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"Design education is motivated, “powered” we could say, by design problems and, much more, by the design’s problematic situation as it changes through Information Technologies. In such a context, Architecture must reconciliate with the idea of continuous redefinition of her identity and boundaries. She has to accept a changing reality and house a tension leading to new ways of perceiving, thinking and designing space. With no reference to a "flexible" architecture, trying to form a predefined system responding to all possible future changes, architecture has to accept her continuous transformation, her future actualization towards spaces not included in a priori design schemes. Accordingly, design has to deal with spaces that have an identity related to the topos and the activities of a given moment, but also disposed to be transformed. The construction of the “quasi-object” concept appears to be useful in order to think and practice architecture in movement, not without any identity, but with an ever-changing identity. It permits to see design as transformation of the existing towards the not yet conceived. Design education refers though to the destabilization of the existing, teaching how to react to an ever changing context. Towards that direction, ubiquitous computing environments offer multiple research and practice directions, not only because they see artefacts as “quasi-objects”, but also because they operate in space in a way calling us to rethink architectural design.
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