Many authors argued that new technologies imply in new ways of working (Finn, 1964; Simonson et al, 2000). However, many architects yet use computers much in the same way as they used the previous technologies. This may not be true everywhere, but it is yet the case in many architectural offices. Firstly, the overwhelming emphasis is still on increasing productivity, particularly drafting, rather than on producing better designs. Secondly, the major advantages of computing over traditional media, such as the construction of 3D models and virtual environments are mostly used as presentation tools rather than as design tools. Thirdly, many architects still design from documenting the design product rather than from representing the objects being designed.

We believe one of the causes of this problem may be the educational approach. We think that a Problem-based Learning approach, PBL (Boud, D. and Feletti, G., 1997, Maitland, B, 1997) to CAAD education is a possible solution in overcoming this problem.

We compare here four experiences in support to the above hypotheses and analyse their results in terms of how students design and how they represent and see the product of their designing. 

Firstly, we describe an undergraduate course called “Computer Graphics”. This course is delivered in the first year of the undergraduate programme and it is fairly traditional, with great emphases on drafting.
 
Secondly, we describe a course from the fourth year of an undergraduate programme called “Computer-Aided Architectural Design”. This course is problem-oriented, but it deals with students that were previously taught to use computers mimicking the previous technologies.
 
Thirdly, we described a course in a master’s programme called “Theory and Practice of Design Computing”. This course adopts a hybrid approach of teaching. It deals with a fairly mixed audience, including newly graduated architects and also many experienced ones.
 
Fourthly, we briefly describe a CAAD post grad programme in which a PBL approach is adopted. Its audience, likewise the master’s course, is fairly mixed. The detailed description of this programme has been already the subject of some of our previous publications (references to be included in the final paper). 

In this paper we concentrate on comparing the results of this programme with the results of the other courses mentioned above. We will demonstrate that we have obtained in the CAAD post grad programme significantly better results from the students in terms of effectively using computers in new ways rather than mimicking earlier technologies. 

Boud, D. and Feletti, G. (1997) The Challenge of Problem-Based Learning, Kogan Page Ltd, London, UK.

Finn, J. (1964) The Franks had the right idea. NEA Journal, 53(4), 24-27.

Maitland, B. (1997) Problem-based Learning for Architecture and Construction Management, in Boud, D. and Feletti, G. (eds.) The Challenge of Problem-Based Learning, Kogan Page Ltd, London, UK. 

Simonson, M., Smaldino, S., Albright, M. and Zvacek, S. (2000) Teaching and Learning at a Distance – Foundations of Distance Education, Prentice Hall, Columbus, Ohio, 8-9.
