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Contrasting the use of tools for presentation and critique: Some cases from architectural education

Artikel i vetenskaplig tidskrift
Författare Gustav Lymer
Jonas Ivarsson
Oskar Lindwall
Publicerad i International Journal of Computer-Supported Collaborative Learning
Volym 4
Nummer/häfte 4
Sidor 423-444
ISSN 1556-1607
Publiceringsår 2009
Publicerad vid Linnécentret for forskning om lärande (LinCS)
Institutionen för pedagogik och didaktik, enheten för Lärande och undervisning
Sidor 423-444
Språk en
Länkar www.springerlink.com/openurl.asp?ge...
https://gup.ub.gu.se/file/206813
Ämnesord Architectural education, Design reviews, Ethnomethodology, Video analysis, Presentation practice and technology
Ämneskategorier Arkitekturteknik, Pedagogik

Sammanfattning

This study investigates video recordings of design reviews in architectural education, focusing on how presentations and discussions of designs are contingent on the specific tools employed. In the analyzed recordings, three different setups are utilized: traditional posters, digital slide-show technologies, and combinations of the two. This range of different setups provides a set of contrasts that make visible the role of technologies in shaping the ways in which the reviews are conducted. The analysis is structured in three themes. First, we examine the sequential organization of digital presentations in relation to the spatial structure of poster-based presentations. Second, the different ways in which shared attention is established in digital, paper-based, and hybrid presentation practices are analyzed. Third, we address part-whole relations—how details in presented materials are put in relation to the overarching project or the presentation as a whole. Taken together, the analyses suggest that the detailed organization of the design review is transformed in subtle yet consequential ways through the introduction of digital slide-show technologies. These transformations are consequential not only locally, for the design review itself, but also for the instructive work that is accomplished through this practice. We conclude by discussing some implications for design, arguing that an increased awareness of how the practice is influenced by the different setups might be key for the proper adaptation of presentation technologies to particular purposes.

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