Master's Degree in Artificial Intelligence for Architecture & Design
1st Term (Autumn)
|
subject |
ECTS Credits |
|
Investigating Research |
6 |
|
Learning by doing |
2 |
|
Theory pill 1 |
1 |
|
Design by Research Studio 1 |
8 |
|
Seminar 1 |
3 |
|
Critical Theories 1 |
1 |
2nd Term (Winter)
|
Subject |
ECTS credits |
|
Theory pill 2 |
1 |
|
Design by Research studio 2 |
8 |
|
Seminar 2 |
6 |
|
Seminar 3 |
6 |
|
Critical Theories 2 |
1 |
3rd Semester (Spring)
|
Subject |
ECTS credits |
|
Theory pill 3 |
1 |
|
Design by Research studio 3 |
8 |
|
Critical Theory 3 |
1 |
|
Design implementation studio |
7 |
Master Credits/teaching hours: 60
- ECTS: European Credit Transfer System
- Term: calendar term
Members of the Master Scientific Committee
● Dr. Ana Cocho-Bermejo - Master Program Director & Coordinator
● Dr. Diego Navarro-Mateu - Master Program Director
(Resposables of the Advanced Algorithmics in Architectural design Phd school subline of research)
● Prof. Dr. Josep Muntañola Thornberg _Master Program scientific Counselor
Research Informed Teaching
About a decade ago, the Teacher Training Agency (TTA) in England, now the Teacher Development Agency, argued that teaching ought to be a research based profession. That means that research-informed evidence can guide educational decisions regarding teaching and learning.
Benefits of research-based education for STEM students have been proven successful even for undergraduate students.
As it was mentioned and shown on the previous diagrams teaching method will be customized for each type of subject of the term, each having it own, although complementary to others, identity.
Subjects can be categorized, apart from being theoretical or praxis basis depending on the type of knowledge they aim to transfer to the student.
So, group 1 of subjects will be devoted to a general knowledge of the current scenario of the debate regarding the crosses of architecture, design and Artificial Intelligence disciplines. so that the student will be able to develop his/her thoughts and criticisms.
These subjects, (General Knowledge subjects) are organised in a way that they are developing all along the year:
- Investigating Research (Autumn term)
- Critical theories 1 (Winter term)
- Critical theories 2 (Spring term)
- Theory pills 1/2/3 (one per term)
Group 2 subjects will be the ones developing theoretical knowledge of particular topics that will be the yearly updated theoretical debate:
These subjects, (Topics in depth) ,are:
- Seminars 1/2/3
- Design by Research 1/2/3
Finally group 3 will be composed by subjects practise based, devoted to the implementation of the decided theoretical algorithmic processes:
- Learning by doing
- Design implementation studio
Teaching methods along the terms will vary from in class front lectures, participative exercises and 2 weeks long seminars to design by research subjects.
In order to achieve the skills defined and defined, the learning activities described below are divided into two groups:
Theoretical education
Exposition of the theory by teachers, students must take notes, develop examples and participate taking an active role during the class (implies the use of techniques such as: Theoretical lectures, debates, samples development, presentations, etc.).
Practical education
Teaching / learning where students must apply the content learned in theory lessons walking towards a design implementation for the master thesis. It includes both instruction classes and external exercises in work contexts.
● Seminars This is a space for reflection and / or deepening of the contents already worked by the students previously (theoretical and / or practical) (it involves the use of techniques such as: monographic workshops, workshops, invited personal expert, etc.).
● Tutorials & Implementation studios. Personalized work with a student or group, in the classroom or in a small space. It is the tutorship as a "mandatory use" teaching resource for students to follow a learning program (excluding the "care" tutorial for questions, student orientation, etc.). Normally, tutoring supposes a complement
to non-contact work (negotiate / orient self-employment, follow and evaluate work, guide enlargement, etc.) (implies the use of techniques such as: project education, supervision of research groups, tutoring specialized, etc.).

