Textos de arquitectura, docencia e innovación 3

292 Pages·2016·18.46 MB·English

TEXTOS DE ARQUITECTURA 3
DOCENCIA E INNOVACIÓN
“El objetivo de la enseñanza en un centro
universitario público no es la obtención de
un título, sino que debería ser la formación
de una profesión. No como se practica
efectivamente en la calle sino, al contrario,
tal como no se practica. La enseñanza debe
ser inactual: enseñando una profesión tal
como ya no se ejerce, y enseñándola tal
como aún no se ejerce. Ese es el precio
para conseguir que los profesionales así
formados sean capaces de adecuarse y definir
su papel frente a cualquier circunstancia,
por cambiante e inesperada que sea. Por el
contrario, los Propietarios de un título o
los Adiestrados en repetir una respuesta
de actualidad pierden su cualificación al
primer cambio de condiciones.”
Josep Quetglas
TEXTOS DE ARQUITECTURA 3
DOCENCIA E INNOVACIÓN
EDICIÓN Y COORDINACIÓN A CARGO DE
DANIEL GARCÍA-ESCUDERO Y BERTA BARDÍ I MILÀ
COLECCIÓN JIDA [Jornadas sobre innovación docente en arquitectura]
Edición y coordinación de la colección
Daniel García-Escudero
Berta Bardí i Milà
Diseño gráfico
RafamateoStudio
Maquetación
Noelia Vaquero
Comité editorial
Jordi Franquesa Sánchez | Coordinador GILDA
Berta Bardí i Milà | GILDA
Daniel García-Escudero | GILDA
Joan Moreno Sanz | GILDA
Judit Taberna Torres | GILDA
© Los autores, 2016
© Iniciativa Digital Politècnica, 2016
Oficina de Publicacions Acadèmiques Digitals de la UPC
Jordi Girona, 31 Edifici Torre Girona, Planta 1, 08034 Barcelona
Tel.: [phone]
www.upc.edu/idp
E-mail: [email protected]
GILDA: www.upc.edu/rima/grups/gilda
ISBN: 978-84-9880-613-7
eISBN: 978-84-9880-612-0
DL: B 24176-2016
ÍNDICE GENERAL
JIDA’15
7 Nota de los editores
Daniel García-Escudero, Berta Bardí i Milà (GILDA)
8 Workshop presentation
Jordi Franquesa (coordinator GILDA)
BLOQUES TEMÁTICOS
A.1 EL ENTORNO DE TRABAJO DEL ALUMNO
STUDENT WORK ENVIROMENT
17 Enseñanza orientada a la acción: Cátedra Unesco
Mileto, C. – Vegas, F. – Cristini, V. – García Soriano, L.
29 E-learning and Amres in teaching Architecture
Djukic, A. – Mrdjenovic, T. – Jokovic, J.
45 Propedeutic course for a master on technology in architecture
Roset, J. – Rojas, G. – Rybka, A.
55 A visual tale of two cities: video as a tool for representation
Topçu, Ü. – Taberna, J. – Hofert, K.
A.2 PRÁCTICAS PEDAGÓGICAS INNOVADORAS
INNOVATIVE PEDAGOGICAL PRACTICES

73 History... never repeat yourself
Ismail, A. M.
99 Obituario de la casa. La vivienda como experiencia
Palacios, J. del C.
113 El ejemplo de la regla
Vela, J.
131 Sostenibilidad y otras demandas contra-intuitivas
Mestre, N. – Roig, E.
A.3 PLANIFICACIÓN Y EVALUACIÓN DEL APRENDIZAJE
EDUCATIONAL PLANNING AND EVALUATION
149 De la teoría al proyecto
Agrasar, F. – Paz, L.
167 Difundir lo aprendido: razones y medios
Devesa, R.
183 La docencia no reglada: el valor de la actitud en el aprendizaje
Labarta, C.
201 El urbanismo de las matemáticas
Rivera, R. – Trujillo, M.
