Mimarlık eğitiminde farklı medyalar için bütünleşik bir model önerisi
An integrated model for different media in architectural education
Yazar: MEHMET SARPER TAKKECİ
Danışman: PROF. DR. ARZU ERDEM
İstanbul Teknik Üniversitesi / Lisansüstü Eğitim Enstitüsü / Bilişim Ana Bilim Dalı / Mimari Tasarımda Bilişim Bilim Dalı
Derece: Doktora, 2024
Konu: Eğitim ve Öğretim = Education and Training ; Mimarlık = Architecture
Dizin: Ciddi oyun = Serious game ; Hibrit öğrenme = Hybrid learning ; Oyun temelli öğrenme = Game-based learning ; Tasarım stüdyosu = Design studios

Özet:
Mimarlık tasarım stüdyoları, mimarlık eğitiminde kritik bir role sahip olan, teorik ve teknik bilgilerin uygulamaya döküldüğü platformlardır. Bu stüdyolar, öğrencilerin proje tabanlı, aktif öğrenme süreçleriyle karşılaştığı, yaratıcı ve eleştirel düşünmeye yönlendirildiği mekanlardır. Geleneksel tasarım stüdyolarının fiziksel alanları ve sosyal etkileşimleri, pedagojik yaklaşımların çeşitlenmesine ve derinleşmesine olanak tanır.
Stüdyo ortamı, öğrencilerin farklı eğitim yaklaşımları ve öğrenme durumlarına maruz kaldığı, çeşitliliğin ön planda olduğu bir yapıya sahiptir. Bu yapı, açık uçlu ve geniş içerikli eğitim anlayışını barındırır. Öğrencilere sunulan "tasarım problemi", genellikle açık uçlu ve belirsizdir, bu da öğrencilerin kendi çözüm yollarını geliştirmelerini gerektirir. Öğrenme süreci, yürütücülerin pedagojik yaklaşımları ve geri bildirim oturumları üzerinden ilerler. Bu süreçte öğrenciler, bilgiyi içselleştirir ve becerilerini geliştirir.
Stüdyo ortamının ve iletişim süreçlerinin pedagojik çerçevedeki önemi büyüktür. Stüdyo, öğrencilerin projeler üzerinde yoğunlaştığı, eşit katılım ve diyalogun ön planda olduğu bir alan olarak işlev görür. Bu ortamda öğrenciler, akranları ve yürütücülerle sürekli etkileşim içinde bulunur, bu da öğrenme deneyimlerini zenginleştirir.
Stüdyo, gerçek veya hipotetik konular üzerinden kurulabilir ve öğrencilere çeşitli bilgi alanlarından yararlanma fırsatı sunar. Sosyal bir ortam olan stüdyo, öğrencilere bilgi ve becerilerini test etme ve geliştirme şansı verir. Stüdyo, öğrencilerin fikirlerini ifade etmeleri ve tartışmaları için uygun bir zemin hazırlar.
Stüdyonun öğrenme yaklaşımı, problemi sorgulama aracı olarak görür ve işbirlikçi, çok katılımcılı bir ortamda gerçekleşir. Stüdyo, bilgi ve beceri geliştirmeyi teşvik eder ve "yaparak öğrenme" kültürünü destekler. "Mimarlık stüdyo kültürü" terimi, yaratıcılığı, işbirliğini ve eleştirel düşünmeyi teşvik eden bir öğrenme deneyimi ile karakterize edilir. Bu kültür, öğrencilerin tasarım önerilerini araştırdıkları, test ettikleri ve sundukları bir yerdir. Yaparak öğrenme odaklı eğitim, öğrencilerin çevrelerini anlamalarına ve yeniden düşünmelerine olanak sağlar. Mimarlık eğitimi, problem çözme odaklı geleneksel yöntemlerin ötesine geçerek, tasarım epistemolojisini yeniden düşünmeyi gerektirir.
COVID-19 pandemisi, tasarım eğitiminin yapısında önemli değişikliklere neden olmuştur. Fiziksel etkileşim gereksinimlerinin zorlukları, çevrimiçi eğitim yöntemlerine geçişi zorunlu kılmıştır. Bu durum, stüdyo yürütücülerinin öğretme ve öğrenme yöntemlerini yeniden değerlendirmelerini gerektirmiştir. Çevrimiçi eğitim, fiziksel stüdyonun özelliklerini taklit etmeyi ve çevrimiçi alışverişleri kolaylaştırmayı amaçlamıştır.
