SECTION I: GENERAL INFORMATION ABOUT THE COURSE

Course Code	Course Name	Year	Semester	Theoretical	Practical	Credit	ECTS
60731METOS-MIM0336	Digital Design in Architecture	4	Spring	2	2	3	5

Course Type :	Elective Course IV
Cycle:	Bachelor      TQF-HE:6. Master`s Degree      QF-EHEA:First Cycle      EQF-LLL:6. Master`s Degree
Language of Instruction:	Turkish
Prerequisities and Co-requisities:	N/A
Mode of Delivery:	E-Learning
Name of Coordinator:	Instructor AYŞEGÜL ÇELTEKLİGİL
Dersin Öğretim Eleman(lar)ı:	Instructor AYŞEGÜL ÇELTEKLİGİL
Dersin Kategorisi:

SECTION II: INTRODUCTION TO THE COURSE

Course Objectives & Content

Course Objectives:
Course Content:

Course Learning Outcomes (CLOs)

Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:

Knowledge (Described as Theoritical and/or Factual Knowledge.)

1) 1) Mimari tasarımda çağdaş tasarım yaklaşımları hakkında gerekli bilgiye sahiptir.

Skills (Describe as Cognitive and/or Practical Skills.)

1) 1) Öğrencinin verilen kavramlar ile tasarım arasındaki ilişkileri kurmadaki yaratıcılığı; 2) Öğrencinin yenilikçi ortamları tasarıma aktarabilmesi; 3) Öğrencinin, sayısal tasarım kavramlarını, ön tasarım ve tasarım süreçlerinde eş zamanlı kullanabilmeleri ; 4) Öğrencinin çağdaş mimari ifade tekniklerini rafine olarak kullanması; 5) Sayısal tasarım araçlarını ve yöntemlerini kullanarak, esnek-özgürlükçü yaklaşımların kazanılması;

Competences (Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)

1) 1) Bilişim teknolojileri sonrası mekan üretimi hakkında bilgi sahibi olmak 2) Mimarlıkta sayısal tasarım hakkında bilgi sahibi olmak 3) Mimari tasarım sürecinde kullanılabilecek etkileşim araç ve ortamları konusunda bilgi sahibi olmak. 4) Mimari tasarımda yeni araçlar ve açılımlar hakkında bilgi sahibi olmak 5) Mimari tasarımı destekleyen sayısal ve fiziksel artefektlerin arasındaki etkileşimin mantığı hakkında bilgi sahibi olmak. 6) Mimaride çağdaş kavramlar hakkında ( veri kullanımı, hesaplamalı tasarım, parametrik tasarım, fraktal, parazit ) bilgi sahibi olmak

Weekly Course Schedule

Week	Subject	Materials Sharing *
		Related Preparation	Further Study
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)

*These fields provides students with course materials for their pre- and further study before and after the course delivered.

Recommended or Required Reading & Other Learning Resources/Tools

Course Notes / Textbooks:

Akın, Ö., (1997), “The Computer as a Catalyst for new Educational Paradigms in Architecture”, Mimarlık, ODTÜ Journal of Faculty of Architecture, Bahar 1997, Ankara. Akın, Ö., (2002), “Case-based Instruction Strategies in Architecture”, Design Studies, 23:407-431, Elsevier Science Ltd. Akın, Ö. ve Özkaya, İ., (2005), “Mixing Domains: Architecture Plus Software Engineering”, Education and Research in Computer-Aided Architectural Design in Europe, eCAADe 23. Lisbon Conference Proceedings, sf.27-35, J.P. Duarte (derl.), Digital Design: The Quest for New Paradigms, Session 1: Collaborative Design and Learning, Portekiz. Augenbroe, G., Eastman, C., (1999), Computers in Building, Kluwer Academic Publ. U.S.A. Bongers, B. (2006). Interaction with our electronic environment an e-cological approach to physical interface design,Cahier Book series (no 34) of the Faculty of Journalism and Communication, Hogeschool van Utrecht, April 2004 ISBN 90-77575-02-2. Bovill, C., (1996), Fractal Geometry in Architecture and Design, Birkhauser, Boston. Cooper, J. Watkinson, D., Oskrochi, R. 2010. Fractal analysis and perception of visual quality in everyday street vistas. Environment and Planning B: Planning and Design, pp. 808-822. Coyne, R.D., Rosenman, M.A., Radford, A.D., Balachandran, M., Gero, J.S., (1990), Knowledge-Based Design Systems U.S.A: Addison-Wesley. Ediz, Ö. (2003) Mimari Tasarımda Fraktal Kurguya Dayalı Üretken Bir Yaklaşım. Doktora Tezi, İTÜ Fen Bilimleri Enstitüsü, Mimarlık Anabilim Dalı, İstanbul. Gero, J.S., Maher, M.L. (eds.), (1993), Modeling Creativity and Knowledge-Based Creative Design, NewJersey: Lawrence Erlbaum Ass. Publ. Jabi, W., (Ed.) (2001), Reinventing the Discourse: How Digital Tools Help Bridge and Transform Research, Education and Practice in Architecture, ACADIA2001, NewYork. . Kafai, Y., Resnick, M., (eds) (1996), Designing Thinking and Learning in a igital World, Lawrence Erlbaum, New Jersey. . Kolodner, J., (1993), Case Based Reasoning, Morgan Kaufmann Publ., San Mateo, CA. Lawson, B., (1991), How Designers Think, Oxford: Butterworth. . Maher, M.L., Pu, P., (1997), Issues and Applications of Case-Based Reasoning in Design, Lawrence Erlbaum Associates Publ., New Jersey. Mitchell, W.J., (1990), The Logic of Architecture, Design, Computation and Cognition, Massachusetts: The MIT Press. Paul Dourish. (2004). Where the action is: the foundations of embodied interaction. MIT press. Picon, A. (2010). Digital culture in architecture. Birkh user Architecture. Pohl, J., (ed) (1997), Advances in Collaborative Design and Decision Support Systems, InterSymp-97, Germany. Russell, S., Norvig, P., (2009), Artificial Intelligence: A Modern Approach, Prentice Hall Inc., New Jersey.

