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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Hits 1 to 15 of 15

_id ecaade2014_113
id ecaade2014_113
authors Burak Pak and Johan Verbeke
year 2014
title ICT-enabled Civic Empowerment and Participation: in Design, through Design
source Thompson, Emine Mine (ed.), Fusion - Proceedings of the 32nd eCAADe Conference - Volume 1, Department of Architecture and Built Environment, Faculty of Engineering and Environment, Newcastle upon Tyne, England, UK, 10-12 September 2014, pp. 89-97
wos WOS:000361384700008
summary This paper aims to discuss the potentials of novel modes of participatory design in relation to the latest developments in Information and Communication Technologies (ICT). The first part of the study involves the extraction of the basic principles from the extraordinary cases of the Medical Faculty Housing by Lucien Kroll (1976) and Cedric Price's Fun Place (1965) in which various forms of ICT-enabled participation were conceived. In the second part, we reframe the existing ICT tools and strategies and elaborate their potentials to support the modes of participation performed in these two cases. As a result, by distilling the created knowledge, we introduce a model of ICT-enabled design participation which exploits a set of collective action tools to support sustainable ways of self-organization and bottom-up design.
keywords Participatory architectural design; crowdsourcing; crowdfunding; self-organization
series eCAADe
email burak.pak@kuleuven.be
last changed 2016/05/16 09:08

_id ecaade2018_301
id ecaade2018_301
authors Cocho-Bermejo, Ana, Birgonul, Zeynep and Navarro-Mateu, Diego
year 2018
title Adaptive & Morphogenetic City Research Laboratory
source Kepczynska-Walczak, A, Bialkowski, S (eds.), Computing for a better tomorrow - Proceedings of the 36th eCAADe Conference - Volume 2, Lodz University of Technology, Lodz, Poland, 19-21 September 2018, pp. 659-668
summary "Smart City" business model is guiding the development of future metropolises. Software industry sales to town halls for city management services efficiency improvement are, these days, a very pro?table business. Being the model decided by the industry, it can develop into a dangerous situation in which the basis of the new city design methodologies is decided by agents outside academia expertise. Drawing on complex science, social physics, urban economics, transportation theory, regional science and urban geography, the Lab is dedicated to the systematic analysis of, and theoretical speculation on, the recently coined "Science of Cities" discipline. On the research agenda there are questions arising from the synthesis of architecture, urban design, computer science and sociology. Collaboration with citizens through inclusion and empowerment, and, relationships "City-Data-Planner-Citizen" and "Citizen-Design-Science", configure Lab's methodology provoking a dynamic responsive process of design that is yet missing on the path towards the real responsive city.
keywords Smart City; Morphogenetic Urban Design; Internet of Things; Building Information Modelling; Evolutionary Algorithms; Machine Learning & Artificial Intelligence
series eCAADe
email zbirgonul@uic.es
last changed 2018/08/22 13:38

_id 9f8a
authors Davidow, William H.
year 1992
title The Virtual Corporation: Structuring and Revitalizing the Corporation for the 21St Century
source New York: Harper Collins Publishers
summary The great value of this timely, important book is that it provides an integrated picture of the customer-driven company of the future. We have begun to learn about lean production technology, stripped-down management, worker empowerment, flexible customized manufacturing, and other modern strategies, but Davidow and Malone show for the first time how these ideas are fitting together to create a new kind of corporation and a worldwide business revolution. Their research is fascinating. The authors provide illuminating case studies of American, Japanese, and European companies that have discovered the keys to improved competitiveness, redesigned their businesses and their business relationships, and made extraordinary gains. They also write bluntly and critically about a number of American corporations that are losing market share by clinging to outmoded thinking. Business success in the global marketplace of the future is going to depend upon corporations producing "virtual" products high in added value, rich in variety, and available instantly in response to customer needs. At the heart of this revolution will be fast new information technologies; increased emphasis on quality; accelerated product development; changing management practices, including new alignments between management and labor; and new linkages between company, supplier, and consumer, and between industry and government. The Virtual Corporation is an important cutting-edge book that offers a creative synthesis of the most influential ideas in modern business theory. It has already fired excitement and debate in industry, academia, and government, and it is essential reading for anyone involved in the leadership of America's business and the shaping of America's economic future.
series other
last changed 2003/04/23 13:14

