When the sketchbook serves as a means to explore the human inner self and to visualize the sensations that are difficult to articulate verbally, how can it reflect the influence of the post-digital age on everyday life? How can the sketchbook transcend its role as a mere collection of visual images to become a sensory archive, a curated space and an assemblage system connecting the physical world with the imagined realm? Drawing on two case studies – the sketchbooks Untitled in Winter 2021 and Untitled 2023 – this paper responds to these questions. By illustrating how sketchbooks can be considered an archive of artists’ sensations, the paper emphasizes the characteristics of slowness embedded in the sequencing of sketchbooks, as well as their making and viewing processes for both artists and viewers. When these pages of sketches are gathered and considered as a whole, the sketchbook appears to be a curated personal space for artists. Yet, it is a special type of spontaneous curation, guided by artists’ bodily experience and recognized retrospectively. By suggesting both sketchbooks and post-digital internet are assemblage systems, this paper proposes that the slowness and sensual qualities of sketchbooks provide a means of critiquing the post-digital age, which prioritizes efficiency.
This study presents the design, construction, and preliminary evaluation of a university-oriented digital-intelligent sports platform integrating a large language model with retrieval-augmented generation (RAG), campus data services, and domain knowledge resources. The platform architecture comprises technical, knowledge, operational-data, and user-application components supporting teaching assistance, exercise guidance, competition organization, and health-related information services. A formative campus deployment involving 428 students and six instructors documented implementation feasibility and user-facing application scenarios. To provide a more rigorous empirical supplement, an independent six-week, non-randomized, intact-class quasi-experiment was conducted with 196 students in four physical-education classes. Two classes received platform-supported instruction and two received conventional instruction from the same instructor. Baseline-adjusted analyses indicated higher posttest basic psychological need satisfaction in the platform-supported group (adjusted difference = 0.618, 95% CI 0.506–0.730, p < 0.001) and lower need frustration (adjusted difference = −0.653, 95% CI −0.759 to −0.547, p < 0.001). The adjusted difference in self-reported physical activity was not statistically significant (p = 0.216). These findings provide preliminary evidence of more favorable psychological-need experiences during platform-supported physical education, but do not indicate a corresponding increase in self-reported physical activity over 6 weeks. The central contribution lies in the education-oriented integration of AI architecture, institutional knowledge resources, and classroom implementation evidence within a unified university physical-education platform.
Purpose In the first instance, the article consolidates existing scholarship covering the Housing Research Unit (HRU) at the University of Edinburgh (HRU), developing a close reading of three housing projects designed by the unit from a typological perspective. A reflection on the potential contemporary utility of this investigation forms the latter portion of the article, articulating one answer to the question: “What role can history play in contemporary architecture practice?”. Design/methodology/approach The methodology of this research combines drawing from existing scholarship of the HRU, with new readings of the work generated through contemporary surveys. A photographic survey of the buildings in their contemporary state is central to this exercise, conducted in collaboration with the architectural photographer Fredrik Frendin. As a counterpoint to the photograph, the act of redrawing is utilised as a primary mode of research; the three selected projects are brought into a contemporary reading through the simple act of being clearly represented in a standardised format. The article thus straddles an architectural-historical and an architectural-disciplinary perspective, while maintaining an operative approach that seeks to understand the potential of these buildings beyond their historical relevance. Findings The primary finding of this research is the expanded and consolidated documentation of its subject, the HRU, through documentation that is projective and instrumentalised for contemporary practice. Additionally, this article develops strategies for an engagement with historical projects that centre on their employment of typology. This typological reading is set out as a point of confluence between the two perspectives of historian and practitioner: it becomes both a source of the project's architectural significance and meaning, but also the investigative lens through which to successfully read this meaning. Originality/value This article develops a typologically informed reinterpretation of existing scholarship of its subject, the HRU, informed and supported by a selection of newly produced drawings and a contemporary photographic survey.
This position paper locates designing reciprocity as grounded in place-based knowledge systems and transcultural practices. We interweave two dialogues drawn from work in Borneo and Gaelic Scotland, acknowledging the participation of all authors and collaborators, Indigenous and non-Indigenous. This approach is open to learning with and from Indigenous communities and highlights that ontological turns often do not go far enough to attend to people, practices, and place. The “moments of encounter,” presented as dialogical accounts, prioritize shared understandings of landscape, calling for cultural and ecological consciousness―knowing, being, and becoming―in reimagining what it means to be emplaced. We offer seven emerging dimensions of reciprocity as a means of sharing this work with design practitioners and researchers, and describe the conditions for practicing them through relations cognizant of living histories, ethical issues of power, dispossession, displacement, and justice.
