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 sigradi2014_271
id sigradi2014_271
authors Alvarez, Marcelo Paysse
year 2014
title Relevamiento con drones; el caso Real de San Carlos [Drone mapping; case study: Real de San Carlos]
source SiGraDi 2014 [Proceedings of the 18th Conference of the Iberoamerican Society of Digital Graphics - ISBN: 978-9974-99-655-7] Uruguay - Montevideo 12 - 14 November 2014, pp. 649-652
summary Cultural landscapes, although complex realities, give shape and meaning to the tangible and intangible components which form the foundations of human cultural background. The architecture of the city of Colonia del Sacramento fits within this context, and builds up a unique cultural landscape inserted in the logic of the historical heritage protection system. This concept, which implies wealth but also conflicts, demands a multidisciplinary approach grounded on a wide vision of this issue. Likewise, this comprehensive approach contributes to reverse and correct the lack of capacity and/or interest to save these examples of man-made landscape (prefabrication, mega-projects of the beginnings of the 20th Century, etc.), which are essential pieces of heritage conservation. Since 1943 the bullring is owned by the Municipality of Colonia. In the last decade the building was fenced to prevent breakdown risk. Still, illegal access occurs quite easily, increasing the risk and potential damage, in addition to the spoilage caused by more than one hundred years of inactivity and lack of maintenance. This paper proposes a method to survey and record the current status of the building, from photos taken by unmanned aerial vehicles (UAV, drones), allowing the registry without the need of direct access to the site. The survey will enable three types of results: series of mapped photographs, 3D models and an interactive platform for aerial view. The aim is to provide valuable and essential documentation for next stages of consolidation works, competitions and eventualy, new uses of the heritage building.
series SIGRADI
email paysse@farq.edu.uy
last changed 2016/03/10 08:47

_id 7798
authors Barrow, Larry
year 2002
title Elitism, IT and the Modern Architect Opportunity or Dilemma
source Thresholds - Design, Research, Education and Practice, in the Space Between the Physical and the Virtual [Proceedings of the 2002 Annual Conference of the Association for Computer Aided Design In Architecture / ISBN 1-880250-11-X] Pomona (California) 24-27 October 2002, pp. 97-109
summary Information Technology (IT) is impacting architecture dramatically in process and form. Often thecurrent transformation of architecture is difficult to analyze and frequently we see confusion and anxietyregarding uncertainties for the future of the architect as designer and project leader. The currentpotentiality for new exotic form (i.e. product) is mesmerizing; however, in the current context, lessobvious issues and pertinent questions are emerging for the profession. What is the mission of theprofession? What will keep us relevant in the mist of the new global society?In this paper, we will take an evolutionary perspective of technology in architecture and draw parallelsbetween the Renaissance, which is the genesis of the modern architect, and the contemporary state ofarchitecture. The modern architect was birthed during the Renaissance where we see the retraction ofthe architect from the building site and separation from direct involvement in the building process.Communications technology (i.e. representation in the form of free-hand drawings, mechanical 2Dorthographic drawings and 3D perspectives) enabled the decomposition of the master builder into threecomponents (i.e. artist-designer, practicing_architect, and builder). Thus, we see technology enable thedenigration and ultimate dissolution of the centuries old craftsman guilds and the master builder. Thetechnology evolution of “drawings” enabled monumental change in the process of architecture over thepast five hundred years. The fission of the master builder, enabled by “drawings”, resulted in disparatefactions which are the forerunners of the modern day litigious design-bid-build project delivery. We nowincreasingly see a return to the fusion of design and building where often the architect is not the projectmanager or leader. Thus, the question looms, will the 21st century architect lead or be led, and whatare the ramifications for the profession?The historical Master Builder is re-emerging as a dynamically networked team of design andconstruction knowledge specialists. Bi-lateral knowledge exchange, enhanced with emerging IT, isoccurring between owners, managers, architects, design specialists, engineers, builders and machines.Technology is disrupting architecture, resulting in increasing specialization and compressed timeframes, and may require reevaluation of the role of the architect as project-leader "integrativegeneralist"or "design-specialist".Conclusively, the concept of ‘cybernetic architecture’ is proposed as an IT reference framework. Failureto appropriately respond to societal evolution, driven by technology, could result in the loss ofprofessional status for the modern architect. Herein lies our dilemma, or opportunity, depending on therole choice of the modern architect.
series ACADIA
email lbarrow@msstate.edu
last changed 2003/11/21 14:16

