Digital literacy for the teaching of architecture. A case study
We present this paper as the result of an educational research project conducted at the School of Architecture of Barcelona (ETSAB) during the 2010-2011 and 2011-2012 academic course. The project is based on a case study, focused on the sequence of the first academic course of undergraduate studies...
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| Main Authors: | , , , , |
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| 格式: | Online |
| 語言: | spa |
| 出版: |
Unisinos
2012
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| 在線閱讀: | https://revistas.unisinos.br/index.php/arquitetura/article/view/arq.2012.81.08 |
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| 總結: | We present this paper as the result of an educational research project conducted at the School of Architecture of Barcelona (ETSAB) during the 2010-2011 and 2011-2012 academic course. The project is based on a case study, focused on the sequence of the first academic course of undergraduate studies that begins with the Welcome Course (initial course on computer graphics) and ends with Drawing II equivalent to the introductory course on descriptive geometry. With it we propose to use a reverse teaching strategy, where future architecture students begin by using ICT tools and 3D technologies, rather than traditional drawing. Given the interest that they arouse in them and the ease of digital literacy, the results of the students’ training in graphics, visual education, space understanding, and their academic performance and satisfaction are much higher than the usual ones, besides being achieved in a shorter period of time.Key words: educational research, ICT tools, 3D technologies, architectural representation, descriptive geometry, digital literacy. |
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