Jornadas sobre Innovación Docente en Arquitectura
INTERNATIONAL CONGRESS JIDA The Workshop on Educational Innovation in Architecture JIDA began in 2013 and is held annually in a different venue. Throughout these years, they have been attended by faculty from 76 international schools and 48 Spanish schools. The digital proceedings of each edition contain more than 600 papers in open access, all submitted to an evaluation and indexing process in the Conference Proceedings Citation Index (Web of Science/Clarivate Analytics). Since its inception in 2013, the proceedings have been indexed annually until 2023, which gives these conferences a prestigious recognition within the academic field. Indexing in Web of Science is the highest distinction that a conference can achieve, and it is precisely this indexing, along with its age, annual periodicity and international scope, which makes the JIDA conferences the only ones in the field of teaching innovation in architecture that have these quality indexes. The JIDA is an open space for teachers that promotes innovative initiatives in the learning and teaching of Architecture and related disciplines. Its aim is to encourage the exchange of experiences and research both within the specific areas of architecture (architectural design, urban planning, landscape, construction, technology, drawing, history, composition, among others) and in related disciplines such as anthropology, film, theatre, photography, dance or archeology. Thus, they become a forum for cross-disciplinary debate that brings together diverse pedagogical practices and perspectives, both nationally and internationally, in order to improve architectural education for the challenges of the 21st century. Bibliographic data Legal deposit: B 9090-2014 ISBN: 978-84-9880-681-6 ISSN: 2462-571X All proceedings will be postulated for evaluation and indexing in the Conference Proceedings Citation Index (Web of Science/Clarivate Analytics) and so far all from 2013 to 2023 are indexed. Catalogued in Dialnet, Dimension, DULCINEA, Google Scholar, MIAR, REDIB, ROAD, UPCommons. Considered as UPC Notable Congress
Grup per a la Innovació i la Logística Docent en l'Arquitectura (GILDA)
Graphic Construction and Communication of Architecture: learning with Augmented Reality
Students of Architectural Drawing face the challenge of mastering a regulated drawing to know, devise and communicate architecture in a brief period, also applying it as a graphic language to articulate their architectural thinking. This process requires the integration of architectural thought and representation, a complex task that has been sought to facilitate through Augmented Reality (AR). An educational experience is presented in the first year of the bachelor's degree in architecture, in which AR technologies and active pedagogical methodologies are combined to improve students' spatial understanding and communication skills. The use of AR allows the analysis of complex architectural objects to be tackled more effectively. The incorporation of these modern technologies seeks to optimize the teaching-learning process and increase the motivation of students, as a resource for their training.
active methodologies - problem-based learning
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Drawing the Design: techniques of artistic expression applied to industrial design
Being polyvalent, adapting to changes in society and technology, and moving fluently between the analogue and the digital is the reality faced by professionals in the architecture, engineering and industrial design sectors, as well as by the professors and students in the classrooms of these disciplines. In order to reflect on drawing and representation techniques, we took as a starting point the subject of Applied Artistic Expression Techniques, the first four-month period of a second year of a School of Industrial Design Engineering, where we deepened the importance of freehand drawing, combining this classic technique with its digital application. As a result, we observed the relevance of the sketch as a fundamental tool for the design and the project, observing a progression in the graphic representation capacity of the students, who enjoy these sessions, transferring this hobby to their free time.
The soap bubble: experimental and digital study of minimal surfaces
This article presents an exercise carried out with first-year Architecture students focused on a complex geometric shape: minimal surfaces. It explains the development of the exercises, which combine mathematical and geometric knowledge with hands-on experimentation and the creative application of what has been studied. In this case, soap bubbles, created with a soapy solution, are used to gain an intuitive understanding of minimal surfaces. At the same time, it takes the opportunity to join the debate on the use of manual, digital, and three-dimensional graphic tools in the early education of an architecture student.
Simulating a judicial process: when analog prevails
The participation of an architect in a judicial process is hardly treated in architecture schools. In many cases, these processes culminate with an oral hearing in which judges, lawyers, attorneys, experts, plaintiffs and defendants, witnesses and other agents represent, like in a play, their different roles. The exercise presented in this paper, first proposed three years ago and which has been evolving both in its wording and in its materialization, aims to rehearse all those analogical skills that an architect must show before such an imposing stage and totally distant from the digital world as a courtroom. Based on a hypothetical lawsuit for property damage, two preparatory sessions are planned prior to the third and final session: the oral hearing. This is the activity most highly valued by students in the anonymous surveys conducted at the end of the course.
