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Trevor Bentley (1992), Training to Meet The Technology challenge, McGraw-Hill International (UK) Limited. Mel Silberman (1990), Active Training, Lexington Books, New York, USA Badrul H. Khan (2001), Web-Based Training, Educational Technology Publications, Inc., New Jersey, USA. 35
Page 1 and 2: DESIGNingDESIGNEDUCATION d es i g n
Page 3 and 4: DESIGNTRAIN ORGANIZERS KTU KARADENI
Page 5 and 6: TABLE OF CONTENTS INTRODUCTION 5 KE
Page 7 and 8: phase. The first year education pro
Page 9 and 10: • Globalization versus Localizati
Page 11 and 12: Abstract In this keynote speech I w
Page 13 and 14: architecture moved towards particip
Page 15 and 16: different for its own sake; they pr
Page 17 and 18: Based on this view of architecture,
Page 19 and 20: In this brief, Derrida’s major di
Page 21 and 22: Concepts/words which designate diff
Page 23 and 24: answer all. I believe the question
Page 25 and 26: MacKinnon, D. W. (1962) The Persona
Page 27 and 28: A VISION FOR TRAINING DESIGN PROGRA
Page 29 and 30: ABSTRACT This study looks into the
Page 31 and 32: Training objectives • There are s
Page 33 and 34: Site supervision Working drawings &
Page 35: Method of Analysis: For each questi
Page 44 and 45: THE DESIGN PROCESS Between imaginat
Page 46 and 47: Designing between Variation and Eva
Page 48 and 49: However, the functioning principles
Page 50 and 51: established in which a jury of stud
Page 52 and 53: Shifting the roles In the communica
Page 54 and 55: In the case of weak designs, critiq
Page 56 and 57: The didactic elements presented her
Page 58 and 59: FROM SOCIAL STUDIES CHAPTER III *TO
Page 60 and 61: a path to “ Neverland”, by crea
Page 62 and 63: Over the years I have read quite a
Page 64 and 65: Why should we create a Neverland ?
Page 66 and 67: get an opportunity to make a self e
Page 68 and 69: He is askes to transform what’s i
Page 70 and 71: Conclusion Education of architectur
Page 72 and 73: Unsworth, J.; (2001) “Drawing is
Page 74 and 75: ABSTRACT In this article, a broad d
Page 76 and 77: RESEARCH AND TRAINING IN THE FIELD:
Page 78 and 79: are relatively closely overlapping.
Page 80 and 81: ased on the simple reasons that the
Page 82 and 83: ecording of the structure converted
Page 84 and 85: facilities of the drawing program,
Page 86 and 87:
[5] For the comprehensive discussio
Page 88 and 89:
INTRODUCING DESIGN STUDIO LEARNING
Page 90 and 91:
INTRODUCING DESIGN STUDIO LEARNING
Page 92 and 93:
the bonds are broken more easily, b
Page 94 and 95:
plastic models of people at 1:100 s
Page 96 and 97:
a certain amount of apprehension an
Page 98 and 99:
grouped into pairs and asked to for
Page 100 and 101:
ANALYSIS OF FORMS Luis Manuel Ferna
Page 102 and 103:
the University of Navarre since his
Page 104 and 105:
and in their future. These graphic
Page 106 and 107:
contact with the architectural proc
Page 108 and 109:
The second part of the program is m
Page 110 and 111:
acrylic paint… Week 8: Figure dra
Page 112 and 113:
experienced in the introduction of
Page 114 and 115:
STARTING DESIGN EDUCATION: “BASIC
Page 116 and 117:
The purpose and contents of basic d
Page 118 and 119:
Presentation and evaluation Student
Page 120 and 121:
Figure 5.Tolga Karslı, Exercise on
Page 122 and 123:
• In earlier works, students cann
Page 124 and 125:
Bibliography Denel B (e.d)( 1981),
Page 126 and 127:
A PEDAGOGY Brian Dougan, Assistant
Page 128 and 129:
A PEDAGOGY teaching + pedagogy The
Page 130 and 131:
professor orchestrates and interven
Page 132 and 133:
We have not even to risk the advent
Page 134 and 135:
added for the sake of clarity. We e
Page 136 and 137:
Figure 5. student experiments - var
Page 138 and 139:
Figure 7. student compositions - fi
Page 140 and 141:
ABSTRACT It is a legitimate asserti
Page 142 and 143:
ARCHITECTURE & PHILOSOPHY: THOUGHTS
Page 144 and 145:
you just wait long enough until som
Page 146 and 147:
Other devices to attach a direct or
Page 148 and 149:
have arisen. 25 The objective is to
Page 150 and 151:
Before joining UTSA Irina taught at
Page 152 and 153:
AN EMBODIED APPROACH TO LEARNING AT
Page 154 and 155:
Embodied realities When professiona
Page 156 and 157:
can address beginning design educat
Page 158 and 159:
Reflection and Communication Most e
Page 160 and 161:
Kolb, D (1984), Experiential learni
Page 162 and 163:
ABSTRACT This paper investigates op
Page 164 and 165:
een intrinsically linked. From this
Page 166 and 167:
etween architecture, its instructio
Page 168 and 169:
Figures 3 and 4. Student, Whitney A
Page 170 and 171:
perception is mediated by analysis.