_id 7ce5
authors Gal, Shahaf
year 1992
title Computers and Design Activities: Their Mediating Role in Engineering Education
source Sociomedia, ed. Edward Barret. MIT Press
summary Sociomedia: With all the new words used to describe electronic communication (multimedia, hypertext, cyberspace, etc.), do we need another one? Edward Barrett thinks we do; hence, he coins the term "sociomedia." It is meant to displace a computing economy in which technicity is hypostasized over sociality. Sociomedia, a compilation of twenty-five articles on the theory, design and practice of educational multimedia and hypermedia, attempts to re-value the communicational face of computing. Value, of course, is "ultimately a social construct." As such, it has everything to do with knowledge, power, education and technology. The projects discussed in this book represent the leading edge of electronic knowledge production in academia (not to mention major funding) and are determining the future of educational media. For these reasons, Sociomedia warrants close inspection. Barrett's introduction sets the tone. For him, designing computer media involves hardwiring a mechanism for the social construction of knowledge (1). He links computing to a process of social and communicative interactivity for constructing and desseminating knowledge. Through a mechanistic mapping of the university as hypercontext (a huge network that includes classrooms as well as services and offices), Barrett models intellectual work in such a way as to avoid "limiting definitions of human nature or human development." Education, then, can remain "where it should be--in the human domain (public and private) of sharing ideas and information through the medium of language." By leaving education in a virtual realm (where we can continue to disagree about its meaning and execution), it remains viral, mutating and contaminating in an intellectually healthy way. He concludes that his mechanistic model, by means of its reductionist approach, preserves value (7). This "value" is the social construction of knowledge. While I support the social orientation of Barrett's argument, discussions of value are related to power. I am not referring to the traditional teacher-student power structure that is supposedly dismantled through cooperative and constructivist learning strategies. The power to be reckoned with in the educational arena is foundational, that which (pre)determines value and the circulation of knowledge. "Since each of you reading this paragraph has a different perspective on the meaning of 'education' or 'learning,' and on the processes involved in 'getting an education,' think of the hybris in trying to capture education in a programmable function, in a displayable object, in a 'teaching machine'" (7). Actually, we must think about that hybris because it is, precisely, what informs teaching machines. Moreover, the basic epistemological premises that give rise to such productions are too often assumed. In the case of instructional design, the episteme of cognitive sciences are often taken for granted. It is ironic that many of the "postmodernists" who support electronic hypertextuality seem to have missed Jacques Derrida's and Michel Foucault's "deconstructions" of the epistemology underpinning cognitive sciences (if not of epistemology itself). Perhaps it is the glitz of the technology that blinds some users (qua developers) to the belief systems operating beneath the surface. Barrett is not guilty of reactionary thinking or politics; he is, in fact, quite in line with much American deconstructive and postmodern thinking. The problem arises in that he leaves open the definitions of "education," "learning" and "getting an education." One cannot engage in the production of new knowledge without orienting its design, production and dissemination, and without negotiating with others' orientations, especially where largescale funding is involved. Notions of human nature and development are structural, even infrastructural, whatever the medium of the teaching machine. Although he addresses some dynamics of power, money and politics when he talks about the recession and its effects on the conference, they are readily visible dynamics of power (3-4). Where does the critical factor of value determination, of power, of who gets what and why, get mapped onto a mechanistic model of learning institutions? Perhaps a mapping of contributors' institutions, of the funding sources for the projects showcased and for participation in the conference, and of the disciplines receiving funding for these sorts of projects would help visualize the configurations of power operative in the rising field of educational multimedia. Questions of power and money notwithstanding, Barrett's introduction sets the social and textual thematics for the collection of essays. His stress on interactivity, on communal knowledge production, on the society of texts, and on media producers and users is carried foward through the other essays, two of which I will discuss. Section I of the book, "Perspectives...," highlights the foundations, uses and possible consequences of multimedia and hypertextuality. The second essay in this section, "Is There a Class in This Text?," plays on the robust exchange surrounding Stanley Fish's book, Is There a Text in This Class?, which presents an attack on authority in reading. The author, John Slatin, has introduced electronic hypertextuality and interaction into his courses. His article maps the transformations in "the content and nature of work, and the workplace itself"-- which, in this case, is not industry but an English poetry class (25). Slatin discovered an increase of productive and cooperative learning in his electronically- mediated classroom. For him, creating knowledge in the electronic classroom involves interaction between students, instructors and course materials through the medium of interactive written discourse. These interactions lead to a new and persistent understanding of the course materials and of the participants' relation to the materials and to one another. The work of the course is to build relationships that, in my view, constitute not only the meaning of individual poems, but poetry itself. The class carries out its work in the continual and usually interactive production of text (31). While I applaud his strategies which dismantle traditional hierarchical structures in academia, the evidence does not convince me that the students know enough to ask important questions or to form a self-directing, learning community. Stanley Fish has not relinquished professing, though he, too, espouses the indeterminancy of the sign. By the fourth week of his course, Slatin's input is, by his own reckoning, reduced to 4% (39). In the transcript of the "controversial" Week 6 exchange on