References:

SECTION III: RELATIONSHIP BETWEEN COURSE UNIT AND COURSE LEARNING OUTCOMES (CLOs)

(The matrix below shows how the course learning outcomes (CLOs) associates with programme learning outcomes (both KPLOs & SPLOs) and, if exist, the level of quantitative contribution to them.)

Relationship Between CLOs & PLOs

(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )

CLOs/PLOs	KPLO 1							KPLO 2				KPLO 3													KPLO 4				KPLO 5
	1	2	3	4	5	6	7	1	2	3	4	1	2	3	4	5	6	7	8	9	10	11	12	13	1	2	3	4	1	2	3	4	5	6	7	8	9	10	11	12
CLO1
CLO2
CLO3

Level of Contribution of the Course to PLOs

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Programme Learning Outcomes	Contribution Level (from 1 to 5)
1)	Uses and applies theoretical, factual and applied sciences for the solution of architectural problems in line with user requirements in the context of history, art, culture, environment, human and technology.
	1.1 Has knowledge of the determination of architectural design requirements, design processes and methods, aesthetic and cultural dimension, sustainability and natural environment, construction technologies and construction management, design tools and technologies
	1.2 Has theoretical and conceptual knowledge in the field of architecture; has historical and cultural knowledge of world architecture and vernacular architecture
	1.3 Has knowledge of the sustainable architecture, conservation of the cultural heritage and the conservation of the natural environment
	1.4 Has knowledge of technical issues such as building materials, structural engineering, structural systems, environmental control, service systems and the relationship between mentioned issues and architectural design
	1.5 Has knowledge of construction economics and management, and their effects on built environmental design
	1.6 Has knowledge of architectural professional practice
	1.7 Has knowledge of tools for design, modeling, planning, construction management based on information technologies in the field of architecture
2)	Analyzes, models, evaluates architectural design and construction projects; designs and develops models to meet spesific requirements under realistic constraints and conditions. For this purpose, it selects and uses appropriate methods, tools and technologies.
	2.1 Analyzes and evaluates architectural design and construction applications to meet certain requirements, creates architectural project under realistic constraints and conditions
	2.2 Develops creative, innovative and sustainable architectural design ideas by using the knowledge of architecture and design and by considering aesthetic and cultural dimension, conservation of the natural and built environment
	2.3 Makes a decision on site selection and settlement in built environment applications; integrates architectural design with technical design, building service systems design and environmental design; prepares building construction project; organizes and manages the design and construction processes; for this purpose, s/he works in cooperation with multidisciplinary teams.
	2.4 Selects and uses modern methods, techniques and tools for design, modeling, planning, construction management based on information technologies required for architecture applications
3)	Owns the competencies required by the constantly developing field of architecture and the global competitive environment.
	3.1 Works effectively individually and in multi-disciplinary teams, takes responsibility with cooperation and leadership skills
	3.2 Queries, describes abstract thoughts, evaluates opposing views and examines the results with similar criteria.
	3.3 Considers the environmental, social and aesthetic sensibilities of the society
	3.4 Develops design strategies and methods for information production in interdisciplinary studies
	3.5 Has awareness of the necessity of lifelong learning
	3.6 Reads, writes, describes the ideas according to the purpose
	3.7 Uses different representation methods and tools to transfer his/her design thoughts
	3.8 Uses information technologies and at least one computer software (European Computer Driving License Advanced Level) interactively
	3.9 Takes responsibility for considering public interest, respecting historical, cultural and natural resources and improving the quality of life
	3.10 Knows the ethical approaches required for the professional judgments in social, political and cultural factors in architectural design and construction.
	3.11 Knows the role of pre-professional practice in professional development and the mutual rights and responsibilities of the employer and intern
	3.12 Has architectural conservation awareness, environmental awareness and ethical responsibility
	3.13 Has awareness of entrepreneurship and innovativeness issues
4)	Applies the theoretical knowledge in business life during a semester.
	4.1 Experiences all processes in business life.
	4.2 Takes part in activities related to the field of education in a business operating in the field.
	4.3 Questions the application with theoretical knowledge.
	4.4 Compiles the knowledge and experience gained in the field.
5)	S/he acquires the competencies that develop in line with the expectations of business world and the society defined as the institutional outcomes of our university on the basic level in relation with his/her field.
	5.1 Acquires competency of analyzing and solving the problems.
	5.2 Participates as a team member and takes responsibility in the environments that require the solving of the conflicts and acts as a leader when necessary.
	5.3 Has awareness for ethical and social responsivity.
	5.4 By supporting the learnt courses with quantitative and qualitative data; and by using verbal and visual communication means, s/he transfers them to the groups within and outside his/her group in a systematical and effective way.
	5.5 Evaluates the norms and standards present in the works in which s/he takes responsibility in a critical point of view.
	5.6 Develops strategical, innovative and entrepreneurial ideas.
	5.7 Acquires competence of managing the change.
	5.8 Shows development personally and socially with and awareness for lifelong learning.
	5.9 Follows advanced technologies and developments about digital transformation.
	5.10 Has cultural awareness and s/he transfers this to the groups within and outside his/her field.
	5.11 Has awareness about citizenship competency.
	5.12 Acquires communication in a Foreign Language (English) competence defined on the level of at least B1 in European Language Portfolio. (In programs whose medium of instruction is English, on the level of B2/B2+).

