Abstract:

The paper illustrates the workshop design experience conducted in collaboration between the Escuela Superior de Edificacion (ETSEM) of the Universidad Politecnica de Madrid, the Department of Civil, Building and Environmental Engineering (DICEA) of Università di Napoli "Federico II" and the Department of Architecture and Industrial Design (DADI) of Università della Campania "L. Vanvitelli", focusing on the added value for the three research groups to integrate different teaching methods.

The training activity has been designed according to the innovative rules of the Europe 2020 Strategy, which follows the Lisbon Strategy (2000) and the Copenhagen Declaration (2002). It promotes smart and sustainable growth through the promotion of low-pollutant, resource-efficient and effective project strategies for improving human, social and environmental conditions.

From a didactic point of view, the shift of attention from the teaching process to the learning process enhances the didactic experience of the Design Workshop as a tool for dynamic and proactive comparison: in a very short time (3 days), the main challenge was to move from the phase of constructive, functional, energy and structural knowledge of the building to the focus on strengths and weaknesses, in order to elaborate a meta-design based on real data, complex evaluations and needs gained through direct interviews in the field. The three research groups transferred to the students not so much specific knowledge on the topics: design, construction, energy and structures, but rather the method of expeditious specialized analysis that allowed the students to produce meaningful project proposals based on the process of integrated knowledge of the case study. The contribution will illustrate the different methodologies and results produced.

Keywords:

Educational opportunities, knowledge/competence, learning process, functional/energy retrofit, technological design.