This dataset presents 9596 photos of the East and West fa & ccedil;ades of a university building in Barcelona (Spain). Images were taken every hour for one year with two identical GoPro Hero 10 cameras. The fa & ccedil;ades are composed of a grid of 28 x7 windows in the East and 28 x6 windows in the West. Every window has a portion of fixed glass and an operable part for natural ventilation, and mobile solar protections (roller shutters) that users can control manually. These images are of special interest due to the lack of observation data on the user-building interaction with manually controlled adaptive fa & ccedil;ades. These data are a valuable source of information for interpreting and understanding the actual use of manually controlled adaptive fa & ccedil;ades, as well as developing usage models that could be implemented in energy simulations. Also, cropping all the windows from the full-fa & ccedil;ade photos result in 1.7 M images of individual windows, which can be easily used as a computer vision and machine learning exercise to read the position of the solar protections or the operable part of the windows. (c) 2024 The Author(s). Published by Elsevier Inc. This is an open access article under the CC BY license ( http://creativecommons.org/licenses/by/4.0/ )

The graphical representation of a project influences the first impression of an architectural proposal, making it essential for schools to teach effective visual communication. However, universities often lack structured methods for instructing these skills. This paper presents a multi-step pedagogical activity designed to foster critical reflection and enhance representation quality through self-assessment, blind peer evaluation, and asynchronous collaborative dynamics. Implemented in a fifth-year design studio, the activity consists of three phases: students first evaluate their own work, then anonymously assess their peers’ work, and finally receive instructor feedback. Over two academic years, repeating the activity with the same students enhanced collaboration and sharing of peers’ knowledge. By integrating reflection on action and collaborative learning, the approach reinforces key concepts and offers an adaptable framework for architectural communication education. La representación gráfica de un proyecto arquitectónico condiciona su primera impresión, por lo que es clave enseñar a comunicar visualmente con eficacia. Sin embargo, las escuelas carecen de metodologías estructuradas para ello. Este artículo presenta una actividad pedagógica por fases para fomentar la reflexión crítica y mejorar la calidad de la representación proyectual. Implementada en un curso de quinto, primero los estudiantes evalúan su trabajo, luego el de sus compañeros de forma anónima y, finalmente, reciben feedback docente. Tras dos cursos académicos, repetir la actividad varias veces con el mismo grupo de estudiantes fomentó la colaboración y el intercambio de conocimiento entre iguales. Al integrar la reflexión sobre la acción y el aprendizaje colaborativo, este enfoque refuerza los contenidos teóricos y ofrece un modelo adaptable para enseñar a comunicar la arquitectura.