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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 12 of 12 1 What counts as knowing Gandell, Robyn. - 2022 BASE Show details 2 What movement counts as students' mathematical knowing Gandell, Robyn. - 2022 BASE Show details 3 Design dialogues : ambiguity of “design” within Architectural Studio Pretty, Annabel; McPherson, Peter. - 2017 BASE Show details 4 "Design" and "Design" the verb, noun, prefix and suffix : architecture studio teaching as an epitome of design methodologies Pretty, Annabel; McPherson, Peter. - : Association of Architecture Schools of Australasia (AASA), 2017 Abstract: This paper critiques three case studies of architectural large pre-fabrication collaborative projects in Christchurch; Lux City 2012/Canterbury Tales 2013/City Up’s 2014, from students from Unitec Department of Architecture. These were the student responses to FESTA’s (Festival of Transitional Architecture) call for projects to reinvigorate the city centre after the earthquakes of 2010 and 2011, for a 24-hour period over Labour Weekend. The aim is to identify the use of design processes within the three case studies and with the aspiration to conclude that design processes are an integral part of an architect’s arsenal of skills; Architectural Education has embedded design methodologies (First Insight/Empathy, Preparation, Incubation, Illumination, Verification) within its core studio teaching, these case studies being directed and produced within BAS second year studio, and which characterize/personify these processes. The English language (Anglo-Saxon) does not delineate the difference between “Design” as a domain and design as a process or methodology. Are we then confusing architectural students when we talk of “the design” (i.e. the scheme or programme) or “design” (the process through which one creates an architectural proposition) and how can we resolve this? Or perhaps it is not necessary? I hope to illustrate that the design process is epitomised within architectural practice/education. According to Professor Sam Bucolo of Sydney’s University of Technology: “design should not be a noun but a verb, he says. ‘It’s a process and quite a rigorous process.’ So how do you think like a designer? “Design thinkers” start with empathy (…) ‘It’s a people-first approach.’ Design thinking is also integrative; designers try to draw as many threads together as possible” (…)2 Keyword: 120199 Architecture not elsewhere classified; 130299 Curriculum and Pedagogy not elsewhere classified; architecture education; Christchurch (N.Z.); Christchurch 2010-2011 earthquakes; design; earthquakes; Festival of Transitional Architecture (FESTA); New Zealand; Unitec courses URL: https://hdl.handle.net/10652/3970 BASE Hide details 5 Design dialogues : ambiguity of “design” within Architectural Studio Pretty, Annabel; McPherson, Peter. - 2017 BASE Show details 6 Student voice : empowerment, engagement, efficacy in New Zealand schools Parry, Helen. - 2014 BASE Show details 7 Student voice : empowerment, engagement, efficacy in New Zealand schools Parry, Helen. - 2014 BASE Show details 8 A trade-off in learning: Mobile augmented reality for language learning ; Implementing mobile language learning with an augmented reality activity Reinders, Hayo; Lakarnchua, Onuma; Pegrum, Mark. - : Bloomsbury Academic, 2014. : Unitec Institute of Technology, 2014. : Chulalongkorn University (Bangkok, Thailand), 2014 BASE Show details 9 A trade-off in learning: Mobile augmented reality for language learning ; Implementing mobile language learning with an augmented reality activity Reinders, Hayo; Lakarnchua, Onuma; Pegrum, Mark. - : Bloomsbury Academic, 2014 BASE Show details 10 Student voice : empowerment, engagement, efficacy in New Zealand schools Parry, Helen. - 2014 BASE Show details 11 Meeting the demands of a new curriculum philosophy: A study of the challenges of curriculum implementation for small rural schools in New Zealand Stockton, Matthew. - 2009 BASE Show details 12 Meeting the demands of a new curriculum philosophy: A study of the challenges of curriculum implementation for small rural schools in New Zealand Stockton, Matthew. - 2009 BASE Show details

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