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Relevant bibliographies by topics / Architecture in Education

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Academic literature on the topic 'Architecture in Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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Journal articles on the topic "Architecture in Education"

1

Segrest, Robert. "The Architecture of Architectural Education." Assemblage, no. 33 (August 1997): 76. http://dx.doi.org/10.2307/3171382.

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Slavina, T. A. "About inhumane architecture and architectural education." Вестник гражданских инженеров 18, no. 2 (2021): 10–25. http://dx.doi.org/10.23968/1999-5571-2021-18-2-10-25.

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Architecture as a profession inherently implies the highest degree of social responsibility, for not only the material component of human life is dependent on the architect`s work, but also, in no less degree, the psychological health of people. Architecture as art satisfies people`s natural existential urge, communicating in its own language the harmony and constancy of the universe, which is reflected in the world's architectural heritage. For centuries, architectural education was based on the inheritance of past experience. In the XX century, the concepts of the Avant-garde became the basis of education, and that was a painful and dangerous deviation, which has led to the crisis of architecture. According to the author, a throwback to the old methods of design based of the cultural heritage principles is needed.

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Liu, Chang An. "Research on Eco-Architecture-Oriented Architectural Education." Applied Mechanics and Materials 357-360 (August 2013): 455–58. http://dx.doi.org/10.4028/www.scientific.net/amm.357-360.455.

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This paper analyses the status of the ecological architecture education nowadays and describes the necessity of embedding ecological and energy-saving technologies in traditional architectural education. Then the author introduces the teaching plan and practice in the newly started Building Integrated Solar System professional orientation in Shandong Jianzhu University and explores the possibility of establishing the ecological-featured architecture professional orientation in China.

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Kuzmina, Svetlana, Natalia Morozova, Anna Pimenova, and Alena Agafonova. "Sustainable architecture: trends in higher professional architectures’ education." MATEC Web of Conferences 265 (2019): 07017. http://dx.doi.org/10.1051/matecconf/201926507017.

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In the article we tried to investigate theoretical ideas concerning actual students’ reasons for education in the field of architecture in frame of the second level of higher professional education system. We present the results of survey that we conducted last year. We collected data about students’ reasons to enrol for architectures’ and others master programmes and their expectations of programmes’ content, programmes’ volume, curriculum structure, placement periods. We analysed the teaching methods, structure and trends in architecture’s master programmes that was legally introduced by government standards. As a result, we concluded that the changes of education standards mostly meet expectations of master programmes contenders. However, the contenders will succeed in higher school only if their motivation is enough strong and appropriate.

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Mallinson, Helen. "Less than interesting." Architectural Research Quarterly 5, no. 4 (2001): 293–95. http://dx.doi.org/10.1017/s1359135502221351.

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Does Giles Oliver (letters, arq 5/3) mean to connect the success of the Tate Modern in ‘sucking in huge crowds’ with the success of architectural education? Both in his view seem suspect achievements. The Tate is not proper architecture — it is too brutish and poorly lit — while current architectural education avoids all that is proper to architecture. His message is that both public and consumer opinion counteth for nought in these matters. But what else have professionals ever said? Particularly the generations brought up to believe that unpopularity was architecture's native condition. Frankly I am rather encouraged by the popularity of supposedly arcane subjects like modern art, modern architecture and architectural education. At least we seem to be getting one thing right. Not that I am advocating complacency. Keeping anything alive in our management sodden culture is tricky, particularly the kind of creative team spirit required to make projects work.

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Orhan, Melike. "The place and importance of informal education in the freshman year experience of architectural education." Cypriot Journal of Educational Sciences 15, no. 6 (2020): 1707–19. http://dx.doi.org/10.18844/cjes.v15i6.5328.

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Formal architectural education is inadequate for students in the current dynamic world where visual content and speed have become determinative. Particularly, freshman-year architecture students have difficulties in this process. In order to facilitate this process, dynamic methods, in which the student is interactive, should be included more in formal education. Informal education methods should be used complementary to formal education in terms of achieving the required skills and development along with knowledge. The aim of this study is to emphasise the requirement, importance and practice methods of informal education to make the education process more efficient for freshman-year architecture students. The quantitative research method is used in the study, and a survey is conducted with the sample group of selected freshman-year architecture students. With the results of the survey, it is tried to determine which informal learning the students preferred and found useful in the process of obtaining information. As a result, informal education methods, their contribution to the education of freshman-year architecture students, the results of this contribution and the student learning outcomes are evaluated.  Keywords: Architectural education, formal education, informal education, freshman-year architecture students, architecture courses;

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Asak, Ilayda. "A study on graduate level education in architecture: Case of Turkey." Global Journal of Arts Education 6, no. 3 (2017): 89–100. http://dx.doi.org/10.18844/gjae.v6i3.1702.

