Contemporary architectural education requires students to apply technical knowledge from a wide variety of sub-disciplines, from drawing to the performative aspects of design, such as structures, acoustics, and thermal comfort. While certain technical aspects of architectural projects are readily incorporated into the design studio, other forms of specialised knowledge are...
[More] Contemporary architectural education requires students to apply technical knowledge from a wide variety of sub-disciplines, from drawing to the performative aspects of design, such as structures, acoustics, and thermal comfort. While certain technical aspects of architectural projects are readily incorporated into the design studio, other forms of specialised knowledge are often taught in seminar-based formats, and there is rarely a cohesive approach to current practice in architectural education, particularly across different technical disciplines. This inconsistency extends to how teaching activities are typically documented, making them difficult to replicate or compare, particularly when contextual constraints are not clearly articulated. Drawing on instructional design, cognitive load theory, and exemplar teaching activities, this paper develops a framework for mapping and analysing teaching activities that complements existing instructional design models and pedagogical strategies, while remaining adaptable across different topics, tools, techniques, delivery modes, and activity durations. We demonstrate the framework by applying it reflectively to our own teaching and to analyse selected examples from the literature. Its application revealed how different technical disciplines' structure and sequence knowledge, manage cognitive load, and integrate problem-solving activities, while also supporting reflective practice and comparative analysis across teaching contexts. The application of the framework illustrates how technical knowledge can be defined, sequenced, and integrated into problem-solving activities in architectural design in ways that support comparison, analysis, and replication in other contexts. In doing so, the framework provides a more systematic approach to mapping and analysing the structure of teaching activities, while also supporting the integration of technical knowledge into architectural design education.
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