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A join pilot project of NTUA, University of Athens and Economic University of Athens.
A working group of architects, postgraduate students and graduate students of the NTUA School of Architecture, coordinated by ass.prof. D.Papalexopoulos and E.Kalafati, will organise a pilot 6 hours tele-education lesson on architecture, including 3 teleconferences. As it will be one of the first tele-lesson in Greece, it will serve as an example to evaluate and diffuse. We prepare the lesson in collaboration with the Network Management Center of NTUA, in their remote training and mumtimedia rooms .
The team will work on a specific theme (design of the space of a virtual classroom) .
The lessons will be divided in 3 parts of 2 hours each.
Each part will have a -1 hour teleconferencing with one professor (and maybe his collaborators and / or students).
Each professor intervenes on the two first lessons and both on the third as studio critics (hopefully one of hem will be you since you have the digi-genie). It will take place at april or may (to discuss with the two participating professors).
NMC/NTUA will keep records of all the experience .
VIRTUAL UNIVERSITY
Having assumed that by the term "virtual university", we are not talking about an open on- line university, where students never physically meet, but about institutions, that, by taking full advantage of the latest digital technologies, are interconnected and belong to a common environment, we are interested in examining how their dual character (virtual and real) is formed. The issues under discussion deal both with physical and digital space. In order to make things more specific, we focus on the future school of architecture and the education of architects in the information era.
TEACHING PROCEDURE
How do tele-education and the new technologies affect the teaching procedure? What is the role of the professor? Is it limited down to being a mere coordinator of media? Does he/she have control over the incoming information? What is the preparation needed before- and the editing needed after each class? Since each class/studio is video recorded, archived and accessible at any time from students, issues of "uniqueness" as well as of "memory" are raised
LEARNING PROCEDURE
How do tele-education and the new technologies affect the learning procedure? What is the role of the students? How are personal relations affected? How is the collaboration between remote groups of students? How do students manage to handle and edit the vast amounts of information? How is intellectual property protected?
DESIGN PROCEDURE
How are the various parts of the design procedure, specifically, affected? Related issues to be explored: 1.Co-operation with other institutions such as museums and art galleries. Virtual visits to physical sites, cities, archeological ruins, monuments as well as architectural offices. Access to web sites for enhanced research.2. Interactive and multimedia tools. (Vrml, animation,video/audio,3Dgraphics etc). Interacting with users and objects in a unified environment. Possible access to and manipulation of the objects and their content
VIRTUAL-FLUIDE SPACE
Virtual- fluid space as a connecting network. Flow of information. How is public and private formed in virtual space?
PHYSICAL SPACE
Physical real space. Network of classrooms vs. a unified classroom-studio entity. Relevant scenarios of tele-education. How is the ideal classroom like? How is equipment integrated in already existing classrooms? What are the transformations in physical space? What is the minimum equipment needed for a classroom to be "tele"?
ISSUES
Globalization- global village.
Collective intelligence.
Virtual communities, smart communities.
Publicity, protection of intellectual property.
From e- learning to e- business.
From the virtual school of architectural to the virtual architecture studio.