This article particularly focuses on the pedagogical aspects of the design and construction process of the Computer Workshop in Arili, which provides a ground for rethinking architectural education within the context of 1/1 learning.
In this strategy of 'repetition of section', the section is considered as an architectural form that defines spatial relations while repetition is an act that utilizes the section for the emergence of the Computer Workshop.
Then, the performative qualities of Serender's form are exploited in the production of architectural space of the Computer Workshop. It is in this sense that the 'form' of Serender becomes a 'means' that operates the design process.
This generic section evolves into a new section according to the specificities of the site where the Computer Workshop is built (Figure 2).
Our approach, namely 'processing the form', which is applied in the particular case of the Computer Workshop, relates these different pedagogies so that each of them contributes to 1/1 learning process according to their potentials in architectural education.
In the particular case of the Computer Workshop in Arili, form to be used as means and to be put into process is the section evolved from the section of Serender, which is a generic section outlining spatial relations between ground and building, roof and space, and etc.
In a similar way, Serender as a typical architectural solution in the vernacular tradition evolves into atypical in the case of the Computer Workshop. This is a result of an evolutionary process that considers Serender not by its visual presence but by its performative potentials.
The request for children's compositions as practice material prompted the principal and parent coordinator to suggest that the parents who were participating in the computer workshops produce the school's literary magazine using the desktop publishing equipment available through the University.
The computer workshops showed the parents how to edit documents using spelling and grammar checking tools, and how to highlight errors or enter comments and offer suggestions without changing the child's written work.