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Using HyperCard to make architecture education more learner‐centred
Author(s) -
Vásquez de Velasco Guillermo,
Mendívil Antonieta Angulo
Publication year - 1992
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.1992.tb00328.x
Subject(s) - hypercard , analogy , architecture , computer science , mathematics education , hypermedia , pedagogy , multimedia , psychology , visual arts , epistemology , art , philosophy
The authors are developing a communication strategy to promote the potential contribution of students in the design of learner‐centred material for architecture education. They start by drawing an analogy with practising architects’ strategies for communicating with collective clients and the way in which such experience can increase understanding among teachers, students, and designers of pedagogic material. In support of feasibility, the authors describe experiences and observations of students producing prototypes of pedagogic material within HyperCard on a Macintosh. They discuss the benefits of this approach.