Fiziksel tasarım stüdyosu, mimarlık eğitiminin kültürel ve sosyo-mekansal bir parçası olarak, öğrencilerin akranlar arası öğrenmeyi teşvik eden bir ortam sağlar. Ancak, çevrimiçi ortama geçişle, bu akran öğrenme fırsatlarında eksiklikler gözlemlenmiştir. Çevrimiçi ortamda, fiziksel bir ortamın yokluğunda, yeni bir bağlantıcı pedagoji devreye girmiştir. Bu pedagoji, bilgi kaynaklarına bağlantı, akranlarla ağ oluşturma ve dijital teknolojilerin entegrasyonu üzerine odaklanır. Fiziksel stüdyolardan sanal ortamlara geçişle, geleneksel fiziksel tasarım stüdyolarının sunduğu zengin iletişim ve akranlar arası öğrenme fırsatlarını güçlendirecek yeni pedagojik stratejilerin düşünülmesi gerekmektedir. Oyun tabanlı öğrenme ve oyunlaştırma, çevrimiçi öğrenme bağlamında öğrenenlerin katılımını artırmada kolaylaştırıcı olabilir. Bu yaklaşım, öğrencilerin bilgi ve becerilerini etkileşimli ve ilgi çekici bir şekilde edinmelerini sağlar.
Sonuç olarak, çevrimiçi öğrenme, fiziksel tasarım stüdyosunun imkanlarını güçlendirecek yeni pedagojik stratejilerin düşünülmesini gerektirmiştir. Bu durum, yaparak öğrenme süreçlerinde, akran katılımı ve işbirlikçi deneyimler yoluyla derin öğrenmeyi destekleyen bir stüdyo kültürünü teşvik etmeye yönelik çevrimiçi uygulamaların entegrasyonuyla ilgili olmuştur. 
Oyun tabanlı öğrenme ve oyunlaştırma, öğrenme sürecini iyileştirmede potansiyel taşır. Oyun tabanlı öğrenme, öğrencilerin etkileşimli ve ilgi çekici bir şekilde bilgi ve beceri edinmelerini sağlar. Oyun mekaniği, öğretme ve öğrenmeye entegre edilerek, öğrenciler arasında akademik performansı ve motivasyonu artırabilir. Böylece, oyun tabanlı pedagoji, çevrimiçi öğrenmenin zorluklarıyla ilgilenmek için kullanılabilir. Bu yaklaşım, deneysel stüdyo uygulamalarında ve oyun tabanlı stratejilerde kullanışlı bir strateji haline gelmiştir.
Sonuç olarak, bu tez, oyun tasarım ilkelerinin ve pedagojik unsurlarının mimarlık stüdyosunun karmaşık medya ekosistemine nasıl entegre edilebileceğini araştırmaktadır. Oyun tabanlı öğrenme, mimarlık eğitiminde yeni bir pedagojik yaklaşımın parçası olarak değerlendirilmektedir.

Abstract:
Architectural design studios hold a critical role in architectural education, serving as platforms where theoretical and technical knowledge is applied in practice. These studios provide an environment where students engage in project-based, active learning processes and are guided towards developing creativity and critical thinking skills. Traditionally, design studios are characterized by their physical environments, which foster social interactions and allow for diversified and deep pedagogical approaches. The unique nature of the studio environment exposes students to various educational methodologies and learning scenarios, emphasizing diversity, collaboration, and experiential learning. The open-ended nature of the studio structure allows students to tackle ambiguous design problems, requiring them to develop their own problem-solving approaches. The learning process unfolds through pedagogical strategies implemented by instructors, complemented by feedback sessions that facilitate students' internalization of knowledge and the enhancement of their skills.
The pedagogical framework of the studio environment, combined with communication processes, plays a significant role in architectural education. The studio functions as a space where students focus intensely on their projects, ensuring equal participation and fostering a dialogue-centric learning environment. Through constant interactions with peers and instructors, students' learning experiences are enriched, fostering a collaborative learning culture. A studio can be structured around real or hypothetical design challenges, offering students opportunities to integrate knowledge from diverse fields. As a social environment, the studio allows students to test and develop their skills and competencies, providing a platform for expressing and discussing ideas critically and constructively.
The pedagogical approach in design studios sees design problems not as mere tasks to be completed but as tools for inquiry and exploration within a collaborative, participatory setting. The studio encourages the development of design knowledge and skills while reinforcing the "learning by doing" culture. The term "studio culture" in architectural education is often associated with an immersive learning experience that nurtures creativity, collaboration, and critical thinking. Within this culture, students engage in iterative processes where they research, test, and present their design ideas in a supportive and interactive environment. Experiential learning in studios allows students to better understand and reconsider their design decisions, promoting deeper cognitive engagement.
The COVID-19 pandemic has brought significant changes to the structure of design education, challenging the traditional pedagogical approaches in architectural studios. The constraints imposed by physical distancing measures necessitated a sudden shift to online learning methods, requiring studio instructors to rethink and adapt their teaching and learning methodologies. The transition to online education aimed to replicate the fundamental characteristics of physical studios while facilitating digital interactions and collaborative learning processes.
However, the move to virtual studios exposed gaps in peer-learning opportunities that are naturally embedded in physical environments. Without the tangible elements of physical studios, students faced challenges in engaging with peers and instructors as seamlessly as before. The absence of face-to-face interactions in a shared physical space disrupted the natural dynamics of studio culture, which heavily relies on informal learning through observation, discussion, and feedback.
