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The Architecture Concept Book (New Edition)
No full textA refreshed edition of this architecture primer (originally published 2018). Building on the success of the first edition, I have updated the original text with introductions to each section adding18 new pages and 5,000 extra words of text
Price and the 'Participatory Turn'
Get PDF‘If technology is the answer, what was the question?’ Cedric Price, 1966
The initial optimism that digital techniques from the 2000s might inculcate more anti-authorial, participatory approaches in architectural design has largely proven illusory. Open-source platforms, mass-customisation, and BIM now often deemed unscalable, unnecessary, or corruptible in a praxeomorphic , production-led building industry. Meanwhile, new technologies have developed rapidly - most prominently the bureaucratisation of BIM models as a collection of standardised products; and the use of machine learning to generate architectural images, drawings, and 3D models. Both, however, don’t appear to address clear social, environmental, or even architectural questions. We use them because we are obliged to, or simply because we can, and perhaps neither because we should.
Through examination of Cedric Price and John Frazer’s ‘The Generator Project’ (1976), the presentation draws parallels between this project’s automated and responsive building systems with today’s potentially participatory digital technologies (i.e. Augmented Reality, predictive building and behavioural software, co-creation platforms). Ultimately, asking whether a reappraisal of this project may point towards more sustainable and meaningful directions for a new ‘participatory turn’ in architectural design
Methodologies of Cultural Mapping
No full textPanel on cultural mapping techniques and methodologies for the Turning the Tide series of Webinars, part of a European cooperation project, co-funded by Creative Europe, dedicated to exploring and addressing the pressing issue of climate change through the lens of artistic and cultural practices.
The webinar brought together Mitch Miller, artist and researcher known for his dialectograms and Remy Kroese and Marlise Vermeulen of Dear Hunter, whose Cartopology techniques blend cartography and anthropology to discuss mapping, graphic anthropology and socially engaged practice
Virtual Reality Surgical Simulation Model to Train Microsurgical Digit Revascularization and Replantation
No full textVirtual Reality has become a common tool in surgical simulation and training. Its application in microsurgery presents opportunities for immersive learning and skill refinement, as these non-biological simulators can significantly aid in teaching intricate microsurgical techniques.
This chapter presents a case for using VR in microsurgical training, spotlighting its application in managing ring avulsion injuries and facilitating adept replantation procedures. Ring avulsion injuries frequently necessitate microsurgical measures for effective replantation. Tracing back to the traditional Halsted residency model of “see one, do one, teach one”, this chapter explores the shift towards a competency-based training approach. Simulation, in this context, has emerged as a pivotal tool, enabling safe and repetitive training for surgical residents. A description of the development and evaluative analysis of a VR-based simulator designed for mastering microsurgical digit revascularization and replantation is offered. The virtual reality simulator was tested using Oculus Quest 2 by seven participants to assess the face and content validity of the surgical simulator. The participants were surgeons, doctors, and other medical professionals, and experts in surgical simulation training. Feedback was gathered using a Likert-Scale, and suggestions were implemented in an updated version. This innovative tool, which offers a 3D immersive surgical environment, not only serves as a comprehensive guide through the stages of digit replantation but also demonstrates VR’s potential in microsurgical education and refresher training in under-served hospitals. Through the proposed VR's immersive experience, even medical professionals in lesser-equipped hospitals can gain access to standardized training on finger revascularization and replantation
Games and Gamification for Personalized and Inclusive Learning
No full textStudents are not a homogenous group and benefit greatly from personalized learning pathways over which they can enact their own agency to fulfil their individual learning goals. Furthermore, the literature shows that creating pathways that are explicitly inclusive of students with atypical learning support needs (for example, neurodivergent learners) helps students across the cohort. Taking ADHD as one example, there is increasing interest in, and claims of benefits from, game and gamification techniques such as gameplay loops, explicit progression through levels, entertainment, and rewards which have been shown to be helpful for learners' attention and executive functioning. Games offer potential non-pharmaceutical solutions for supporting both diagnosis and treatment. Personalization through game-based approaches also tends to be positively received by a majority of learners. However, most studies on games for ADHD focus on opportunities for children. Recent literature shows that individualization, and enabling creative, self-directed learning, should be embedded in neurodiversity-affirming practice, and this is particularly relevant in Higher Education as we move from pedagogical to heutagogical teaching and learning practices for adult learners of all neurotypes.
