The configuration of urban projects using Information and Communication Technologies is an essential aspect in the education of future architects. Students must know the technologies that will facilitate their academic and professional development, as well as anticipating the needs of the citizens and the requirements of their designs. In this paper, a data mining approach was used to outline the strategic requirements for an urban design project in an architecture course using a Project-Based Learning strategy. Informal data related to an award-winning public space (Gillett Square in London, UK) was retrieved from two social networks (Flickr and Twitter), and from its official website. The analysis focused on semantic, temporal and spatial patterns, aspects generally overlooked in traditional approaches. Text-mining techniques were used to relate semantic and temporal data, focusing on seasonal and weekly (work-leisure) cycles, and the geographic patterns were extracted both from geotagged pictures and by geocoding user locations. The results showed that it is possible to obtain and extract valuable data and information in order to determine the different uses and architectural requirements of an urban space, but such data and information can be challenging to retrieve, structure, analyze and visualize. The main goal of the paper is to outline a strategy and present a visualization of the results, in a way designed to be attractive and informative for both students and professionals - even without a technical background - so the conducted analysis may be reproducible in other urban data contexts.Postprint (author's final draft

Low-density urban models, widely diffused in Spain until 2008, have been strongly criticized because they produce a great strain on the land, high infrastructure costs, increasing maintenance expenses, energy waste and pollution from excessive transport, time wasted commuting and more bedroom communities. To counterbalance this effect, opponents are claiming for a review of the capacity that the conventional city, with its higher population density and mixed uses, may still possess.One possibility that has been explored is the vertical extension of buildings, which capitalizes on the remaining buildable space characteristic of many older buildings, and at the same time, refurbishes the housing block and improves standards of energy efficiency, safety and accessibility.The challenge is not only technical - it is clear what needs to be done and how to do it - but it is also social and fiscal; in other words, how do we get organized and how do we finance such a project? The preferred construction system for vertical extensions is industrialized and uses two main materials: steel and wood. The system involves the use of two-dimensional panels and 3D pods that, once completed in the factory, are transported to the worksite, lifted by a crane and installed on the roof of the building. From refurbishing the existing building to adding the new vertical extension, the entire operation takes four months.The experience of this vision and its application in the area of theExamplein Barcelona, coming soon to other central neighborhoods in Spanish cities, allows us to present our first results: the detection of over 2,000 buildings with remaining buildable space, the need to vertically extend 50 buildings and our completed projects, in some cases already inhabited, of which half a dozen are currently undergoing environmental evaluation using our own tool.

Balancing economy, social justice, and environmental protection while achieving decarbonisation and adapting to climate change poses a significant challenge for nations, regions, and cities. The Sustainable Development Goals and the Sustainable Energy and Climate Action Plans are widely used plans designed to oversee mitigation and adaptation actions. However, despite the common topics addressed by both, the absence of a common framework and the multiplicity of indicators proposed imply an extra effort in their implementation and evaluation, as well as the difficulty of evaluating peer benchmarking. Hence, this review focuses on identifying frequently proposed indicators, highlighting potential links among metrics and establishing a list of potential indicators. The bibliographic analysis conducted allowed the identification of more than 80 sources and 410 different metrics. The study reveals the diversity of approaches chosen to define a set of indicators and underscores the need for a harmonised framework to effectively compare and monitor European regions and cities. Moreover, thanks to this study, a list of potential indicators and the methodology for populating them was established, allowing better coherence among the initiatives and a starting point for small regional and local administrations that often struggle with the availability of data and resources.

A sudden lockdown was declared on 14 March 2020 due to COVID-19 crisis, leading to an immediate change from face-to-face to online learning in all universities within Spanish jurisdiction. At La Salle School of Architecture, the Concrete and Steel Structures subject started online classes immediately after the lockdown law was published, using a methodology based on the flipped classroom approach and adapting the monitoring of the student to the virtual environment. This article presents a pilot study to analyze the adaptation of the model to the online format using a mixed approach in which qualitative and quantitative surveys were conducted at the end of the course with 48 participants. Responses from both surveys were organized according to six categories (teachers, assessment, methods, class development, students and documents) and 14 subcategories, as developed in an undergoing research project involving the subject since the academic year 2017/2018. Thus, the open responses of the students have been analyzed alongside with the quantitative data. The results demonstrate a proper adaptation of the model, as well as the negative perception of the students of the online format due to the loss of face-to-face benefits of the flipped classroom.

Design of interactive and collaborative learning units using TICs in architectural construction education