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Abstract
Research methods in architecture often rely on conventional approaches, overlooking the integration of digital tools that reflect the industry’s evolving needs. Although new postgraduate
programs provide advanced digital skills, students frequently struggle to see how these techniques translate into everyday professional practice, which remains largely traditional. This study examines the transformation of a Master of Architecture research methods course designed to address this gap by embedding digitally driven methodologies into the curriculum. Emphasizing methodological
thinking, the course introduced workshops and lectures on performance-based design, VR/AR, AI-assisted research, and narrative strategies—fostering a new awareness of hybrid design practices. In creating a transformative “in-between” space, students were encouraged to redefine their methodologies and professional identities. Surveys, reflections, and observations of 32 participants revealed a marked increase in digital literacy, stronger adaptability to industry changes, and a nuanced understanding of research methods. This paper highlights how hybrid teaching approaches cultivate critical thinking and a boundary-crossing mindset, better-preparing students for the evolving demands of architectural practice.
programs provide advanced digital skills, students frequently struggle to see how these techniques translate into everyday professional practice, which remains largely traditional. This study examines the transformation of a Master of Architecture research methods course designed to address this gap by embedding digitally driven methodologies into the curriculum. Emphasizing methodological
thinking, the course introduced workshops and lectures on performance-based design, VR/AR, AI-assisted research, and narrative strategies—fostering a new awareness of hybrid design practices. In creating a transformative “in-between” space, students were encouraged to redefine their methodologies and professional identities. Surveys, reflections, and observations of 32 participants revealed a marked increase in digital literacy, stronger adaptability to industry changes, and a nuanced understanding of research methods. This paper highlights how hybrid teaching approaches cultivate critical thinking and a boundary-crossing mindset, better-preparing students for the evolving demands of architectural practice.
Original language | English |
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Title of host publication | Architectural Informatics |
Subtitle of host publication | 30th International Conference on Computer-Aided Architectural Design Research in Asia (CAADRIA 2025) |
Place of Publication | Hong Kong, Tokyo |
Publisher | The Association for Computer-Aided Architectural Design Research in Asia (CAADRIA) |
Pages | 459 |
Number of pages | 468 |
Volume | 1 |
ISBN (Print) | 978-988-78918-4-0 |
Publication status | Published - 26 Mar 2025 |
Publication series
Name | Proceedings of the International Conference on Computer-Aided Architectural Design Research in Asia |
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Publisher | The Association for Computer-Aided Architectural Design Research in Asia (CAADRIA) |
Volume | 1 |
ISSN (Print) | 2710-4257 |
ISSN (Electronic) | 2710-4265 |
Keywords
- Design education
- Digital literacy
- Research method
- Hybrid Thinking
Fingerprint
Dive into the research topics of 'Exploring Digital Literacy in Research Methods for Postgraduate Design Education: A preliminary observation of its introduction to architectural research course'. Together they form a unique fingerprint.Activities
- 1 Organising an event e.g. a conference, workshop, …
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Architectural Informatics
Marc Aurel Schnabel (Member of programme committee)
26 Mar 2025 → 29 Mar 2025Activity: Participating in or organising an event › Organising an event e.g. a conference, workshop, …