_id 48a7
authors Brooks
year 1999
title What's Real About Virtual Reality
source IEEE Computer Graphics and Applications, Vol. 19, no. 6, Nov/Dec, 27
summary As is usual with infant technologies, the realization of the early dreams for VR and harnessing it to real work has taken longer than the wild hype predicted, but it is now happening. I assess the current state of the art, addressing the perennial questions of technology and applications. By 1994, one could honestly say that VR "almost works." Many workers at many centers could doe quite exciting demos. Nevertheless, the enabling technologies had limitations that seriously impeded building VR systems for any real work except entertainment and vehicle simulators. Some of the worst problems were end-to-end system latencies, low-resolution head-mounted displays, limited tracker range and accuracy, and costs. The technologies have made great strides. Today one can get satisfying VR experiences with commercial off-the-shelf equipment. Moreover, technical advances have been accompanied by dropping costs, so it is both technically and economically feasible to do significant application. VR really works. That is not to say that all the technological problems and limitations have been solved. VR technology today "barely works." Nevertheless, coming over the mountain pass from "almost works" to "barely works" is a major transition for the discipline. I have sought out applications that are now in daily productive use, in order to find out exactly what is real. Separating these from prototype systems and feasibility demos is not always easy. People doing daily production applications have been forthcoming about lessons learned and surprises encountered. As one would expect, the initial production applications are those offering high value over alternate approaches. These applications fall into a few classes. I estimate that there are about a hundred installations in daily productive use worldwide.
series journal paper
email brooks@ai.mit.edu
last changed 2003/04/23 13:14

_id 6473
authors Caneparo, Luca and Robiglio, Matteo
year 2001
title Evolutionary Automata for Suburban Form Simulation
source Proceedings of the Ninth International Conference on Computer Aided Architectural Design Futures [ISBN 0-7923-7023-6] Eindhoven, 8-11 July 2001, pp. 767-780
summary The paper outlines a research project to develop a dynamic simulation of suburbanization processes. The approach to simulating suburban form relies on modelling different interacting processes on various scales. Two layered models are implemented, the Socio-Economic and Zoning model and the Suburban Form model, respectively by means of cellular automata and genetic programming. The Socio-Economic and Zoning model simulates exogenous factors and endogenous processes of large-scale suburban dynamics. The model approximates the area by means of a rectangular grid to the scale of hundred meters. The Suburban Form model uses a smaller grid, to the scale of meters, and is three-dimensional. The resulting dynamic, 3D, fine-scale model will create scenarios of suburban growth, allowing evaluation of their consequences on built environment and landscape.
keywords Urban Morphology, Model Based Design Support System, Urban Design, Landscape, Genetic Programming, Cellular Automata
series CAAD Futures
email caneparo@polito.it
last changed 2006/11/07 06:22

_id 1ea1
authors Cheng, Nancy Yen-wen
year 1999
title Digital Design at UO
source ACADIA Quarterly, vol. 18, no. 4, p. 18
summary University of Oregon Architecture Department has developed a spectrum of digital design from introductory methods courses to advanced design studios. With a computing curriculum that stresses a variety of tools, architectural issues such as form-making, communication, collaboration,theory-driven design, and presentation are explored. During the first year, all entering students are required to learn 3D modeling, rendering, image-processing and web-authoring in our Introduction to Architectural ComputerGraphics course. Through the use of cross-platform software, the two hundred beginning students are able to choose to work in either MacOS or Windows. Students begin learning the software by ‘playing’ with geometric elements and further develop their control by describing assigned architectural monuments. In describing the monuments, they begin with 2D diagrams and work up to complete 3D compositions, refining their modelswith symbol libraries. By visualizing back and forth between the drafting and modeling modes, the students quickly connect orthogonal plans and sections with their spatial counterparts. Such connections are an essential foundation for further learning.
series ACADIA
email nywc@darkwing.uoregon.edu
last changed 2002/12/14 09:04

