CumInCAD is a Cumulative Index about publications in Computer Aided Architectural Design
supported by the sibling associations ACADIA, CAADRIA, eCAADe, SIGraDi, ASCAAD and CAAD futures

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_id caadria2008_3_session1a_029
id caadria2008_3_session1a_029
authors Ambrose, Michael A., Carl Lostritto, Luc Wilson
year 2008
title Animate education Early Design Education Pedagogy
source CAADRIA 2008 [Proceedings of the 13th International Conference on Computer Aided Architectural Design Research in Asia] Chiang Mai (Thailand) 9-12 April 2008, pp. 29-35
summary This paper presents a novel approach to the introduction and use of animation and motion graphics in foundation design education. Design inquiry and understanding as generated from, and translated by, movement is the focus. This work explores animation as a design methodology in the first weeks of architectural education. The proposed design exercise discussed here will probe the concept/context and spatial/visual literacy of the learned sense of space-time in architectural design education and representation. Here the digital application of animation and motion graphics is intended to be process driven to encourage students to find an attitude about solutions rather than a solution to the design project. The intention is to examine the relationship between form and space through a structured exploration of movement within a kit-of-parts design project that explores a three-dimensional spatial construct. Animation as a design method poses unique potentials and pitfalls. Animation and motion graphics, as a collection of instances, is both questioned and exaggerated. This project creates a threshold experience of learning that puts in motion an exploration of integrated digital process and design product.
keywords Education, design theory, design studies, animation
series CAADRIA
last changed 2012/05/30 19:29

_id ecaade2008_124
id ecaade2008_124
authors De Bodt, Kathleen
year 2008
title Towards a Digital Design Episteme
source Architecture in Computro [26th eCAADe Conference Proceedings / ISBN 978-0-9541183-7-2] Antwerpen (Belgium) 17-20 September 2008, pp. 871-876
summary The paper addresses the issue of integrating digital techniques and methodologies in the conceptual stage of the architectural design process and describes the research and education of digital design procedures and proficiency. Accordingly, research into the correlation between theory and practice in the field of digital architectural design and education is presented. The influence of digital design theory and processes on the complexity and spatial variation of design solutions was studied in a series of consecutive short workshop based sessions in architecture and interior design master classes. The paper describes the aim, technical solution, scope and result of the experimental exercises.
keywords Digital design, conceptual design, design process, design pedagogy
series eCAADe
last changed 2008/09/09 13:55

_id sigradi2008_012
id sigradi2008_012
authors Dokonal, Wolfgang
year 2008
title What is the state of digital architectural design?
source SIGraDi 2008 - [Proceedings of the 12th Iberoamerican Congress of Digital Graphics] La Habana - Cuba 1-5 December 2008
summary What is the state of digital architectural design? The ubiquity of the computer in architecture can be seen in the many computer based presentations from famous architectural practices. BIM (Building Information Modelling) is the key word and we can see implementations in very ambitious projects all over the world. Glossy magazines show the results of this kind of architecture and predict that this is the future of our profession. But when we go out into the “small world” (in Europe) and talk with architects in small firms, there is a very different reality – at least at the moment. Although they all agree that the computer is crucial for their work, it is a love/hate relationship for many them. Most still use the computer purely as a drafting device and AutoCAD is still the dominant tool. Although many of them agree with the statement that you can use the computer for design, only a minority really use the computer as a design tool in the early design stages. To find out more about the reality of the use of computers in design in “small town Europe” we have been undertaking two different kinds of research over the past 4 years. The first one is an educational experiment using first year’s students to find out about the different qualities of designing with and without the computer. The results have been presented at previous conferences and, since we are doing a last run of these experiments this year, we will update and finalise our findings in this paper. To make it comparable to previous years, we use largely the same settings using the same type of student (first year) and the same project/site. We will also be comparing the results for students designing ‘freestyle’ ie in the way that they want against the previous years controlled groups. The second strand of research we have followed is a survey amongst practitioners and some of the above statements came out of this survey. We did this survey using a web questionnaire and focused on a particular region of Europe. Although the numbers of participants for this survey were quite satisfying we are re-running the survey in a different region and country to see whether there are significant differences. The results of our research and our experience as teachers and architects leads us to the main question of how we can give recommendations on how to teach design the new generation of architects. In many aspects most of the teaching that is done in our faculties is still strictly divided into teaching design and teaching computer skills. The crucial question for architectural education are the implications of the ubiquity of the computer will have especially in the field of design. We will try to give some suggestions for these effects this could have on our teaching. In the long run, this is the only way to avoid some of the pitfalls and bring the benefits of computers in design to our small architectural firms. The paper will present a summary of the results of our research and try to propose an answer to the question: “What is the state of digital design in small town Europe?”
series SIGRADI
last changed 2016/03/10 08:50

