Repositioning moving image in computational design education

Kavakoğlu Akçay, Ayşegül
The boundaries between science, art and design have begun to disappear with the developments in computational technologies particularly in the 21st century. Along with this convergence via computational technologies, architecture and design adapt new design tools and methods, which affected the design process at the first glance. The circumstances of these adaptations influenced both theory and praxis in architecture and design by resulting in paradigmatic shifts in which the meaning of design tools evolved into design mediums eventually. In addition, the integration of these technologies into design education has become a challenge especially since 1980s. This study proposes an approach to the problem of the integration of computational design technologies in early design education. The proposed approach arises from the examination of the intersection of the computational design process and moving image studies within the scope of the design education research field. The major shift in design with the developed computational design technologies requires new means to help designers to achieve designing the process and requires new means to facilitate this change. Therefore, the moving image idea can be reflected back and has the potential to be reinterpreted as an early intermediate computational design model helping a designer to understand her forthcoming design process. Model, moving image model, computational model, parametric and dynamic representation model are essential terms to comprehend during this investigation. The contributions of moving image to design education are examined through its potential for improving the computational thinking process, easing the relational thinking both in conventional and computational design processes and acting as a trigger for the creativity in design education. In order to investigate these contributions, a case study called Cubehocholic workshop is designed. During the design of the workshop, Bloom’s revised taxonomy is taken as a reference while constructing the workshop learning objectives and in order to assess the design process. Repositioning moving image model in computational design education has been examined throughout these assessments. As a result, it has been observed that moving image model integration to computational thinking cycle has helped the students in understanding their creative design process.


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Citation Formats
A. Kavakoğlu Akçay, “Repositioning moving image in computational design education,” Ph.D. - Doctoral Program, Middle East Technical University, 2015.