_id e6ca
authors Curry, Michael
year 1998
title Digital Places: Living With Geographic Information Technologies
source N.Y.: Routledge
summary The last twenty-five years have seen major changes in the nature and scope of geographical information. This has happened in one way in society at large, where computers, satellites and global positioning systems have made geographical information more extensive, more detailed and more available. It has happened in another way within the university, where rapidly evolving geographic information systems have been touted as tools useful in a wide range of disciplines, tools that will resolve problems as different as the nature of global climate change and the routing of mail. In both settings the move from manual to computer-based systems is viewed as having a natural trajectory, from less powerful to more powerful technologies. These systems are held to be increasingly able to model and represent all that is important in geographical knowledge and behaviour. They are seen as fitting into and supporting traditional scientific and social practices and institutions. Digital Places: Living with Geographic Information Technologies shows that on each score the systems have been misunderstood and their impacts underestimated. By offering an understanding of Geographic Information Systems within the social, economic, legal, political and ethical contexts within which they exist, the author shows that there are substantial limits to their ability to represent the very objects and relationships, people and places, that many believe to be most important. Focusing on the ramifications of GIS usage, Digital Places shows that they are associated with far-reaching changes in the institutions in which they exist, and in the lives of those they touch. In the end they call for a complete rethinking of basic ideas, like privacy and intellectual property and the nature of scientific practice, that have underpinned public life for the last one hundred years.
series other
last changed 2003/04/23 13:14

_id ga9920
id ga9920
authors Daru, Roel
year 1999
title Hunting Design Memes in the Architectural Studio, student projects as a source of memetic analysis
source International Conference on Generative Art
summary The current practice in design programming is to generate forms based on preconceptions of what architectural design is supposed to be. But to offer adequate morphogenetic programs for architectural design processes, we should identify the diversity of types of cultural replicators applied by a variety of architectural designers. In order to explore the variety of replicators actually used, around hundred 4th year architectural students were asked to analyse two or three of their own past design assignments. The students were invited to look for the occurrence of evolutionary design processes. They were requested to try and find some traces of 'transmission', 'variation' and 'selection' in their own design assignments. The paper will present an overview of their answers, the arguments applied and the diversity of the found types of verbal and visual design memes as cultural replicators. A discussion about the applicability of the found results in the genotypes and phenotypes of morphogenetic design software will conclude the presentation.
series other
email mdaru@iae.nl
more http://www.generativeart.com/
last changed 2003/08/07 15:25

_id sigradi2009_774
id sigradi2009_774
authors de Souza, Raphael Argento; André Soares Monat
year 2009
title Visualização da Informação em meio telejornalístico: Uma abordagem sob a ótica do design [Information Visualization in the news television: An approach under the design sight]
source SIGraDi 2009 - Proceedings of the 13th Congress of the Iberoamerican Society of Digital Graphics, Sao Paulo, Brazil, November 16-18, 2009
summary This article proposes a classification, under the Visualization Information point of view, of infographics broadcasted in the brazilian news television. To achieve this purpose these so called motion graphics were analised under the basis formed by three main authors: Tufte (1997), Bertin (1977) and Spence (2007), whose theories are in this article compared to the digital means of the motion graphics. With these theoretical foundation and the analisys of two hundred motion graphics broadcasted in the brazilian news television, we achieved a classification which covers every type of these motion graphics, hoping it becomes a basis for the study of these projects.
keywords Design; information visualization; television infographics, motion graphics; information design
series SIGRADI
email raphaelargento@gmail.com
last changed 2016/03/10 08:50

_id ddss9427
id ddss9427
authors Engelen, Guy and White, Roger
year 1994
title A Strategic Planning and Policy Decision Support Tool for Urban Regions
source Second Design and Decision Support Systems in Architecture & Urban Planning (Vaals, the Netherlands), August 15-19, 1994
summary In this paper we present a Decision Support System developed to assist urban designers, planners and policy makers to explore and evaluate possible urban layouts and their growth patterns. Thecore of the system consists of a modelling shell allowing the user to specify cellular automata based models of urban and regional systems. These models capture the effect of local spatial processes in which the use, or desired use of each parcel or cell of land is determined partly by institutional and environmental factors, and partly by the activities present in its neighbourhood. Since each cell affects every other cell within its neighbourhood, a complex dynamic emerges. Unlike conventional cellular automata, the models are defined with a large neighbourhood --over a hundred cells-- a relatively large number of states --more than a dozen in some applications-- representing socio-economic and natural land-uses. The approach permits the straightforward integration of detailed physical, environmental, and institutional constraints, as well as including the effects of the transportation and communication infrastructure. These models thus permit a very detailed representation of evolving spatial systems. The current version of the system represents urban areas as consisting of up to 10.000 interacting zones, each roughly the size of an individual city block. These models are easy to build and apply, yet empirical tests show that they produce realistic simulations of urban land use dynamics. Consequently, they are well suited to form the heart of the DSS, which provides the user with a number of tools for exploration,analysis and evaluation of alternative futures of the system as they result from policy interventions that are imposed by means of what-if experiments and scenario analysis. For example, the DSS isable to identify areas in which pressure for change in land use restrictions may become critical under particular development strategies. In the DSS, the modelling shell is coupled to a simple,custom-built GIS. In the stand-alone application of the DSS, this stores the detailed geographical qualities of the area being modelled, and allows basic overlay manipulations. It also displays theresults of the model while the simulation proceeds. Alternatively, the GIS can serve as aninterface to more elaborate, commercial GIS systems.
series DDSS
email rwhite@kean.ucs.mun.ca
last changed 2003/08/07 14:36

