=Paper=
{{Paper
|id=Vol-3691/paper56
|storemode=property
|title=Methodology Applying PBL and ICT as a Didactic Teaching Strategy for the Design of Vertical Circulation Cores in Hybrid Buildings
|pdfUrl=https://ceur-ws.org/Vol-3691/paper56.pdf
|volume=Vol-3691
|authors=Cinthya L. Butrón Revilla,Alejandra Carrillo Pinto,Raúl Carlos Javier Damiani Najarro
|dblpUrl=https://dblp.org/rec/conf/cisetc/RevillaPN23
}}
==Methodology Applying PBL and ICT as a Didactic Teaching Strategy for the Design of Vertical Circulation Cores in Hybrid Buildings==
https://ceur-ws.org/Vol-3691/paper56.pdf
Methodology applying PBL and ICT as a didactic teaching
strategy for the design of vertical circulation cores in
hybrid buildings.
Cinthya L. Butron-Revilla 1, Alejandra Carrillo Pinto1 and Raúl Carlos Javier Damiani
Najarro1
1 Universidad Católica de Santa María, Urb. San José s/n Umacollo, Arequipa, Arequipa, Perú
Abstract
The didactic methodology is presented as an opportunity to innovate teaching strategies in the Final
Project (PFC) course at the Professional School of Architecture (EPArq) of the Catholic University of
Santa Maria de Arequipa, Peru (UCSM). This subject is theoretical-practical. Its achievements
contribute to the specific competence of planning and design, for which the student develops the
ability to develop urban architectural projects that meet social, technical, and aesthetic requirements.
This methodology is part of a model that combines two components: problem-based learning (PBL)
and information and communication technologies (ICT). The main objective is to develop students'
critical-analytical thinking and promote responsibility for their learning using collaborative analysis
worksheets designed based on PBL didactic tools and the implementation of ICT. Among the results
obtained, the coordination in the architectural design and the collaborative work in the study of the
problem, which in this case is presented as the design of the vertical circulation of hybrid buildings,
stand out. It is concluded that the implementation of this teaching strategy allows for establishing a
logical order in the analysis of vertical circulation axes, as well as supporting the design criteria of a
hybrid building, which is considered an architectural device of complex functionality, which allows
revitalizing urban centers and potentiating urbanity in contemporary cities.
Keywords
Methodologies, PBL, Hybrid buildings 1
1. Introduction
According to the needs of the new scenarios evidenced within today's technological
development, the architecture career seeks to ensure the formation of competitive
professionals. Therefore, the educational system currently faces the challenge of
incorporating information and communication technologies (ICT) to support the work
of teachers and students in learning and the acquisition of specific and general
competencies. In addition to this framework, the incorporation of didactic proposals
such as problem-based learning (PBL) is one of the ways of experimenting with
educational innovation. In this sense, the present research shows the pedagogical
experience developed in the End-of-Course Project (PFC) subject at the Professional
School of Architecture (EPArq) of the Catholic University of Santa Maria de Arequipa,
CISETC 2023: International Congress on Education and Technology in Sciences 2023, December 04–06, 2023,
Zacatecas, Mexico
cbutron@ucsm.edu.pe (C. Butrón-Revilla); ccarrillo@ucsm.edu.pe (A. Carrillo-Pinto); rdamiani@ucsm.edu.pe R.
Damiani-Najarro)
0000-0002-5485-9772 (C. Butrón-Revilla); 0000-0002-8531-0045 (A. Carrillo-Pinto); 0000-0002-1754-9513 (R.
Damiani-Najarro)
© 2023 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
Peru (UCSM). This subject fulfills the specific competence of planning and design, for
which the student develops the ability to develop urban architectural projects that meet
the social, technical, and aesthetic requirements of a civic context.
The objective of the academic work is that the student achieves the ability to analyze
and interpret regulatory and functional aspects relevant to the design of the vertical
circulation axes of a hybrid building located in the Industrial Park of the city of
Arequipa. Taking into account the degree of complexity of architectural work, especially
when assuming the challenge of designing a hybrid building, which is considered a
device to revitalize urban centers and an enhancer of urbanity in the contemporary city,
since it houses a diversity of activities. In this context, it is transcendental for the chair
to put into practice the knowledge acquired by the students related to the design of
circulations and their impact on the functionality of a building that houses a diversity of
activities.
