Real Problem Based Learning in Architectural Design Studio

Real Problem Based Learning in Architectural Design Studio Johannes Adiyanto

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Real Problem Based Learning in Architectural Design Studio Johannes Adiyanto Study Program of Architecture, Engineering Faculty Universitas Sriwijaya

Architectural design studio in bachelor degree is a core of architectural education. The Projectbased learning model is a common model in the architectural design studio. The problem with that model is how to create the project that fit for students and the purpose of architectural education. On the other side, tridharma perguruan tinggi (Three Pillars of Higher Education comprising Education, Research, and Community Service) is a must for lecturers. This paper tries to recognize the problem of the project-based learning and the three pillars. The goal of this paper is looking for a connection between real project problem and the purpose of architectural education. This is an exploratory study. This paper uses a critical review method with comparative description approach. The paper compares the curriculum structure in several architectural departments in Indonesia. That comparative is also analyzed with their research and community services. Thereafter, the comparative results meet the future abilities and challenges. The purpose of this paper is to explore the linkages between architectural education and the real architectural problem in Indonesia. The results of this paper are preconception of architectural pedagogy focusing on architectural design studio which can answer the future challenges. Keywords: Architectural design studio, three pillars of higher education, problem based learning, exploration study.

Background In architectural education for bachelor degree, Studio became main or core point. The studio is the imitation place of real ‘life’ of the architect. Within the design professions, the term “studio” is used rather loosely to either describe a physical space (the actual place in which the learning and teaching activities take place) and also the mode of engagement (as a pedagogical strategy). To complicate matters further, the term is also used by the profession to describe the place of work activity. (Crowther, 2013 Vol. 6 No. 3). The architectural design studio is the only place where the activity to design an architectural project experiments. Therefore, statements presented above underline the importance of interrogating the architectural design studio. The studio becomes the main medium of architectural design education, and the conversation (mainly attributed as critique) between the student and the tutor becomes the means of this education. Here the student is expected to learn by doing. However, the conversation, which may be in one of the following forms as one-on-one, desk or jury critique, is a very fragile one. (Ciravoğlu, 2014).

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What do students design in studio? There is a problem-based learning (PBL) as studio approach. Problem-based learning is a practically oriented pedagogical model, in which students develop their expertise in the content area under study by working with cases and problems that represent real-life situations (authentic problems) (Savin-Baden, 2000). In term of curriculum design, the nature and types of problems to be used as the triggers for learning in architectural PBL pedagogical approach should be thoroughly researched and developed, for relevancy, before the commencement of the PBL implementation. As different disciplines have different definitions or constitution of problems, the proposed architectural problems to be used in an architectural PBL approach should be based on both educational and professional architectural contexts, and take into consideration how architects think. (Bridges, 2006) In Indonesia, lecturers have to do “Three Pillars of Higher Education” comprising ‘Education’; ‘Research’ and ‘Community Service’. Do they have an impact in studio pedagogy concepts? How about PBL approach in this situation?

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This paper shows several curriculum structures from several universities which have architecture department. This department must have accreditation in ‘A’ grade. This paper analyzed the curriculum structure, laboratory and lecturer research. Analyzing this paper using a description comparative method which means the paper just show and spread the information and make the comparative table. For cases, this paper shows the condition architecture department at Univesitas Sriwijaya (UNSRI); Universitas Indonesia (UI); and Universitas Islam Indonesia (UII)

Analysis In this paper, architecture department is being analyzed at the university but not at the institute, because the university has broader knowledge which becomes subject, not only technical aspects. Department Architecture at UNSRI has 5 laboratories and a mission focus on local architecture, which is South Sumatera architecture, for basic knowledge and case studies. At the studio, students receive cases based on building typology. Example: in design architecture 3, the students receive a case to design a home for a family with working space. Lecturers act like principal architects. This learning model would be as same as Bauhaus system which has roots at Beaux Arts Tradition (Lackney, 2012). The special course at architecture UNSRI is architecture and urban conservation. This course was conducted by history and conservation laboratory. This laboratory also conducts research and community service lecturer at the architectural department in Unsri with conservation topic. Students could use the research and community research for their final project. There was a student used the research data for his final project located at Kampung Kapitan. Next case, this paper is observed based on the website information and traced lecturer activity. At UI, they have a mission to deliver excellent architectural education that leads the development of architectural knowledge and promotes the meaningful application of knowledge for the society. (http://architecture.ui.ac.id/home/about/). The © EDUARCHSIA 2017 | Johannes Adiyanto