Gertrude Stein--the most disliked poet they were discussing at the time (40)--we see the blind leading the blind. One student parodies Stein for three lines and sums up his input with "I like it." Another, finds Stein's poetry "almost completey [sic] lacking in emotion or any artistic merit" (emphasis added). On what grounds has this student become an arbiter of "artistic merit"? Another student, after admitting being "lost" during the Wallace Steven discussion, talks of having more "respect for Stevens' work than Stein's" and adds that Stein's poetry lacks "conceptual significance[, s]omething which people of varied opinion can intelligently discuss without feeling like total dimwits...." This student has progressed from admitted incomprehension of Stevens' work to imposing her (groundless) respect for his work over Stein's. Then, she exposes her real dislike for Stein's poetry: that she (the student) missed the "conceptual significance" and hence cannot, being a person "of varied opinion," intelligently discuss it "without feeling like [a] total dimwit." Slatin's comment is frightening: "...by this point in the semester students have come to feel increasingly free to challenge the instructor" (41). The students that I have cited are neither thinking critically nor are their preconceptions challenged by student-governed interaction. Thanks to the class format, one student feels self-righteous in her ignorance, and empowered to censure. I believe strongly in student empowerment in the classroom, but only once students have accrued enough knowledge to make informed judgments. Admittedly, Slatin's essay presents only partial data (there are six hundred pages of course transcripts!); still, I wonder how much valuable knowledge and metaknowledge was gained by the students. I also question the extent to which authority and professorial dictature were addressed in this course format. The power structures that make it possible for a college to require such a course, and the choice of texts and pedagogy, were not "on the table." The traditional professorial position may have been displaced, but what took its place?--the authority of consensus with its unidentifiable strong arm, and the faceless reign of software design? Despite Slatin's claim that the students learned about the learning process, there is no evidence (in the article) that the students considered where their attitudes came from, how consensus operates in the construction of knowledge, how power is established and what relationship they have to bureaucratic insitutions. How do we, as teaching professionals, negotiate a balance between an enlightened despotism in education and student-created knowledge? Slatin, and other authors in this book, bring this fundamental question to the fore. There is no definitive answer because the factors involved are ultimately social, and hence, always shifting and reconfiguring. Slatin ends his article with the caveat that computerization can bring about greater estrangement between students, faculty and administration through greater regimentation and control. Of course, it can also "distribute authority and power more widely" (50). Power or authority without a specific face, however, is not necessarily good or just. Shahaf Gal's "Computers and Design Activities: Their Mediating Role in Engineering Education" is found in the second half of the volume, and does not allow for a theory/praxis dichotomy. Gal recounts a brief history of engineering education up to the introduction of Growltiger (GT), a computer-assisted learning aid for design. He demonstrates GT's potential to impact the learning of engineering design by tracking its use by four students in a bridge-building contest. What his text demonstrates clearly is that computers are "inscribing and imaging devices" that add another viewpoint to an on-going dialogue between student, teacher, earlier coursework, and other teaching/learning tools. The less proficient students made a serious error by relying too heavily on the technology, or treating it as a "blueprint provider." They "interacted with GT in a way that trusted the data to represent reality. They did not see their interaction with GT as a negotiation between two knowledge systems" (495). Students who were more thoroughly informed in engineering discourses knew to use the technology as one voice among others--they knew enough not simply to accept the input of the computer as authoritative. The less-advanced students learned a valuable lesson from the competition itself: the fact that their designs were not able to hold up under pressure (literally) brought the fact of their insufficient knowledge crashing down on them (and their bridges). They also had, post factum, several other designs to study, especially the winning one. Although competition and comparison are not good pedagogical strategies for everyone (in this case the competitors had volunteered), at some point what we think we know has to be challenged within the society of discourses to which it belongs. Students need critique in order to learn to push their learning into auto-critique. This is what is lacking in Slatin's discussion and in the writings of other avatars of constructivist, collaborative and computer-mediated pedagogies. Obviously there are differences between instrumental types of knowledge acquisition and discoursive knowledge accumulation. Indeed, I do not promote the teaching of reading, thinking and writing as "skills" per se (then again, Gal's teaching of design is quite discursive, if not dialogic). Nevertheless, the "soft" sciences might benefit from "bridge-building" competitions or the re-institution of some forms of agonia. Not everything agonistic is inhuman agony--the joy of confronting or creating a sound argument supported by defensible evidence, for example. Students need to know that soundbites are not sound arguments despite predictions that electronic writing will be aphoristic rather than periodic. Just because writing and learning can be conceived of hypertextually does not mean that rigor goes the way of the dinosaur. Rigor and hypertextuality are not mutually incompatible. Nor is rigorous thinking and hard intellectual work unpleasurable, although American anti-intellectualism, especially in the mass media, would make it so. At a time when the spurious dogmatics of a Rush Limbaugh and Holocaust revisionist historians circulate "aphoristically" in cyberspace, and at a time when knowledge is becoming increasingly textualized, the role of critical thinking in education will ultimately determine the value(s) of socially constructed knowledge. This volume affords the reader an opportunity to reconsider knowledge, power, and new communications technologies with respect to social dynamics and power relationships.
series other
last changed 2003/04/23 13:14