For this didactic methodology that combines PBL and ICT, five instruments were
used: (i) insertion diagrams, (ii) scale diagrams, (iii) diagrams of programmatic
relations, according to four criteria: capacity, relation of activities, anchor activity,
intensity, and frequency of use; (iv) diagrams of calculations to measure the capacities
of the vertical circulation core, according to four specific environments: lobbies,
stairways, elevators, and parking lots; and (v) isometric diagrams of the location and
functionality of the vertical core. From the proposed methodology, the results obtained
show the ability to recognize the five instruments to design the vertical circulation core
of a hybrid building, the ability to program and find programmatic relationships in the
design of the vertical circulation core of a hybrid building, and the ability to synthesize
and communicate the proposal.
1.1. PBL in architectural design education
Problem-based learning (PBL) is a good methodology to break the vicious circle of
general desires and principles about teaching and to be able to experiment with
educational innovation [1]. Moreover, PBL allows the development of creativity,
systematization, and technical skills through the application of research tools that
contribute to the creation of architectural composition projects, putting at the center of
decisions the social needs and hopes of the user or target audience [2]. In this sense, for
architectural design, ABP learning is key, since solutions to the needs of a society are
born from the design workshop subjects [3]. It is in this context that teachers must train
professionals with the ability to address social problems through critical, analytical, and
creative thinking.
The learning methodologies proposed by the PBL show that students are committed
to the problem and are aware of the needs and shortcomings that are established
through it. However, the practice of the PBL methodology inverts the current order of a
class session, which implies teaching the master class first and then elaborating the
practice with the contents extracted from the lesson. The order of a practical class based
on PBL techniques presents the reverse order in the following three stages: the
statement of the problem, the analysis and identification of the needs, and the search for
the theoretical contents necessary for the resolution [1]. In addition, PBL presents the
following particular characteristics that differentiate it from traditional methods:
learning is student-centered, it is an active method with constant student participation,
and the result is enhanced by collaborative work in small groups where the teacher is
the facilitator of the learning process.
It is important to emphasize that in the application of PBL in architectural design,
there is evidence of multiple solutions; therefore, it is different from what is
theoretically proposed. For example, the most useful problems in medicine are those
that seek a clear and specific solution, a diagnosis, while in architecture there is not a
single valid solution but a multitude of them for the same problem, so that in the design
workshop subject the relationship with the various technical modules is strengthened,
replicating this way of working in professional studies [1]. The achievements evidenced
in architectural design workshop subjects have shown that the application of PBL has a
direct and significant relationship with the learning capabilities of 99.8% of students.
Likewise, project-based learning has a direct and significant relationship with students'
teaching skills of about 99.1% [4]. In addition, the application of active and updated
methodologies allows us to reach learning competencies that meet today's needs.
1.2. PBL and ICT as a strategy for educational innovation
We can consider the technological appropriation and use of ICT as a teaching and
learning tool that enables teachers and students to integrate new knowledge and skills
[5]. However, this is only possible if teachers understand the meaning of technology use
and recognize its usefulness in their teaching experiences, including material
preparation, digital information management, content presentation, and effective
communication with students [6]. dditionally, providing experiences that facilitate the
implementation of tools in real-life situations and ensuring their proper use allows for
the development of specific competencies in a given subject.
When analyzing the application of PBL with the integration of ICT in university
teaching, particularly in the field of architecture, notable experiences at universities
such as Delft (Netherlands) and Newcastle (Australia) stand out. These experiences
demonstrated diverse and successful results resulting from methodological innovation.
The aim is to create a context in which the educational process is enriched, utilizing
Problem-Based Learning (PBL) supported by new communication and information
technologies (ICT) [7]. his methodology involves the use of technological tools to
enhance both the educational and assessment processes, thereby providing students
with an experience closely aligned with reality [8]. ermore, as students become familiar
with new technologies, the design of learning tools based on technology fosters an
attractive and stimulating teaching experience, promoting independent student
learning.
The methodological theories that have applied PBL have paved the way for
innovation with the theory called project-based learning (PBL), a teaching method
centered around the student as the protagonist of their learning. This entails a series of
problem-solving tasks through the autonomous involvement of the student in the
research process, culminating in a final product presented to the workshop [9].
Furthermore, the implementation of ICT in this process enhances the level of knowledge
of students and aligns them with societal demands within the field, making it a
significant teaching tool for achieving learning outcomes [10], However, for this to be
realized, university teachers are required to reinvent themselves as educators,
recognizing that universities serve as incubators for new teaching methodologies [11],
and therefore need to prepare for the arrival of new generations demanding non-
conventional education with participatory teaching strategies and ICT management.
