Relevant bibliographies by topics / Pedagogy of architecture

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Pedagogy of architecture'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Pedagogy of architecture"

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Orr, David W. "Architecture as Pedagogy." Conservation Biology 7, no. 2 (1993): 226–28. http://dx.doi.org/10.1046/j.1523-1739.1993.07020226.x.

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Orr, David W. "Architecture as Pedagogy II." Conservation Biology 11, no. 3 (1997): 597–600. http://dx.doi.org/10.1046/j.1523-1739.1997.011003597.x.

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Keumala, Nila, Mohammed Amer Younus, Yong Kuan, Asrul Sani Bin Abdul Razak, Muhammad Azzam Ismail, and Karam M. Al-Obaidi. "Pedagogy of Architectural Education on Sustainability in Malaysia – Student Perspective." Open House International 41, no. 4 (2016): 104–8. http://dx.doi.org/10.1108/ohi-04-2016-b0014.

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The increasing global concerns about the environmental degradation and climate changes oblige architecture students to apply sustainable design approaches in their studio projects. Therefore, renewable energy raises the expectation of providing sustainable solutions for their architectural design proposals. This paper aims to investigate the learning of students in knowledge, awareness and applicability on sustainability during their first three years of the part 1 architecture programme. Surveys were conducted on 500 students from eight architecture schools from the local universities, two ar
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D'souza, Newton. "Revisiting a Vitruvian preface: the value of multiple skills in contemporary architectural pedagogy." Architectural Research Quarterly 13, no. 2 (2009): 173–82. http://dx.doi.org/10.1017/s1359135509990261.

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Recent criticisms in architectural pedagogy suggest that schools of architecture tend to privilege a narrow section of designers with limited skill-sets, neglecting individual differences. In order to encourage architectural pedagogy to become more inclusive, this paper revisits the value of multiple skill-sets in architectural design – following an original suggestion by Vitruvius – exploring it through the framework of multiple intelligences developed by cognitive psychologist Howard Gardner.
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Harry, Sachin, and Ambuj Kumar. "Transformation of the Design Studio in New Learning Spaces: Virtual Design Studio in Architecture Pedagogy." ECS Transactions 107, no. 1 (2022): 6251–60. http://dx.doi.org/10.1149/10701.6251ecst.

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Architectural education has come a long way since the first formal school of architecture, École des Beaux-Arts, was started at Paris, France in 1816. 21st century architecture is constantly evolving through changes in technology, and now in 2020-’21, COVID-19 pandemic has brought the concept of architectural education going online. Due to the forced disruption to the traditional pedagogical environment, a new pedagogical paradigm has been established through online theory and studio classes. This has brought about a challenging design pedagogy where teachers and students are reaping the benef
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Barreiros Proença, Sérgio, Francesca Dal Cin, Cristiana Valente Monteiro, and Beatriz Freitas Gordinho. "Revealing the Place: Sacred Architecture along the Portuguese Coastline." Sustainability 14, no. 23 (2022): 15486. http://dx.doi.org/10.3390/su142315486.

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Revealing the place addresses the referential role of sacred architecture elements that dot the Portuguese Atlantic coastline in contemporary architectural pedagogy and in the practice of architecture. The long Portuguese coastline, the case study of the research, is dotted with sacred architectural elements—sanctuaries, churches, chapels and crosses—oriented according to both compositional and canonical cosmological principles. The character of the space of articulation between the land and the sea is made evident by the tension between the sacred elements and the landscape. This paper addres
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Kusumo, Tatyana, and Apriani Kurnia Sarashayu. "Plasticity Imaginaries as Sustainable Design Pedagogy." Journal of Design Studio 5, no. 1 (2023): 85–97. http://dx.doi.org/10.46474/jds.1293245.

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The sustainable approach in design education is ubiquitous, yet too many barriers exist to its application in the real world. Plastic waste, for example, has been a potential architectural building element for years. Still, its application is uncommon because of the gap between waste processing and consumers' demand and knowledge as the main contributors to the waste volume. The paper aims to discuss the possibility of design class pedagogy with the reflection from the class " Architecture and Waste: Plastic by UMN." How the sustainable approach could affect students towards the actual act dai
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Ameri, Amir. "Architecture Pedagogy, Cultural Identity, and Globalization." International Journal of the Arts in Society: Annual Review 2, no. 6 (2008): 45–54. http://dx.doi.org/10.18848/1833-1866/cgp/v02i06/35438.