_id ascaad2012_003
id ascaad2012_003
authors Elseragy, Ahmed
year 2012
title Creative Design Between Representation and Simulation
source CAAD | INNOVATION | PRACTICE [6th International Conference Proceedings of the Arab Society for Computer Aided Architectural Design (ASCAAD 2012 / ISBN 978-99958-2-063-3], Manama (Kingdom of Bahrain), 21-23 February 2012, pp. 11-12
summary Milestone figures of architecture all have their different views on what comes first, form or function. They also vary in their definitions of creativity. Apparently, creativity is very strongly related to ideas and how they can be generated. It is also correlated with the process of thinking and developing. Creative products, whether architectural or otherwise, and whether tangible or intangible, are originated from ‘good ideas’ (Elnokaly, Elseragy and Alsaadani, 2008). On one hand, not any idea, or any good idea, can be considered creative but, on the other hand, any creative result can be traced back to a good idea that initiated it in the beginning (Goldschmit and Tatsa, 2005). Creativity in literature, music and other forms of art is immeasurable and unbounded by constraints of physical reality. Musicians, painters and sculptors do not create within tight restrictions. They create what becomes their own mind’s intellectual property, and viewers or listeners are free to interpret these creations from whichever angle they choose. However, this is not the case with architects, whose creations and creative products are always bound with different physical constraints that may be related to the building location, social and cultural values related to the context, environmental performance and energy efficiency, and many more (Elnokaly, Elseragy and Alsaadani, 2008). Remarkably, over the last three decades computers have dominated in almost all areas of design, taking over the burden of repetitive tasks so that the designers and students can focus on the act of creation. Computer aided design has been used for a long time as a tool of drafting, however in this last decade this tool of representation is being replaced by simulation in different areas such as simulation of form, function and environment. Thus, the crafting of objects is moving towards the generation of forms and integrated systems through designer-authored computational processes. The emergence and adoption of computational technologies has significantly changed design and design education beyond the replacement of drawing boards with computers or pens and paper with computer-aided design (CAD) computer-aided engineering (CAE) applications. This paper highlights the influence of the evolving transformation from Computer Aided Design (CAD) to Computational Design (CD) and how this presents a profound shift in creative design thinking and education. Computational-based design and simulation represent new tools that encourage designers and artists to continue progression of novel modes of design thinking and creativity for the 21st century designers. Today computational design calls for new ideas that will transcend conventional boundaries and support creative insights through design and into design. However, it is still believed that in architecture education one should not replace the design process and creative thinking at early stages by software tools that shape both process and final product which may become a limitation for creative designs to adapt to the decisions and metaphors chosen by the simulation tool. This paper explores the development of Computer Aided Design (CAD) to Computational Design (CD) Tools and their impact on contemporary design education and creative design.
series ASCAAD
last changed 2012/05/15 18:46

_id acadia08_458
id acadia08_458
authors Hemsath, Timothy; Robert Williams; Ronald Bonnstetter; Leen-Kiat Soh
year 2008
title Digital CADCAM Pedagogy Model: Intelligent Inquiry Education
source Silicon + Skin: Biological Processes and Computation, [Proceedings of the 28th Annual Conference of the Association for Computer Aided Design in Architecture (ACADIA) / ISBN 978-0-9789463-4-0] Minneapolis 16-19 October 2008, 458-463
summary Prototype manufacturing as an educational tool has been very successful at the college level in architecture and engineering design. This paper discusses an innovative inquiry-based learning approach rather than the problem-based learning models commonly utilized by other similar programs. For example, several research-funded technology projects (e.g., Cappelleri et al. 2007) look at involving students in problem-based learning exercises (e.g., building robots); however, these exercises (while providing valuable experiences) have predetermined outcomes ingrained by the teachers, the project structure, and the components used to construct the devices. Therefore, inquisitive and creative problem solving is limited to the “kit-of-parts” in their approach to solving the problem. The inquiry-based CADCAM pedagogy model is more concerned with the process of solving a problem through the vehicle of prototyping than with the specificity of the design project itself. This approach has great potential. First, the need to solve the problem drives learning on multiple levels, integrating interdisciplinary ideas into the problem and solution. Second, the problem interlocks disciplines through inquiry knowledge building in team exercises. Finally, it encourages diversity and flexibility by allowing students to look at problems from multiples perspectives and points of view.
keywords CAD; Education; Evaluation; Pedagogy; Rapid Prototyping
series ACADIA
last changed 2009/02/26 07:39