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Today, there are 41 universities offering graduate education programs in architecture. Those programs cover a number of different topics including architectural conservation and restoration, architectural restoration, architectural design, informatics in architectural design, architectural planning and design, architecture history, architectural history and theory, architecture and built environment, digital design in architecture and production. The council of higher education presents that 2978 master theses submitted and approved by Council of higher education. In this study, the master theses submitted to the graduate programs have been investigated. Matrix has been developed regarding o the sex, language, topics, universities. The types of graduate school are natural science and social science. The results of the study show that the number of female students is higher than the male students. The number of theses in Turkish is increasing. The increasing number of theses investigating build technology builds physics and building and construction and computational design is of importance. It is possible to determine that the current and popular topics of Turkish graduate programs in Architecture are in parallel with the prevailing agenda of World architecture. Key Words: theses in architecture, graduate level education, architectural education.

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ŞENYİĞİT, Özlem. "A DESIGN APPROACH IN ARCHITECTURAL EDUCATION: PARASITIC ARCHITECTURE." Social Sciences Studies Journal 7, no. 82 (2021): 2172–80. http://dx.doi.org/10.26449/sssj.3184.

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Kattein, Jan. "Made in Architecture: Education as collaborative practice." Architectural Research Quarterly 19, no. 3 (2015): 295–306. http://dx.doi.org/10.1017/s1359135515000500.

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In an attempt to make architectural education more relevant to professional architectural practice and as a response to increasing tuition fees, major changes to university curricula in the UK are afoot. This brings unprecedented opportunities to re-consider what and how universities teach - and to make architectural education more relevant to real-world challenges.Last year, undergraduate design unit UG3 at the Bartlett School of Architecture completed an innovative project. The unit teamed-up with educational charity Global Generation to design and build a series of small buildings for a real client on a real site in King’s Cross. The article ‘Made in Architecture: Education as collaborative practice’ evaluates the emerging tradition of the live project as a vehicle for teaching architecture students about teamwork, collaboration and engagement. These skills - although increasingly significant to architectural practice - have until now been largely side-lined by university curricula.Only if educators and practitioners together embrace new opportunities for architects to engage and empower communities can the profession reverse increasing marginalisation and re-define it’s remit in the face of new social and environmental challenges.

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Clements, A. "Computer architecture education." Microprocessors and Microsystems 23, no. 5 (1999): 255–56. http://dx.doi.org/10.1016/s0141-9331(99)00020-4.

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Dissertations / Theses on the topic "Architecture in Education"

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Zelenock, Julie Ann. "Ecology, architecture, education, design." PDF viewer required Home page for entire collection, 2008. http://archives.udmercy.edu:8080/dspace/handle/10429/9.

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Ozelgul, Elif. "Universality Of Architectural Education And Particularity Of Educational Institutions Of Architecture: A Critical And Comparative Look At Four Educational Institutions Of Architecture In Turkey." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610549/index.pdf.

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This thesis focuses on the effects of globalisation on educational field of architecture, in Turkey, in recent decades. The aim of the study is to develop a method of analysis in order to read the four early established educational institutions of architecture in a critical and comparative manner*. This reading is very crucial in order to comprehend their attitudes and methods of constructing their particularities while being a part of the globalised world of education. Globalisation<br>rapid developments in communication technology, instantaneous mobility of knowledge and student-staff exchanges lead to a common worldwide architectural education area, where educational institutions of architecture do co-exist with awareness of other institutions operating in the field. However, the interdisciplinary character of architecture, and the regional, cultural, institutional distinctiveness of schools leads to a certain diversity of educational models in the educational field of architecture. In this context, this thesis proposes a method of analysis in order to read the four schools in a comparative and critical manner. Through the reading of the institutons with their structures and educational components, in the tension between universality and particularity, the purpose of the thesis is to find out several clues for the institutions that may be applied while constructing their particularity in the globalised world of education. The accidental, evolutionary and inentional actions of schools in the tension between universality and particularity are the findings of the research. At the end, the positive as well as the negative dimensions of the methodology are criticised with reference to the findings of the research.