The autopsy of the idea: the sketch as an analysis tool applied to teaching
"The autopsy of the idea" has been conceived as an introductory exercise to the Architectural Projects course in which students analyze a group of "case studies" previously selected by the teachers, using handmade drawing as the only tool. The whole activity is structured around three questions related to each of the analyzed works ("where", "what" and "how") that must be responded by means of the sketches. A set of "game rules" are established so as to consolidate a clear methodology and to enhance students' synthesis capability: the number of sketches must not exceed five and words or signs, if used, must be few and understood as a complement or a expressive booster of the images.
Automated Digital Photogrammetry and Initial Learning of Architectural Drawing
After other previous proposals for educational innovation, in which it was found that the early collaborative implementation of specific technologies related to architectural surveying led to an improvement in the acquisition of fundamental concepts related to the appropriation and graphic description of form, in a new experience carried out in this academic year 2023-2024 we wanted to deepen this approach and check whether it also leads to a similar improvement in the assimilation of graphic skills in relation to more complex architectural elements in the initial stages of Architectural Drawing.
active methodologies-project-based learning (MA-ABPr)
KLIK: activation actions as learning methodology
Teaching experience developed in an optional subject of the Degree in Fundamentals of Architecture, where we have collaborated with the Kutxa Foundation, following a service-learning model is presented. The objective is twofold: to tigger a change of attitude towards the 2030 Agenda through various KLICK's or specific activation actions; and to train students in the generation of future urban scenarios that take into account the diversity and real needs and in the management of the Urban Agenda instrument. Classroom work based on collaborative teaching methods is complemented by the process of co-creation and implementation of the KLIK, enabling students to have direct contact with associations and citizens. In addition, traditional techniques of participation and tactical urbanism have been combined with virtual reality techniques and analysis through big data. The results obtained show an enrichment in the acquisition of competences in the students.
The space of the body / the body of space: Physical and digital experiences and vice versa
The proposal aims to showcase the experiences, results and knowledge acquired in two workshops generically entitled ‘The Space of the Body / The Body of Space’. Both workshops, held in Venice in July 2022 and in Rome in September 2023 respectively, with a duration of one full week each, were organised in collaboration with two Italian universities, the Università IUAV di Venezia and the Sapienza Università di Roma, together with the Recognised Research Group of the University of Valladolid ‘ESPACIar’. Furthermore, these teaching experiences are part of the training programme included in a national research project whose name ‘Digitalstage’ itself illustrates its objectives on the study of the new spatialities of the new multimedia media and their relationship with the architectural space.
Rural Community Architects Workshop: integrating virtual and analogue
The lack of adequate and affordable housing is one of the barriers to retaining and attracting population in rural municipalities in a situation of demographic challenge. It is difficult for the population of these municipalities to access the services of architects. On the other hand, architecture schools do not pay special attention to the specificities of contemporary intervention in popular architecture or to training in participatory design methodologies that allow reaching adequate and agreed solutions. The Learning and Service project “Architects of the Rural Community” has allowed architecture students to have an early experience of working with real clients while providing technical assistance to the community by combining in-person and virtual, analog and digital work. The evaluation of the experience allows us to conclude that these types of initiatives have great pedagogical and service potential for the rural community.
Between imaginary and technique: graphic tools for conceptualizing landscapes
From the study of the properties of moss to the creation of atmospheres with artificial intelligence, the first course in landscape design explores the relationship between graphic communication and project conceptualization. Starting with the translation of each student's individual imaginary to interdisciplinary references that extend the landscape and architectural field to the artistic or philosophical, the learning process begins with the abstraction of the first intuitions and their translation into a personal graphic language. How to represent the environment, to realize landscapes that trace the relationships of the living, the everyday, the experiential, the phenomenological or the invisible? These and other questions about the interpretation and definition of landscape were explored through a combination of analog and digital tools. Throughout the course, the reworking of concepts through different techniques turns the project into a non-linear process, growing as specialists through one's own skills.