_id ecaade2008_091
id ecaade2008_091
authors Holzer, Dominik
year 2008
title Let’s get Physical
source Architecture in Computro [26th eCAADe Conference Proceedings / ISBN 978-0-9541183-7-2] Antwerpen (Belgium) 17-20 September 2008, pp. 125-132
summary This paper presents an approach for familiarizing architecture students with concepts of environmental performance in the early design stages. A design studio was run at the University of Technology Sydney by Leena Thomas and the author where students were applying building performance analysis to inform their design process from the very beginning of the semester. Students were using parametric design and evolutionary structural optimization in conjunction with environmental performance optimization. Michael Hensel and Defne Sunguroglu (Ocean North) joined the studio at half time for a workshop to investigate how processes occurring in nature can be mapped to inform the morphological design process. In spite the multitude of challenges put to the students during the semester in regard to their design methodology and techniques, they were able to produce highly performative and aesthetically pleasing design outcomes.
keywords environmental design, structural optimization, parametric design, design education, morphologic design exploration
series eCAADe
last changed 2008/09/09 13:55

_id cdc2008_003
id cdc2008_003
authors Kalay, Yehuda E.
year 2008
title The Impact of Information Technology on Architectural Education in the 21st Century
source First International Conference on Critical Digital: What Matters(s)? - 18-19 April 2008, Harvard University Graduate School of Design, Cambridge (USA), pp. 3-6
summary Architecture is a technology-intensive discipline. It uses technology—both in the process of designing and in its products—to achieve certain functional, cultural, social, economic, and other goals. In turn, technology transforms the discipline. The importance of technology to the discipline and to the practice of architecture has been demonstrated again and again throughout history. In the 21st century, the advent of computer-aided design, computerassisted collaboration, construction automation, “intelligent” buildings, and “virtual” places, promise to have as much of an impact on architectural design processes and products as earlier technological advances have had. Like most other early adoptions of a technology, the first uses of computing in the service of architecture mimicked older methods: electronic drafting, modeling, and rendering. But this rather timid introduction is changing rapidly: new design and evaluation tools allow architects to imagine new building forms, more responsive (and environmentally more responsible) buildings, even radically new types of environments that blend physical with virtual space. Communication and collaboration tools allow architects, engineers, contractors, clients, and others to work much more closely than was possible before, resulting in more complex, more innovative, and more effective designs. Understanding and shaping this transformation are the basis of architectural education in the 21st century.
last changed 2009/01/07 07:05

_id ecaade2009_139
id ecaade2009_139
authors Knight, Michael; Dokonal, Wolfgang
year 2009
title State of Affairs - Digital Architectural Design in Europe: A Look into into Education and Practice – Snapshot and Outlook
source Computation: The New Realm of Architectural Design [27th eCAADe Conference Proceedings / ISBN 978-0-9541183-8-9] Istanbul (Turkey) 16-19 September 2009, pp. 191-196
summary This paper updates a research project that tries to take a snapshot on the use of computers in the average architectural firms in two European countries. Our main interest is to see whether the digital design methods are starting to have an impact in these offices. First results of this research using an online web questionnaire have been presented at the eCAADe 2007 conference in Frankfurt and have been updated and presented at the Sigradi 2008 conference in Havana. At the moment we are working with additional interviews and we are preparing a rerun of the questionnaire to have an idea about the current developments. This paper is still based mainly on the findings we presented at the Sigradi conference to bring this information to the eCAADe community as well. We will be presenting the results of the new questionnaire in Istanbul.
wos WOS:000334282200023
keywords Digital design, early stage design
series eCAADe
last changed 2016/05/16 09:08