_id ijac201210201
id ijac201210201
authors Jabi, Wassim
year 2012
title Augmenting Architecture Through Desktop Manufacturing
source International Journal of Architectural Computing vol. 10 - no. 2, 163-184
summary Personal desktop manufacturing, with its roots in hacker culture, is on the cusp of exploding into the main stream due to the advent of affordable personal 3D printers.This paper is an exploration of these advances in desktop manufacturing technology and their impact on our relationship with products and the built environment.The paper draws parallels to the personal computing and desktop publishing revolutions that offer clues to the future of personal desktop manufacturing. Four major themes have emerged from this exploration: Personal empowerment, remote printing and collaboration, full-scale digital construction, and, most intriguingly, architectural prosthetics. Based on an open-source philosophy and creative commons licensing, desktop manufacturing is redefining our relationship with large manufacturers and is beginning to convert us back from a consumerist culture into a creator one.
series journal
last changed 2012/07/29 05:28

_id caadria2016_063
id caadria2016_063
authors Kawiti, Derek; Marc Aurel Schnabel and James Durcan
year 2016
title Indigenous Parametricism - Material Computation.
source Living Systems and Micro-Utopias: Towards Continuous Designing, Proceedings of the 21st International Conference on Computer-Aided Architectural Design Research in Asia (CAADRIA 2016) / Melbourne 30 March–2 April 2016, pp. 63-72
summary The use of computational formats and digital tools includ- ing machine fabrication by indigenous people worldwide to augment traditional practices and material culture is becoming more and more commonplace. However within the practice of architecture while there are indigenous architectural practitioners utilizing digital tools, it is unclear as to whether there is motivation to implement traditional in- digenous knowledge in conjunction with these computational instru- ments and methodologies. This paper explores how the tools might be used to investigate the potential for indigenous development, cultural empowerment and innovation. It also describes a general methodology whereby capacity can be shared between academia and indigenous groups to foster new knowledge through a recently implemented in- digenous focused design research entity, SITUA. The importance and significant research potential of what we term 'domain based research' is reinforced through the exploration of emergent materials and build- ing systems located within specific tribal domains. A recent project employing 3D clay extrusion printing is used to illustrate this ap- proach.
keywords Indigenous domain based research: Maori; materials; digital fabrication
series CAADRIA
email derek.kawiti@vuw.ac.nz
last changed 2016/03/11 09:21