B.1 RELACIÓN UNIVERSIDAD - PRÁCTICA PROFESIONAL
UNIVERSITY - PROFESSIONAL PRACTICE RELATIONSHIP
215 X-ing Disciplines from Architecture. The Case of Aalto ARTS
Ahlava, A. – Nieto, F.
231 Digital tools in architecture. Design studio experiencies
Bravo, M.
245 La práctica profesional del arquitecto y su formación
Masdéu, M.
261 Arquitectura informacional
Villegas, M.
TEXTOS COMPLEMENTARIOS
281 Architectural Education in Europe
Ivan Cabrera, Ernesto Fenollosa, Verónica Llopis, Ana Almerich (ETSA-UPV)
285 Research on prototypes
Jaime Coll (ETSAB-UPC)
288 The Problematic Duality of Architecture: Ideas versus Materiality?
Tarald Lundevall (AHO)
Nota de los editores
Daniel García-Escudero | Berta Bardí i Milà (GILDA)
Con la publicación de esta última edición de Textos de Arquitectura, Docencia
e Innovación, de la colección JIDA, se cumple un primer ciclo de tres números
que dan testimonio tanto de las Jornadas sobre Innovación Docente en Arqui-
tectura, como del creciente interés del profesorado y la profesión en general por
la docencia de la disciplina. Como en los números anteriores, se recogen las
comunicaciones orales de las jornadas junto a textos complementarios. Todos
los textos se publican en su idioma original (castellano, inglés o catalán), junto a
un resumido material gráfico. Todo ello con el objetivo de extender la influencia
de las jornadas y los debates suscitados más allá de su marco físico y temporal.
El libro se estructura en cuatro bloques temáticos, derivados de la organi-
zación de las JIDA’15, celebradas en Barcelona (ETSAB-UPC) entre el 25 y
el 28 de mayo de 2015. Las jornadas se centraron en la reflexión sobre dos
importantes entornos de aprendizaje: el docente y el profesional. El entramado
profesional, en muchas ocasiones sumergido en los azarosos cambios del mer-
cado y las modas, demanda cada vez más una incidencia en la formación de los
arquitectos. Sin quedar al margen de ese necesario vector profesión-formación,
las escuelas deberían asumir el papel de núcleos de resistencia cultural, en los
cuales no sólo se da respuesta al mercado laboral, sino que se confrontan ideas
y se ensanchan puntos de vista que aumentan el conocimiento de la disciplina.
Los textos abordan prácticas pedagógicas innovadoras tanto para los talleres
como para las clases teóricas, y plantean nuevos retos en la práctica docente
de la Arquitectura. También se reflexiona sobre el aprendizaje del alumno más
allá del aula, ya sea a través de herramientas TIC o del E-learning, o con el dise-
ño y aplicación de programas de formación en contacto con la práctica profe-
sional. En definitiva, esta edición recoge un conjunto de asignaturas y prácticas
docentes nacionales e internacionales, de departamentos diversos, que dan
un pequeño panorama actual de la enseñanza de la Arquitectura y de cómo se
puede y se debe reflexionar sobre ella.
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Jordi Franquesa
Research group GILDA coordinator
WORKSHOP PRESENTATION
We are really glad to have been able to perform our third workshop for Educa-
tional Innovation in Architecture (JIDA’15). The Group for Educational Innovation
and Logistics in Architecture (GILDA) organized this event in collaboration with
the Institute of Educational Sciences (ICE-UPC), and the Research and Deve-
lopment competitive Project of the Ministry of Economy and Competitiveness
“E-learning 3.0 in the teaching of architecture”. This conference has also been
linked with the Erasmus+project 2014, in which participate different entities and
architecture schools, and with a singular project entitled “Confronting Wicked
Problems: Adapting Architectural Education to the New Situation in Europe”,
leaded by the European Association for Architectural Education, the Architects’
Council of Europe, and specially with the Oslo School of Architecture and De-
sign. We are very proud to have the opportunity to work with such partners, and
what you have in your hands is the fruit of this special collaboration.
The way of teaching and the way of learning is changing very fast, and also
the way our students are dealing with their own environment. Taking this into
account, would be interesting, first of all, to try to answer two questions: what
about learning, and what about our students?