_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 ecaade2008_167
id ecaade2008_167
authors Gatermann, Harald
year 2008
title Location-based 4D-Reconstruction
source Architecture in Computro [26th eCAADe Conference Proceedings / ISBN 978-0-9541183-7-2] Antwerpen (Belgium) 17-20 September 2008, pp. 945-950
summary Architects do not only need 3D-models for the planning process, but as well for the process of visualizing information. In this projects we as architects were asked to show the lifetime-process of an industrial complex (a colliery - now used as industrial museum) over a period of more than one hundred years: the growth of the complex, the demolition of certain buildings, the network between the collieries in the neighbourhood. Google Earth as software platform allows recipients from all over the world to get an insight in four dimensions: the location based context including the time axis. For showing the world under the surface interactive animations or films are included.
keywords 3d-model, 4d-model, city-model, timeline, location-based
series eCAADe
email harald.gatermann@hs-bochum.de
last changed 2008/09/09 13:55

_id sigradi2014_169
id sigradi2014_169
authors Gutiérrez, Claudio Rodrigo Araneda; Nicolás Sáez G.
year 2014
title Urban Instant 2 - Observations following the execution of the second urban instant
source SiGraDi 2014 [Proceedings of the 18th Conference of the Iberoamerican Society of Digital Graphics - ISBN: 978-9974-99-655-7] Uruguay- Montevideo 12,13,14 November 2014, pp. 582-585
summary This paper reports on progress related to the “Urban Instant” project (fondecyt 11110450) developed by the author as a tool for a systematic immersive/phenomenological assessment of the patterns of behavior of our visual field (photographically abstracted) regarding information in the shape of people during our navigations along the streets of any given city. Instead of simultaneous photographic journeys undertaken by a single person along the streets, in this occasion the applied method consisted of one simultaneous record made by more than a hundred voluntaries. This, we believe, might be the first urban instant ever to have been taken with this methodology. The case study remains the city of Concepcion, Chile.
keywords Urban instant; Urban Polaroid; Space Syntax; Concepción; Phenomenology
series SIGRADI
email claraneda73@gmail.com
last changed 2016/03/10 08:53

_id c4a6
authors Haapasalo, Harri
year 1997
title The Role of CAD In Creative Architectural Sketching
source Challenges of the Future [15th eCAADe Conference Proceedings / ISBN 0-9523687-3-0] Vienna (Austria) 17-20 September 1997
summary The history of computers in architectural design is very short; only a few decades; when compared to the development of methods in practical design (Gero 1983). However, the development of the user interfaces has been very fast. According to the practical observations of over one hundred architects, user interfaces are at present inflexible in sketching, although computers can make drafts and the creation of alternatives quicker and more effective in the final stages of designing (Haapasalo 1997). Based on our research in the field of practical design we would wish to stimulate a wider debate about the theory of design. More profound perusal compels us to examine human modes, pre-eminently different levels of thinking and manners of inference. What is the meaning of subconscious and conscious thinking in design? What is the role of intuition in practical design? Do the computer aided design programs apply to creative architectural sketching? To answer such questions, distinct, profound and broad understanding from different disciplines is required. Even then, in spite of such specialist knowledge we cannot hope to unambiguously and definitively answer such questions.
keywords Creativity, Design Process, Architectural Design, Sketching, Computer Aided Design
series eCAADe
email Harri.Haapasalo@oulu.fi
more http://info.tuwien.ac.at/ecaade/proc/haapas/haapas.htm
last changed 2001/08/17 13:11