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Jenek, Waldemar. "Designing Media Architecture with virtual reality in Architecture Studio Education." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235153/1/Waldemar%2BJenek%2BThesis%281%29.pdf.

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Virtual reality can refine the methods and tools of existing design processes of Media Architecture. Architecture does not have to be static anymore. Architecture designs can be interactive and temporary and capable of shifting in a short time to address different problems or needs by incorporating media into architectural structures. Media Architecture can be understood objects with dynamic properties, such as interactive light sources or moving elements, which embody the physical space on an urban scale. Traditionally, architecture is designed with static design tools such as sketches, drawings and physical models. There is little research about how to employ design tools to capture interaction media design in an architectural context. Besides, in higher education, virtual reality design tools, such as real-time visualisation software, can refine traditional teaching approaches while discovering new ways of design thinking and creating design solutions in architecture schools

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Stjerna, Julia. "Integrating education with occupation by architecture." Thesis, KTH, Arkitektur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-187892.

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"Integrering av utbildning och yrke" är en analys över hur arkitekturen kan bidra till och uppmuntra en bättre läromiljö för yrkesskolor i Sverige.<br>"Integrating education with occupation" is a study of how architecture can contribute and encourage the cooperation between education and occupation to create a more sustainable teaching method.

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Sheehy, Christopher Patrick. "Playtesting Educational Architecture." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/83926.

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Architecture and game design both have very similar goals: they both are seeking to create 3-dimensional environments that deliver an optimal user experience. In game design, these environments are simulated, whereas in architecture these environments are eventually made real. Architects are uniquely able to envision fully realized 3-dimensional environments from abstract 2-dimensional drawings. Because of this, the spatial qualities of a building can remain obfuscated to anyone besides the designer until the building is actually constructed. Tools from game design offer the opportunity to not only communicate a building's spatial qualities to users and clients during the design process, but also the ability to establish metrics against which the success of a current design iteration can be tested. In game design, this is called "playtesting". Playtesting in this project involves porting a digital model of of the building into a game engine, and allowing a designer or user to interact by moving around the model with a controller. This "playtesting" process allows a designer to gather meaningful and informative feedback from users during the design process, by observing and inquiring about the user's experience during the playtest. In addition, these tools simulate the experience of movement through the space, something very difficult to understand from static drawings. This thesis was explored through the design of an elementary school in Alexandria, VA. Elementary schools are often the subject of extensive study on user experience, because creating an optimal learning environment is so crucial to the success of young students. .<br>Master of Architecture

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Delport, Hermie Elizabeth. "Towards design-build architectural education and practice : exploring lessons from educational design-build projects." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2393.

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Thesis (DTech (Architectural Technology))--Cape Peninsula University of Technology, 2016.<br>This research explores design-build projects in architectural education. The design-build studio is an alternative to the conventional theory-oriented studio. In design-build projects students both design and build real buildings. Internationally, design-build projects have increased rapidly in architectural programmes over the past decade. Literature suggests that design-build projects are relevant for architectural education, but that there is a definite need for more theoretical and critical exploration. Design-build projects in the context of this study are defined as socially responsive, inhabitable, full-scale investigations. The value of this pedagogical construct for educators, students, architectural practice and society in general was an underpinning theme guiding this exploration. Design-build projects are located on the boundary between theory and practice. This research provides a view into my journey across this boundary, immersing myself in both the theoretical and practical. Principles of the designbuild process and design research mapped the research path. The research process commenced with the initiation of and active participation in a number of design-build constructions. Through critical reflection on the construction experiences and the literature, specific pedagogical and practice implications were explored. Cultural historical activity theory provided me with a sense of theoretical direction in this journey. Collaboration as a pedagogical tool and the possibility of exposing students to alternative practice possibilities were foregrounded as being uniquely situated within the design-build project. The value of this research is the contribution it makes to the current international call for a clearer understanding of the pedagogical and practice merit of design-build projects.

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Zerouala, Mohamed Salah. "Architectural education in Algeria." Thesis, University of Newcastle Upon Tyne, 1986. http://hdl.handle.net/10443/201.

