Abstract

Most ethnographic research on architectural education focuses on formal teaching events. It mainly analyses meetings between students and teachers in tutorial sessions, design reviews, and formal presentations. Architectural knowledge, however, is also acquired informally between formal academic sessions. This study focuses on informal design-learning processes within formal architecture academic courses. Our data were collected during eight months of ethnographic study in an immersive masters-level architecture programme. We analysed our data using a macro-level inductive methodology and interpreted our findings using a sociomaterial theoretical approach. This paper offers two types of contributions. Theoretically, it contributes to our understating of informal learning processes in architectural education by demonstrating how different actor network compositions and dynamics affect informal learning. Pedagogically, it re-evaluates the role of the design instructor within a broader context of actors working together to produce knowledge and develops a network approach to design education.

摘要

大多数关于建筑教育的民族志研究都集中在正式的教学活动上。它主要分析学生和教师在辅导课程、设计评审和正式演示中的会议。然而，建筑知识也是在正式学术会议之间非正式获得的。本研究重点关注正式建筑学术课程中的非正式设计学习过程。我们的数据是在沉浸式大师级建筑项目的八个月人种学研究中收集的。我们使用宏观归纳方法分析了我们的数据，并使用社会物质理论方法解释了我们的发现。本文提供两种类型的贡献。理论上，它通过展示不同的参与者网络组成和动态如何影响非正式学习，有助于我们理解建筑教育中的非正式学习过程。在教学上，它在更广泛的参与者共同努力产生知识的背景下重新评估了设计讲师的角色，并开发了设计教育的网络方法。