VIRTUAL: Applying Education

Abstract

An important element to successfully deliver DT for architectural education is through the integration of technology into the learning process. By treating technology as a primary substrate for open problem solving exercises, teaching activities are developed to build confidence in student technical and analytical capacity, with an expectation that knowledge gained from each activity will be incorporated into future iterations. This setup transcends other approaches, that focus on concepts rather than evidence, and finality instead of rigor. The emphasis on applied knowledge gives students greater confidence in their decision making and increases aptitude and enthusiasm toward their personal position. Students are provoked into describing the qualitative (subjective) and quantitative (mechanical and technical) aspects of their work, highlighting moments of success and failure. These moments become focal points for subsequent iterations, linking a fundamental relationship between DT, technical knowledge, and virtuosity (craft) with a refined workflow.