FIFTH INTERNATIONAL CONFERENCE ON DESIGN PRINCIPLES & PRACTICES SAPIENZA UNIVERSITY OF ROM E

1. CONSTRUCTIVIST DESIGN
MODEL (CDM)
Assist. Prof. Dr. Sevinc KURT
CYPRUS INTERNATIONAL UNIVERSITY
Department of Architecture
FIFTH INTERNATIONAL CONFERENCE ON DESIGN PRINCIPLES & PRACTICES
SAPIENZA UNIVERSITY OF ROME

2. CONSTRUCTIVIST DESIGN MODEL (CDM)
The methods of architectural education
should be renewed by considering
the contemporary technologies,
and
progressive attitudes in
educational sciences
Assist. Prof. Dr. Sevinc KURT

3. CONSTRUCTIVIST DESIGN MODEL (CDM)
Studio is the core element of architectural design education
● There is a strong bond between the design process and the
instructional design in the studio.
In this context, It is inevitable to transform existent instructional
tradition to the innovative one:
The structure of the studio must be modified by its
● content,
● methods,
● spatial characteristics,
● hardware,
● software,
● progressive attitudes and so on.
In the process of designing the learning environment, the unique
learning characteristics of individuals must be considered.
Assist. Prof. Dr. Sevinc KURT

4. CONSTRUCTIVIST DESIGN MODEL (CDM)
Constructivism is a set of assumptions about the nature
of human learning that guide constructivist learning
theories and teaching methods.
► Constructivist learning theory tries to explain how
learners learn by constructing understanding for
themselves.
Learning Cycle
Step by step learning
Assist. Prof. Dr. Sevinc KURT Knowledge Construction

5. CONSTRUCTIVIST DESIGN MODEL (CDM)
►The constructivist epistemology emphasized that people
generate their own “rules” and “mental models,” which they
use to make sense of their experiences.
► Learning, therefore, is accepted as the process of
adjusting their mental models to accommodate new
experiences.
Assist. Prof. Dr. Sevinc KURT

6. CONSTRUCTIVIST DESIGN MODEL (CDM)
Constructivist Learning Strategies
1. Generative Learning
2. Situated Learning
3. Cognitive Apprenticeship
4. Cognitive Flexibility
5. Anchored instruction
6. Learning in social and/or multiple contexts
7. Learning through multiple perspectives
Assist. Prof. Dr. Sevinc KURT

7. CONSTRUCTIVIST DESIGN MODEL (CDM)
1. Generative Learning
the brain is not just an information processing unit
● generates knowledge by building
● operates through processes of generating meaningful
relations
2. Situated Learning
● learning is not the transmission of abstract and de-
contextualized knowledge from one individual to another
● Learning is a social process whereby knowledge is
co-constructed;
● within a particular social and physical environment.
Assist. Prof. Dr. Sevinc KURT

8. CONSTRUCTIVIST DESIGN MODEL (CDM)
3. Cognitive Apprenticeship
● the pedagogic strategy at the core of situated learning
● It is similar to craft apprenticeship,
● authentic practices through activity and social interaction“
● the real world contexts are used for problem solving,
4. Cognitive Flexibility
Conceptually, Cognitive Flexibility model is based on
cognitive learning theory for designing learning
environments. Spiro and Jehng (1990, p. 169) defined
cognitive flexibility as “the ability to adaptively re-
assemble diverse
elements of knowledge to fit the particular needs
of a given understanding or problem-solving
situation” (p. 169).
According to Nickel (2004) Instructions should avoid
oversimplification and earning activities must use
multiple representations of the content.
Assist. Prof. Dr. Sevinc KURT

9. CONSTRUCTIVIST DESIGN MODEL (CDM)
● constructivist education approach +the information technology together
● positive impact of technological developments  hybrid educational systems
● unification of traditional and constructivist attitudes in studio environment.
Assist. Prof. Dr. Sevinc KURT

10. As seen in Figure 1, in creating theoretical
framework of CDM, the area of concentration
is the full scope of constructivism which
requires using Constructivist Learning
Strategies as a whole in the design process.
The instructional design should encourage the
student to explore on his/her own in student
centered design processes by using virtual
environment in an interactive way. Information
access via internet and design opportunity
from any workplace is suggested compulsory
for investigation, exploration, participation and
collaboration phases of the design process
Assist. Prof. Dr. Sevinc KURT

11. CONSTRUCTIVIST DESIGN MODEL (CDM)
Instructional Goals and Objectives of CDM
Aim: to design learning environment as constructivist design studio
● Studio processes are designed to enable students to deal with
-real world problems
-in student centered practices.
● two kind of support is needed:
-support for technical framework and
-support for learning design.
● The key points of these needed supports are emphasized
basic principles of constructivist strategy
● This structure make possible for the students to evaluate and to reflect
on the design process.
Assist. Prof. Dr. Sevinc KURT

12. CONSTRUCTIVIST DESIGN MODEL (CDM)
Assist. Prof. Dr. Sevinc KURT

13. CONSTRUCTIVIST DESIGN MODEL (CDM)
Instructional Principles of CDM
● Development of Critical thinking ability
● Learning by doing.
● Collaboration, participation, teamwork
● Learning Based on Experience
● Exploration and discovery
● Provision of opportunities for synthesis, organization
and restructuring of information.
● Declarative and procedural knowledge guidance not
prescription.
● Inductive learning
● Instructors goals and evolving learner goals
negotiated between student and instructor
● Emphasis on learning not teaching
● Multi-media use
●Hyper texts
● Constructing prior knowledge
Assist. Prof. Dr. Sevinc KURT

14. CONSTRUCTIVIST DESIGN MODEL (CDM)
Instructional Principles of CDM
● Favors higher-order skills
●Learnercontrol
● Multiple paths to learning.
● Student centered / high learner control.
● Learning environments.
● Previous knowledge, skills, attitudes and motivations used in
new situations
● Instructors design goals and learner’s objectives.
● Cases / examples / multiple perspectives.
● Flexible Structures used
● Authenticity and contextual learning, real world problems and
tasks.
● Utilization of resources, e.g. search engines, online database,
digital studio.
● Active learning, action feedback cycle.
● Learner reflection on achievement of objectives. Self evaluation.
● Problem solving.
● Discursive > adaptive > interactive > reflective design processes.
Assist. Prof. Dr. Sevinc KURT

15. CONSTRUCTIVIST DESIGN MODEL (CDM)
Assumptions of CDM
●Constructivist learning environments in architectural
education involve design studios with its content and
physical structure.
● A new curriculum should be arranged to increase the
creative thinking and to make possible the students being
dominant in design process.
● Students are the most active party through design
process
● Since the design process is supported by learning not
teaching, the instructors’ roles are taken as
coaches/facilitator
● Multi media use; communication via internet; virtual
reality experiences; online participation and collaboration
are encouraged in architectural design process.
Assist. Prof. Dr. Sevinc KURT

16. Assumptions of CDM
CDM suggest the following assumptions are very
important in design process.
●Constructivist learning environments in architectural
education involve design studios with its content and
physical structure.
● A new curriculum should be arranged to increase the
creative thinking and to make possible the students being
dominant in design process.
● Students are the most active party through design
process whilst constructing knowledge and questioning
the design process by Meta cognitive reflection
techniques.
● Since the design process is supported by learning not
teaching, the instructors’ roles are taken as
coaches/facilitator and guidance is recommended rather
than prescription.
● Multi media use; communication via internet; virtual
reality experiences; online participation and collaboration
are encouraged in architectural design process.