This paper considers how gamification and game-based learning (GBL) can encourage inclusive, personalized approaches in Higher Education. Empirical data from evaluations of specific game-based or gamified approaches are analyzed to consider how well-designed gameplay can create both personalized scaffolding and potentially increase both motivation and efficacy. This analysis is complemented by a qualitative study of Higher Education staff attitudes towards games (or gamification) for inclusion purposes. Results emphasize that diverse learners require diverse approaches and that inclusion depends on game formats, platforms, and accessibility. Results also show the importance of structured learner pathways (over which the learner has autonomy), emotional design, and the need for a range of complementary techniques to engage different learners.
Using up to date research on GBL design pedagogies, the paper proposes general recommendations for the use of GBL or gamification to increase personalized and inclusive approaches, applicable to a wider range of educational contexts, levels, and subjects
Enhancement Through Partnership: Co-Leading Enhancements with Students
Get PDFWorking in ambitious, creatives partnership with students is a key ambition within the Glasgow School of Art’s Education Strategy and Student Partnership Agreement. Partnership working with students provides us a collaborative, reciprocal and developmental opportunity for staff and students to lead and deliver key enhancement projects (Cook-Sathers et al, 2014). Our experience of partnership working has proven effective in gaining a strong insight into the experiences of our students, better understanding methods for effectively engaging students, and the innovations in the development of resources to support students in their learning.
Key to delivering on this ambitions for partnership and in supporting our partnership approach has been the development and introduction of the Student Consultant role. This role is recruited from current students studying at the GSA as a remunerate post and attached to a specific enhancement project. The project is co-led by a member of staff and the Student Consultant who together scope, develop, delivery and evaluate the project in partnership. Examples of projects include the development of a student guide to assessment, support for student transitions to art school, development of a student engagement policy, and an exploration of students views on good practice in learning, teaching and assessment.
This case study will present an overview of the Student Consultant role, perspectives from staff and students who have worked together through the role, and guidance on how the role can be developed within other contexts
Designing for the Systemic Proximity: Positioning and Placemaking
Get PDFThe workshop explores and strategically uses the concept of Systemic Proximity, focusing on how participants can effectively position themselves as designers, researchers and placemakers. This session is designed to question the objectivity of science, deepening the understanding of relational systems by incorporating self-ethnography and materiality as a tool for positioning within the design process. Participants are encouraged to bring their personal narratives and cultural insights into play. Through hands-on activities, they use boundary objects to map out and physically represent their individual experiences and societal roles, fostering a profound comprehension of their influence within complex socio-technical systems.
While systemic design offers robust methodologies for visualising and understanding the relationships within complex systems, this workshop posits that a deeper level of analysis is essential. It highlights the necessity of positioning and reflexivity in design, urging designers to engage in self-reflective practices to – first of all – see their roles and also better understand how they can influence the system. Designers must recognise how they and all other human and non-human elements are interconnected and interact. This workshop introduces a novel approach to city and placemaking through infrastructuring, which deepens the understanding of urban settings and fosters a stronger connection to the communities and spaces designers seek to enhance, pushing the boundaries of traditional urban design towards a more mindful approach.
This workshop draws directly from the prior work of the authors, including a publication presented at RSD11 in 2022, various projects based on the thorough “Plug-ins” concept, and ongoing findings from the PhD project titled “Designing for the Systemic Proximity: an investigation into the relational and systemic role of the City of Proximity to enhance positive change”. These studies advance the concept of the City of Proximity from the idea of the 15-minute City but through a relational and systemic lens. It argues for placing “relationships” at the centre of the design processes, advocating that designing proximity-based services and systems should consider relationships as a fundamental design element in practice.
