Following from another thread on "background vs design" (Terry, Francois et al), here is a survey of computing knowledge in "Architecture, Engineering, and Construction Education":
http://ascelibrary.org/doi/abs/10.1061/%28ASCE%29CP.1943-5487.0000361
According to this, the No 1 barrier "to further incorporate computing into AEC programs curricula" is "no room in curriculum", 63%. The No 2 (related) barrier is "inadequate resources to make the curriculum change" (read, lack of knowledge), 40%. I think this is serious.
My own field notes are as follows:
- Tools change before expertise (or virtuosity) can be developed.
- Tools are more powerful but users are increasingly dilettante.
- Tools are more universal and the outcomes lose diversity.
- Stable tools (math, old programming languages, black-box designing) replace local responses.
Culminating in the "Roudavski Principle": " - technology matures at the expense of user competence - ".
Jokes aside, here are my somewhat indirect and somewhat popular musings on the theme:
https://www.academia.edu/8340214/Frontier_Learning
Beyond that, I am preparing a special issue of the Digital Creativity journal on (working title) "Automated Creativity" and, therefore, would be very interested to see community's thoughts on these themes. Suggestions listing relevant references or relevant people will also be gratefully received. The call will follow in due course.
Best wishes,
Stanislav
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Dr Stanislav Roudavski
The University of Melbourne
Senior Lecturer in Digital Architectural Design
Elseware Collective; ExLab
Founding Partner
personal: stanislavroudavski.net
collaborative: elsewarecollective.com, exlab.org
publications: unimelb.academia.edu/StanislavRoudavski/Papers
tutorials: vimeo.com/exlab
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