aim in these undergraduate programs is to graduate bachelor in architecture, who be able to design architecture in the context of local needs and based on the application of basic theory, and knowledge of the architecture graduates (http://architecture.ui.ac.id/home/programs/und ergraduate/architecture/ ). The main learning outcome of the architectural design studio at Indonesia University is the ability to think critically and creative thoughts through the development of design ideas. Architectural design learning is implemented through design projects, in which various knowledge and skills are integrated: factual knowledge; living space context with the environment; engineering aspect; design methods and communication technique. Architecture UI divided studio into 2 steps. Architectural Design Studio (ADS) 1 through 4 present a range basic design methods: from the body-space relationship, basic programming, and tectonic approach, typology-based and issued design, to technology-based design. Architectural Design Studio 5 is an opportunity to move forward to design exercises that is closer to the reality of practice, with the demand for code compliance. Architectural Design Studio 5 has learning objectives: able to design space by integrating knowledge to solve the design problem, by the theme given to the urban site in complex activities. (https://issuu.com/architectureuniversitasindone sia) This activity in ADS 5 correlated with lecturer research. For example in 2014 there was research with title ‘Happy Urban Places: Mapping the Stories of Happiness in Urban Spatial Context” (http://architecture.ui.ac.id/research/happyurban-places-mapping-the-stories-ofhappiness-in-urban-spatial-context/) and also related to community engagement which conducted by Evawani Ellisa with title “Urban Acupuncture to Enhance Community Entrepreneurship in High Dense Kampung” (http://architecture.ui.ac.id/research/urbanakupuntur-untuk-membangun-kewirausahaanwarga-di-wilayah-kampung-padat/). As we can

Real Problem Based Learning in Architectural Design Studio Johannes Adiyanto

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see that there is relation between subject in ADS 5 with lecturer research and community service, but there was no proof that the students who took ADS subject also join in research or community service. At UII, architecture department has 3 laboratories and focus in studio project and supported by broad knowledge in design studies (http://architecture.uii.ac.id/). Architectural Design Studio (ADS) 5 has been focused on the application of history and cultural value in public facility building design which related to local physical environment and social. This course is conducted by studio system which is equipped by the laboratory test (http://architecture.uii.ac.id/descriptions/cou rses-in-professional-program-41-yearscurriculum/). This studio subjects related with building technology laboratory. This laboratory holds building technology practicum that involves wood construction, material technology, structure system, lighting and thermal system, building utility, and open the service publicly for implementation servies (http://architecture.uii.ac.id/descriptions/bui lding-technology-laboratory-2/). Those activities at Studio and laboratory also connected with 3 research center. One of research center called Center for Islamic and Nusantara Traditional Architecture (CITAR). The center of study that will develop the thinking of the architectural design that is creative (emphasis on novelty) and innovative (emphasis on expediency) explore the repertoire of Islamic architecture and archipelago in order to meet contemporary needs based on intensive review of the repertoire (http://architecture.uii.ac.id/descriptions/citarstudy/). In Architecture UII, we can see the related subject or object in the architectural design studio, laboratories and research center. In the previous description above, we can see how the three different universities have a system to connect between ADS, research and community service. At UNSRI, ADS program is the implementation of lecturer’s research, and the results of design studio are used as the basic material of

community service. There is a closed cycle between ADS, research and community service. At UI, they prepare students mindset at ADS 1 through ADS 4 to basic design method, thereafter at ADS 5, they test students critical thinking. Architecture Departement at Indonesia University focused in critical thinking and design method. That is why, connectivity between ADS, research and community service (or at University Indonesia is called as community engagement) is not in the direct relationship. ADS, research and community engagement have the connection in critical thinking and methodology, but not in subject or object studies. Architecture UII nearly has similar system as UNSRI. There are similarity cycles and being related in subject/object studies. The only difference is that Islam Indonesia University has more stable systems. Laboratories and research center have more specific tasks. In ADS 7 program, students can choose thematic. There are 6 themes for academic year 2017 – 2018, such as: (1) Performance-Based Design; (2) Evidence-based design; (3) Para/Bio-metric Design; (4) Open Design; (5) Co-Design; (6) Narrative Design.