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The study aims to bring out the essential steps of the dynamic and evolutionary aspect of architectural education. Dealing briefly with this historical process, the first part will seek to encompass and grasp the overall picture of the training of an architect in the past and the knowledge required to reach this goal. To extend our view to today's situation, a descriptive and evaluative analysis of the current programmes of selected countries (industrialised and developing countries) and other professions is necessary. Furthermore, Algeria is presented as a case study where major components involved in architectural education are dealt with principally to detect all the anomalies and to set up suggestions to appropriately improve the present training. In order to provide guidance for action, a questionnaire was sent to students from developing countries studying in England followed by the interpretation of its results. These results are analysed to give the particular information relating to Algeria as well as to the total situation revealed by the questionnaires. This part is ended by some recommendations as a first step to see that the training of architects in Algeria is more effective.

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Morris, Mark Scott. "A model education : architecture and the miniature." Thesis, Birkbeck (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406104.

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Rice, Tanya. "Landscape Architecture Education: A Study of Patterns." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6887.

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This research is focused on analyzing landscape architecture education of accredited bachelor programs in the U.S. The primary intent was to obtain a comprehensive understanding of the current state of landscape architecture education and the direction in which it is heading. This was conducted through an evaluation of each landscape architecture program’s course offerings. The objectives were to explore the degree of coherence and dispersion of course requirements among programs, compare similarities and differences and identify current patterns, trends, strengths and emphases of the programs. Then design course descriptions were analyzed for identification of word families and cluster networks to determine the possible connections to other content areas. The benefit of this research is in providing a valuable benchmark and reference for which landscape architecture programs can use in revising and building curricula.

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Dougherty, Megan M. "Education as the Everyday." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427982386.

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Books on the topic "Architecture in Education"

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Environment, Council for National Academic Awards Committee for the Built. Architecture education. CNAA, 1986.

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Royal Institute of British Architects. Architecture education for the 21st century: RIBA review of architectural education. RIBA, 1999.

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Wright, Frank Lloyd, 1867-1959, architect, Lautner John 1911-1994 architect, Utzon Jørn 1918-2008 architect, Safdie Moshe 1938 architect, and Friends of Kebyar Inc, eds. Organic architecture: Essence and education. Friends of Kebyar, 2019.

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Hamburg, IBA, ed. Bilden =: Education. Jovis, 2009.

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European Association for Architectural Education. Conference. Architectural education towards 2030: An inquiry among European Architecture Schools. Edited by Bovati Marco 1968 editor, Caja Michele editor, Del Bo Adalberto editor, and Landsberger Martina editor. Maggioli editore, 2015.

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1905-, Lemann Bernard, Heard Malcolm, Klingman John P, and Tulane University, eds. Talk about architecture: A century of architectural education at Tulane. Tulane University School of Architecture, 1993.

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European Association for Architectural Education. Workshop. Ethics in architecture: Architectural education in the epoch of virtuality. Edited by Toft Anne Elisabeth. EAAE, 2000.

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Ahmet, Evin, and Aga Khan Award for Architecture (Organization), eds. Architecture education in the Islamic world. Published by Concept Media for the Aga Khan Award for Architecture, 1986.

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Evin, Ahmet. Architecture education in the islamic world. Concept Media, 1986.

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Kim, Julie. Interdisciplinary Design Thinking in Architecture Education. Routledge, 2023. http://dx.doi.org/10.4324/9781003296355.

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Book chapters on the topic "Architecture in Education"

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Freear, Andrew. "Backyard Architecture." In Designbuild Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315665771-2.

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Fisher, Thomas. "Education." In The Architecture of Ethics. Routledge, 2018. http://dx.doi.org/10.4324/9781351065740-15.

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Rudin, Jake, and Erin Pellegrino. "An Education." In Out of Architecture. Routledge, 2022. http://dx.doi.org/10.4324/9781003300922-4.

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Kraus, Chad. "Architecture into Presence." In Designbuild Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315665771-7.

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Smith, Ryan E., Jonathan W. Elliott, and Kevin Grosskopf. "Offsite construction in education." In Offsite Architecture. Routledge, 2017. http://dx.doi.org/10.4324/9781315743332-8.

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Macarthur, John, and Deborah van der Plaat. "Wireless architecture." In Architectural Education Through Materiality. Routledge, 2021. http://dx.doi.org/10.4324/9781003201205-17.

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Heschong, Lisa. "Daylighting Education." In Visual Delight in Architecture. Routledge, 2021. http://dx.doi.org/10.1201/9781003097594-14.

