Soft Skills for Digital Designers Doyle, Shelby Doyle, Shelby Senske, Nick Senske, Nicholas
dc.contributor.department Architecture 2018-12-17T08:59:33.000 2020-06-29T23:43:42Z 2020-06-29T23:43:42Z Fri Jan 01 00:00:00 UTC 2016 2016-06-22 2016-01-01
dc.description.abstract <p>Computer-Aided Drafting and Design (CADD) technologies have become commonplace in architectural practice as tools of efficiency and production. For these very reasons the introduction of CADD in early architectural curricula has been fraught with anxieties along a continuum: from the undoing of creativity through positivist and reductionist logic 1 to a firm belief that these technologies will revolutionize the way architects practice and think about design. 2 At the same time, there is a presumption that students who have grown up with digital technologies are “digital natives” who possess special aptitudes or insights which are disruptive to learning computing. The presence of these anxieties and biases often leads to gaps in digital design instruction, as tools are misunderstood and misappropriated by students and teachers alike.</p>
dc.description.comments <p>This is a proceeding from <em>Proceedings of the 32nd National Conference of the Beginning Design Student</em>, (2016): 475. Posted with permission.</p>
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dc.identifier archive/
dc.identifier.articleid 1080
dc.identifier.contextkey 8759097
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dc.identifier.submissionpath arch_conf/81
dc.language.iso en
dc.source.bitstream archive/|||Sat Jan 15 02:06:24 UTC 2022
dc.subject.disciplines Architectural Technology
dc.subject.disciplines Architecture
dc.title Soft Skills for Digital Designers
dc.type article
dc.type.genre conference
dspace.entity.type Publication
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