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- Title
Architectural project appraisal: an active learning process.
- Authors
Lami, Isabella M.; Mecca, Beatrice
- Abstract
Reflecting on how economic evaluation is taught in architecture courses opens up a discussion between those who structure problems with design and those who structure problems with different approaches (specifically estimation approaches) and where this design and these methods can intersect and hybridise. The paper presents some reflections, and a methodological proposal, related to the way of teaching economic evaluation in architecture courses. The aim of this paper is to propose an integrated assessment operative framework applied according to the active learning strategy, aimed at supporting students in dealing with design decision-making processes in a structured way and providing them with a problem representation scheme. Specifically, with respect to the assessment of building transformation scenarios, the framework considers: i) the analysis of the real estate market, in order to estimate the most probable market value of the considered spaces; ii) the analysis of demand through surveys and their reporting through descriptive statistics indicators, in order to investigate the context and the interests of future users, with a view to innovative and satisfactory solutions; iii) Storytelling (ST) and/or the Strategic Choice Approach (SCA) as support for the construction of design solutions; iv) finally, the Discounted Cashflows Analysis (DCFA), to verify the economic feasibility of the chosen scenario. The proposed methodological framework can be defined as a hybrid of active and traditional learning: the techniques are applied by the students in an active way, collaborating in working groups in a co-operative way; however, in order to make the application possible, it is unavoidable to prepare frontal lessons that provide the necessary theoretical concepts. According to this scheme the student has the opportunity to learn and develop, on the one hand, the estimation skills necessary to assess and estimate the feasibility of a project, and on the other hand, s/he has the possibility to acquire specific skills to structure the design process in order to relate spatial, economic, environmental and technical issues. This integrated framework is illustrated through the application to a case study concerning the transformation of a building located in the city of Turin, Italy.
- Subjects
ARCHITECTURE; LEARNING; STUDENTS; DECISION making; DESCRIPTIVE statistics
- Publication
Valori e Valutazioni, 2021, Issue 28, p3
- ISSN
2036-2404
- Publication type
Article
- DOI
10.48264/vvsiev-20212802