Designed to provide a reflective pause for designers tackling the complexities of urban environments — including work with vulnerable groups and various stakeholders on social, environmental, and economic issues — this workshop aims to create a dynamic, thought-provoking environment where theory and practice converge. Participants leave with enhanced skills to apply their learning in practical settings, contributing to ongoing dialogues in design and placemaking and pushing the boundaries of traditional urban design to create environments that bolster community life and connections
Lubaina Himid: Do You Want an Easy Life?
No full textDr Omar Kholeif maps out the life and practice of the path-breaking British-artist, Lubaina Himid RA CBE (born, Zanzibar 1954) through a considered engagement of her multivalent creative output—in visual art, writing, and exhibition-making. A leading figure in the British Black Arts Movement, Himid is renowned for her narrative paintings, which interrogate historical representations of Black people’s creativity—from the eighteenth century to the present day. Painted canvasses, cut-out figures, drawers, and found carts find home in exhibitions that reveal the artist’s engagement with opera, performance, and architecture. Kholeif notes that Himid’s expressions have heralded a distinct re-formulation of Black visuality, achieved through a re-imagining of Black life—framed through the lens of the present. In “Do You Want an Easy Life?” Kholeif pays special attention to the artist’s collaborative art making and argues that through these forays that Himid is concerned with “making space” for what official record and history often elides. Kholeif argues that Himid’s artistic realm is constructed through a form of “female worlding” that presages an intertextual palette for art and its history—one which demands crucial revision
Drawing Time: Duets
No full textDrawing Time: Duets is part of a multi-year research project that seeks to explore the migratory role and routes of paper in the Afro-Asian context. It seeks to assemble resonances and dissonances in and amongst an intergenerational group of artists developed through close study of provenance and geolocated history as well as the examination of material context and conditions of which each artwork was created.
Drawing Time: Duets is curated by Dr Omar Kholeif, Director of Collections and Senior Curator, with Souraya Kreidieh, Senior Collections Researcher and Spatial Designer, and Khalid Jauffer, Curatorial Assistant, Sharjah Art Foundation
Effects of the Use of Virtual Reality on the Relationship between Patients and Therapists in Neurorehabilitation
No full textIntroduction:
The use of Virtual Reality (VR) offers promising opportunities for application in neurorehabilitation. However, concerns exist about its influence on the relationship between patient and therapist. This relationship, known as the therapeutic alliance, is crucial for successful rehabilitation and is based on agreement between patient and therapist regarding tasks, goals, and interpersonal connection.
Objective:
This study investigated the effects of immersive VR on the dynamics between patient and therapist during rehabilitation after acquired brain injury (such as stroke or traumatic brain injury). The aim was to derive design insights for rehabilitative VR systems. Specifically, key elements for VR systems in neurorehabilitation were to be identified and applicable design guidelines developed.
Methods:
Researchers used user observations combined with interviews with therapists and patients in a clinical environment. Patients were observed while wearing a VR headset and interacting in virtual worlds. Their field of view was limited exclusively to the virtual environment, preventing them from seeing therapists or the physical space. VR‑based rehabilitation was compared with traditional clinical rehabilitation settings. The focus was on differences in interaction between patients and therapists and on the dynamics of the therapeutic alliance. The collected data was analyzed using discourse analytic techniques, including conversation analysis.
Results:
Results indicate that immersive VR changes the interaction between therapists and patients. Despite visual barriers, therapists attempted to maintain communication using gestures and attempted eye contact. Informal conversations occurred less frequently, while shared laughter and improved verbal feedback from therapists were observed more often.
Summary:
Developers of VR applications for neurorehabilitation should incorporate the impacts of altered communication between patients and therapists into new system designs. In doing so, the potential of VR technology can be better utilized to strengthen the therapeutic alliance, potentially improving rehabilitation outcomes