_id fa7a
authors Kokosalakis, Jen
year 1999
title Learning to Learn Through Computing: Sensitising Surveys and Empowering Urban Stakeholder's Input to Policy
source Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 714-721
summary Reflection on three decades using computing at JMU, to teach survey techniques to planners, with application to community research projects, reveals that each computing "learning" threshold/milestone enabled each protagonist (research lecturer, planning student, professional and community-stakeholder),"to learn" more broadly. This facilitated more sensitive data-gathering-so empowering respondent/residents with more control to define data to influence urban policy. The seventies' mechanical processing and limited computing experience restricted data quality/depth. Hand-processing 'edge punch cards' recorded enriched variety and depth. Learning computing from Maths lecturers enabled students to learn to control SPSS program and data files. Maths lecturers' withdrawal necessitated the authors' learning, which brought control of the whole process, so facilitating informal inductive interviews-more open to respondents' control over topics to be discussed. Planners learning 3DCAAD-modelling, learned to conceptualise spatially. Community members used CAAD with greater ease, possibly through greater Internet and games experience. Free, EU-funded, private, government, and so on training schemes for Merseysiders, may enfranchise them to define and submit their own demands regarding urban regeneration, directly, through new technological channels (opened by Local Authorities). And new partnering, with private, public and developer agencies may drive these initiatives home.
keywords Research Methods, Community Empowerment, Learning Computing, Urban Planning, Sensitivity
series eCAADe
email j.kokosalakis@livjm.ac.uk
last changed 1999/10/10 12:52

_id acadiaregional2011_008
id acadiaregional2011_008
authors Krietemeyer,Elizabeth A.; Anna H. Dyson
year 2011
title Electropolymeric Technology for Dynamic Building Envelopes
source Parametricism (SPC) ACADIA Regional 2011 Conference Proceedings
summary Human health and energy problems associated with the lack of control of natural light in contemporary buildings have necessitated research into dynamic windows for energy efficient buildings. Existing dynamic glazing technologies have made limited progress towards greater energy performance for curtain wall systems because they are still unable to respond to dynamic solar conditions, fluctuating building demands, and a range of user preferences for visual comfort and individual control. Recent breakthroughs in the field of information display provide opportunities to transfer electropolymeric technology to building envelopes that can achieve geometric and spectral selectivity in concert with pattern variation within the façade. Integrating electroactive polymers within the surfaces of an insulated glazing unit (IGU) could dramatically improve the energy performance of windows while enabling user empowerment through the control of the visual quality of this micro-material assembly, in addition to allowing for the switchable patterning of information display. Using parametric modeling as a generative design and analysis tool, this paper examines the technical intricacies linking system variables with visual comfort, daylight quality, and pattern design of the proposed electropolymeric dynamic facade technology.
series ACADIA
last changed 2011/07/08 09:17