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Heschong, Lisa. "Daylighting Education." In Visual Delight in Architecture. Routledge, 2021. http://dx.doi.org/10.4324/9781003097594-14.

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Kim, Mi Jeong, Ju Hyun Lee, and Michael J. Ostwald. "Multimodality and Architectural Education." In Multimodality in Architecture. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-49511-3_11.

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Brown, James Benedict. "Postdigital Architecture." In Encyclopedia of Postdigital Science and Education. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-35469-4_51-1.

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Conference papers on the topic "Architecture in Education"

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Patt, Yale. "Computer architecture education." In the 1999 workshop. ACM Press, 1999. http://dx.doi.org/10.1145/1275215.1275216.

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Howe, A. Scott, Theodore Hall, Andreas Vogler, and Mireille Downard. "Education for Aerospace Architects." In AIAA Space Architecture Symposium. American Institute of Aeronautics and Astronautics, 2002. http://dx.doi.org/10.2514/6.2002-6121.

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Angel-Alvarado, Rolando, Miguel R. Wilhelmi, and Olga Belletich. "Holistic Architecture for Music Education: A proposal for empirical research in educational situations." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8079.

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Holistic Architecture for Music Education (HAME) arises as a Design-Based Research, that is, it is an interdisciplinary research approach based on mixed research methods, which attempts understanding empirical phenomena from music education complexity. The HAME’ structural design poses a preliminary study of phenomena, the formulation of a research hypothesis, fieldwork in real-world situations and, finally, an analysis of data collected during the fieldwork with the intention of contrasting the hypothesis. This study aims to explore the technical suitability of the HAME in music education’s empirical research. Results demonstrate consistency between four phases of the structural design, in addition to prove the empirical complexity of organisational structures in music classrooms. In conclusion, the HAME is understood as an interdisciplinary educational research approach, which is holistically described as it connects theoretical currents of the social sciences and humanities with actual educational situations of music education. As a consequence, the HAME provides theoretical and practical knowledge about music education.

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Dominoni, Annalisa. "Space Architecture Education in Milan." In AIAA Space Architecture Symposium. American Institute of Aeronautics and Astronautics, 2002. http://dx.doi.org/10.2514/6.2002-6123.

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Theis, C. C. "Architectural education and the idea of nature." In ECO-ARCHITECTURE 2010. WIT Press, 2010. http://dx.doi.org/10.2495/arc100101.

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Unver, Rengin. "Color education in architecture." In 9th Congress of the International Color Association, edited by Robert Chung and Allan Rodrigues. SPIE, 2002. http://dx.doi.org/10.1117/12.464645.

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Tabbarah, Faysal. "Other Environmentalisms: Resisting Colonial Legacies in Architecture Education." In 108th Annual Meeting Proceedings. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.am.108.106.

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The paper describes a teaching pedagogy deployed simultaneously in a seminar and design studio, titled Other Environmentalisms. The pedagogy critically examines and reimagines the production of contemporary architecture in the Middle East and North Africa (MENA) by interrogating the relationship between architecture, the environment, and colonial legacies. This has been developed within two ongoing challenges in the MENA: 1. The erasure of nuanced cultural specificities in the architectural imaginary; and 2. Climate crisis. Specifically, the paper problematizes how teaching about the environment in MENA’s architectural institutions, especially those driven by North American curriculums, reproduces a problematic form of Environmental Orientalism. By Environmental Orientalism I mean the systemic weaponizing of narratives that conceal the heterogeneity of the biophysical environment of the MENA, amplifying narratives around the homogeneity of a hot desert barely able to support a struggling pastoralism. This also permeates contemporary architectural production in the MENA and is made doubly problematic when the majority of the student bodies originate from diverse ends of the MENA. The paper is structured in three parts. First, I will unpack the theoretical framework and contextual background that enables the integration of orientalist critiques and environmental history methodologies. Second, I will outline a seminar course structure and the narrative logic that investigates these issues. Finally, I will describe the application of this framework into a design studio environment.

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Reed, R. "Eco-aesthetics: nurturing nature in the education of spatial design." In ECO-ARCHITECTURE 2010. WIT Press, 2010. http://dx.doi.org/10.2495/arc100431.

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López-Dinardi, Marcelo. "Eurocentric Legacies: The Institute for Architecture and Urban Studies and Delaying Change in Architecture in 1970s New York City." In 110th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.am.110.53.