The paradigm of the design method, both in teaching and professional contexts, has
been impacted both positively and negatively by technological progress. The advent of
personal computers and specialized programs has replaced manual activities in the
design method [11], however, the systematic method known as PBL (Project-Based
Learning) endorses the design method as a teaching and learning approach. PBL
supports the acquisition of learning skills in architecture students, fostering practical
skills for realizing the final product and stimulating self-study, information retrieval,
presentation development, teamwork, time management, and effective communication
[9]. The dynamic teaching and learning process, along with appropriate teaching
materials and process-based and product-based assessment, play pivotal roles in this
educational context.
1.3. The design process in hybrid buildings implemented PBL and ICT
The design process for hybrid buildings, implemented using problem-based learning
(PBL) and ICT, must be understood within the context of the evolving teaching-learning
process. This evolution addresses the opportunities that technology opens up,
extending beyond the physical constraints of space and time [5]. Considering the urgent
virtualization of university education prompted by the pandemic, it is crucial to
implement educational reinforcement devices to enhance the techno-pedagogical skills
of teachers in architecture and graphic design programs, while accounting for the
didactic peculiarities of project-based disciplines [12]. In this sense, architectural design
education is based on strategies that demonstrate the use of ICT by students, especially
in specific architectural projects [13]. Furthermore, the planned and strategic
development of classroom activities promotes learning [14], by applying the
implementation of analysis sheets or representation diagrams.
Architectural design does not begin when manufacturing tools come into action, but
rather it begins in the design process [15]. The design itself is a continuous process of
selection and organization of elements, trying to establish which ones are the most
important and how all of them could play a role in creating the new product, inevitably
leading to changes in ideas as possibilities are added or discarded and different
proposals are conceived and considered [16]. The typical design development process
involves the following actions: analysis, synthesis, evaluation, and feedback, noting that
these actions are cyclical and non-linear. Therefore, when faced with the challenge of
designing a complex conceptual building, the design process should propose strategies
to effectively address each stage [17]. This is the case of the hybrid building, which has
two fundamental characteristics: its spatial proposal, which is intimately related to an
understanding of the program that goes beyond the form-function dichotomy; and its
integration into the urban fabric, making it a building with a public vocation par
excellence [18].
The ability of hybrid buildings to address a wide range of contemporary issues has
made them popular in recent decades. Architect Steven Holl has investigated the study
and design of these buildings, recognizing their potential as condensers of activity and
urbanity. In the design process, Holl uses porosity as a tool to integrate architecture and
urbanism [19] generating structures capable of reproducing the intensity and
complexity of the city, which has complexified the way circulation and accessibility to
buildings are designed [18]. This highlights the complexity in the design process, as the
circulation of a conventional building is approached from conventional diagrams and
organizational charts; however, the circulation design of a hybrid building requires
greater complexity in functional, spatial, and formal analysis. As can be seen in the
figure below, the typical design process is developed from analysis, synthesis,
evaluation and feedback using tools such as diagrams, calculation tables or
programmatic tables. However, the design process that starts from a complex
conception, such as that of a hybrid building, requires the development of integrated
problem identification, establishing a hypothesis, identifying objectives, synthesizing
the research and discussing the process, using specific diagrams for each action.
Figure 1: Tipical vs. complex design process
2. Methodology
The methodology is based on combining PBL methods with ICT tools. This methodology
identifies that in the PBL process, there are two types of problems: open and structured.
An open problem is characterized by not having a clear solution and therefore requires
in-depth analysis and debate by the student. Whereas a structured problem follows a
sequence of what will be investigated. In this process, the student is given a structured
problem indicating the sequence of analysis to propose the vertical circulations of a
hybrid building. Furthermore, literature on PBL processes indicates that there are
several methods to work in the classroom [13]. uch as the 7-step method, the 8-step
method, the 9-step method, and the 5-phase method, each of which is described in Table
1. Enclosed, please find Table 1. This combined methodology that addresses the hybrid
building design process implements the 5-phase method. Supported by recent studies
[16,17] where it is indicated that the design process is developed around the analysis
and identification of the problem and design objectives, as well as the investigation,
synthesis, appraisal, feedback and discussion of the designed projects.