In response to these challenges, a new pedagogical approach, known as connectivist pedagogy, has emerged to address the needs of digital architectural education. Connectivist pedagogy emphasizes the creation of knowledge through digital networks, fostering peer-to-peer collaboration and the integration of digital technologies into the learning process. It underscores the importance of digital literacy and the ability to access and analyze information from various sources, enabling students to engage in knowledge-sharing beyond traditional classroom boundaries.
Connectivism, as proposed by educational theorists such as Siemens and Downes, views learning as a process that occurs across digital networks rather than within a fixed physical space. In the context of architectural education, this approach allows students to engage with a broader community of learners, practitioners, and digital resources, promoting a decentralized and dynamic learning environment. The implementation of connectivist pedagogy in architectural design studios can enhance student engagement, encouraging them to develop problem-solving skills in an interconnected and technology-driven landscape.
By leveraging digital tools and platforms, connectivist pedagogy enables students to collaborate and communicate effectively, overcoming the limitations of physical distance. This approach fosters a learning culture that emphasizes adaptability, continuous learning, and the ability to synthesize knowledge from diverse sources. Architectural education institutions must embrace these new paradigms to remain relevant in an increasingly digital world.
Given the challenges posed by a fully online learning environment, hybrid learning models have gained prominence in architectural education. These models integrate physical and virtual elements to create a comprehensive educational experience that combines the benefits of both approaches. Hybrid models allow for a balanced learning experience, where students can benefit from hands-on, in-person interactions while also leveraging the flexibility and accessibility of digital tools.
Blended learning strategies, which incorporate synchronous and asynchronous elements, enable students to participate in collaborative design processes irrespective of their geographical location. These models facilitate deeper engagement with design projects by providing opportunities for students to work both independently and collaboratively within a flexible framework. The integration of hybrid learning approaches allows for the personalization of learning experiences, catering to the unique needs and learning styles of students.
Furthermore, hybrid models encourage the development of digital competencies, which are increasingly essential in the modern architectural profession. Students are required to navigate and utilize various digital platforms, enhancing their ability to adapt to emerging technologies and collaborate in virtual work environments. This combination of physical and digital learning experiences prepares students for the complexities of contemporary architectural practice.

Another key aspect explored in the thesis is the potential of game-based learning and gamification as pedagogical tools in architectural education. Game-based learning involves the integration of game mechanics and principles into the educational process to enhance student engagement and motivation. Gamification techniques, such as challenges, rewards, and interactive scenarios, provide students with a more immersive and enjoyable learning experience.
The application of game-based learning in architectural education can foster creativity, critical thinking, and problem-solving skills. By incorporating elements of play into the learning process, students are encouraged to explore design concepts in a structured yet dynamic environment. Interactive and scenario-based learning activities can simulate real-world design challenges, enabling students to experiment with different design solutions and receive immediate feedback.
Additionally, game-based learning promotes collaboration and competition among students, enhancing their motivation to engage with course materials and achieve learning outcomes. This approach aligns with the principles of experiential learning, as students actively participate in design tasks and learn through trial and error. The incorporation of gamification strategies into architectural education can complement traditional pedagogical methods, offering a valuable means of enhancing the learning experience.
While digital technologies offer numerous opportunities to enhance architectural education, they also present challenges that must be addressed to ensure effective implementation. The transition from physical to digital design studios requires educators to rethink their teaching strategies and adapt to new technological tools. One of the primary challenges of online learning is the lack of physical interaction, which can hinder students' ability to engage in collaborative and hands-on design activities.
Moreover, digital platforms may not fully replicate the sensory experiences and material explorations that are integral to architectural design. The absence of tactile interactions with materials and models poses a limitation to the development of spatial awareness and design sensitivity. Educators must explore innovative ways to bridge this gap by incorporating virtual and augmented reality tools that simulate physical experiences in digital environments.
Despite these challenges, the digital transformation of architectural education presents opportunities for increased accessibility and flexibility. Students from diverse geographical locations can access high-quality educational resources and participate in global collaborative projects. The integration of digital tools also allows for the creation of dynamic and personalized learning experiences, enabling students to tailor their educational journey to their individual preferences and career aspirations.
In conclusion, the thesis proposes an integrated model for architectural education that combines physical and digital media to create a more flexible and comprehensive learning environment. The proposed model leverages the strengths of traditional studio culture while incorporating digital innovations that enhance accessibility and engagement. The findings suggest that architectural education must adapt to the evolving landscape by embracing new pedagogical strategies, such as connectivist learning, hybrid learning models, and game-based learning approaches.
The research emphasizes the importance of maintaining the core values of architectural education, such as creativity, collaboration, and critical thinking, while embracing technological advancements. By adopting a blended approach that integrates both physical and digital elements, architectural institutions can provide students with a holistic and future-oriented education that prepares them for the demands of the profession.
The proposed framework aims to serve as a foundation for future research and implementation in architectural education. Further studies should explore the long-term impact of digital transformation on student learning outcomes and the effectiveness of emerging pedagogical strategies. Ultimately, the integration of physical and digital media in architectural education presents a valuable opportunity to enhance the learning experience and equip students with the skills needed to thrive in an increasingly digital world.