Active Learning using Digital Technology and Ubiquitous Information in Architectural Construction: PBL as a Vital Methodology for Instructional Design

Active Learning using Digital Technology and Ubiquitous Information in Architectural Construction: PBL as a Vital Methodology for Instructional Design

Núria Martí Audí (Ramon Llull University, Spain), Marta Adroer Puig (Ramon Llull University, Spain) and David Fonseca-Escudero (Ramon Llull University, Spain)
DOI: 10.4018/978-1-4666-8803-2.ch016
OnDemand PDF Download:
$37.50

Abstract

In the new context of the Information Society and learning skills, architectural education through active constructive methodologies is able to form professionals capable of combining technical and aesthetic aptitudes and begin to apply to the design and building construction skills. In the discipline of Architectural Construction where contact with the professional world is inevitable. The strategic instructional design element used as main methodology the PBL. With the use of information technologies and communication, ICT and Ubiquitous information ensures the acquisition of skills and knowledge. The programming steps of PBL at the use of ICTs as tools for research-knowledge and representation -communication, achieves another educational dimension. This provides students awareness of their own learning, as also a conceptual relationship and ultimately a holistic view of architecture.
Chapter Preview
Top

The Spanish Architect And Competence Skills

In Spain, an architect is considered a professional capable of combining technical and aesthetic skills and using those abilities for the construction of buildings or urban planning. In this sense, an architect is both an “artist” and a “builder” with a complete view of architecture that focuses its core business in the architectural design and the building work. Thus, the powers of the architect are in accordance with the provisions of European Directive 85/384 / EEC of the European Community, and the programs leading to the official qualification of an Architect. However, architectural curriculum must maintain the proper balance between theory and practice and guarantee the acquisition of specific aptitudes described following.

  • The ability to develop architectural designs that satisfy both aesthetic and technical requirements.

  • An adequate knowledge of the history and theories of architecture, as well as the related arts, technologies and human sciences.

  • Knowledge of the fine arts as a factor likely to influence the quality of Architectural design.

  • Suitable knowledge of urban design, planning and the skills involved in the planning process.

  • Ability to understand the relationship between people and buildings, due to the need to harmonize these relationships depending on the needs and scale of human creations.

  • Ability to understand the architectural profession and its role in society, in particular in preparing briefs that take account of social factors.

  • Knowledge of the methods of investigation and preparation of the construction project.

  • Knowledge of structural design problems, construction and civil engineering problems associated with building design.

  • Adequate knowledge of physical problems and technologies, as well as the function of buildings, in order to provide all the elements that make them internally comfortable.

  • Technical capacity to conceive buildings that meet user requirements, within the limits imposed by budgetary constraints and regulations on construction.

  • Adequate knowledge of the industries, organizations, regulations and procedures involved in building projects integrating plans and planning. (Royal Decree 4/1994 of 14 January, by the official university degree in architecture and the characteristics of the curriculum leading to obtaining general guidelines state.)

Key Terms in this Chapter

Directed Learning: The model of teaching where the teacher identifies the objectives, teaching content and learning activities to be developed by the student.

Problem-Based Learning: Learning is structured around the explanation, investigation and restatement or solving a problem that appeals directly to student interest.

Conceptual Map: Graphical representation of a set of concepts and their relations in a specific domain of knowledge.

Techno-Pedagogical Design: Set of technological tools accompanied by an explicit, comprehensive proposal and precise on how to use them for the implementation and development of teaching and learning activities. The design includes a proposal of content, objectives and teaching activities as guidelines and suggestions on how to address them and develop them.

Ubiquitous Technology: Expression refers to the gradual integration of information technology in different contexts of human development.

Strategic Instructional Design: The discipline that deals with the planning, preparation and design resources, methodologies and environments needed to be carried out with specific learning objectives. This design gives a dimension technological-projective instruction that allows a connection between theoretical-explanatory dimension or theoretical-conceptual with the core technical - practical dimension.

Cognitive Multifunction: The various cognitive functions that digital natives employ various computer resources when in interactive situations (inform, search, sort,), often overlapping those resources and using them simultaneously.

Interactive Triangle: The exchange and interactions between three main axes of the educational scenario: the student, the teacher and content.

Meta Cognition: How to learn to reason about reasoning itself, application of thought to the act of thinking, learning to learn, to improve the activities and intellectual tasks you performed using reflection to guide them and ensure good execution.

Meta Reflection: A constant and continuous process of thinking, analyzing, observing and reinterpret the activities and intellectual tasks. Reflection on the meaning of these practices.

Complete Chapter List

Search this Book:
Reset