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Gillette, David. "Pedagogy, architecture, and the virtual classroom." Technical Communication Quarterly 8, no. 1 (1999): 21–36. http://dx.doi.org/10.1080/10572259909364646.

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Pozzi, Carlo. "Pedagogy in architecture: visiting construction sites." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 1972–76. http://dx.doi.org/10.1016/j.sbspro.2010.03.266.

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Dissertations / Theses on the topic "Pedagogy of architecture"

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Garcia, Daniel Joe. "Pedagogy & Space." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/121871.

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Thesis: M. Arch., Massachusetts Institute of Technology, Department of Architecture, 2019<br>Cataloged from PDF version of thesis. Page 106 blank.<br>Includes bibliographical references (page 105).<br>With a Secretary of Education mandating school choice, advocating for more religious and charter private schools, how does this address the towns that do not have the population to support more than one school? With populations ranging from 500 to 5,000 people, rural towns have to provide public schools that are accessible to everyone in their community. The public school system though is far fro
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DICKINSON, TERAN HANSON. "ARCHITECTURE THROUGH PEDAGOGY: NORTH MINNEAPOLIS WALDORF." Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/190439.

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Papadopoulou, Athina S. M. Massachusetts Institute of Technology. "Perceptual prototypes : towards a sensory pedagogy of space." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91411.

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Thesis: S.M., Massachusetts Institute of Technology, Department of Architecture, 2014.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 76-78).<br>Architecture education, by being enclosed in studios and by focusing on formal qualities of spaces, has been detached from the direct experience of space and has prioritized vision over the other senses. If we are to extend our spatial understanding, we need to expand the boundaries of our sensory perception by developing tools and situated learning strategies focused on the interaction between our bodies and th
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Marblestone, Kevin Allen, and Emily Mary Whitbeck. "Pedagogy of the fourth wall : toward a time-based architecture." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/129851.

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Thesis: M. Arch., Massachusetts Institute of Technology, Department of Architecture, February, 2020<br>Cataloged from student-submitted thesis.<br>Includes bibliographical references (page 97).<br>Contemporary design pedagogy has failed to produce architects that can operate effectively within time-based global crises. In their attempts to address issues of sustainability and resiliency, architects have trapped themselves in a false binary, understanding structures to be either temporary or permanent. However, this considers only time-span. This shallow understanding of time has stifled the wo
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Lawton, Jacquiann T. "Tracking tacit knowledge a toolkit for architecture pedagogy and practice /." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0025039.

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McClean, David. "Embedding learner independence in architecture education : reconsidering design studio pedagogy." Thesis, Robert Gordon University, 2009. http://hdl.handle.net/10059/1253.

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The landscape of UK Higher Education has witnessed significant change in recent years, characterised by rapidly increasing numbers, widening participation, and a diminished per capita resource base. Developmental and enhancement agenda have placed greater emphasis on skills for lifelong learning, and the independent learner has thus become a prominent theme. In architecture education these factors are imposing pressures on the traditional studio-based teaching model, one that forms a universal cornerstone of architecture schools. Coincidentally, the same period has seen this model, endorsed by
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Burton, Lindy Osborne. "Experimentations in transformational pedagogy and space: The architecture students' experience." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/121543/1/Lindy-Lou_Burton_Thesis.pdf.

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Conducted across five studies, this research investigates how learning environments can contribute to transformational design pedagogy and authentic learning experiences. It offers four dimensions to an architectural education transformational framework: (1) scaffolding learning experiences, both pedagogically and spatially; (2) constructing authentic, immersive and engaging learning experiences; (3) reinforcing teaching experimentation and risk taking; and (4) embedding environments with technology plus. This 'Thesis by Publication' concludes with a proposal of a case for enchanting, exuberan
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Williams, Tiffany N. "Erudition and Craft: A Proposed Pedagogy of Architectural Education." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1460731600.

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Yergens, Milton Stewart 1949. "Reshaping pedagogy in architectural education for the information age." Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/278490.

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Digital technology was introduced to architectural practice during the last decade. Traditional techniques have developed along with practice for thousands of years. There has been hesitation to adopt this new technology, on the part of academia, due to ideological resistance and limited resources. Practice, out of necessity, adopted computer technology but has not developed its full potential. This thesis investigates reshaping traditional architecture school curriculum to include networked computers and peripherals. This is a process most architecture schools must soon face. Precepts are for
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Marjanovic, I. "Pedagogy into practice : Alvin Boyarsky's collections and the estrangement of architecture." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1450253/.

