Digital Pedagogy

Digital Foundations in the New World of Architecture Production


 Ped.a.go.gy ( /ˈpɛdəɡɒdʒi/ or /ˈpɛdəɡoʊdʒi/[1][2]) is the study of being a teacher or the process of teaching. The term generally refers to strategies of instruction, or a style of instruction.


Has “the digital” been absorbed by the discipline or has “the digital” absorbed the discipline?Depending on your perspective, Architecture either continues to disintegrate (or has reformed) around a new definition of “the master builder”. Digital technology has opened a variety of new career opportunities for the graduates of a digitally advanced architectural education. Some depictions of this trend have the discipline of architecture continuing to fragment into specialties. However, software has established platforms from which the activity surrounding a design project can be directed, managed, and built. But, does the capacity of software to re-center what is required to make a built environment mean that the design and making of such will fall to the historic notion of “master builder” or “the architect”?


I remember when I graduated college at Oklahoma State University in 1989 (yeah I know seems like a life time go and no....don't call me an old man....at least until you hear the rest of the story). Everything we did was on the boards. There was the beginning of a "computer studio" that maybe 6 or 8 computers squeezed in it.  I remember the other students that took the class claimed that this was the way of the future and if you didn't prepare....you wouldn't be ready for the job market! Yeah, well I didn't see that staying up all night trying to figure out how to make the less-than-superior computer crank out.....A LINE! No thanks. Computers in the schools were up to snuff back then like they are now. The businesses were leading the technology. (I feel that roll has reversed in today's market.) Today, as well as yesterday, we have different avenues that we can become an "expert" within the architectural world. Vendors, signage, Specification writer, Inspectors, Hospital Designers, School Designers, Construction Managers and on and on.  Those opportunities are still there today and more. The technology has opened more doors for more people to specialize in a field but also allows the everyday Architect to become a bit more versed in MORE of the architecture. Maybe not the "Master Builder" any more, but a "Master Builder Manager".


Much of what applies to the general education of an architect can also be said for the digital portion of architectural curricula. Some students come to the university with digital media skills, some are autodidactic, a large number are waiting to be taught and some either struggle to absorb digital skills or probably do not fit a life in architecture. In the midst of this new landscape, sketching and drawing freehand has become more important and necessary. Ironically, less time is provided to build these “old” skills because more time goes to learning a variety of digital skills.


Do you remember in "drafting class" they would make you handwriting in Drafting style lettering over and over and over. It was like you were in first grade again. Reading Writing and Arithmetic. Those skills I learned make my handwriting an art....still to this day.  Some of those I have encountered even within our office has terrible handwriting skills. Just different era that was taught to them. They grew up on the computer.  I can still (and do often) crank out a quick sketch that is presentable to the client for  preliminary idea or even for detail needed in the field for a contractor.  This skill has been one that the newer generation of architects have not acquired and has been lost by many.


Synthesizing digital media training and tool use into an already demanding professional curriculum along with the financial demands of upgrading and absorbing changes in this technology is, overwhelming for students, faculty, pedagogy, and the institution not to mention the real world office environment. Small businesses cannot afford the newest software (that used to produce a new version version other year, now produces one every 6 months or so.) School have the opportunity to obtain grants, scholarships etc. for these capabilities....the work force has only their client to BILL OVERHEAD to hopefully upgrade their systems. I will be the first to say that the newer technology is a blessing for production purposes....but Architecture still needs to be taught! We all just need to  reorganize to accommodate this paradigm shift.

In regards to Pedagogy.....Ionic DeZign Studios does consider itself a "teaching work environment". You cannot learn all the things you need to about the world of architecture in school.  It takes real life, real time experience to understand all the "practices" of architecture. Yes, practice until we get it right....and then practice some more...isn't that what your football coach used to tell you all the time? I can teach architecture to these new aspiring architects...but they certainly teach me about the new computer technology. Together we make a great team!

Adapted and edited from George Proctor's writing submitted the the white paper report by ACADIA 2003