The Technology Strategy Board, Modern Built Environment KTN and EPSRC are joining forces to bring their Innovation future zone competition back to Ecobuild for a second year. The Zone will showcase shortlisted entries of new or near-to-market technologies relevant to the priority areas of energy efficiency, refurbishment, climate change adaptation and process efficiency, and the winning entry will be announced on the final day of Ecobuild.
Tactility Factory surfaces were shortlisted and some samples will be on display at ECOBUILD, London 1st - 3rd March 2011
Thursday, January 27, 2011
Tuesday, January 11, 2011
Live Projects Colloquium, 25 March 2011, Queen's University Belfast
Live Projects 2011 invites academics and teachers in architecture, built environment and design disciplines to a one day colloquium about the use of live projects in higher education.
A live project in architectural education may be defined as a teaching project that brings students of architecture into contact with one or more aspects of the reality of architectural practice: a real client, a real timeline and a real outcome that is of value to the client. Established as an adaptation of the studio-based model of architectural education, their origins lie in nineteen-fifties’ experiments in the university-based architectural education. Contemporary UK live projects are increasingly cited as developing broader skill-sets in their students than traditional studio based projects, often drawing reference from design/build or service learning projects in North America. Yet despite their established use in architectural education, live projects remain under theorised, with primarily descriptive rather than analytical research.
Abstracts of no more than 300 words accompanied by a summary CV should be submitted no later than 21 January 2011 to: liveprojects2011@qub.ac.uk
see blog for further details
A live project in architectural education may be defined as a teaching project that brings students of architecture into contact with one or more aspects of the reality of architectural practice: a real client, a real timeline and a real outcome that is of value to the client. Established as an adaptation of the studio-based model of architectural education, their origins lie in nineteen-fifties’ experiments in the university-based architectural education. Contemporary UK live projects are increasingly cited as developing broader skill-sets in their students than traditional studio based projects, often drawing reference from design/build or service learning projects in North America. Yet despite their established use in architectural education, live projects remain under theorised, with primarily descriptive rather than analytical research.
Abstracts of no more than 300 words accompanied by a summary CV should be submitted no later than 21 January 2011 to: liveprojects2011@qub.ac.uk
see blog for further details
Thursday, January 6, 2011
Cultures that support 'doing' rather than 'writing' or 'capturing' seem to fail to register their worth - unless of course another culture writes about it
or unless the media through which the action is carried out is in itself easily transferable, exportable, downloadable, searchable. - (books, images, images of objects)
I suspect this is where in a e-connected world - the opportunity to see within the action (rather than at it's capturable format) is growing.
One concern of this blog is therefore to make 'actions' as 'searchable' and 'exportable' as traditional captured forms, hence giving them equal credence.
or unless the media through which the action is carried out is in itself easily transferable, exportable, downloadable, searchable. - (books, images, images of objects)
I suspect this is where in a e-connected world - the opportunity to see within the action (rather than at it's capturable format) is growing.
One concern of this blog is therefore to make 'actions' as 'searchable' and 'exportable' as traditional captured forms, hence giving them equal credence.
Wednesday, January 5, 2011
first post - 2011
Feeling the need to have one place where activities come through.
Working across diverse platforms, methods, contexts, cultures and disciplinary languages with a wide range of people for different reasons is inspiring but the challenge is to keep some sort of core approach. We will see what emerges when those activities / networks are fed through this one channel.
Working across diverse platforms, methods, contexts, cultures and disciplinary languages with a wide range of people for different reasons is inspiring but the challenge is to keep some sort of core approach. We will see what emerges when those activities / networks are fed through this one channel.
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