Abstract

The primary intention of this study was to understand the effect of CAD within the design process of Architecture students, in parallel with analogue methods. The full design processes of 16 students were analysed and assessed for all activities (CAD and analogue) used during a 9-month design project. From these 16 students the patterns of CAD activities, in parallel within analogue activities, were mapped to create design process timelines for each individual student, indicating ‘when’ CAD and analogue activities took place on a month-by-month basis, and during ’what’ stages of the design process. Associated interviews with each student undertaken throughout the design process were assessed. Prior to this research, the review of existing literature indicated that no studies have been undertaken that mapped and analysed the design process through the assessment of both analogue and CAD methods, considering a holistic analysis that considers when and why CAD is used, during what stages of their design enquiry, in parallel with current analogue methods, and how students move between these methods throughout the design process. As a result of the understanding gained through the analysis presented within this research, the study is able to present a digital framework to support the delivery of CAD within the architecture design studio within higher education. The framework addresses the current lack of guidance around the delivery of CAD within architectural education, and a lack of understanding by educators on how it should be taught and supported.