[su_note note_color=”#e5e5e5″ text_color=”#333333″ radius=”3″ class=”” id=””]Nationality: British
E-mail: [email protected]

Academic qualification
PhD, University of Sheffield (2008)
Master, University of Tehran (1996)

External positions
External Examiner for Advanced Professional Diploma/MSc Managing Sustainability, Advanced Professional Diploma/MSc Building Modelling and Simulation, Advanced Professional Diploma/MSc Building Performance & Evaluation, Advanced Professional Diploma/MSc Energy Efficient Buildings, Systems and Refurbishment
1 Feb 2017 → 31 Oct 2020

 

Brief Profile

Dr Poorang PIROOZFAR is a reader in Architectural Technology and Digital Construction in School of Architecture, Technology and Engineering, University of Brighton where he also leads the Digital Construction Lab.  Poorang’s research as an architect, urban designer, and architectural technologist, spans over a variety of areas with a Multi-, Cross-, Inter- and Trans-disciplinary nature. As a designer he is interested in design research both generally and in the fields of architecture and urbanism. As an urban designer, he is interested in innovative, smart and responsive interaction mode between the human-beings/users and their immediate and remote environments in/through cities. As an architectural engineer he researches the drivers, requirements, benefits and responses to deployment of advanced technologies in architecture, the built environment, and construction. Dr Piroozfar’s research triangulates people, society, environment, information, and technology to find out the most viable solutions to the given problems.

 

Title / Topic

Turning threats to opportunities: Lessons learnt in architectural education under pandemic restrictions

 

A Brief Introduction of the Title /Topic

The pandemic caught the world by surprise. It affected almost all aspects of our contemporary lifestyles in an unprecedented manner and at an unrivalled pace and speed. As a result of the so-called “New Normal”, which seemed to be anything but, many businesses, trends and human and even animal habits changed, some forever with very limited to no scope to return back to the “Old Normal”. Despite seemingly having been groomed to step into the Industry 4.0 a long while before the New Normal, education, seemed to have been caught up in the very restrictions inherent in digital revolution/era (Industry 3.0).

Efforts have been made to classify design challenges under COVID-19 [e.g. into four main perceived areas namely performance, innovation, alteration, and inclusion (Milovanovic´ et al. 2020)]. However, although amplified or elevated more exponentially than many others due to new rules under the New Normal, such challenges are not new or unknown to the design disciplines in their very own rights.

Teaching in/of design disciplines on the other hand was left to open exploration to a great extent. It was even more so in architecture where the technology – in both its hard and soft formats – plays a significant role in formation of the produce of the design process. There are lessons learnt from the practice of teaching in architectural design studios which although are rather very case-based, they have a lot to lend to generalisation thereby leading to formation of new context-specific theories in this very specific field. This session paves the way for an open discussion to explore more in-depth the lessons learnt in gestation, planning, design, delivery, feedback and assessment processes in architectural design studios from across the world; the ones which are believed or have been evidenced to have some potential to roll out into more all-inclusive theories in the pedagogy of design in its cognate areas in general and in architecture in particular.

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