_id 4c01
authors Laranjeira, Teresa
year 2003
title The S. Pedro da Cova Community Knowledge Centre, a local example of empowerment through technology
source CORP 2003, Vienna University of Technology, 25.2.-28.2.2003 [Proceedings on CD-Rom]
summary S. Pedro da Cova (Gondomar), located ten kilometres from the city centre of Porto (Portugal), is considerate a depressed territory, with a large spectrum of social, economic and urban problems, but also with local positive aspects capable to reach the different development opportunities.In the ambit of the regeneration process for this area, the local authority draw a strategy based in the empowerment of the citizens, where the Information Communication Technologies (ICT’s) assumed a major role. With this purpose, it was intended to build a Community Technology Centre for the disfavoured children. From the building construction till the first activities, it is our conviction that to break the differences between the have and the have not’s it will be very important to conciliate the new technologies and the local characteristics. The children will be the active agents in the dissemination of the project through the development of the different activities, sensitising the families to adopt a healthy life and announce situations of risk, for example. To validate the project will be created an permanent observatory that propose a moment of reflection and auto-valuation about the evolution of the different activities, thechanges to do, and the identification of new problems and the redefinition of new methodologies. The aim of the article is not only to show the positive aspects, indeed significant, but also to bring into discussion some questions; in order to understand the possibility of defining an empowerment strategy based in the ICT’s. How to conciliate the individualperspectives of the future into a common objective? How to show to all community that information and knowledge are fundamentalto build a more liveable and equity neighbourhood? How to transfer the results to a larger strategy for the entire city? And, at theend, how to explain that people is the most important "infrastructure" to build a better future?
keywords Social Exclusion; Informal Urban Structure; Empowerment; Spaces of Knowledge
series other
email laranjeira10@sapo.pt
last changed 2003/03/11 19:39

_id aea2
authors Laurel, B. (ed.)
year 1990
title The Art of Human-Computer Interface Design
source New York: Addison-Wesley.
summary Human-computer interface design is a new discipline. So new in fact, that Alan Kay of Apple Computer quipped that people "are not sure whether they should order it by the yard or the ton"! Irrespective of the measure, interface design is gradually emerging as a much-needed and timely approach to reducing the awkwardness and inconveniences of human-computer interaction. "Increased cognitive load", "bewildered and tired users" - these are the byproducts of the "plethora of options and the interface conventions" faced by computer users. Originally, computers were "designed by engineers, for engineers". Little or no attention was, or needed to be, paid to the interface. However, the pervasive use of the personal computer and the increasing number and variety of applications and programs has given rise to a need to focus on the "cognitive locus of human-computer interaction" i.e. the interface. What is the interface? Laurel defines the interface as a "contact surface" that "reflects the physical properties of the interactors, the functions to be performed, and the balance of power and control." (p.xiii) Incorporated into her definition are the "cognitive and emotional aspects of the user's experience". In a very basic sense, the interface is "the place where contact between two entities occurs." (p.xii) Doorknobs, steering wheels, spacesuits-these are all interfaces. The greater the difference between the two entities, the greater the need for a well-designed interface. In this case, the two very different entities are computers and humans. Human-conputer interface design looks at how we can lessen the effects of these differences. This means, for Laurel, empowering users by providing them with ease of use. "How can we think about it so that the interfaces we design will empower users?" "What does the user want to do?" These are the questions Laurel believes must be asked by designers. These are the questions addressed directly and indirectly by the approximately 50 contributors to The Art of Human-Computer Interface Design. In spite of the large number of contributors to the book and the wide range of fields with which they are associated, there is a broad consensus on how interfaces can be designed for empowerment and ease of use. User testing, user contexts, user tasks, user needs, user control: these terms appear throughout the book and suggest ways in which design might focus less on the technology and more on the user. With this perspective in mind, contributor D. Norman argues that computer interfaces should be designed so that the user interacts more with the task and less with the machine. Such interfaces "blend with the task", and "make tools invisible" so that "the technology is subervient to that goal". Sellen and Nicol insist on the need for interfaces that are 'simple', 'self-explanatory', 'adaptive' and 'supportive'. Contributors Vertelney and Grudin are interested in interfaces that support the contexts in which many users work. They consider ways in which group-oriented tasks and collaborative efforts can be supported and aided by the particular design of the interface. Mountford equates ease of use with understating the interface: "The art and science of interface design depends largely on making the transaction with the computer as transparent as possible in order to minimize the burden on the user".(p.248) Mountford also believes in "making computers more powerful extensions of our natural capabilities and goals" by offering the user a "richer sensory environment". One way this can be achieved according to Saloman is through creative use of colour. Saloman notes that colour can not only impart information but that it can be a useful mnemonic device to create associations. A richer sensory environment can also be achieved through use of sound, natural speech recognition, graphics, gesture input devices, animation, video, optical media and through what Blake refers to as "hybrid systems". These systems include additional interface features to control components such as optical disks, videotape, speech digitizers and a range of devices that support "whole user tasks". Rich sensory environments are often characteristic of game interfaces which rely heavily on sound and graphics. Crawford believes we have a lot to learn from the design of games and that they incorporate "sound concepts of user interface design". He argues that "games operate in a more demanding user-interface universe than other applications" since they must be both "fun" and "functional".
series other
last changed 2003/04/23 13:14