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This paper examines how the Institute for Architecture and Urban Studies (IAUS) that existed in New York City between 1967-1984, constructed a space that reinstated a Western epistemology for architecture and created an audience and discourse for an emerging architecture scene in a distressed New York through its events and media during the 1970s. Given their resonance, the paper positions current demands for change in architecture education and the profession concerning their equivalent in the late 1960s when the IAUS was founded. This paper will ask whether a change in architecture and non-Eurocentric educational models following the 1960s struggles and upheavals were delayed with the appearance and success of the IAUS in New York City. The paper argues, through a critical reading of their media apparatus (exhibitions, lectures, classes, journals, and books), notably the ambitious OPEN PLAN series, and their undeniable success, that the IAUS’s reinstated a Eurocentric legacy—delaying change, the reckoning of architecture’s role in racial, social, and political asymmetries, and advanced architectural disciplinary ideas’ marketization in an emerging neoliberal rationale. Finally, this paper discusses existing scholarly work around the IAUS and first-hand research from the IAUS’s collection archived at the Canadian Centre for Architecture in Montreal.

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SOTIROPOULOU, A. "ARCHITECTUAL ACOUSTICS: RECENT DEVELOPMENTS AND EDUCATION." In Acoustics, Architecture and Auditoria 1992. Institute of Acoustics, 2024. http://dx.doi.org/10.25144/20699.

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Reports on the topic "Architecture in Education"

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Shetty, Prasad, Rupali Gupte, Dipti Bhaindarkar, and Vastavikta Bhagat. Educational Ecosystem of Architecture in India: A Review. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf2207.2024.

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"Formally trained architects in India participate in building habitation for less than 10 per cent of the population. Most architecture created through the involvement of architects produces segregation and discrimination towards certain classes, castes and genders. This study is concerned with the role of formal architectural education in addressing the habitation question and issues of spatial justice. Towards this, a review of the educational ecosystem for architecture has been undertaken. This ecosystem includes institutions, universities, regulatory bodies, journals, events, awards and offices. The study also briefly looks at cases of habitation making for the remaining 90 per cent who do not get served by trained architects. From our review, it is apparent that this ecosystem is structurally, institutionally and pedagogically insufficient to produce a relevant spatial culture, spatial justice or cultural sustainability. While it is structurally located within a political economy where education is a money-making enterprise, it is institutionally geared to reduce academia to educational organisations and pedagogically oriented to prepare students for a building industry of a certain kind. Yet, despite the odds, architectural institutions have been innovating and striving to create relevance. Their efforts will remain key for the overhaul of the ecosystem and they will have to steer the process of change."

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Forbus, Kenneth D., and Sven E. Kuehne. RoboTA: An Agent Colony Architecture for Supporting Education. Defense Technical Information Center, 1998. http://dx.doi.org/10.21236/ada465991.

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Jaimovich, Analia. Institutional Architecture for School Improvement. Inter-American Development Bank, 2014. http://dx.doi.org/10.18235/0006302.

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In order to improve the quality of education, several countries in Latin America and the Caribbean are implementing institutional reforms that affect the roles and responsibilities of education management units at different levels (national, subnational, local, and school level). With the aim of contributing to the technical dialogue vis-à-vis these reforms, the Education Division of the Inter-American Development Bank has carried out a comparative analysis of the institutional architecture of five high-performing education systems: the Ontario Province in Canada, the Commonwealth of Massachusetts in the USA, Finland, the Netherlands, and New Zealand.

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Morgan, R., and K. Hazelton. Definition of a Uniform Resource Name (URN) Namespace for the Middleware Architecture Committee for Education (MACE). RFC Editor, 2003. http://dx.doi.org/10.17487/rfc3613.

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Seidametova, Zarema S., Zinnur S. Abduramanov, and Girey S. Seydametov. Using augmented reality for architecture artifacts visualizations. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4626.

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Nowadays one of the most popular trends in software development is Augmented Reality (AR). AR applications offer an interactive user experience and engagement through a real-world environment. AR application areas include archaeology, architecture, business, entertainment, medicine, education and etc. In the paper we compared the main SDKs for the development of a marker-based AR apps and 3D modeling freeware computer programs used for developing 3D-objects. We presented a concept, design and development of AR application “Art-Heritage’’ with historical monuments and buildings of Crimean Tatars architecture (XIII-XX centuries). It uses a smartphone or tablet to alter the existing picture, via an app. Using “Art-Heritage’’ users stand in front of an area where the monuments used to be and hold up mobile device in order to see an altered version of reality.