_id acadia16_72
id acadia16_72
authors Harrison, Paul
year 2016
title What Bricks Want: Machine Learning and Iterative Ruin
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. 72-77
summary Ruin has a bad name. Despite the obvious complications, failure provides a rich opportunity—how better to understand a building’s physicality than to watch it collapse? This paper offers a novel method to exploit failure through physical simulation and iterative machine learning. Using technology traditionally relegated to special effects, we can now understand collapse on a granular level: since modern-day physics engines track object-object collisions, they enable a close reading of the spatial preferences that underpin ruin. In the case of bricks, that preference is relatively simple—to fall. By idealizing bricks as rigid bodies, one can understand the effects of gravitational force on each individual brick in a masonry structure. These structures are sometimes able to ‘settle,’ resulting in a stable equilibrium state; in many cases, it means that they will simply collapse. Analyzing ruin in this way is informative, to be sure, but it proves most useful when applied in series. The evolutionary solver described in this paper closely monitors the performance of constituent bricks and ensures that the most successful structures are emulated by later generations. The tool consists of two parts: a user interface for design and the solver itself. Once the architect produces a potential design, the solver performs an evolutionary optimization; after a few hundred iterations, the end result is a structurally sound version of the unstable original. It is hoped that this hybrid of top-down and bottom-up design strategies offers an architecture that is ultimately strengthened by its contingencies.
keywords rigid body analysis, machine learning, multi-agent structural optimization, sensate systems
series ACADIA
type paper
email ph.harrison@mail.utoronto.ca
last changed 2016/10/24 11:12

_id caadria2006_581
id caadria2006_581
authors KUO-HSIEN HUANG, CHING-HUI HUANG
year 2006
title APPLICATIONS OF THE DIGITAL MODEL DATABASE FOR TAIWAN CITY AND ARCHITECTURE: The interactive entertainment platform
source CAADRIA 2006 [Proceedings of the 11th International Conference on Computer Aided Architectural Design Research in Asia] Kumamoto (Japan) March 30th - April 2nd 2006, 581-583
summary In Taiwan, the National Science Council (NSC) has launched the “National Digital Archives Program” (NDAP) since 2002. We participated in two projects: “The 3D digital museum of Taiwan city and architecture” and “Digital model database and professional service for Taiwan city and architecture”. The first one attempted to build a virtual museum for Taiwan city and architecture through the past four hundred years. The second one was a value-added project which intended to further apply the digital contents of the previous one. This project was consisted of 3D refined data, digital knowledge database, and architecture professional service. We were responsible for the 3D refined data. As a result, the digital model database included three cities: Hsinchu, Chiayi, and Tainan, as well as sixty-four architecture models. The interactive entertainment platform is an important leisure in our daily life. In general, the interactive entertainment includes five types: arcade game, PC game, on-line game, TV game, and mobile entertainment. This research pays attentions to the arcade game which presents dynamic interactions between machine and users. Following the improvements of design techniques, we have opportunities to experience many arcade games with different purposes, such as drum game, dance game, and fishing simulator. However, we further apply the digital model database to create an interactive entertainment platform for a racing arcade game.
series CAADRIA
email junefif@giga.net.tw, b3017987@ms22.hinet.net
last changed 2006/04/17 16:48

_id acadia11_144
id acadia11_144
authors Lavallee, Justin; Vroman, Rachel; Keshet, Yair
year 2011
title Automated Folding of Sheet Metal Components with a Six-axis Industrial Robot
source ACADIA 11: Integration through Computation [Proceedings of the 31st Annual Conference of the Association for Computer Aided Design in Architecture (ACADIA)] [ISBN 978-1-6136-4595-6] Banff (Alberta) 13-16 October, 2011, pp. 144-151
summary Through the automation of folding of sheet metal components by a six-axis industrial robot we explored the integration of parametrically-driven design and fabrication tools and its real-world implementation. Developed out of research into new possibilities presented by direct programming of flexible, digitally-driven, industrial tools, this project intends to speculate about the future implementation of parametric modeling tools in the field of design, and associated new, parametrically variable, fabrication processes. We explored the relationship between designer and machine, between data and craft, and tested conjectures about scale of production, through the digital creation, physical cutting, mental tracking, robotic folding, manual riveting, and sometimes painful installation of five hundred and thirty two unique sheet metal components. Such evaluations give insight into possible trajectories for development of new models of fabrication processes, questioning the scale and intellectual scope appropriate for custom fabrication environments, and the implicit need to then evaluate the incorporation of digital craft in design pedagogy.
series ACADIA
type work in progress
email justinlavallee@gmail.com
last changed 2011/10/06 04:05

