Whither the Sketched Flashcard? Studying Architectural Precedents in our Digital Age

Abstract

This paper looks at the traditional flashcard, its digital descendent, and its application as a learning resource for the student of architecture. The topic exploration is extended by looking at best learning practices from several other disciplines— Law, Language Acquisition, and Education—where copious memorization is needed and where flashcards have often been deployed. The benefits and drawbacks of this teaching and learning tool are addressed in each case. Finally, the paper suggests several strategies to encourage the educator to better leverage the potential of this tool in our digital age.