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The second half of the twentieth century was a time of change marked by increased global mobility and the exchange of ideas, a context framed by the diversification of approaches that occurred at the confluence of modernism and postmodernism. Responding to this context of dispersal and fragmentation, the Canadian-born educator Alvin Boyarsky (1928-1990) acted as a collector of ideas, drawings and people, and, consequently, a promoter of novel forms of architectural pedagogy that affected architectural culture worldwide. His Transatlantic web of educational, curatorial and publishing venues abs
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Books on the topic "Pedagogy of architecture"

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Rodríguez, Luis Rivero, and Abraham Yrivarren Valverde. Pedagogia de la resistencia: Pedagogy of resistance. Edited by Ludeña Urquizo, Wiley, 1955- editor, Aravena Mori Alejandro contributor, Belaúnde M. Pedro contributor, et al. Pontificia Universidad Católica del Perú, 2011.

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Lahiji, Nadir. Architecture, Philosophy, and the Pedagogy of Cinema. Routledge, 2021. http://dx.doi.org/10.4324/9781003166252.

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Rutherford, Francesca. What is the relationship between architecture and pedagogy in nursery settings? University of Surrey Roehampton, 2001.

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Association of Collegiate Schools of Architecture. Southwest Region. Conference. Pedagogy & practice: 1988 Conference of the Southwest Region, Association of Collegiate Schools of Architecture. School of Architecture and Environmental Design, University of Texas, 1988.

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Alfaro, Carlos Garciavelez. Form and pedagogy: The design of the university city in Latin America. Applied Research and Design Publishing, 2014.

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Association of Collegiate Schools of Architecture. Meeting. Debate & dialogue: Architectural design & pedagogy : proceedings of the 77th annual meeting of the Association of Collegiate Schools of Architecture, Chicago, 1989. Edited by McGinty Tim and Zwirn Robert. The Association, 1989.

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Özer, Derya Güleç, Ayşegül Akçay Kavakoğlu, and Derya Yorgancıoğlu. Mimarlık eğitiminde pedagoji ve pratik arasında var olmak: Sempozyum kitabı = Surviving between pedagogy and practice in architectural education : symposium proceedings. İdeal Kültür Yayıncılık, 2016.

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Sanderson, Laura, and Sally Stone. Emerging Practices in Architectural Pedagogy. Routledge, 2021. http://dx.doi.org/10.4324/9781003174080.

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A, Dutton Thomas, ed. Voices in architectural education: Cultural politics and pedagogy. Bergin & Garvey, 1991.

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Temple, Stephen. Design through making: A pedagogy for beginning architectual design. Kendall/Hunt Pub. Co., 2007.

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Book chapters on the topic "Pedagogy of architecture"

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Lahiji, Nadir. "Critical pedagogy." In Architecture or Revolution. Routledge, 2020. http://dx.doi.org/10.4324/9780367853372-3.

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Coleman, Nathaniel. "Reconstructing Architecture." In Recoding Architecture Pedagogy. Routledge, 2025. https://doi.org/10.4324/9781003494973-8.

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Coleman, Nathaniel. "(Re)Mapping the Neo-Avant-Garde." In Recoding Architecture Pedagogy. Routledge, 2025. https://doi.org/10.4324/9781003494973-6.

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Coleman, Nathaniel. "Firmness, Commodity, Delight?" In Recoding Architecture Pedagogy. Routledge, 2025. https://doi.org/10.4324/9781003494973-2.

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Coleman, Nathaniel. "Imagining and (Re)Making." In Recoding Architecture Pedagogy. Routledge, 2025. https://doi.org/10.4324/9781003494973-4.

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Coleman, Nathaniel. "Becoming Operative." In Recoding Architecture Pedagogy. Routledge, 2025. https://doi.org/10.4324/9781003494973-3.

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Coleman, Nathaniel. "Cognitive Mapping." In Recoding Architecture Pedagogy. Routledge, 2025. https://doi.org/10.4324/9781003494973-7.

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Coleman, Nathaniel. "Introduction." In Recoding Architecture Pedagogy. Routledge, 2025. https://doi.org/10.4324/9781003494973-1.

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Coleman, Nathaniel. "Recapitulations." In Recoding Architecture Pedagogy. Routledge, 2025. https://doi.org/10.4324/9781003494973-9.