On the other hand, this methodology also combines the relationship with the
constructivism of ICT tools, which promotes collaborative work, information search,
and interaction among individuals within the teaching-learning activity [13]. The
following ICT tools are used in the teaching-learning process according to some
authors: internet browsers, technological devices (laptops, mobile computers,
projectors), word processors (text editors and text creators using technological devices:
office package, Libre Office, etc.), spreadsheets (data organizers using tables), video
conferencing platforms (virtual real-time intercommunicators such as Microsoft Teams,
Zoom, Meet, etc.), bibliographic databases (scientific article database storages such as
Scopus, Scielo, Direct Science, Google Scholar, etc.), educational platforms (tools that
incorporate resources for the teaching-learning process such as Moodle, Classroom,
Edmodo, Mahara, Docebo, etc.), social networks (web pages and applications to interact
and share information such as Facebook, WhatsApp, LinkedIn, etc.), data storage
(applications to save data on the internet such as Dropbox, MEGA, MediaFire, Google
Drive, etc.), presentation designers and graphic organizers, editors and presentation
creators such as Power Point, Canva, Genially, Prezi, Cmap, Edraw, etc., Computer Aided
Design (digital tools for technical drawing such as CAD, Sketchup, BIM, Autodesk
Inventor). From this relationship, the most used tools in the design process are word
processors, spreadsheets, presentation designers and graphic organizers, editors and
presentation creators, and computer-aided design, with each tool described in Table 2.
Table 1
Types of PBA methods
Method of the Method of the Method of the Method of the
7 jumps 8 steps 9 steps 5 phases
1. Problem Statement 1. Exploration of the 1. Preparing 1. Read the
2. Classification of the problem and creation of students for problem
important terms of the hypotheses PBA 2. Brainstorming
problem 2. Attempting to solve the 2. Problem and
3. Problem Analysis problem with previous presentation hypothesizing
4. Possible knowledge. 3. Defining 3. Identify
explanations/hypotheses 3. Identification of what is known learning
of the problem knowledge needed to and what is not objectives
5. Determination of solve the problem known to 4. Individual
subject matter and 4. Defining learning address the research
learning objectives objectives problem 4. 5. Group
6. Consultation of 5. Preparation and study 4. Define the discussion
literature or subject 6. Socialization of problem
matter experts information among the statement
7. Final discussion and group 5. Collect
hypothesis verification 7. Application of the new relevant data
information to solve the 6. Form
problem possible
8. Evaluation of the solutions to the
process, knowledge and problem
resolution of the problem 7. Evaluate the
solutions
formed
8. Evaluate the
performance of
the process
9. Summarize
the experience
achieved
Table 2
Technological tools, resources, and applications for ICT in the design process
Presentation
Computer Aided
Text Processors Spreadsheets designers and
Design
graphic organizers
Text editors and Data organizer using tables. Power Point, Digital technical
creators using Canva, Geneal.ly, drawing tools such
technological devices: Prezi, Cmap, as CAD, Sketchup,
office package, Libre Edraw, etc BIM, Autodesk
Office, etc. Inventor, etc.
For this didactic methodology that combines Project-Based Learning (PBL) and
Information and Communication Technology (ICT), five instruments were used: (i)
insertion diagrams, (ii) scale diagrams, (iii) programmatic relationship diagrams, based
on four criteria: capacity, activity relationships, anchor activity, and intensity and
frequency of use, (iv) calculation diagrams to measure the capacities of the vertical
circulation core within four specific environments: lobbies, staircases, elevators, and
parking lots, (v) isometric diagrams of the location and functionality of the vertical
circulation core. Each instrument is described in Table 3.
Table 3
Table of instruments with the combined methodology of PBL phases and ICT tools
Instruments Specific analysis criteria 5 phases of PBL ICT tool
1 Inset diagrams Representative proportions of Phase 1. Read the Design of
the terrain. problem presentations
Structural modulation trend of and computer
the terrain. graphics
Urban parameter synthesis.
Relevant accessibilities.
2 Scale diagrams The proportions of the terrain Phase 2. Design of
with urban parameters Brainstorming and presentations
Formal trends regarding terrain hypothesis and computer
dynamics establishment graphics
Trends in solar radiation
subtractions
3 Programmatic Capacity, Phase 3. Spreadsheet
relationship Activity relationships Identification of Computer-aided
diagrams Main activity learning objectives design
Intensity and frequency of use Presentation
designers and
graphic
computers.
4 Calculation Lobbies Phase 4. Individual Spreadsheet
diagrams to Staircases research l Computer-aided
measure vertical Elevators design
circulation core Parking lots Presentation
capabilities designers and
graphic
computers.
