Teaching computational design and BIM in the age of (semi)flipped classrooms

Abstract

With academic curricula for architectural education increasingly packed with new and expanding fields of inquiry, questions emerge on how to incorporate the ever-growing number of subjects that tackle the use of computational tools for design and delivery. This paper analyses approaches to blended learning under a semi-flipped classroom model where learning content gets divided into complementary in-class and online components. The author describes the epistemological challenges in curating the blended-learning mix and discusses ways to optimise learning outcomes while minimising the effort for custom content-development of training material. Two subjects taught at the author’s home institut..