_id acadia16_372
id acadia16_372
authors Maia, Sara Costa; Meyboom, AnnaLisa
year 2016
title Researching Inhabitant Agency in Interactive Architecture
source ACADIA // 2016: POSTHUMAN FRONTIERS: Data, Designers, and Cognitive Machines [Proceedings of the 36th Annual Conference of the Association for Computer Aided Design in Architecture (ACADIA) ISBN 978-0-692-77095-5] Ann Arbor 27-29 October, 2016, pp. 372-381
summary The study of Interactive Architecture (IA) spans over several decades and appears to be gaining increasing momentum in recent years. Yet, inhabitant-centered approaches towards research and design in the field still have a long way ahead to explore. Particularly, we observed that the examination of IA’s social relevance in literature is still incipient and ill supported by evidence. The study discussed in this paper is attempting to remediate this gap by exploring one of the first socio-political arguments around the relevance of IA, namely inhabitant empowerment and agency. It investigates whether an inhabitant’s relation and experience with interactive spaces, conceived according to different interaction strategies, increases the participants’ perception of their own agency in the space. In this paper, we briefly explain the prototyping of an interactive space-plan designed to emulate the behavior of four basic models of interaction. Finally, the paper presents an experimental study set to test inhabitant agency in IA. It concludes that IA has the potential to increase inhabitant agency, but that this is very dependable on the system’s design regarding behavior and interaction.
keywords agency, responsive environments, interactive architecture, sensate systems
series ACADIA
type paper
email ameyboom@sala.ubc.ca
last changed 2016/10/24 11:12

_id acadia12_527
id acadia12_527
authors Pak, Burak ; Verbeke, Johan
year 2012
title A Web-Based Geographic Virtual Environment for the Deliberation of Alternative Urban Development Projects Prepared for Brussels
source ACADIA 12: Synthetic Digital Ecologies [Proceedings of the 32nd Annual Conference of the Association for Computer Aided Design in Architecture (ACADIA) ISBN 978-1-62407-267-3] San Francisco 18-21 October, 2012), pp. 527-538
summary In this paper, we discuss the potentials of affordable GeoWeb 2.0 applications to support the deliberation of urban projects. We first introduce the conceptual design of a web-based geographic virtual environment specifically developed for the Brussels–Capital Region in the framework of a long-term postdoctoral research project. Then, we present two alternative open-source prototypes for the implementation of this conceptual design and compare their usability with experts. Furthermore, we share our experiences from two field applications in the form of a brief case study and discuss the potentials of the proposed prototypes with a focus on their usability and supported forms of design empowerment
keywords Urban Planning and Design , Virtual Environments , Collaborative Design , Web-based Application
series ACADIA
type normal paper
email burak.pak@architectuur.sintlucas.wenk.be
last changed 2013/01/09 10:06