SECTION IV: TEACHING-LEARNING & ASSESMENT-EVALUATION METHODS OF THE COURSE

Teaching & Learning Methods of the Course

(All teaching and learning methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Teaching and Learning Methods defined at the Programme Level	Teaching and Learning Methods Defined for the Course
Lectures
Discussion
Case Study
Problem Solving
Demonstration
Views
Laboratory
Reading
Homework
Project Preparation
Thesis Preparation
Peer Education
Seminar
Technical Visit
Course Conference
Brain Storming
Questions Answers
Individual and Group Work
Role Playing-Animation-Improvisation
Active Participation in Class

Assessment & Evaluation Methods of the Course

(All assessment and evaluation methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Aassessment and evaluation Methods defined at the Programme Level	Assessment and Evaluation Methods defined for the Course
Midterm
Presentation
Final Exam
Quiz
Report Evaluation
Homework Evaluation
Oral Exam
Thesis Defense
Jury Evaluation
Practice Exam
Evaluation of Implementation Training in the Workplace
Active Participation in Class
Participation in Discussions

Relationship Between CLOs & Teaching-Learning, Assesment-Evaluation Methods of the Course

(The matrix below shows the teaching-learning and assessment-evaluation methods designated for the course unit in relation to the course learning outcomes.)

Contribution of Assesment & Evalution Activities to Final Grade of the Course

Measurement and Evaluation Methods	# of practice per semester	Level of Contribution
Application	4	% 20.00
Midterms	1	% 20.00
Semester Final Exam	1	% 50.00
Active Participation in Class	1	% 10.00
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
Total		% 100

SECTION V: WORKLOAD & ECTS CREDITS ALLOCATED FOR THE COURSE

WORKLOAD OF TEACHING & LEARNING ACTIVITIES
Teaching & Learning Activities	# of Activities per semester	Duration (hour)	Total Workload
Course	0	0	0
Laboratory	0	0	0
Application	0	0	0
Special Course Internship (Work Placement)	0	0	0
Field Work	0	0	0
Study Hours Out of Class	0	0	0
Presentations / Seminar	0	0	0
Project	0	0	0
Homework Assignments	0	0	0
Total Workload of Teaching & Learning Activities	-	-	0
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES
Assesment & Evaluation Activities	# of Activities per semester	Duration (hour)	Total Workload
Quizzes	0	0	0
Midterms	0	0	0
Semester Final Exam	0	0	0
Total Workload of Assesment & Evaluation Activities	-	-	0
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities)			0
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h)			5