The integration of technology into a Landscape Architecture graduate program: A case study
Shelley Stephenson, University of Toronto , Canada
University of Toronto . Awarded
Integrating technology successfully into a program of Landscape Architecture is a complex process that touches university administration, the faculty group, and the existing program culture. This case study of a Canadian Landscape Architecture program reviewed pertinent documents, used an on-line faculty survey, and faculty interviews to gain an understanding of the various issues that were instrumental to the success of the integration process. The study looked at the faculty group, including their research history to see how faculty without training in technology learned to integrate it into the program of study. Given the variety of software programs used in the program the study looked at how they are taught and if this integration has changed teaching methodologies.
The study also looked at online courses, international, and inter-disciplinary opportunities based on technology. Although the literature identified these as opportunities to enrich design-based programs they are not currently used in the program under study. The design process and studio culture are foundational aspects in learning in Landscape Architecture, and this study looks at the effect that technology has had on these key areas. The design process was divided in components and each component was evaluated to determine if the effect of technology was positive, neutral or negative. The results showed that the research, analysis and data intensive aspects have benefited from technology however, the creative aspects such as ideation and thinking aspects show mixed results. The changes that technology has brought to the studio environment are varied.
Stephenson, S. The integration of technology into a Landscape Architecture graduate program: A case study. Ph.D. thesis, University of Toronto. Retrieved February 16, 2019 from https://www.learntechlib.org/p/120779/.
Citation reproduced with permission of ProQuest LLC.
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