Abstract:

At Ball State University (Muncie, IN) faculty and students have been testing the use of drones to design landscapes. These explorations are advancing how we gather site data, and provide students with hands-on experience with this cutting-edge technology. Perhaps most importantly, the use of this technology is enhancing how we connect with the physical realities of a site.

Many commonly-used technologies, such as computer mapping and CAD, provide barriers between designers and sites, or at the very least allow for decisions to be made without site visits. Drones require the operator to be on site, and to “navigate” the site, considering conditions often ignored – like wind, or quickly changing environments. Strengthening site understanding is key to solving complex problems in the design process.

This paper explores the advantages that a strengthened site connection represents for designers, but also how the using the drone complements design education. Specifically, Kolb’s Experiential Learning Theory is used to assess the exercises students engaged in to learn how to use the drones, and their experience of using them on site. The outcomes of this study articulates the value of experiential learning and how it relates to various learning styles in design education (conceptualization, reflection, experimentation, etc.).

Keywords:

Drones, Experiential Learning Theory, Kolb.