_id ecaade2012_231
id ecaade2012_231
authors Pak, Burak ; Verbeke, Johan
year 2012
title Affordable Web-based Collaborative Mapping Environments for the Analysis and Planning of the Green Networks of Brussels
source Achten, Henri; Pavlicek, Jiri; Hulin, Jaroslav; Matejovska, Dana (eds.), Digital Physicality - Proceedings of the 30th eCAADe Conference - Volume 1 / ISBN 978-9-4912070-2-0, Czech Technical University in Prague, Faculty of Architecture (Czech Republic) 12-14 September 2012, pp.413-422
wos WOS:000330322400042
summary In this paper, we will discuss the potentials of affordable Geoweb 2.0 technologies. We will reveal two affordable open-source collaborative mapping frameworks and explore their potentials, strengths and weaknesses through two different field implementations in the form of case studies. Refl ecting on our experiences with these cases we will compare the two technological frameworks in terms of participation and mapping support as well as data security, cross-browser compatibility, interface customizability, import-export capability and required level of expertise for setup and management. Moreover, with a designerly lens, we will discuss the levels of design empowerment in two cases in relation with user profi les and pre-designated contribution styles. Finally, we will identify open challenges and suggest future directions.
keywords Virtual Environments; Collaborative Mapping; Planning; Web 2.0
series eCAADe
email burak.pak@architectuur.sintlucas.wenk.be
last changed 2014/04/14 11:07

_id ijac201412304
id ijac201412304
authors Pak, Burak; Johan Verbeke
year 2014
title Geoweb 2.0 for Participatory Urban Design: Affordances and Critical Success Factors
source International Journal of Architectural Computing vol. 12 - no. 3, 283-306
summary In this paper, we discuss the affordances of open-source Geoweb 2.0 platforms to support the participatory design of urban projects in real-world practices. We first introduce the two open-source platforms used in our study for testing purposes. Then, based on evidence from five different field studies we identify five affordances of these platforms: conversations on alternative urban projects, citizen consultation, design empowerment, design studio learning and design research. We elaborate on these in detail and identify a key set of success factors for the facilitation of better practices in the future.
series journal
last changed 2014/12/09 06:44

_id ecaade2017_051
id ecaade2017_051
authors Salkini, Hadya, Swaid, Bashar, Greco, Laura and Lucente, Roberta
year 2017
title Emerging an Adaptive Kinetic Mashrabia for Reviving the Environmental Responsive in the Traditional Courtyard House of Aleppo
source Fioravanti, A, Cursi, S, Elahmar, S, Gargaro, S, Loffreda, G, Novembri, G, Trento, A (eds.), ShoCK! - Sharing Computational Knowledge! - Proceedings of the 35th eCAADe Conference - Volume 1, Sapienza University of Rome, Rome, Italy, 20-22 September 2017, pp. 299-308
summary Abstract:Due to the widespread of computational processes techniques, many manuals and modern automatic shading systemshave been developed. Although, of their high environmental performance, most of these systems failed to adapt neitherto the morphological configuration nor to the special character of the historical contexts. Thus, empowerment the roleof the bio-climatic design process in reconstructing the courtyard house in Aleppo post-war requires translating theform and structure of the vernacular architectural elements into adaptive and dynamic ones, for emerging newinnovative solutions with high environmental responsive. The research adopts this hypothesis for developing a newshading screen system with a kinetic structure technique. An evolutionary multi-criteria optimization for geneticalgorithm technique is used and integrated with bio-climatic tools such as Ladybug and Honeybee plug-ins forGrasshopper and Rhino software, for obtaining the optimum adaptive kinetic Mashrabia that enables reviving theenvironmental responsive in the traditional courtyard house of Aleppo post-war.
keywords Keywords: Parametric Design, Environmental Responsive, Adaptive Kinetic Structure.
series eCAADe
email hadya.salkini@unical.it
last changed 2017/09/13 13:21

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