From analog to digital paradigm: Design of deployable prototypes
The transition from the so-called mechanical paradigm to the digital paradigm is analysed by means of international workshops. During one week, prototypes are designed by students who have been taught a series of methodologies beforehand. The paper analyses the processes, using analogue and digital media, according to the formats of the different workshops presented, to determine that the digital paradigm allows the production of unique prototypes as opposed to the mechanical paradigm that produces mass-produced products. To this end, it is necessary to define parameters that help to relate and compare the artefacts generated with different systems and to establish symmetries between them
BIM Modeling in Residential Design: Parametric strategies of Digital Architecture
The present study analyzes the pedagogical transition from traditional techniques to digital architecture through the implementation of BIM methodology in social housing programs in Ecuador. Based on digital surveys, the materiality of these housing units is examined using advanced tools in Revit, carried out by undergraduate students from the BIM and BIM II courses in the Interior Design and Architecture grade. This approach enables the simulation of multiple sustainable scenarios, conducting a systematic comparison through the parametric analysis of architectural and construction design. The implemented pedagogical strategies promote collaborative and dynamic learning, integrating advanced simulation technology to enhance design comprehension. This work contributes to the development of proposals that maximize sustainability and adaptability in the lifecycle of residential projects, as part of a Competitive Research Fund Project promoted by the educational institution.
Projective cartographies as a tool to rethink operational landscapes
In the historical context we live in, where urbanization is a process that affects the entire territory and not only urban areas, and where natural resources are increasingly limited, but a critical reflection on operational landscapes is necessary from a perspective that considers both the natural and social environments. Contrary to the traditional approach that assumes an understanding of the landscape as something opposed to city-building, the theory of planetary urbanization asserts that infrastructures and productive territories have become part of the urban condition and therefore must be studied, planned, and designed. Thus, in this Landscape Planning course, the methodology established is based on projective cartography as a tool to rethink the territory, generating new perspectives and solutions to address contemporary challenges in land use and landscape management.
The Viewing Machines: Pedagogical Explorations at the Dawn of Immersive Technologies
This article presents a teaching experience for the course Ancient Architecture and the Classical Tradition, where methodologies based on immersive technologies were implemented. Through the concept of Viewing Machines, the critical possibilities of optical devices and architectural representation were explored, using the teleorama to analyze images produced by Karl Friedrich Schinkel and Paul-Marie Letarouilly. The students worked on identifying depth planes and constructing devices that reproduced the original perspectives. The methodology encouraged the use of digital technologies and critical reflections on the impact of images in contemporary architectural education. The results highlighted the need to propose new ways of understanding images within architectural teaching.
Teaching architectural theory from self-regulation: AI in reflexive thinking
The importance of self-recognition in a world where technology surrounds our daily life, the knowledge that the individual essence of the person exists is born from self-reflection. As part of the teaching of theoretical subjects in the architecture career of the Catholic University of Santiago de Guayaquil, a new teaching method was established in the relationship of identity recognition based on the study of the past, of one's own history to being able to understand and appreciate its context and thus establish a new project method for the future through the use of artificial intelligence. The result was an understanding of one's own being that was reflected in the products of their workload.
Receptive vanguards: hybrid strategies for architecture learning development
The case study presented consists of the students' proposing work topics to workshops for theoretical application and methods of proposal analysis during classes. The objective of the initiative was to facilitate students' own reflection on current movements in art and architecture, linking the student with his present and future through the knowledge of contemporary avant-garde, as a platform for action. The mixed work with classical projects and contemporary approaches has allowed students to approach architecture as a means of thinking, in which they combine, add and discard items to be able to continue producing, always from the ultimate criterion of the student. The use of various tools allows new ways to be explored, away from those preconceived by both the student or teacher and the discipline itself.
