Abstract:

In architectural design studio, students and instructors use some different techniques such as creative thinking, problem solving, complex thinking, analytical thinking, abstract thinking, synthesis, exploration, innovation, reflection in action, conceptualization, integration, projection, perception, drawing, deconstructing, reinventing, and criticizing. In addition, there must be an emphasis on non-technical, intangible, people skills such as team working, curiosity, verbal, visual and textual communication skills. Therefore, learning environment in the design studio contains many different aspects: relating interaction types of students and instructors; informal ways of sharing professional knowledge; a variety of communication styles (student - student, student - instructor, student - studio); a various requirements of pedagogical methodologies; a multiplicity of learning styles.

The interaction is one of the most significant key word in defining the design education. The critique process that held in a design studio is not only a lecture given, but also a social interaction between the instructor and the students and among the students. Besides different forms of interaction styles, evaluation process in design education has different characteristics. One of the fundamental features of design education, which makes it different from other conventional disciplines and makes it special, is the jury process. Being the evaluation tool, jury is also based on interaction and communication among design students, instructors and jurors. Due to its potential for interaction, jury is not only an evolutional tool, but also an effective educational tool of the design learning process. In this study, the distinctive character and potential liberating role of the design learning environments will be discussed with key concepts such as interaction, evaluation and assessment.

Keywords:

Architectural education, design studio, design jury, interaction, evaluation and assessment.