INTEGRATED MODEL FOR TEACHING TO DESIGN COMPLEX HEALTHCARE ENVIRONMENTS IN ARCHITECTURAL EDUCATION

Other conference contribution, 2013

The purpose of this presentation is to describe how theoretical and methodological findings from design theory have been applied in Architectural education at Chalmers. Our overall theoretical approach is to see design learning as reflection in/on action. Emanating from this theoretical approach, three methodological strategies have been developed: 1. A designerly approach to learning. Design, according to Schön (1992) is seen as an exchange ("transaction") with a design material in a design situation. You try something, consider how it works, reflect on other possibilities and then change and improve what you've done. 2. Collaborative design to support innovation and teamwork - The collaborative aspects of design work has been described by Bucciarelli, (1994). According to him an important part of the design process involves communication, negotiation and compromise. 3. Simplifying complexity by obstructing the perspective. Jane Darke (1984) has noted that architects are looking for ways to delimitate the design problem so that it is conceptually possible to handle as a meaningful whole. They give themselves “obstructions”. Here we are also inspired by the film The Five Obstructions (von Trier 2003).