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_id sigradi2007_af87
id sigradi2007_af87
authors Borda Almeida da Silva, Adriane Borda; Janice de Freitas Pires; Elisabeth da Rosa Conill; Neusa Rodrigues Félix
year 2007
title Technological language x scientific language: Structuring educational speeches for the area of digital graphics [Lenguaje tecnológico vs. lenguaje científico: Estructurando discursos educacionales para la gráfica digital]
source SIGraDi 2007 - [Proceedings of the 11th Iberoamerican Congress of Digital Graphics] México D.F. - México 23-25 October 2007, pp. 141-145
summary This work looks to contribute to the structuring of educational speeches able to promote the use of the virtual space like laboratory for the simulation of the phenomenon of interaction between light and matter in different levels of similarity with the reality. The computer resources available for that present a technological specific language, mixing proceedings heuristics and physical. This demands of the students a detailed control of parameters, which need to be recognized and associated to the scientific knowledge. You being adopted “concept maps”, like strategy of attendance of processes of teaching / apprenticeship, these associations are set out, supplying sufficient elements to prepare, to revise and to enlarge the speeches open to question.
keywords Concept Maps; Structures of Knowledge; Educational Speeches; Digital Graphics
series SIGRADI
last changed 2016/03/10 08:47

_id af53
authors Boyer, E. and Mitgang, L.
year 1996
title Building community: a new future for architecture education and practice
source Carnegie Foundation for the Advancement of Teaching
summary Internships, before and after graduation, are the most essential link connecting students to the world of practice. Yet, by all accounts, internship is perhaps the most troubled phase of the continuing education of architects. During this century, as architectural knowledge grew more complex, the apprenticeship system withered away and schools assumed much of the responsibility for preparing architects for practice. However, schools cannot do the whole job. It is widely acknowledged that certain kinds of technical and practical knowledge are best learned in the workplace itself, under the guidance of experienced professionals. All state accrediting boards require a minimum period of internship-usually about three years-before a person is eligible to take the licensing exam. The National Council of Architectural Registration Boards (NCARB) allows students to earn up to two years of work credit prior to acquisition of an accredited degree. The Intern Development Program (IDP), launched by NCARB and the American Institute of Architects in 1979, provides the framework for internship in some forty states. The program was designed to assure that interns receive adequate mentoring, that experiences are well-documented, and that employers and interns allocate enough time to a range of educational and vocational experiences to prepare students for eventual licensure. As the IDP Guidelines state, "The shift from school to office is not a transition from theory to pragmatism. It is a period when theory merges with pragmatism.... It's a time when you: apply your formal education to the daily realities of architectural practice; acquire comprehensive experience in basic practice areas; explore specialized areas of practice; develop professional judgment; continue your formal education in architecture; and refine your career goals." Whatever its accomplishments, however, we found broad consensus that the Intern Development Program has not, by itself, solved the problems of internship. Though we found mutually satisfying internship programs at several of the firms we visited or heard about around the country, at many others interns told us they were not receiving the continuing education and experience they needed. The truth is that architecture has serious, unsolved problems compared with other fields when it comes to supplying on-the-job learning experiences to induct students into the profession on a massive scale. Medicine has teaching hospitals. Beginning teachers work in actual classrooms, supported by school taxes. Law offices are, for the most part, in a better financial position to support young lawyers and pay them living wages. The architecture profession, by contrast, must support a required system of internship prior to licensure in an industry that has neither the financial resources of law or medicine, the stability and public support of teaching, nor a network of locations like hospitals or schools where education and practice can be seamlessly connected. And many employers acknowledged those problems. "The profession has all but undermined the traditional relationship between the profession and the academy," said Neil Frankel, FAIA, executive vice president of Perkins & Will, a multinational firm with offices in New York, Chicago, Washington, and London. "Historically, until the advent of the computer, the profession said, 'Okay, go to school, then we in the profession will teach you what the real world is like.' With the coming of the computer, the profession needed a skill that students had, and has left behind the other responsibilities." One intern told us she had been stuck for months doing relatively menial tasks such as toilet elevations. Another intern at a medium-sized firm told us he had been working sixty to seventy hours per week for a year and a half. "Then my wife had a baby and I 'slacked off' to fifty hours. The partner called me in and I got called on the carpet for not working hard enough." "The whole process of internship is being outmoded by economics," one frustrated intern told us. "There's not the time or the money. There's no conception of people being groomed for careers. The younger staff are chosen for their value as productive workers." "We just don't have the best structure here to use an intern's abilities to their best," said a Mississippi architect. "The people who come out of school are really problems. I lost patience with one intern who was demanding that I switch him to another section so that he could learn what he needed for his IDP. I told him, 'It's not my job to teach you. You are here to produce.'" What steps might help students gain more satisfying work opportunities, both during and after graduation?
series other
last changed 2003/04/23 13:14

