Improving CAD teaching with linguistic methods
Authors
Citation
Hong Kong Papers in Design and Development, v.1, 1998, pp. 69-76
Abstract
By looking at the well-developed discipline of language teaching, we can improve instruction of computer aided design communication. Language teaching not only breaks down a complex field into attainable steps, but also shows how learning strategies and attitudes can enhance mastery. Guiding students in learning approaches will equip them to deal with constantly changing technology. Even at an introductory level, awareness of the learning process can heighten learning. Providing a conceptual framework and enhancing resource-finding, brainstorming and coping abilities can lead to threshold competence.
Practicing these learning strategies on realistic projects hones the ability to connect concepts actual situations. Both design and research projects can exercise resource-usage, task management, and problem management. Including collaborative aspects in these projects provides the motivation of a real audience while linking academic study to practical concerns. Examples from architectural education illustrate how the approach can be implemented.
(1) Introduction
(2) Similarities between CAD study and language study
(a) The communicative imperative
(b) Levels of syntax: elements, phrases, sentences, essays
(c) Communication focus for more effective learning
(3) Curriculum framework: stepwise development to media fluency
(a) Training older professionals versus novices
(b) Promoting resource-using skills through projects
(4) Learning from language learning: metacognitive skills
(a) Start by supporting learner autonomy
(b) Learning strategies
(c) Overcoming roadblocks
(d) Developing a learning culture
(e) Healthy learning attitudes
(5) Conclusion
Description
Subject
Type
Article
Format
Date
1998
Language
en