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Models in Architecture – Design through Physical & Digital Models

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Physical and digital design skills are key to practitioners in art, design, and engineering, as well as many other creative professions. Models are essential in architecture. In design practice all kinds of physical scale models and digital models are used side by side. In this architecture course, you will gain experience that will help and inspire you to advance in your personal and professional development. You will attain skills in a practical way. First, we will focus on sketch models for the early stages of a design process, then we will continue with virtual representations for design communication and finally more precise and detailed models will be used for further development of the ideas. In the theoretical part of the course, you will learn about many different sorts of models: how architects use these and how they are essential in the design process. The practical part of the course addresses a number of challenges. In small steps we will guide you through technical and creative difficulties in exciting, playful, and pleasant ways.

Material Type: Full Course

Author: Martijn Stellingwerff

Nature Based Metropolitan Solutions

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How can ecosystems contribute to quality of life and a more livable, healthier and more resilient urban environment? Have you ever considered all the different benefits the ecosystem could potentially deliver to you and your surroundings? Unsustainable urbanization has resulted in the loss of biodiversity, the destruction of habitats and has therefore limited the ability of ecosystems to deliver the advantages they could confer. This course establishes the priorities and highlights the direct values of including principles based on natural processes in urban planning and design. Take a sewage system or a public space for example. By integrating nature-based solutions they can deliver the exact same performance while also being beneficial for the environment, society and economy. Increased connectivity between existing, modified and new ecosystems and restoring and rehabilitating them within cities through nature-based solutions provides greater resilience and the capacity to adapt more swiftly to cope with the effects of climate change and other global shifts. This course will teach you about the design, construction, implementation and monitoring of nature-based solutions for urban ecosystems and the ecological coherence of sustainable cities. Constructing smart cities and metropolitan regions with nature-based ecosystems will secure a fair distribution of benefits from the renewed urban ecology. This course forms a part of the educational programme of the AMS Amsterdam Institute for Advanced Metropolitan Solutions and will present the state-of-the-art theories and methods developed by the Delft University of Technology and Wageningen University & Research, two of the founding universities of the AMS Institute. Instructors, with advanced expertise in Urban Ecology, Environmental Engineering, Urban Planning and Design, will equip designers and planners with the skills they need for the sustainable management of the built environment. The course will also benefit stakeholders from both private and public sectors who want to explore the multiple benefits of restored ecosystems in cities and metropolitan regions. They will gain the knowledge and skills required to make better informed and integrated decisions on city development and urban regeneration schemes.

Material Type: Full Course

Authors: Dr.ir. T. Bacchin, Filippo Lafleur, Geert van der Meulen

Offshore Wind Farm Design

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This course makes students familiar with the design of offshore wind farms in general and focuses on the foundation design in particular. The course is based on actual cases of real offshore wind farms that have been built recently or will be built in the near future.

Material Type: Activity/Lab, Lecture Notes, Reading

Author: J. van der Tempel

Photographic Visual Diary: Visual Elements of Art and Principles of Composition in Your Daily Life

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This is an introductory project that addresses identifying the Elements of Art and Principles of Composition in immediate surroundings and provides these terms a real-time life application. The project is interactive and exploratory, requiring individual observation of a students' physical world. This project can be modified to include more images, changes in grid template and combined to include both Elements and Principles together; incluiding identifying other terms in art such as mediums. The project can be used in an online formatted course or a face to face environment. Including Art Appreciation, Art Orientation, Two-Dimensional Design and Three-Dimensional Design studio courses. 

Material Type: Activity/Lab, Assessment, Homework/Assignment

Author: Xuchi Eggleton

Quizizz for Quiz in Classroom

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"Quizizz is a free tool. It works on any device: web browser, iOS, Android and Chrome apps. You can access hundreds of ready-made learning quizzes or create your own. Join as a teacher, pick a quiz, and use the code for a virtual room to give to your students." The way you make a quiz, you host it and then you see them playing it on their mobile phones/tablets or laptops with the Scoreboard Seen Live on the Screen/Projector in the Class makes it a real happy classroom. The extra-edge comes with the Music that is being played by the App or the Website during the quiz. The additional features about creating a quiz are more beneficial and good with the Quizizz. You can download an excel sheet from Quizizz and enter the questions as guided in this format. While using the desktop version, you can upload this .csv and the quiz is generated. Another excellent feature is to TELEPORT the questions from Pre-made quizzes. Click on teleport after cresting name of the quiz. On the right side of the screen you see that there are many quizzes opened and you can add a question to your quiz, just by clicking ADD.

Material Type: Assessment, Interactive, Lecture Notes, Primary Source, Reading, Teaching/Learning Strategy

Authors: EklavyaParv, Parveen Sharma, Quizizz

Race to the Top! Modeling Skyscrapers

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Working individually or in pairs, students compete to design, create, test and redesign free-standing, weight-bearing towers using Kapla(TM) wooden blocks. The challenge is to build the tallest tower while meeting the design criteria and minimizing the amount of material used all within a time limit. Students experiment with different geometric shapes used in structural designs and determine how design choices affect the height and strength of structures, becoming comfortable with the concepts of structural members and modeling.