Page 172 and 173:
Figures 7 and 8. Student, Dena Dava
Page 174 and 175:
Dr Radivoje Dinulovi is professor o
Page 176 and 177:
Results. Expected result will be mo
Page 178 and 179:
One of the main theses in teaching
Page 180 and 181:
Years of isolation, limited possibi
Page 182 and 183:
get an overview, facts to make an a
Page 184 and 185:
THE FIRST PROJECT (STUDIO) EXPERIEN
Page 186 and 187:
At the third step, the land use dec
Page 188 and 189:
A reasonable number of students cho
Page 190 and 191:
The study topics were previously pr
Page 192 and 193:
ehriban Gökçe (Student) Betül
Page 194 and 195:
Merve Yava (Student) Figure 5. Prim
Page 196 and 197:
of Karadeniz Technical University.
Page 198 and 199:
References American Planning Associ
Page 200 and 201:
FIRST CLASS / FIRST PROJECT: TO RAI
Page 202 and 203:
FIRST CLASS / FIRST PROJECT: TO RAI
Page 204 and 205:
Methodology Discussion of projects
Page 206 and 207:
of a corner. The discussion of the
Page 208 and 209:
Notes 1. Temple, Stephen. Design th
Page 210 and 211:
FLEXIBLE SOLUTIONS FOR SMALL SPACES
Page 212 and 213:
ABSTRACT Humans have created housin
Page 214 and 215:
FLEXIBLE SOLUTIONS FOR SMALL SPACES
Page 216 and 217:
installation system is everywhere,
Page 218 and 219:
Figure 2: Daliah Eliakim’s projec
Page 220 and 221:
dividing elements or how she/he can
Page 222 and 223:
Figure 4: brahim Derinkuyu, student
Page 224 and 225:
THE COTTBUS EXPERIMENT THREE FIELDS
Page 226 and 227:
Three fields of competence National
Page 228 and 229:
phyisical properties of material de
Page 230 and 231:
So the field of intellectual stimul
Page 232 and 233:
Communicative Competence Architectu
Page 234 and 235:
By analysing the subjects taught we
Page 236 and 237:
“Method means that arrangement of
Page 238 and 239:
The same principles are valid for t
Page 240 and 241:
Figurative Space Morphogenesi s Des
Page 242 and 243:
EXPERIMENTATION VERSUS READY-KNOWLE
Page 244 and 245:
y the split of space-time, the spli
Page 246 and 247:
of the studio, especially within sp
Page 248 and 249:
Figure 1. Examples of unity and var
Page 250 and 251:
Because of these we encourage the s
Page 252 and 253:
EXPERIMENTATION VERSUS READY-KNOWLE
Page 254 and 255:
In this respect, earning the archit
Page 256 and 257:
COMMUNICATION IN THE ENVIRONMENT In
Page 258 and 259:
In this scope, two samples are pres
Page 260 and 261:
Table 4. Meeting Abstract Concrete
Page 262 and 263:
Table 6. Meeting Abstract Concrete
Page 264 and 265:
ABSTRACT City planning can be defin
Page 266 and 267:
FROM TRADITIONAL TO MODERN; METHODO
Page 268 and 269:
Planning 2 studio. In the coverage
Page 270 and 271:
On the images concerning the two an
Page 272 and 273:
are dominant in a rainy climate zon
Page 274 and 275:
One of the important headings in th
Page 276 and 277:
a. Concerning the urban exterior sp
Page 278 and 279:
THE DANCE OF DESIGN AND SCIENCE IN
Page 280 and 281:
spatial suggestions in Turkey. Toge
Page 282 and 283:
scientifically oriented architectur
Page 284 and 285:
The scholars in universities such a
Page 286 and 287:
ooks plus the undisputed autocracy
Page 288 and 289:
Denel introduces the term Synectics
Page 290 and 291:
THE EFFECT OF THREE DIMENSIONAL VIS
Page 292 and 293:
Introduction Basic design education
Page 294 and 295:
Planning at Dokuz Eylul University
Page 296 and 297:
Statistical Results Overall, result
Page 298 and 299:
It should be noted that three dimen
Page 300:
References Boucharenc C.G. (2006),
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