Discussion In this part, studio based pedagogy description above try to compare with future ablities and future challanges. There are transformational changes occurring to the way we live and work. Economies are becoming increasingly complex and globalized, and new technologies are bringing about unforeseeable disruptions to the world of work. The types of skills that young people will need in order to thrive in the future workforce are changing too. (Torii & O'Connell, March 2017). We are today at the beginning of a Fourth Industrial Revolution. Developments in previously disjointed fields such as artificial intelligence and machine learning, robotics, nanotechnology, 3D printing and genetics and

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biotechnology are all building on and amplifying one another. Smart systems—homes, factories, farms, grids or entire cities—will help tackle problems ranging from supply chain management to climate change. Concurrent to this technological revolution are a set of broader socio-economic, geopolitical and demographic developments, with nearly equivalent impact to the technological factors. (Future of Jobs, Januari 2016). This is forecast for top 10 skills for the future jobs.

architecture. Based on the previous study, we can find that Architecture UNSRI has studio system based on the real cases. Architecture UI focusing on critical thinking and architecture UII has the competence to use the technology based on the tradition and culture.

Fig. 1 Top Skills (Future of Jobs, Januari 2016)

Conclusion

Based on the future abilities and challenges and also top 10 skills for the future, how about architectural design studio systems in Indonesia?

Real problem-based learning in the architectural design studio is the important approach in architecture pedagogy. Because that approach, we can have the three important basic skills: complex problem solving, critical thinking, and creativity.

Learning outcome must refer to 3 skills: complex problem solving; critical thinking and creativity. Students must have the ability to use the high technology and understand the logic of that technology. The consequences that learning outcomes, architectural design studio must be created to become the problem solver for the complex problem. The real problem which finds from lecturer’s research can become cases for an architectural design studio. On the other hand, at the same time, that studio cases must encourage student’s critical thinking. Studio cases also must use the technology to solve the problems. Therefore, there are three steps in the architectural design studio: the real problems, encourage student’s critical thinking and technology as the tools for solving the problems. The three aspects above can be read as the learning outcomes for the future pedagogy of

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The real-based problem learning at the architectural design studio (ADS) can be arranged based on the lecturer’s research previous semester or year. The real-based problem that becomes the cases in ADS can be developed not only design as problem solving, but also the way of design method or design solution as critical thinking. The new method or new solution can be predicted by simulation software or use another technology. The results from ADS can be used for the community service case for the validation. This is the progressive loop systems at Architectural Design Studio, not closed cycle systems..

Real problem-based learning can be related to lecturer’s research and community service. There is a progressive loop system in Three Pillars of Higher Education.

References Barrow, H., & Tamblyn, R. (1980). Problem Based Learning : An Appoarch to Medical Education. New York: Springer Publishing Company. Bridges, A. (2006). A Critical Review of Problem Based Learning in Architectural Education. Communicating Space (s) in the 24th eCAADe (pp. 182 - 189). Volos, Greece: Conference Proceedings. Ciravoğlu, A. (2014). Notes on architectural education: An experimental approach to design studio . Procedia - Social and Behavioral Sciences , 7-12.

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Crowther, P. (2013 Vol. 6 No. 3). Understanding the signature pedagogy of the design studio and the opportunities for its technological enhancement . Journal of Learning Design , 18 - 28. Future of Jobs, R. (Januari 2016). The Future of Jobs: Employment, Skills and Workforce Strategy fo the Fourth Industrial Revolution. Geneva, Switzerland: World Economic Forum. Lackney, J. (2012, March 8). A History of Studio-Based Learning Model . Retrieved from Mississippi State University : http://www.edi.msstate.edu/work/pdf/hi story_studio_based_learning.pdf Savin-Baden. (2000). Problem-Based Learning in Higher Education: Untold Stories. Buckingham: Society for Research into Higher Education and Open-University Press. Torii, K., & O'Connell, M. (March 2017). Preparing Young People for The Future of Work. Melbourne: Mitchell Institute Policy Paper No. 01/2017.