Thomas Kvan

Debating Opportunities: Learning Design Through Different Structures

Publisher: Springer Netherlands

Date: 2009

DOI: 10.1007/978-1-4020-9088-2_15

Rapid prototyping and its application in architectural design

Publisher: Elsevier BV

Date: 04-2002

DOI: 10.1016/S0926-5805(00)00110-2

Designing collaborative environments for strategic knowledge in design

Publisher: Elsevier BV

Date: 11-2000

DOI: 10.1016/S0950-7051(00)00083-6

The pedagogy of virtual design studios

Publisher: Elsevier BV

Date: 03-2001

DOI: 10.1016/S0926-5805(00)00051-0

Rapid prototyping for architectural models

Publisher: Emerald

Date: 05-2002

DOI: 10.1108/13552540210420961

How green building rating systems affect designing green

Publisher: Elsevier BV

Date: 04-2018

DOI: 10.1016/J.BUILDENV.2018.02.007

An enthalpy-based energy savings estimation method targeting thermal comfort level in naturally ventilated buildings in hot-humid summer zones

Publisher: Elsevier BV

Date: 02-2017

DOI: 10.1016/J.APENERGY.2016.11.098

The contribution of structural activities to successful design

Publisher: Inderscience Publishers

Date: 2003

DOI: 10.1504/IJCAT.2003.000319

Reflections on computer-mediated architectural design

Publisher: Institute of Electrical and Electronics Engineers (IEEE)

Date: 1994

DOI: 10.1109/47.365169

Adapting cellular automata to support the architectural design process

Publisher: Elsevier BV

Date: 2007

DOI: 10.1016/J.AUTCON.2005.10.005

Evaluating learning environments for interprofessional care

Publisher: Informa UK Limited

Date: 13-05-2013

DOI: 10.3109/13561820.2013.791673

Abstract: Many institutions have invested considerably in the provision of student facilities--lecture halls, tutorial rooms and classrooms--spaces we call collectively learning environments. In expending resources on such facilities, we have assumed that we have needed to create this range of spaces for such activities. However, how do we know we have invested wisely in support of learning for interprofessional care? In this article I review the literature to identify evidence in a range of fields, including health care, to consider the issues and difficulties of employing established approaches from practices of evidence-based design. Central in this article is the role of evidence in the assessment of learning environments. In particular, I argue that the evidence must include qualitative dimensions of the learning experience. To address the qualitative outcomes from education, with particular attention to the concerns of interprofessional education, a model is proposed to examine different levels of outcomes. By developing an interpretation of Kirkpatrick's model, four levels are described for the effective evaluation of interprofessional learning environments.

Plug n Play: Future Prefab for Smart Green Schools

Publisher: MDPI AG

Date: 05-07-2018

DOI: 10.3390/BUILDINGS8070088

A Virtual Community as the Context for Discursive Interpretation: A Role in Cultural Heritage Engagement

Publisher: Informa UK Limited

Date: 05-2008

DOI: 10.1080/13527250801953751

Introduction

Publisher: Elsevier BV

Date: 03-2001

DOI: 10.1016/S0926-5805(00)00044-3

A quantity-quality-based optimization method for indoor thermal environment design

Publisher: Elsevier BV

Date: 03-2019

DOI: 10.1016/J.ENERGY.2018.12.182

Designing learning spaces for interprofessional education in the anatomical sciences

Publisher: Wiley

Date: 07-05-2015

DOI: 10.1002/ASE.1539

Abstract: This article explores connections between interprofessional education (IPE) models and the design of learning spaces for undergraduate and graduate education in the anatomical sciences and other professional preparation. The authors argue that for IPE models to be successful and sustained they must be embodied in the environment in which interprofessional learning occurs. To elaborate these arguments, two exemplar tertiary education facilities are discussed: the Charles Perkins Centre at the University of Sydney for science education and research, and Victoria University's Interprofessional Clinic in Wyndham for undergraduate IPE in health care. Backed by well-conceived curriculum and pedagogical models, the architectures of these facilities embody the educational visions, methods, and practices they were designed to support. Subsequently, the article discusses the spatial implications of curriculum and pedagogical change in the teaching of the anatomical sciences and explores how architecture might further the development of IPE models in the field. In conclusion, it is argued that learning spaces should be designed and developed (socially) with the expressed intention of supporting collaborative IPE models in health education settings, including those in the anatomical sciences.

The experience of burnout among future construction professionals: a cross‐national study

Publisher: Informa UK Limited

Date: 04-2007

DOI: 10.1080/01446190600599145

CADD Implementation: Variables Affecting Success

Publisher: Informa UK Limited

Date: 03-1991

DOI: 10.1080/10429247.1991.11414606

Technology in Support of Design Learning

Publisher: American Society of Civil Engineers

Date: 04-08-2000

DOI: 10.1061/40513(279)150

The Next City and Complex Adaptive Systems

Publisher: Springer Berlin Heidelberg

Date: 2015

DOI: 10.1007/978-3-662-47386-3_1

The Making of Hong Kong

Publisher: Routledge

Date: 03-2013

DOI: 10.4324/9780203835609

The Australian urban intelligence network supporting smart cities

Publisher: Springer International Publishing

Date: 2015

DOI: 10.1007/978-3-319-18368-8_13

Distributed and Heterogeneous Data Analysis for Smart Urban Planning

Publisher: Springer Berlin Heidelberg

Date: 2015

DOI: 10.1007/978-3-662-47386-3_3

The capability approach as a framework for the assessment of policies toward civic engagement in design

Publisher: Elsevier BV

Date: 05-2013

DOI: 10.1016/J.DESTUD.2012.10.002

How green building rating systems affect indoor thermal comfort environments design

Publisher: Elsevier BV

Date: 10-2022

DOI: 10.1016/J.BUILDENV.2022.109514

Burnout among Hong Kong Chinese architecture students: The paradoxical effect of Confucian conformity values

Publisher: Informa UK Limited

Date: 03-2009

DOI: 10.1080/01446190902736296

Competence‐based Assessment in Professional Education Validation

Publisher: Informa UK Limited

Date: 11-2006

DOI: 10.1080/13538320601051093

Students' learning styles and their correlation with performance in architectural design studio

Publisher: Elsevier BV

Date: 2005

DOI: 10.1016/J.DESTUD.2004.06.004

Collaborative design: what is it?

Publisher: Elsevier BV

Date: 07-2000

DOI: 10.1016/S0926-5805(99)00025-4

Open University

Location: United Kingdom of Great Britain and Northern Ireland

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Southern University Of Science And Technology

Location: China

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University Of Cambridge

Location: United Kingdom of Great Britain and Northern Ireland

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University Of Cambridge Faculty Of Architecture And History Of Art

Location: United Kingdom of Great Britain and Northern Ireland

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University Of Hong Kong

Location: China

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University Of Melbourne

Location: Australia

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Discovery Projects - Grant ID: DP0772252

Start Date: 04-2007

End Date: 12-2010

Amount: $282,935.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP140101188

Start Date: 2014

End Date: 05-2018

Amount: $293,933.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP0991146

Start Date: 03-2010

End Date: 06-2014

Amount: $470,000.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP150100022

Start Date: 05-2016

End Date: 12-2020

Amount: $930,000.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP130100880

Start Date: 12-2013

End Date: 12-2017

Amount: $328,218.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP170101050

Start Date: 04-2019

End Date: 12-2022

Amount: $629,331.00

Funder: Australian Research Council