Methodological experience in introducing a gender perspective into the project
A pedagogical experience is presented that addresses the incorporation of the gender perspective in the teaching of the Area of Projects through the application of a system of different teaching methodologies concatenated that bet on the analogical in the process of ideation of the project but using, at the same time, technological and digital mechanisms. It is carried out in Proyectos_3 (second year), a subject in which the student stars to design, showing the importance of the ideation with traditional tools but still relying on digital tools or environments. This experience integrates, in the traditional project's workshop format, an assembly of methodologies that have served to successfully incorporate the gender perspective. In addition, it is linked as an academic pilot of a research project focused on the definition of a comprehensive methodology to plan and regenerate rural environments by implementing a circular, social and inclusive approach.
Development of a materials library within the university library: analogue and digital link
Traditionally, students entering architecture studies came mainly from families that were involved in construction. Their practical knowledge of building materials was sufficient to complement the theoretical teaching they received at university on this subject. However, the situation has changed and the family background of students no longer guarantees this prior knowledge. Society, and the university, has fully entered the era of digitalisation. This has had an impact not only on the profile and skills of students, but also on the way they consult the building materials that are prescribed in their academic projects: they have left university libraries behind, in favour of browsers and websites. Thus, this joint initiative arose to create a collection of sample materials within a university library that links the analogue experience of materials with the digital knowledge on these samples that is available in libraries. The digital knowledge associated with each sample is selected in a cooperative way by the architectural students, under the supervision of the academic staff and with the help of an intern.
Application of AI in theoretical frameworks: challenges of the Architectural Thesis Plan
The elaboration of theoretical frameworks for thesis projects constitutes an important basis in the academic world. The need arises to unify criteria in the literature review process, and to establish a guide for its formulation. The pedagogical experience proposed is based on the methodology of Creswell (2018) and is applied in the thesis plans of 24 students of the subject Research Workshop 1 of the Faculty of Architecture and Urbanism (FAU). The applied methodology allows students to elaborate a database taking bibliographic bases as a source and subsequently improve them with the help of Artificial Intelligence (AI) with the ResearchRabbit program for the elaboration and improvement of their bibliographic map. The results show a change in the number of documents consulted, in the strength of the argumentation and in the conceptualization.
methodologies of self-regulation of learning
Touching architecture: experience and analog drawing as a design tool in architecture
The research The State of the Question in Architecture Education explores two central issues. The first concerns the experience as a tool for learning how to design, with an emphasis on analog drawing, particularly in the first course of future architects' training. The second focuses on students' perceptions of this tool as the central element of the proposed methodology. During the literature review, as well as in the implementation of the Proyectos 1 course “Loadbearing wall domestic architecture” taught by the authors, the impact of hand drawing and model-making is analyzed as ideal instruments for the thinking process process. Conversations with students delve into their experience and perception of these pedagogical tools. The question of the relationship between the student's perception and the teacher's intent is the main inquiry that motivates this text.
A Projects I Course: scaling project, classroom, and learning
Due to a departmental reorganization, we assumed the coordination of the subject of Projects I in 2022. This text describes some strategies implemented in teaching to increase student loyalty to the subject, encourage individual and collective involvement with the proposed topics, guarantee the continuous development of the proposed projects and increase the success rates of the subject. In addition to the statistical data that support the success of the above, and the summary tables of different aspects, we will provide images of some of the projects carried out by the 2nd Year students in their first course of Projects. Access to all of them is available in the blogs of the subject of these years which, like other data, we will hide for the moment to maintain anonymity. Aspects such as contents, objectives, programs and methodology will appear only partially and when required by the development of this text, the objective of which is addressed in the subtitle.
Physical-digital registration of the territory: inmesirve architectural initiation experience
Some questions that teachers have when planning a field trip: What happens if a student cannot go to that architectural experience? What happens if the planned time was not enough to record, measure, observe what the teachers request from the territory? And finally, hoy to verify that the information recorded in the territory is reliable to bring it to the classroom? A little explored space is observed regarding field trips, new ways of acquiring and verifying information in a more vivid way that allows an approach to the experience of measuring and recording the territory in a more holistic and immersive way. The incorporation of experiences of extended realities offering a complete vision, in terms of registration, route and measurement. Bringing the student´'s distance closer to the territory as many times as necessary to find the requested information, also to verify what has been done on the ground.