Material Type: Activity/Lab

Author: Sara Pace

Rethink the City: New Approaches to Global and Local Urban Challenges

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You’ll learn about today’s urban challenges focusing on developing countries, referred to as the global south. We will debate the benefits of three pathways, going beyond traditional urban strategies and policies: 1. Spatial justice Spatial justice is undoubtedly one of the greatest challenges of urban contexts in emerging economies. 2. Housing Provision and Management Increasing demand in the global south calls for alternative approaches in housing provision and management. 3. Urban Resilience Understanding resilience not as a mere struggle for survival, but as an opportunity to build better urban environments. We will discuss question such as: Is the just city framework applicable in cities with extreme socio-economic inequality? Can community-led housing initiatives provide effective solutions for households in need? How can resilience support development instead of perpetuating a disadvantaged condition?

Material Type: Full Course

Authors: Dr. Darinka Czischke Ljubetic, Dr. Dominic Stead, Dr. Roberto Rocco, Igor Pessoa, Luz Maria Vergara d’Alençon

Sensory Space Design: Framing Awareness

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In this space planning module we are going to explore taking our open learning environments to the next step beyond technology, to a richer higher level of mindfulness.  It is a step away from the ledge that is catapulting students into robotic mindlessness and a lack of cognitive control.  In our eagerness to connect students with technology we forget the human side of learning.  Our brains function with either a perception-action, bottom-up learning cycle or a more advanced top-down goal, attention setting process. “The perception-action cycle is fed by sensory inputs from the environment—sights, sounds, smells, and tactile sensations, whose signals enter the brain via an expansive web or specialized nerves.” (21 Gazzaley) There has always been a role for our senses to play not only in learning but in survival.  Enriching the sensory environment should be a goal in space design. But our ability to control the perception-action cycle or pause it is critical.  “During this pause, highly evolved neural processes that underlie our goal-setting abilities come into play, the executive functions.  These abilities of evaluation, decision making, organization, and planning disrupt the automaticity of the cycle and influence both perception and actions via associations, reflections, expectations and emotional weighting.  This synthesis is the true pinnacle of the human mind, the creation of high level goals.” (23 Gazzaley)  Creating a space for students to use all their sensory perceptions should be filled with energy.  They are the spaces we have been designing in recent course modules.  Now we should ask does that environment also encourage a pause; allow the individual to focus, be mindful of themselves, and learn cognitive control?We will start by looking at the scope of information and environmental overload,” the clutter”,  we have dropped learners into in our schools.  When technology came into libraries very little was taken out.  As technology has expanded expeditiously, libraries hesitate to remove aging equipment or under used print resources allowing the environment to become dense, difficult to navigate, simply cluttered.   Excessive clutter impends cognitive control and our ability to focus on finishing a goal. Before you can see the potential of a new library space we have to de-clutter, remove what is not contributing to student learning every day, and open the space to possibilities.  The environment can be a partner in learning, but first obsolete elements, not contributing to K-12 learners, need to be removed. In Adam Gazzaley and Larry Rosen’s research driven book, The Distracted Mind, they explore neutral processing and how easily young minds become addicted to distractions, especially when using digital devices while rapidly scanning through text, graphics, images and auditory sounds.  …three out of four K-12 teachers asserted that student use of entertainment media (including communication tools such as social media) has hurt students’ attention spans a lot or somewhat, 87 percent of teachers reported that the use of technologies is creating “an easily distracted generation with short attention spans” and 64 percent felt that “digital media do more to distract students than to help them academically”. (145, Gazzaley, Rosen)  The question now becomes: Have we introduced technology too pervasively without understanding its neurological side effects to developing minds?   Are our learning environments become a noisy distraction and if so how do we create more balance? We will look at design elements that can be added into the environment to shift attention back to sensory awareness and reflection. The inclusion of sensory design elements, like nature can add richness and focus to learning.  Contemporary learning environments should support active, collaborative learning but also invite quiet, reflection.  A “whole person” is coming into our schools and our learning spaces need to support that “wholeness.”  The next evolution of educational space planning, specially libraries, should focus on linking the physical, neurological and emotional well being of the learner.  We have designed educational spaces for pedagogy, for efficiency, for all the traditional educational tools and for all the new digital tools.  Now it is time to focus on the whole user and our need to encourage innovative thinkers through matching innovative environments.  Ellen J. Langer”s argues that “behavior depends on context.”  If we want students to be creative,  innovative thinkers we should pay more attention to the “context” through which they are learning.  This includes the tools and the pedagogy of their learning but also the environment.   We will explore Langer's concept of “sideways learning” which includes openness to novelty, alertness to distinction, sensitivity to different contexts, implicit, if not explicit, awareness of multiple perspectives and orientation in the present.  Being mindful of the present, moving beyond the comfortable categories of our past and what those two concepts mean for space planning.  

