Extending Our Reach
Beyond Human Knowledge Exchange View Digital Media
Paper Presentation in a Themed Session Carla Paoliello De Lucena Carvalho, Andrea Bandoni
A new design area bond with new aims and principles is emerging, and multiple design terms come to identify it: social design, codesign, ecodesign, biodesign, biomimicry. They are committed to answering humanity’s more urgent needs. This paper expands their concept and actions to all aspects of life, rejecting practices that limit the design scope to creating consumer goods and artifacts. At the end of the Anthropocene era, we need to create an expanded vision of design theory and practice, which channels its capacity for creating worlds into ways of being and doing intensely in tune with justice and the Earth. Therefore, we propose to broaden this approach, aiming to understand non-human expertise better. It is a reaction to the established paradigm while acknowledging the design and education responsibility in compromising the planet’s future. We present the analyses of various practices (intra/interspecies interaction, holobionte, and holo(non)bionte examples) bond with new intrinsic aims: change, transformation, or innovation. They path new unconventional territories where humans understand and learn from and with Nature. We started with Freire’s cultural circles but amplified it based on the context of the natural world and the demands of those involved – Humanity and other Living Systems. In our conclusion, Nature became a partner, an educator that encoded and decoded the existential situations.
Traditional Knowledge and Ecological Practices in Design Education View Digital Media
Paper Presentation in a Themed Session Ana Thudichum Vasconcelos, Carla Paoliello De Lucena Carvalho
This study reflects how traditional knowledge and ecological practices can be transmitted, instilled, and promoted in design education. Three hypotheses were considered, and a literature review and case studies were conducted to evaluate them. The first part contemplates traditional knowledge and ecological practices that add value to design education. The hypothesis was that design education has several benefits when introducing traditional knowledge and ecological practices, particularly concerning cultural preservation. The second part considers promoting innovation and creativity. The hypothesis was that traditional knowledge can inspire innovative design solutions by offering alternative perspectives and approaches.. The third part evaluates the stimulation of entrepreneurship through design by motivating young designers to create careers in this area of expertise. A whole range of traditional practices needs to be explored in terms of know-how, belief in, and motivation to use this unrivaled knowledge, which can be applied to more commercial solutions or simply creative exploration. Finally, it is presented a curriculum structure for this type of activity based on the studies carried out by other authors and our own teaching experiences, exploring a methodology that promotes temporary support for students as they develop new skills, gradually eliminating this help to become more proficient. The conclusion is a set of guidelines for creating an academic curriculum on teaching traditional knowledge and ecological practices applied to design education. It reflects the learning experience, promotes sustainability and cultural preservation, fosters innovation and creativity, and cultivates ethical and holistic approaches to design.
Potential Use of Virtual Reality Created Forms as Initial Input for Conceptual Form Development in Building Information Modelling View Digital Media
Paper Presentation in a Themed Session Juniarto Hadiatmadja
Building Information Modelling (BIM) efficiently produces precise and information rich 3D models. However, there are limited conceptual forms that can be produced using tools within BIM software alone. The workflow for creating the forms in BIM is also counterintuitive. This inhibits designers to fully utilise BIM software as part of an agile conceptualisation process. There have been efforts to use other 3d modelling software as input to be developed further in BIM. However, the potential use of Virtual Reality (VR) models is less explored. This research explores potential advantages of VR models as input for BIM in comparison with other 3D modelling alternatives. Initial focus was on unique forms resulting from VR’s immersive processes. This is contrasted with results from less immersive processes of other 3D software. The study also examines the viability of saving VR created forms in file formats common to other 3D software. Focus was on selecting formats that help retain definition of surfaces and curvature of the forms so that it can be further developed in BIM. Current findings demonstrate that VR inputs provide a wider range of forms that can be effectively developed into specific building components in BIM. The paper also documents that when VR inputs are incorporated to the BIM workflow specific improved efficiencies and intuitiveness are achieved. Concurrently, highlighted areas of improvements of the products and processes provide directions of future research needs.
