Author(s)

R. Oxman

Abstract

Designerly ways of thinking have become a significant topic in design research. If indeed, the contemporary phenomena of \“digital design thinking” are different from traditional models, then there is emerging pressure to pioneer new teaching paradigms Theories and methods of digital design can no longer be conceptualized as the merging of computational tools with conventional formulations of design thinking. Within the framework of this orientation to a critical formulation of new educational agenda, pedagogical issues are considered. A new orientation to understanding the impact of digital media on \“digital design thinking” and pedagogy is presented, discussed and demonstrated. Keywords: digital design, digital architecture, digital design thinking. 1 Introduction Theories and methods of digital design can no longer be conceptualized as the merging of computational tools with conventional formulations of design. There is the need to pioneer a new understanding of the nature of designing in relation to digital design media. If the very nature of design is radically changing, how then can we accommodate and recognize emerging theories of design as the basis for a new pedagogy? It has now become important to consider the significance of terms such as \“digital design thinking” (Oxman [15]) and what they might imply with respect to new approaches of design education. If digital design thinking constitutes a new conceptualization, including concepts as the meaning of form, the nature of functional and formal knowledge in design, and generative processes, then there is a need for a new pedagogy. The conventional educational model in the design studio generally employs a simulation of praxis as a didactic model. That is, the didactic stages are driven by a theoretical interpretation of program, site and conditions carried through stages

Keywords

digital design, digital architecture, digital design thinking.