_id eaea2005_187
id eaea2005_187
authors Lengyel, Dominik and Catherine Toulouse
year 2006
title Simultaneous visions
source Motion, E-Motion and Urban Space [Proceedings of the 7th European Architectural Endoscopy Association Conference / ISBN-10: 3-00-019070-8 - ISBN-13: 978-3-00-019070-4], pp. 187-195
summary Simultaneity is everywhere. Our sensual perception is simultaneous in many ways. Not only do we see, hear, smell and feel simultaneously, we see and hear with two ears and two eyes at the same time and we feel with an infinite number of receptors throughout the whole body. Even with one single sense we perceive different things simultaneously. We listen to people talking while at the same time we listen to the traffic. At the same time we carefully watch the street while we also look at the traffic signs. While everyday life is full of diverse simultaneity, Computer Aided Design Animations usually are not. Dependant on difficulties with distortions and eye movement in perspective projections we got used to planar perspective projections that demand the viewer to look exclusively at the center. We also know that no viewer follows this rule so we usually limit the view angle to reduce distortion as far as possible. In general we get to see an angle of about sixty degrees which is far less than the one hundred and eighty degrees of only one of our eyes.
series EAEA
email info@lengyeltoulouse.com
more http://info.tuwien.ac.at/eaea
last changed 2008/04/29 18:46

_id 4901
authors McIntosh, John F.
year 1988
title The ASU Strategic Plan For Computing Support
source Computing in Design Education [ACADIA Conference Proceedings] Ann Arbor (Michigan / USA) 28-30 October 1988, pp. 301-310
summary Our College has spent approximately one hundred thousand dollars per year on computing over the last five years. This paper, which developed out of a University-wide strategic planning exercise, speaks to the question: What are we getting for all that money?

The background to this large planning exercise is sketched, the goals of our computing support plan are stated, the strategies aimed at achieving these goals are explained, and the observed outcomes from implementing these strategies are listed.

In evaluating the plan, this paper argues the position that a computer culture must take hold within the College before computer-aided design will have a truly profound effect upon pedagogy. Operationally, this means that every faculty member must have a personal computer and that every student must have free access to a microcomputer facility. Only then does the whole College adopt the new culture.

The fiscal commitment is high, but there are payoffs in of fice automation that justify the investment even in the short-term. Trivial as it seems, wordprocessing is the first step in seeding this culture. These short term payoffs help make the case for investing in the promise of long-term payoffs in superior design through computer aids.

series ACADIA
email john.mcintosh@asu.edu
last changed 2003/05/16 17:23

_id 8996
authors Ng, Edward
year 1992
title Towards the 4th Dimension
source CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 91-100
summary Fifteenth century Europeans 'knew' that the sky was made of closed concentric crystal spheres, rotating around a central earth and carrying the stars and planets. That 'knowledge' structured everything they did and thought, because it told them the truth. Then Galileo's telescope changed the truth. As a result, a hundred years later everybody 'knew' that the universe was open and infinite, working like a giant clock. Architecture, music, literature, science, economics, art, politics - everything - changed, mirroring the new view created by the change in the knowledge. The medium by which perceptive intuition and the rigorous discipline of shaping became compatible was technology. Technelogos, the art of knowing how to make, fell naturally and historically into the realm of perceptive fundamentals... For the artist it verified scientifically what he had perceived emotionally; for the engineer it added the vast field of perceptive responses to the narrow limits of the laboratory experiment.

series eCAADe
last changed 1998/08/18 14:02

_id e115
authors Pipes, Alan (Ed.)
year 1986
title Computer-Aided Architectural Design Futures [Conference Proceedings]
source International Conference on Computer-Aided Architectural Design / ISBN 0-408-05300-3] Delft (The Netherlands), 18-19 September 1985, 245 p.
summary Computer-Aided Architectural Design Futures was conceived late one evening in the bar of the Metropole Hotel in Brighton, UK. Those present - veterans of a hundred and one CAD conferences - were bemoaning the degree to which big business was taking over the conference scene: exhibiting was replacing conferring, selling was replacing thinking, products were replacing ideas. Wouldn't it be nice, we agreed, to get back to an 'academic' conference which would take stock of current developments in CAAD and attempt to anticipate the direction of future developments and their impact on architectural practice, on the building industry and on the quality of the built environment? Four major themes are explored in CAAD Futures: (1) Systematic design; (2) Drawing and visualization; (3) Artificial intelligence and knowledge engineering; (4) Implications for practice. // Stimulus papers on these four themes were circulated prior to the Conference, and the conference papers themselves elaborated the issues raised in the stimulus papers in such a way as to encourage discussion. The resulting book, we believe, will be a major reference text for students, researchers and practitioners.
series CAAD Futures
last changed 1999/04/03 15:58

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