5 Isometric diagrams Phase 5. Group Computer-aided
of the location and discussion design
functionality of the Presentation
vertical circulation designers and
core. graphic
computers.
3. Results
The proposed methodology yielded results that demonstrate the students' work in
applying each instrument to analyze the vertical circulation of the hybrid building to be
designed. The first result from the insertion diagrams instrument entails the analysis of
(i) representative proportions of the terrain, (ii) the trend of structural modulation of
the terrain, (iii) the synthesis of urban parameters, and (iv) relevant accessibilities. The
analysis that has the greatest impact on the proposal for vertical circulation
corresponds to item four, which pertains to relevant accessibilities. In this case, three
modes of accessibility are identified: access from pedestrian pathways, from collector
roads, and arterial roads. See Figure 1.
Figure 1: Instrument 1 insertion diagram
*The graphs represented in this image are authored by the students of PFC 2022
As a second result, the application of the instrument called scale diagrams is
evidenced, from which the analysis is obtained: (i) the proportions of the terrain with
urban parameters, (ii) the formal trends regarding terrain dynamics, (iii) trends in solar
radiation subtractions. This last instrument contributes to decision-making for the
application of the next instrument, as it allows us to consider what will be the useful
area to be programmed. See Figure 2.
Figure 2: Instrument 2 scale diagrams
*The graphs represented in this image are authored by the students of PFC 2022.
On the other hand, the instrument called programmatic relationship diagrams allows
for the analysis of: the capacity of the building, the intensity and frequency of space
usage, activity relationships, and the anchor activity. See Figure 3.
Figure 3: Instrument 3 - Programmatic Relationship Diagrams.
*The graphics presented in this image are authored by the PFC 2022 students.
From the instrument of calculation diagrams to measure the capacities of the vertical
circulation core, the calculation and analysis of the number of lobbies, staircases,
elevators, and parking spaces needed for the building are obtained. See Figures 4 and 5.
Figure 4: Instrument 4 - Calculation diagrams for the vertical circulation core regarding the
number of staircases.
*The graphics presented in this image are authored by the PFC 2022 students.
Figure 5: Instrument 4 - Calculation diagrams for the vertical circulation core regarding the
number of elevators.
*The graphics presented in this image are authored by the PFC 2022 students.
Finally, the results from the isometric diagrams of the location and functionality of
the vertical circulation core demonstrate various design solutions regarding the
architectural program. In the application of this instrument, the student manages to
characterize the vertical circulation axes and the approximate areas for each of the
activities identified for the hybrid building. See Figure 6.
Figure 6: Instrument 5 isometric diagrams of the location and functionality of the vertical
circulation core.
*The graphics represented in this image are authored by the students of PFC 2022
4. Discussion and conclusions
In this context, the department needs to put into practice the knowledge acquired, so
the urban architectural project developed in this subject has the challenge of
demonstrating the student's mastery of design and planning about the demands of the
current market. Considering that the current architectural market requires high levels
of profitability, applicability, and efficiency in virtual and/or face-to-face
communication of projects. Therefore, the exercise demanded the conception of the
architectural fact and the understanding of spaces in correlation with circulation. In this
sense, the application of this methodology implies various pedagogical tools such as
critical thinking, constructionism, or flexible learning, specific to architectural design
subjects.
The implementation of the Hybrid Exercise Project as practical work, supported by
virtual means, through which symbolic and verbal interaction allowed for multiple
possibilities of mutual enrichment, through the different options that the virtual space
offers in terms of image, sounds, and representation strategies [20], from which
knowledge can be energized and transformed into a social fact that will continue to
enrich the interrelation of individuals among themselves and with knowledge in a
digital world; [21, 22], accompanied throughout the creation and production process,
considering specific variables proposed by the department as challenges, which the
young people were able to solve with multiple and different solutions in each case
developed, with positive and satisfactory results.
A learning environment is where students and teachers come together to interact
psychologically regarding specific contents based on established didactic criteria [5,
23], to acquire knowledge, develop skills, attitudes, and aptitudes to achieve
competence according to educational purposes [24], allowed us to consolidate
experimentation, learning by doing, and the use of ICT as design strategies that enable
the student to achieve high levels of creativity and enthusiasm with the use of ICT.
Likewise, they demonstrated greater openness, willingness to access information and
knowledge, and an active role, expressed in communicative representation strategies,
used as facilitators of learning."
Acknowledgements
Universidad Católica de Santa María, Arequipa, Perú. Students of semester 2022 - A of
groups A-B of the career final project of the School of Architecture.
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