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Coleman, Nathaniel. "Playing with Negative Dialectics." In Recoding Architecture Pedagogy. Routledge, 2025. https://doi.org/10.4324/9781003494973-5.

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Conference papers on the topic "Pedagogy of architecture"

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Abdelsattar, Amal, Eman Abowardah, Marwa Abdelalim, and Wafa Labib. "Blending Generative AI and Traditional Pedagogy in Architecture and Engineering Education." In 2025 Eighth International Women in Data Science Conference at Prince Sultan University (WiDS PSU). IEEE, 2025. https://doi.org/10.1109/wids-psu64963.2025.00028.

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Weyland, Beate Christine, Giorgia Ruzzante, and Andrea Zini. "TRANSFORMING EDUCATION BETWEEN PEDAGOGY, ARCHITECTURE AND NATURE: AN ACTION-RESEARCH CASE STUDY." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1568.

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Smith, Benjamin J., and Carrie Norman. "Representing Authenticity: Drawing an Aesthetic Pedagogy." In 108th Annual Meeting Proceedings. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.am.108.92.

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At one time, authorship was derivative. From Quatremere de Quincy’s theories on type, to Jean-Nicolas-Louis Durand’s study of morphology, some of the earliest theoretical texts on architecture propose imitation as the common starting point for any process of artistic production. The following paper elaborates on a course co-taught by an architect and an historian on design’s relationship to the aesthetics of architectural production. The motive of the course was twofold: introduce architecture students to digital media and address concepts that influence representation, including intellectual
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Luckan, Y. "Analysis and perception: architectural pedagogy for environmental sustainability." In ECO-ARCHITECTURE 2014. WIT Press, 2014. http://dx.doi.org/10.2495/arc140491.

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Murphy, Orla. "Embracing Uncertainty and Visible Mending: Repairing the Pedagogy of Architecture in the Anthropocene." In 2023 ACSA/EAAE Teachers Conference. ACSA Press, 2023. http://dx.doi.org/10.35483/acsa.teach.2023.2.

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This paper describes the recent development of architectural design studio pedagogy in the Master of Architecture (M. Arch) course in University College Dublin (UCD), with a focus on shifting from the standard model of project-based learning to a more structured, but expansive and risk-based pedagog¬ical model, in order to better respond to the climate crisis. The paper begins by setting out the context and reasons for change. The following section describes changes made to the M. Arch Design Studio Thesis modules over three academic years (2019-2022), and the learning derived from this trans¬
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Blumberg, Mark Alan. "Proximate Architecture: Basis for a Pedagogy of Diagram." In 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.59.

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Diagrams used in design processes exclusively serve the resultant object of the work, and we often understand diagrams in terms of how they might serve the discipline within which they are intended to function. In this sense, diagrams are a means to an objective that is distant from, and external to, the designer. However, diagramming intended for reinforcing cognitive capacities required for abstract thinking, comprehension of increasingly complex conditions surrounding a problem, and strategic planning reorients the intention back towards the student-architect. At the same time, this focus o
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Bennett, Christianna. "Severing Ties: A Pedagogy for Envisioning New Typologies of Environmentally-Attuned Architecture." In 112th ACSA Annual Meeting. ACSA Press, 2024. http://dx.doi.org/10.35483/acsa.am.112.31.

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The relationship between architecture and landscape must undergo fundamental change to deal with the urgency of the climate crisis, adapt to changing cultural values, and support local environmental conditions. Although there has been progress in modifying architectural construction methods and implementing the use of sustainable materials, structures continue to depend on extractive infrastructure through integrated building systems such as electricity, telecom, heating, and cooling. The ongoing reliance on extractive infrastructure bonds architecture to exploitative technologies and industri
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Gonavaram, Shivani, and So-Yeon Yoon. "Basic Design Pedagogy with Digital Media." In CAADRIA 2004: Culture, Technology and Architecture. CAADRIA, 2004. http://dx.doi.org/10.52842/conf.caadria.2004.477.

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Weyland, Beate. "DESIGNING SCHOOLS. BETWEEN PEDAGOGY AND ARCHITECTURE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0120.

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Daas, Mahesh, and Andrew Wit. "Pedagogy of Architectural Robotics." In CAADRIA 2015: Emerging Experience in Past, Present and Future of Digital Architecture. CAADRIA, 2015. http://dx.doi.org/10.52842/conf.caadria.2015.003.

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Reports on the topic "Pedagogy of architecture"

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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, princ
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