_id caadria2008_54_session5b_445
id caadria2008_54_session5b_445
authors Rafi, Ahmad; Mastura Yunan, Mazlan Mahadzir, Abdul Halim
year 2008
title Virtual reality as a design education: A Malaysian experience
source CAADRIA 2008 [Proceedings of the 13th International Conference on Computer Aided Architectural Design Research in Asia] Chiang Mai (Thailand) 9-12 April 2008, pp. 445-451
summary This paper presents our attempts on virtual reality curriculum development for the past four years as one of the multimedia-based degrees. It will give an overview, goals and outcomes of the virtual reality (VR) curriculum with varieties of virtual reality systems, interactions and design theories used at different level of studies. It also highlights issues related to designing virtual spaces and the approach used to suggest a good storytelling. This paper will also explore, report and demonstrate the use of non-immersive virtual reality system based on a study in a problem-based learning environment of a virtual reality majoring. Following early encouraging first round results this paper concludes that experiential design could be one of the effective approaches for a problem-based learning and richer content creation of virtual environment (VE) design. It also suggests that the presence of motions, different field of views, interactivities and stereoscopic visions are attributes of three-dimensional (3D) visualization that contribute to better understanding and designing virtual environments.
keywords Virtual reality; design education; problem-based learning; virtual environment
series CAADRIA
email {ahmadrafi.eshaq, mastura.yunan, mazlan.mahadzir, abdulhalim.ahmad}
last changed 2012/05/30 19:29

_id ecaade2008_190
id ecaade2008_190
authors Russell, Peter; Elger, Dietrich
year 2008
title The Meaning of BIM
source Architecture in Computro [26th eCAADe Conference Proceedings / ISBN 978-0-9541183-7-2] Antwerpen (Belgium) 17-20 September 2008, pp. 531-536
summary The paper is a position paper, not a report about a research project. It concerns the paradigm-shift that is taking place in the CAAD software and its implications for the business of architecture and more importantly, for the education of future members of the profession. Twenty years ago the use of CAAD software as a replacement for hand drafting was starting. Since then the transformation is complete: hardly a final project in the universities is drawn by hand. Currently, we are witnessing a second paradigm shift and its name is BIM. The meaning of BIM is rooted in two significant differences to current CAAD software and this will have implications for teaching and practicing architecture. The first difference is the way the software structures information in the CAAD file. The standard way to save CAAD information was to organise simple geometric objects according to membership in groups and to sort them according to a layer-metaphor, which primarily controlled the visibility of the geometric elements. Three-dimensional modelling is/was nothing more than the same structure with a more complex geometry. BIM software changes this structure by storing classes of geometries and then to store the specific values of individual geometries according to factors that can be determined by external or internal logical factors. The implication for architects is that we have the chance to be the people in control of the building information model, so long as we invest the time and energy to fully understand what is happening to the building information during the planning process. If we ignore this, the real danger exists that the last control of the building’s final configuration will be usurped. As educators we are currently teaching students that will be leaving the schools in 2012 and beyond. By then, the paradigm-shift will be in full motion and so it behoves us to consider which skill sets we want the next generation of architects to possess. This means not just teaching students about how to use particular BIM software or how to program a certain parametric/genetic algorithm in a form-finding process. We need to teach our students to take the leadership in building information management and that means understanding and controlling how the building information flows, how the methodologies that are used by the consulting engineers affect our building models, and knowing what kind of logical inconsistencies (internal or external) can threaten the design intention.
keywords Building Information Modelling, Digital Curriculum, Architectural Pedagogy
series eCAADe
last changed 2008/09/09 13:55

_id ecaade2008_037
id ecaade2008_037
authors Rügemer, Jörg; Serrato-Combe, Antonio
year 2008
title Architectural Toolkits
source Architecture in Computro [26th eCAADe Conference Proceedings / ISBN 978-0-9541183-7-2] Antwerpen (Belgium) 17-20 September 2008, pp. 161-168
summary This paper examines how, when, why and why not architecture students today use widely available digital toolkits. It also compares and makes observations on the work and nature of both analog and digital tools. The setting for the inquiry is an architectural design studio where, with no specific mandate to use specific tools from the part of the instructors, students were let free to use whatever tools they could find to explore, develop and finally present their design solutions. The paper reflects and focuses on the success and effective use of digital tools by students who opted to use new digital toolkits.
keywords Education, Pedagogy, Design Process, Digital Design Education,
series eCAADe
last changed 2008/09/09 13:55

