ICT REVISITED - FROM INFORMATION & COMMUNICATION TO INTEGRATING CURRICULA?

The paper presents a longitudinal study on the iterative implementation and testing of a support tool for precedent-based design. DYNAMO—Dynamic Architectural Memory On-line—was originally conceived as an interactive workhouse to stimulate and support student and professional architects in learning from previous design experience as encapsulated by concrete design projects. Five years after its baptism of fire, the paper looks back on how DYNAMO’s role has gradually evolved from an information and communication platform to an instrument for improving curriculum integration through a process of cumulative knowledge development. After briefly recalling the underlying ideas of DYNAMO and their stepwise implementation as an operational platform, a series of case studies documents how the platform has been brought into action in different contexts—within, across and beyond architecture schools. Besides valuable feedback on DYNAMO’s prototype, these case studies have generated more general insights regarding design and design tool support, which largely transcend the platform as such.

[1]  Acknowledgements , 1994, Journal of Neuroscience Methods.

[2]  Gary Marchionini,et al.  The People in Digital Libraries: Multifaceted Approaches to Assessing Needs and Impact , 1999 .

[3]  Ann Heylighen,et al.  ENTER instead of SUBMIT , 2002 .

[4]  Christopher K. Riesbeck,et al.  Inside Case-Based Reasoning , 1989 .

[5]  D. Schoen,et al.  The Reflective Practitioner: How Professionals Think in Action , 1985 .

[6]  Ann Heylighen,et al.  Destination: Practice – Towards a maintenance contract for the architect’s degree , 2001, Proceedings of the 21st Annual Conference of the Association for Computer Aided Design in Architecture (ACADIA).

[7]  Bruce R. Schatz,et al.  Introduction: Digital Libraries as Sociotechnical Systems , 2003 .

[8]  Pierre Leclercq,et al.  5,8 analogies per hour, A designer's view on analogical reasoning. , 2002 .

[9]  Ann Heylighen,et al.  5.8 Analogies per Hour , 2002, AID.

[10]  B. Buttenfield,et al.  Information and Institutional Change: The Case of Digital Libraries , 2003 .

[11]  Ann Heylighen,et al.  DYNAMO: A Dynamic Architectural Memory On-line , 2000, J. Educ. Technol. Soc..

[12]  Ann Heylighen,et al.  Visual keys to architectural design , 2002 .

[13]  L Van Schaik.  The practice of practice: practice based research in architecture , 2003 .

[14]  Perla Innocenti,et al.  DesignNet. Knowledge e Information Management per il design , 2002 .

[15]  J. Summers,et al.  “What you see is what you get” , 2005 .

[16]  M. Stellingwerff,et al.  Relating to the 'real' Theories for and Experiences with Educational Database Systems , 2002 .

[17]  Bruce R. Schatz,et al.  The Flora of North America Project: Making the Case [Study] for Social Realist Theory , 2003 .

[18]  Bruce R. Schatz,et al.  Transparency beyond the Individual Level of Scale: Convergence between Information Artifacts and Communities of Practice , 2003 .

[19]  Ann Heylighen,et al.  Look Who's Suggesting , 2003 .

[20]  Victoria Hoban,et al.  The Reflective Practitioner , 2013 .

[21]  Erik Duval,et al.  An Open Infrastructure for Learning - the ARIADNE project - Share and Reuse without boudaries , 1999 .

[22]  Ann Heylighen,et al.  (Learning from Experience)? Promises, Problems and Side-effects of Case-Based Reasoning in Architectural Design , 2003 .

[23]  B. Buttenfield,et al.  An Ecological Perspective on Digital Libraries , 2003 .

[24]  Ann Heylighen,et al.  Close encounters of the architectural kind , 2003 .

[25]  Roger C. Schank,et al.  Dynamic memory - a theory of reminding and learning in computers and people , 1983 .

[26]  Ann Heylighen,et al.  Baptism of fire of a Web-based design assistant , 2001 .

[27]  Ann Heylighen,et al.  Constructing a memory for architecture , 2005 .

[28]  Barbara P. Buttenfield,et al.  Finding the Boundaries of the Library without Walls , 2003 .