- Necdet Teymur
- Faculty of Architecture
- Inonu Bulvari
- 06531 Ankara
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Ashraf M. Salama
- SPACE-School of Planning, Architecture, and Civil Engineering
- Queen’s University Belfast
- Belfast, BT9 5AG, United Kingdom
- Website: www.arti-arch.org
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- Joy K Potthof
- Bowling Green State University
- 305 Johnston Hall
- OH 43403 Bowling Green
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Latest Activities, Publications, Events, …
Design Studio Pedagogy: Horizons for the Future Ashraf M. Salama and Nicholas Wilkinson (Eds.), Urban International Press, Gateshead, United Kingdom. click here>> for more information
Open Call for Contributions:
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Available March 2009
SPECIAL ISSUE OF OPEN HOUSE INTERNATIONAL-OHI, VOL 34, I, March 2009
SHAPING THE FUTURE OF LEARNING ENVIRONMENTS: Emerging Paradigms and Best Practices
Guest Editor: Ashraf M. Salama, Queen’s University Belfast, United Kingdom
Whether in school buildings or university campuses the educational process involves many activities that include knowledge acquisition and assimilation, testing students’ motivation and academic performance, and faculty and teachers’ productivity. The way in which we approach the planning, design, and our overall perception of learning environments makes powerful statements about how we view education; how educational buildings are designed tells us much about how teaching and learning activities occur. Concomitantly, how these activities are accommodated in a responsive educational environment is a critical issue that deserves special attention. While it was said a number of decades ago that a good teacher can teach anywhere, a growing body of literature derived from research suggests a direct correlation between the physical aspects of the learning environment, teaching processes, and learning outcomes. Therefore, this issue of OHI explores qualities and characteristics of learning environments at different scales and in different contexts, from classroom typologies to campus outdoor spaces. It places emphasis on emerging paradigms in learning environments that involve a number of underlying issues including the academic house clustering, the school as heart of the community, the rising interest in new classroom spaces and forms, the users centered processes, and utilizing the learning environment as an open textbook. Selected papers for inclusion in this issue place emphasis on how these concepts are articulated in specific cases, others cover best process practices of planning and designing learning environments, or explore–through assessment studies–the impact of the physical aspects of the learning environment on academic achievement, students’ behavior and faculty and teachers’ productivity.
Editorial: Ashraf M. Salama A Bright Future for Creating Environments Conducive to Learning; Henry Sanoff Research Based Design of an Elementary School; Clare Newton, Sue Wilks, and Dominique Hes Educational Buildings as 3D Text Books: Linking Ecological Sustainability, Pedagogy and Space; Joy Potthoff Design for Communication: Post-Occupancy Evaluation of Classroom Spaces; Ashraf M. Salama The Users in Mind: Utilizing Henry Sanoff’s Methods in Investigating Learning Environments; Iris Aravot Topographies and Shrines: Creating Responsive Learning Environments; Pamela Harwood Charter School Patterns of Innovation: A New Architecture for a New Education; Yasser Mahgoub Social and Cultural Requirements for Future Sustainable Learning Environments: The Case of New Kuwait University Campus; Susan Whitmer Does Place Really Matter to Students with Learning Disabilities? A Study of Three University Campuses; Ashraf M. Salama Design Intentions and Users Responses: Assessing Outdoor Spaces of Qatar University Campus; Pedro Serrano Rodríguez and Luis Felipe González Böhme Exploring Outdoor Education and Research in Architecture; Burcu Şenyapılı* and Ahmet Fatih Karakaya The Future Setting of the Design Studio; Michael Jenson Towards a “Globalized” Studio Environment: Configuring Reflexive Spatial Agendas
Symposium organized jointly by IAPS Culture and Space and Education Networks: CITIES, CULTURAL DIVERSITY, AND DESIGN PEDAGOGY Enhancing “People-Environments” Paradigm in Education
Hülya Turgut Yıldız, Ashraf M. Salama, and Peter Kellett
20th IAPS Conference: Urban Diversities, Biosphere and well-being Rome, Italy 28th July-1st August 2008
Recent years have witnessed dramatic changes in the socio-physical environments of cities suggesting the presence of multiple diversities. This is exemplified by changes in the structure of contemporary societies, the emergence of informal settlements, housing problems, large structure and new building types, and the deterioration of the built heritage, while the complexity of the built environment is continuously increasing. With these changes demands for new types of knowledge and their application in design pedagogy are clearly on the rise.
The theme of this symposium is introduced as recognition of ties that have not been of concern for long to the mainstream design research. Therefore, the symposium addresses ways in which ‘people-environments’ paradigm can be enhanced in design pedagogy where the theme of cities and cultural diversity is explored through different paradigmatic approaches.
In this symposium, eight provocative and diverse papers are presented to shed light on the dialectic relationship between culture, diversity, and pedagogy. These are of S. Mazumdar on What’s Culture Got To Do With Design Pedagogy; A. Abdel-Hadi and T. Rashed on Influence of Cultural-Environment Diversity on Conceptual Output; A.M. Salama on Pedagogical Tools for Integrating ‘People-Environments’ Paradigm in Lecture based Courses in Architecture; H.T. Yildiz, G. İnalhan, and S. Y. Tok on Using Traditional and Historical Cities in Architectural Design Education; A. S. Deviren on Understanding Place through Design Studio Studies; J. W. Robinson on Travel Pedagogy for International Study of Housing and Urbanism; D. K. Shehayeb and N. H. Sherif on Shaping Young Architects’ Minds: Wearing the E-B Glasses; and A. Eyüce on Learning from Istanbul.
Representing different regions, the papers offer an exposition of philosophies and discourses, cases and experiments, and programs and approaches as voices that call for integrating ‘people-environments’ paradigm into teaching practices in an effective and efficient manner.