_id ecaade2008_007
id ecaade2008_007
authors Serrato-Combe, Antonio
year 2008
title Digital Cocktail
source Architecture in Computro [26th eCAADe Conference Proceedings / ISBN 978-0-9541183-7-2] Antwerpen (Belgium) 17-20 September 2008, pp. 145-152
summary Digital design education has become, in a way, quite similar to Mixology, the art and science of mixing great drinks. Gone are the days when digital design educators only had a handful of ingredients to prepare their educational recipes. Today there are simply too many recipes. So, what should the core elements of digital education be today? What ingredients should be discarded? In what way should educators mix the ingredients? This paper presents highlights of a process followed by an experimental architectural digital design studio where students were served a special digital design cocktail exploring a new way to approach digital education today framed within the constraints of a typical architectural curriculum.
keywords Digital design education, education process, education core, pedagogy, teaching, design process
series eCAADe
last changed 2008/09/09 13:55

_id ecaade2008_188
id ecaade2008_188
authors Tunçer, Bige; de Ruiter, Paul; Mulders, Sander
year 2008
title An Experiment in Multidisciplinary Digital Design
source Architecture in Computro [26th eCAADe Conference Proceedings / ISBN 978-0-9541183-7-2] Antwerpen (Belgium) 17-20 September 2008, pp. 659-666
summary The design and realization of complex buildings requires multidisciplinary design collaboration from early on in the design process. The intensive use of digital design environments in this process demands new knowledge and skills from the involved players including integrating and managing digital design data, developing custom design tools, and utilizing visualization and rapid prototyping techniques. In order to prepare our students for these evolving practices we have developed a multidisciplinary collaborative design studio, named XXL, where student teams work in groups and each students claims a role: architectural design, structural design, digital design, construction and cladding design, and process management. In this paper, we describe the studio, discuss the contributions of the Digital Design Manager, and relate these contributions to design education and practice.
keywords Multidisciplinary design, design collaboration, digital design, architectural education
series eCAADe
last changed 2008/09/09 13:55

_id caadria2008_53_session5b_437
id caadria2008_53_session5b_437
authors Ambrose, Michael A.; Lisa Lacharité
year 2008
title Representation and re-Presentation: Emerging Digital Conventions of Architectural Communication
source CAADRIA 2008 [Proceedings of the 13th International Conference on Computer Aided Architectural Design Research in Asia] Chiang Mai (Thailand) 9-12 April 2008, pp. 437-444
summary This paper examines the theoretical and conceptual underpinnings of digital architectural representation. Emerging digital tools, processes, and methods are sponsoring new conventions for the communication of architectural ideas and motives. New conventions yielded through digital media offer fresh and currently uncodified ways to communicate. These new conventions attempt to communicate the same ideas as the old, sometimes subverting the imperative for drawing as the representation does not refer to information in the abstract, but literally is the information. This research explores the use of architectural conventions, such as plan, section, and perspective, to examine re-presentation—not only a way to convey form and content, but to also to be used as a form of communication. The emerging digital conventions are forms of communication situated between representation and re-presentation.
keywords Education, design theory, digital design representation
series CAADRIA
last changed 2012/05/30 19:29

_id breen02_paper_eaea2007
id breen02_paper_eaea2007
authors Breen, Jack
year 2008
title Viewing Models in Architecture
source Proceedings of the 8th European Architectural Endoscopy Association Conference
summary If we wish to understand the workings of design interventions, it may be opportune to simulate their effects using specialised techniques, such as Endoscopy or Computer Aided Modes of representation. In such undertakings, the method of study will generally involve the active use of some sort of a model. Models of all sorts are used extensively throughout architectural design, research and education. How such a model is conceived and executed is closely linked to the function it is to serve. This may concern design driven exploration, testing or communication, to name but a few of the options.
series EAEA
last changed 2008/04/29 18:46

_id ecaade2008_005
id ecaade2008_005
authors Breen, Jack; Stellingwerff, Martijn
year 2008
title Capital A to Z
source Architecture in Computro [26th eCAADe Conference Proceedings / ISBN 978-0-9541183-7-2] Antwerpen (Belgium) 17-20 September 2008, pp. 759-766
summary Throughout the history of architecture, the Capital – the intermediate between a column and the beam or surface it supports – has been a recurring feature in architectural composition and articulation. In this paper we describe results and findings from the Capital A to Z exercise within the Ornamatics Course from the TU-Delft MSc curriculum. We will show how this exercise combines various digital and physical processes for form finding and how further insights can come from the actual production of models and prototypes. Conclusions will be drawn regarding the integrated educational setup and regarding the influence of different methods and tools on the design process and the design results.
keywords Computer aided manufacturing and modelling, composition, prototyping, ornamatics, education-based research
series eCAADe
last changed 2008/09/09 13:55

