According to the Royal Institute of British Architects (RIBA) in its Plan of Work 20131 (Sinclair, 2013), the first key stage in a building project is “Strategic Definition”, where the core project requirements are identified. In this stage, it is crucial to identify the requirements that need to be fulfilled by the proposed architectural or urban design. Architectural education has traditionally relied on Project-Based Learning (PBL), where students are required to develop a proposal, usually over the course a semester, in a process that mimics the workflow of an architectural studio. During the development of this proposal, students learn to integrate oftenconflicting aesthetic, constructive, structural, environmental, and usability requirements into a cohesive design, under the guidance of a tutor. In this scheme, the students are usually provided with the location where the design is to be developed and examples of related notable designs as reference. Architects and urban designers (both graduate and undergraduate) learn about their discipline in a continuous and informal way, because the subject of their craft surrounds them almost anywhere and anytime, thus explaining the important historic role of travel in the formative years of architects. However, nowadays the world that surrounds us is increasingly digital, especially for the younger generations using mobile devices and cloud computing services (Moreira & Ferreira, 2017; Moreira, Ferreira, Pereira, & Durao, 2016), and in the specific framework of architectural education and professional practice it is clear that we should incorporate this new paradigm and approaches. From the criticism of the mechanistic approach to urban planning in the decade of 1960 (Jacobs, 1961; Alexander, 1965), a tradition of the study of the city from the point of view of its users has a long tradition that can be traced from Kevin Lynch (Lynch, 1960) to Jan Gehl (Gehl & Svarre, 2013). However, despite the enormous amount of urban data, the architectural and urban design fields are yet to incorporate many sources of information into their workflow. Representation technologies are used throughout the architectural design process to bring ideas into reality, allowing communication between designers, clients, contractors and collaborators (Horne and Thompson, 2008). Architecture students must learn to be proficient in these representation technologies throughout their studies, and must reach the point where drawing and representation blend together, and drawing becomes thinking (Suwa & Tversky, 1997). Therefore, it is necessary that students become skillful in multiple representation technologies, and that they are capable of incorporating the latest technologies into their design process in order to better communicate their proposals, and to facilitate critical reasoning on the spaces they conceive. Following previous research about public participation (Fonseca, Valls, Redondo, & Villagrasa, 2016) and the feasibility of extracting information from Cadastral data (Valls, Garcia-Almirall, Redondo, & Fonseca, 2014), this paper discusses the process of extracting knowledge from informal online sources (Russell, 2014), to provide educational materials to architectural students in order to define the project requirements for an architectural design.