Virtual and Analogue Project for the rehabilitation of Siedlungen 1950-70 in Mainz, Germany
The article summarizes and evaluates the results of the teaching program developed during three semesters with architecture students in the integration of design tools, both digital and analogue, in an experimental social housing rehabilitation project applied to case studies in Mainz, Germany. The academical objective is to integrate virtual and analogue tools in the parallel development of the architectural project and energy rehabilitation, developed at the last subject of the Bachelor's degree, and in its subsequent extension in the Master's degree. The methodology supports the contribution in each project phase (analysis, development, calculation and exhibition or transfer) of digital and analogue training, together with specialised teaching input. In conclusion, it is shown how the students adjust digital and virtual tools at each stage to the project, its abstraction level and communication capacity, and are trained in how to integrate the technological and analogue possibilities in a real case study.
Models and prototypes in design: from handwork to digital fabrication
This communication analyzes the teaching experience developed in the Artistic Expression subject of the Degree of Engineering in Industrial Design and Product Development at the University of Seville (2023-24), focused on the development of physical models and prototypes, through manual and digital techniques. Students are proposed to develop mandatory handwork models and voluntary digital manufacturing models as a tool associated with the design process. To do this, the purpose of the model within the design process is analyzed, as well as the phase when it is developed and the possible materials and techniques to be used. Thus, students develop handwork models in the initial phases of the design process, with an impact on decision-making at a geometric and formal level, and 3D manufacturing prototypes in more advanced phases, with a more finalist or presentation nature.
BIP-StUDent: an innovative exchange experience for the training of urban planners
This paper aims to share the experience of a Blended Intensive Programme (BIP) on urban planning carried out in a school of architecture in Spain (Institution 1) during the academic year 2023-24. Within the Erasmus+ framework, BIPs are exchange programmes for students and staff of European universities that are characterised by being intensive and blended. The European Commission considers these programmes to be a means of educational and teaching innovation with two main aspects to highlight. On the one hand, they are programmes that promote transdisciplinary and transnational cooperation thanks to their relatively quick and simple management. On the other hand, their hybrid format and short duration facilitate access to international exchange for a greater number and diversity of profiles within the educational community. With regard to the teaching of architecture and urban planning, the experience of Institution 1 seems to indicate that this format is particularly well suited to these disciplines. Projects and case studies, common working methodologies in architecture curricula, are in line with the BIP approach. They allow for intensive work, i.e. work is done in a limited way, based on a contextualised problem, and the degree of definition of the solutions expected from the students can be established more concretely according to the framework and the profile of the participants. On the other hand, the very nature of architectural disciplines favours and requires multidisciplinary work, especially in the case of urban planning. Institution 1 is the institution to which most BIPs have taken place in the whole university to which it belongs. The Department that led the experience that is the subject of this paper had already participated in BIPs and is currently involved in three exchanges of this type. The exchange programme that is the focus of this paper involved two other European institutions: one Austrian (Institution 2) and one German (Institution 3). The consortium was based on other types of previous collaborations on the part of the teaching staff, but mainly on the conviction that transnationality and interdisciplinarity are two indispensable skills in the current training in urban planning. Institutions 1, 2 and 3 represent three different geographical contexts and also three different urban planning traditions and cultures. Furthermore, from the point of view of multidisciplinarity, each institution specialises in a distinct area within the disciplines of planning and design of the built environment. Institution 1 is particularly specialised in urban form, a spatial design approach with a strong emphasis on architecture and the composition of urban fabrics. Institution 2 focuses its training from a landscape perspective and works more intensively on territorial scale and environmental issues. Institution 3, on the other hand, is closer to civil engineering, with a focus on constructive and technical aspects. The profile of the three institutions shaped the theme and approach of the programme. The consortium proposed an exchange focused on mutual learning through interdisciplinarity and multiculturalism. To this end, a three-year horizon was designed in which each institution would lead a call and be responsible for the general design of the programme and for hosting the rest of the consortium in its city during the face-to-face exchange phase. Institution 1 led the first edition based on a 3.5 ECTS programme combining a week of face-to-face exchange in the city of Valencia and three online seminars. During the months of October, November and December 2023 the students of the three institutions worked on different issues and through different tasks. Each institution began by studying the main urban planning frameworks of their cities and regions with the aim of familiarising themselves with the urban planning regulations and strategies in their context and also in the rest of the consortium. Subsequently, a district of the city of Valencia was chosen, which would constitute the working environment for the rest of the exchange, both during the face-to-face phase and in the remaining virtual seminars. This work was carried out in groups made up of students from each institution (mixed groups) in which each student contributed their knowledge and skills to a common project. These projects had to propose an urban improvement solution that had to respond to the parameters of sustainability, focusing on some of the most relevant issues for the neighbourhood scale: housing, local facilities, green infrastructure and active mobility. The results of the first edition of this BIP have been very positive. The students improved their skills thanks to the exchange with students of different profiles and were able to develop a quality project in reduced time thanks to the intensive format. The students' evaluation concludes a high degree of satisfaction and learning, not only with regard to their training as future urban planners, but also on a personal level. The second edition of the programme is currently being planned and will be coordinated by Institution 2 in autumn 2024.