_id ecaade2008_134
id ecaade2008_134
authors Burry, Jane; Burry, Mark
year 2008
title The Bonds of Spatial Freedom
source Architecture in Computro [26th eCAADe Conference Proceedings / ISBN 978-0-9541183-7-2] Antwerpen (Belgium) 17-20 September 2008, pp. 301-308
summary In education and research at this time there is arguably no longer a need to build a strong case for the power of CAAD to support designers – the evidence is there. The major challenges no longer centre on hardware, software and graphics potential or on skills acquisition and adoption. The research that we will report here reveals that computational complexity and geometrical complexity are emerging as the sharp issues that demand a major review of how we model the large hybrid spaces that we seek to construct in design. Computational relational modeling and scripting may have opened a trove of creative possibilities. But it may delude us into painting ourselves into a corner: infinite variety within a much reduced palette of opportunities.
keywords Architectural Geometry, relational modeling, parametric design
series eCAADe
last changed 2008/09/09 13:55

_id caadria2008_43_session4b_350
id caadria2008_43_session4b_350
authors Chen, Rui; Xiangyu Wang
year 2008
title Tangible Augmented Reality for Design Learning: An Implementation Framework
source CAADRIA 2008 [Proceedings of the 13th International Conference on Computer Aided Architectural Design Research in Asia] Chiang Mai (Thailand) 9-12 April 2008, pp. 350-356
summary Nowadays, it is becoming more and more popular for teaching and learning to be supported in technology-supported settings. These digital technologies create new instructional methods. Tangible Augmented Reality (AR) technology can construct an innovative and interactive learning space by merging computer-generated learning materials and stimuli of virtuality into a real space. Different cognitive and social-learning processes might be involved with different learning activities that can be potentially supported by different technology modes of tangible AR. This paper discusses an empirical research framework for designing and implementing tangible AR technologies to improve the pedagogical effectiveness of learning processes involved in architectural design education. The research framework includes the theoretical process of applying tangible AR in design learning, the devised experimentations and associated methodology. Issues and benefits of incorporating tangible AR into architectural design learning are also investigated and discussed.
keywords Augmented Reality, architectural design learning, framework, learning theory, tangible interface
series CAADRIA
email {rche0750,}
last changed 2012/05/30 19:29

_id ecaade2008_034
id ecaade2008_034
authors Christenson, Mike
year 2008
title Questioning the Primacy of Visual Simulation in an Epistemology of Digital Models
source Architecture in Computro [26th eCAADe Conference Proceedings / ISBN 978-0-9541183-7-2] Antwerpen (Belgium) 17-20 September 2008, pp. 889-896
summary This paper questions the degree to which visual simulations are conventionally assumed to be a primary means of entering digital models into productive architectural discourse. The paper considers established means by which digital models are made known, specifically those which place epistemological value on multiple representational modes, particularly building information modeling software. The paper outlines a proposal to displace the use of visual simulation as a primary means of making digital models known.
keywords Digital aids to design creativity, generative design, modes of production, precedents and prototypes, research, education and practice
series eCAADe
last changed 2008/09/09 13:55

_id ecaade2008_073
id ecaade2008_073
authors Dalla Vecchia, Luisa; da Silva, Adriane; Pereira , Alice
year 2008
title Teaching/Learning Architectural Design Based on a Virtual Learning Environment
source Architecture in Computro [26th eCAADe Conference Proceedings / ISBN 978-0-9541183-7-2] Antwerpen (Belgium) 17-20 September 2008, pp. 801-808
summary This paper describes an experiment in which a virtual learning environment was used in the context of an architectural design course. The objective was to evaluate the capability of the learning environment used to support the interactions needed, between teacher-student and between students, for the establishment of a process of discussion and development of architectural design. Some limitations imposed either by the virtual learning environment or by the context of the experiment itself were identified and also positive points, such as the possibility to register the whole design process. All this data subside studies about the process of teaching/learning architectural design validating this experiment and allowing the promotion of new experiments in the different stages of this academic process.
keywords architectural design, technology in education, virtual learning environment
series eCAADe
last changed 2008/09/09 13:55

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