What about Learning?
We could define the process of learning as an operation that leads to a change,
which occurs as a result of the different experiences and increases the potential
for improved performance and future learning. So we should say three main
qualities about learning:
A. Learning is not a product, is a process. Or in other words, the knowledge
is not received, but is performed. However, we can only take account of
this process in the tasks and activities our students do, just because this
process takes place really in their mind.
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B. Being consequent with the previous sentence, learning is not something
done to students, but rather something students themselves do. That
means that, in a way, is not so important what the teacher does, without
denying its importance, but in fact is most important what the students do.
C. Learning implies a change in our attitudes, in our knowledge, in our belie-
fs, and yet also in our behaviors. The question is that our previous believes
experiment a real transformation, and in fact our look to that surrounding
reality becomes quite different. And this transformation is also evolving
through the time.
But we have different levels of complexity when we are in a learning process.
Bloom’s Taxonomy was created in 1956 under the leadership of educational
psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in
education, such as analyzing and evaluating concepts, processes, procedures,
and principles, rather than just remembering facts. It is most often used when
designing educational, training, and learning processes:
– Remembering: means to recall or retrieve previous learned information, to
memorize or recognize facts, terms, principles or algorithms.
– Understanding: means comprehending the meaning, translation,
interpolation, and interpretation of instructions and problems. Means to
state a problem in one’s own words.
– Applying: means to use a concept in a new situation or unprompted use
of an abstraction. Applies what was learned in the classroom into novel
situations in the work place, means to use, to apply, to make useful.
– Analyzing: means to separate material or concepts into component parts
so that its organizational structure may be understood. Distinguishes
between facts and inferences, and identify and examine components,
compare and contrast, identify assumptions, and deduce implications.
– Evaluating: means to be able to make a judgement, assess validity, select
and defend. Make judgments about the value of ideas or materials.
– Creating: means to be able to make new connections, identify new
relationships and design something new. Builds a structure or pattern
from diverse elements. Put parts together to form a whole, with emphasis
on creating a new meaning or structure.
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And creativity is, I must say, one of the main aims that in architecture we must
deal with. And to teach how to create is not an easy target. So that’s why we
are here.
What about the Students?
When we were young we used to go to school to learn about different contents
and then we went to the library in order to supplement what we learned in
class. We looked for that specific information searching the correct book.
Our students today have the reverse situation: they are already surrounded by
information. They don’t need to go to school or to a library to get it. They can get
information in a second.
We have around us the new students who have been leveled the “Millen-
nials”. Although much has been written about this generation of students born
between 1980 and mid-2000, we are still understanding how their thinking wor-
ks. And we must be aware, because they will be our future architects that will
define our urban environment. If we take a look of the reports made about these
students, we can find that they have specific characteristics. First, this group of
students values very much active learning. To sit just listening don’t makes them
feel comfortable, but discussion allows them to be active. The second quality is
that discussion allowed them to develop a deeper understanding of what they
were learning for themselves, not having to accept the authorities’ versions of
everything.
Taking for granted that all the generalizations are really dangerous, let me take
an overlook not much severe, but that shows at least a tendency. The Millennials
(we must insist, in general terms) are said to be hard-working, socialized to ex-
pect and attain success, active in service and interested in social problems, and
team oriented with high confidence in their own futures. In addition, and with
their heavy mass media exposure, that made them self-confident, extremely so-
cial, technologically sophisticated, goal oriented, and accustomed to functioning
as part of a team. We, as a teachers, can (and we must say have to) try to make
the most of these abilities, and to achieve our most important aim: to provide the
best architects to our society.
But, on the flip side, (be aware that we are just describing a tendency) they
are also brand oriented and with many stereotypes. They have a lot of activity in
their lives, and constantly experiment interaction with their friends, specially on
cell phones. That’s why they have little time for reflection and self-examination.
When these students come into traditional classrooms, they are easily bored
and have difficulty maintaining attention. Engaging students doesn’t mean enter-
taining them, but means making them think.
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