Expanded Intelligence: pedagogical explorations of text-image discursive design
This study explores the integration of Expanded Intelligence in architectural design education through an experimental workshop combining generative AI with traditional methods. Inspired by Laura Lio's concept of "shelter for body and imagination," the text-image discursive design approach enabled students to develop innovative architectural narratives fusing visual and textual elements. Results show that AI amplified students' creative capacity, facilitating the generation of speculative and complex solutions. However, challenges emerged in balancing physical and imaginative aspects, and in addressing ethical issues regarding authorship and technological dependence. This study contributes new pedagogical perspectives, proposing a critical and reflective approach in architectural education that prepares future architects to face the challenges of the contemporary biodigital environment through collaboration between human and artificial intelligence.
The digital city: new urban perspectives through Location-Based Social Networks
This proposal implements geolocated social media data and other web services to address urban phenomena according to theoretical-practical contents of three subjects in the field of Urban Planning whose contents include urban morphology, public space and landscape. The proposal consists of elaborating cartographies based on exercises that allow students to visualize and analyze data using GIS tools, as well as a final evaluation based on the students’ experience. The results reflect a positive reception of this type of sources, complementing the information obtained by other means such as fieldwork, underscoring the potential to address specific urban phenomena and highlighting its usefulness for visualizing and addressing analyses and proposals related to the city and the territory.
Challenges in creating digital educational contexts from a gender perspective
The incorporation of the gender perspective in architectural teaching has occurred late. This has led to situations of inequality in the teaching and research field, but also to an androcentric vision of our discipline. As a consequence, it is necessary to carry out a review at all levels of teaching. In this task, digital technologies are particularly receptive to gender-sensitive pedagogy. This contribution aims to explore the main challenges that teaching faces in the creation of inclusive digital educational contexts and addresses the definition of measures that promote gender equity. As a result, the importance of training teachers in the use of digital tools with a gender perspective is highlighted, but also of reviewing the teaching-learning methods of architecture from the values ​​provided by the reading of gender.
FFive minutes to evade it: the Final Degree Project (TFG) and academic papers in the light of Artificial Intelligence
The Bachelor's Degree in Fundamentals of Architecture at the Rey Juan Carlos University, since its implementation, includes a subject whose objective is, among others, to prepare students to face the writing of an academic research paper and to serve them in writing, upon completion of their undergraduate studies, the Final Degree Project (TFG) in which they demonstrate the acquisition of competencies associated with their studies. The presentation analyzes the evolution of academic fraud in the subject and its adaptation to different detection systems until the arrival of ChatGPT and Generative Artificial Intelligences. These tools, which represent a differential increase in the ability to evade the controls of the evaluators, must lead to a reflection that could even lead to a reconsideration of the permanence of the final validation test that constitutes the TFG.
Pedagogical acts in the backstage: between craftsmen and programmers
Designing with and in an early 20th century theater. A pedagogical methodology in accordance with the nature of the support to be intervened. The structure of the course program consisted of three acts; with variations in each of them in terms of complexity, strategies and duration. A sequence of events as a teaching strategy to develop an architectural project. An invitation to the students to the performance where they rediscover their own interests through different strategies. A playful construction of diverse creative actions, cumulative and polyhedral instinctive performances as opposed to predictable pedagogies based on the unidirectional transmission of contents. A natural analog-digital symbiosis behind the scenes.