3.2. Simulation Models

So, in an education process, there are 3 things; one is the cognitive aspects and the psychomotor aspects and the affective aspects. So, cognitive is talking about the mental capacities which talks about the skills and the knowledge which you learn through the brain and whereas a psychomotor, how you learn through the hand and effective which you learn which goes into your heart you know which had some value of your education.

In architectural education, there are three important aspects of learning: cognitive, psychomotor, and affective. Cognitive aspects refer to knowledge and mental skills, psychomotor relates to physical skills acquired through practice, while affective aspects deal with feelings and values. Each aspect is crucial for a well-rounded architectural education, ensuring students not only think critically but also develop physical skills and personal values relevant to their future careers.

Think of learning to bake a cake. The cognitive aspect is understanding the recipe (knowledge about ingredients and methods), the psychomotor aspect is about the physical skills needed to mix and bake (the actual process of doing), and the affective aspect is the joy and satisfaction you feel when you share your creation with others.

A lot of taxonomies which has been developed; Bloom's taxonomy is one of it, Blooms have developed 1956, where there is a lower order to higher order, the evaluation was on a peak but in 2002, he brought the synthesis and then the creation into the top in the summit.

Bloom's Taxonomy is a framework that categorizes educational goals into levels of complexity, starting from basic knowledge to higher-order thinking skills. Originally developed in 1956, it was revised in 2002 to emphasize creativity and synthesis as the highest levels of learning. This framework helps educators understand how to structure learning objectives in an effective way, encouraging deeper engagement and understanding in students.

Imagine a ladder where the rungs represent different types of learning. At the bottom, you have simple recall (like memorizing a phone number), but as you climb higher, you reach levels like analyzing (breaking down information), evaluating (judging its value), and creating (putting new ideas together). The higher you climb, the more complex and engaging the learning becomes.

And now, in the present generation of architecture, we are talking about not only the digital forms because of various fabricated models, where technology has been advanced and also we are looking at the digital processes as well. But in this process, what we are missing is the ground realities, in fact, there are many models like CAD simulation model, like this is one of my students work where they try to simulate the lighting aspects and as well as you know the climatic aspects of it.

Modern architecture education heavily utilizes technology, particularly digital tools and software for design and simulation. Students may use CAD (Computer-Aided Design) to create models that simulate various aspects like lighting and climate. However, it's crucial not to lose sight of real-world applications and the physical environment where these designs will exist. Balancing technical skills with practical, grounded knowledge is essential for effective architectural practice.

Consider online shopping: you can use 3D models to view a piece of furniture from all angles in a virtual room. While this is technologically advanced, without visiting a store or a real place, you might miss how that furniture feels in the actual space or how it interacts with the light and surroundings.

And then, we move on to the advanced specialization you know, your focus will be oriented but in the teaching you know, it is not just about what you teach, how much they have learnt, this is assess that it is not about how much you have thought but how much they have learned is more important.

As architecture students progress, they begin to focus more on specialized topics within the field. It's essential for educators to assess not just the quantity of information shared but the actual learning outcomes of students. This shift emphasizes the importance of understanding and applying knowledge rather than mere rote learning. Teachers must evaluate whether students can apply skills and concepts effectively in practical scenarios.

Think about a music teacher who focuses on not just how many notes a student can play but on how well they can perform a piece of music. It’s like making sure a chef can not only know recipes by heart but can truly cook and present a delicious dish to guests.

...I think this is very important that you have to make interact with this process of digital interaction and along with the site interaction knowing the realities for instance, when any US admission procedure when they get a portfolios from all around the world, every portfolio looks more or less the same because they are all developed by the same tools and same processes you know, so in that way the diversity and the context has not been addressed.

While technology plays a significant role in architectural design, hands-on practice and real-world experiences are equally vital. Students must engage with physical sites and contexts to develop unique perspectives and solutions. Relying solely on digital tools can lead to homogenized outcomes without consideration of individual context or diversity in design. It is crucial for students to understand and interact with various environments.

Think about how taking a cooking class can differ from just watching cooking shows online. When you’re in the kitchen, you learn the texture of dough or the smell of spices, which you can't fully grasp through a screen. Engaging with the real world allows for richer, more varied learning experiences.

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