Material Type: Module

Author: Margaret Sullivan

Sun, Wind, Water, Earth, Life, Living

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The course aims is to understand the relation between urban design and planning and the aspects of: - sun, energy and plants - wind, sound and noise - water, traffic and other networks - earth, soil and site preparation - life, ecology and nature preservation - living, human density, economy and environment These themes in sustainable urban engineering are related to legends for design, described in a wide variety of lecture papers (720 pages, 1000 figures, 200 references, 5000 key words, 400 questions), accompanied by interactive Excel computer programmes to get quantitative insight. The assignment is an evaluation of an own earlier and future design work integrating sun, plantation, wind, noise, water, traffic, earth, land preparation, cables and pipes, life, natural differentiation, living, density, environment and proposing new legends for design. Study Goals The student: - is able to link urban interventions to urban development technology and within that interrelate urban designers to relevant technical specialists - is able to integrating sun, plantation, wind, noise, water, traffic, earth, land preparation, cables and pipes, life, natural differentiation, living, density, environment - is able to develop new legends for design from the perspective of sustainable urban engineering

Material Type: Full Course

Author: T.M. de Jong

Sustainable Packaging in a Circular Economy

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It has become almost impossible to imagine what our lives would be like without the many benefits of packaging – just think about the different packaging and single-use items you use on a daily basis. Yet as our global population grows in size and affluence, both our collective demand for packaging materials and the waste we generate as a result will increase dramatically. Currently, large amounts of packaging waste escape formal collection and recycling systems and eventually end up polluting the environment. Moreover, their material value is forever lost to the economy. The Ellen MacArthur Foundation estimates that uncollected plastic packaging waste alone is worth somewhere between 80 to 120 billion dollars a year. So how can we improve packaging systems in order to capture this wasted potential? Clearly, the way we currently design, recover, and reuse packaging urgently needs a rethink! In this course, you will learn about the design of sustainable packaging systems. To do so we will explore the design and business strategies of the circular economy. Contrary to our current industrial model, which extracts, uses and ultimately disposes of resources, a circular economy is regenerative by design. This means that products and services are reimagined from a systems perspective in order to minimize waste, maximize positive economic, environmental and social impacts, and keep resources locked in a cycle of restoration. This course is for you if you are interested in learning about sustainable packaging design. You’ll also benefit if you are a professional in the packaging industry and want to learn how to find circular opportunities in your work. Students – particularly in design – will be able to broaden their knowledge of circular design and business strategies.

Material Type: Full Course

Authors: Ir. J. De Hoop, Ir. J. Nelissen, Ir. J. Vlugter, Prof.dr. A.R. Balkenende, Prof.dr.ir. C.A. Bakker

Sustainable Urban Development

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Did you know that cities take up less than 3% of the earth’s land surface, but more than 50% of the world’s population live in them? And, cities generate more than 70% of the global emissions? Large cities and their hinterlands (jointly called metropolitan regions) greatly contribute to global urbanization and sustainability challenges, yet are also key to resolving these same challenges. If you are interested in the challenges of the 21st century metropolitan regions and how these can be solved from within the city and by its inhabitants, then this Sustainable Urban Development course is for you! There are no simple solutions to these grand challenges! Rather the challenges cities face today require a holistic, systemic and transdisciplinary approach that spans different fields of expertise and disciplines such as urban planning, urban design, urban engineering, systems analysis, policy making, social sciences and entrepreneurship. This MOOC is all about this integration of different fields of knowledge within the metropolitan context. The course is set up in a unique matrix format that lets you pursue your line of interest along a specific metropolitan challenge or a specific theme. Because we are all part of the challenges as well as the solutions, we encourage you to participate actively! You will have the opportunity to explore the living conditions in your own city and compare your living environment with that of the global community.

Material Type: Full Course

Authors: Arjan van Timmeren, Huub Rijnaarts, Mariette Overschie

Teaching Visual Effects for Audiovisual Production using Digital Learning Objects

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The research project of this Ph.D. in Digital Media has as objective the creation of a tool (object of learning) for pedagogical aid in teaching the production of visual effects in audiovisual productions, more specifically in the interactions between real and virtual images (match moving). The prototype created during the research has the purpose of assisting teachers and students in the practical exercises of interaction between real and virtual images. The tool has the ability to assist in data collection at the time of live-action filming, given the large amount and complexity of these data, and its vital need for the reproduction of real conditions in the virtual universe later. In addition, it has the ability to generate a script (in Maxscript language) for its use in 3DS Max graphics software, automating part of the production process. It is also part of the research, besides the conception and creation of the tool (learning object), its validation in the pedagogical and design bias (user experience and user interface).

Material Type: Activity/Lab, Data Set, Student Guide

Author: Alexandre Vieira Maschio

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