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Pochtoviuk, Svitlana I., Tetiana A. Vakaliuk, and Andrey V. Pikilnyak. Possibilities of application of augmented reality in different branches of education. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3756.

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Augmented reality has a great impact on the student in the presentation of educational material: objects of augmented reality affect the development of facial expressions, attention, stimulate thinking, and increase the level of understanding of information. Its implementation in various spheres has indisputable advantages: realism, clarity, application in many industries, information completeness and interactivity. That is why the study presents the possibilities of using augmented reality in the study of mathematics, anatomy, physics, chemistry, architecture, as well as in other fields. The comparison of domestic and foreign proposals for augmented reality is presented. The use of augmented reality in various fields (technology, entertainment, science and medicine, education, games, etc.) should be well thought out and pedagogically appropriate. That is why in the future it is planned to conduct research on the feasibility of using augmented reality and to develop elements of augmented reality accordingly.

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Zhylenko, Tetyana I. Auto Checker of Higher Mathematics - an element of mobile cloud education. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3895.

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We analyzed the main cloud services in the article. We also described the main contribution of mobile cloud technology to education. The article presents the author’s development from the field of mobile cloud education in higher mathematics. The design architecture of this application is described in detail: QR generator and scanner, authorization, sending tasks. Block diagrams and images are presented that clearly demonstrate the operation of the application. We showed an example of solving the integral from the section of integral calculus for higher mathematics and showed how to download the answer in the form of a QR code and find out whether it is correct or incorrect (this can be seen by the color on the smart phone screen). It is shown how this technology helps the teacher save time for checking assignments completed by students. This confirms its effectiveness. Such an application provides students and teachers with the ability to store and process data on a cloud computing platform.

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Matalucci, R. V., and D. S. Miyoshi. An Introduction to Architectural Surety(SM) Education. Office of Scientific and Technical Information (OSTI), 1998. http://dx.doi.org/10.2172/1042.

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Lytvynova, Svitlana H. Хмаро орієнтоване навчальне середовище загальноосвітнього навчального закладу. [б. в.], 2018. http://dx.doi.org/10.31812/0564/2451.

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Research goals: to outline the state of secondary education to implement a cloud-oriented learning environment (COLE), establishing research objectives: to determine the readiness of students to the introduction of COLE, to develop a conceptual framework of cooperation in COLE at the level of the institution, identify the actors interact COLE. The object of research supports the learning environment secondary schools; subject – a cloud-oriented learning environment of secondary schools. Research methods used: analysis of statistics and publications. Experimental research and conducted in secondary schools Obolon district of Kyiv. Intermediate results: the architecture of COLE 44 secondary schools of the district, introduced more than 10 thousand accounts established electronic interaction between teachers and students by e-mail Outlook. Currently under development cloud storage (SkyDrive) training materials teachers practiced the skills of teamwork and planning tools calendars. The main conclusions and recommendations. Implementation of COLE at secondary schools provides endless opportunities both teacher and student, in fact created conditions for innovation and learning. Without a doubt we can say that for the future of Honshu, for full use must have a quality Internet, motivated teachers. For subjects of the educational process, the conditions of access to learning materials anywhere, anytime, and it activates the cognitive and creative activity of students that will improve key indicators of learning.

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Tkachuk, Viktoriia V., Vadym P. Shchokin, and Vitaliy V. Tron. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2668.

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Research goal: the research is aimed at developing a model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Object of research is the model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Results of the research: the developed model of use of mobile ICT as tools of learning Computer Sciences to future professionals in Engineering Pedagogy is based on the competency-based, person-centered and systemic approaches considering principles of vocational education, general didactic principles, principles of Computer Science learning, and principles of mobile learning. It also takes into account current conditions and trends of mobile ICT development. The model comprises four blocks: the purpose-oriented block, the content-technological block, the diagnostic block and the result-oriented block. According to the model, the learning content of Computer Sciences consists of 5 main units: 1) Fundamentals of Computer Science; 2) Architecture of Modern Computers; 3) Fundamentals of Algorithmization and Programming; 4) Software of Computing Systems; 5) Computer Technologies in the Professional Activity of Engineer-pedagogues.

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