_id 046e
authors Burry, Mark
year 2002
title Rapid prototyping, CAD/CAM and human factors
source Automation in Construction 11 (3) (2002) pp. 313-333
summary CAD/CAM techniques for rapid prototyping, profile cutting, and form sculpting/routing/moulding are well-advanced for the vehicle and manufacturing industries. Although their migration to the building sector is readily achievable as a substitution for much of traditional construction, there are factors that work against this. Apart from the singular `one-off' nature of most architectural projects that limits ready exploitation of techniques derived in the main for mass-manufacture, there remains the problem of apprenticeship, and how to maintain a healthy lineage of skills for work otherwise less readily taken-up using automated manufacturing procedures. Continuing construction for Gaudí's Sagrada Família Church in Barcelona has provided a fertile test-bed for integrating rapid prototyping and CAD/CAM production where appropriate. Nevertheless, human factors such as maintaining the status quo with regard to apprenticeship and maintaining the skill lineage have provided some healthy insights into both the risks as well as the opportunities for greater involvement with CAD/CAM, and in particular, rapid prototyping in the building construction sector. This paper reports on and discusses the findings of case studies from the Sagrada Família Church project.
series journal paper
last changed 2003/05/15 19:22

_id caadria2006_053
id caadria2006_053
year 2006
source CAADRIA 2006 [Proceedings of the 11th International Conference on Computer Aided Architectural Design Research in Asia] Kumamoto (Japan) March 30th - April 2nd 2006, 53-61
summary Education is taking a new shape for the emerging needs of society. A considerable number of schools and disciplines are adapting active and cooperative learning to foster critical thinking and cognitive skill gaining. Design computation discipline also has to search for new models in education and experiment with these to evolve. This paper presents the current status in other disciplines. The lessons learned are used to develop the Academic Apprenticeship Model for teaching design computation courses.
series CAADRIA
last changed 2006/04/17 16:48

_id 0740
authors Herman, M. Jackson, N. and Pomerenke, S.
year 1987
title Four-D Architectural Exploration Through CAD: Applications of the Computer to Architectural History
source Integrating Computers into the Architectural Curriculum [ACADIA Conference Proceedings] Raleigh (North Carolina / USA) 1987, pp. 55-64
summary This paper, which is based on ongoing research, demonstrates methods of utilizing Computer-Aided Design (CAD) to explore objects of architectural significance in relation to time and space. The paper shows how the use of animated walk-through allows these objects to be experienced with the realism of built form which no other means of recording can achieve.

The paper argues that, through the use of the computer, the whole nature of Architectural History, as it is currently taught in schools of architecture, will need to be changed and that a more pragmatic, hands- on approach to the subject will have to be adopted. Thus we advocate that the computer, the tool of today and the future, will allow students to experience architecture in the way they did in the past, from the Grand Tour to the architectural apprenticeship, aU before the introduction of architectural academies.

series ACADIA
type normal paper
last changed 2006/06/15 12:16

_id ecaade2009_keynote2
id ecaade2009_keynote2
authors Whitehead, Hugh
year 2009
title Social Experiments in Design Technology
source Computation: The New Realm of Architectural Design [27th eCAADe Conference] Istanbul (Turkey) 16-19 September 2009
summary The delivery of a successful project demands high levels of collaboration across an expanded design team, which now includes consultants, fabricators and contractors as well as architects and engineers. The pace of development in design technology has been very rapid during the last few years and there are now many software products which offer high levels of sophistication. Most provide associative and parametric modelling strategies, which can be further enhanced and extended by the use of scripting languages. Designers are becoming tool-builders while fabricators are becoming digital craftsmen. With the advent of fast efficient drawing extraction the industry is at last making determined steps towards a model-driven process. However there is no integrated platform which supports the free exchange of ideas, combined with the evaluation of performance, experimentation with production techniques and the evolution of project-specific workflows. In education the design schools have been quick to recognise the potential of the new design technology. This has led to a rapid expansion in course curricula that now offer many new specialisations, most of which also need to be under-pinned by a good grounding in descriptive geometry, mathematics and physics. The architect as a generalist, who coordinates the work of specialists, is being challenged by an increasing breadth of technical studies that require more than just a superficial depth of understanding. In practice the gulf is widening even more rapidly. New graduates, who often have spectacular expertise in modelling and fluency in scripting languages, do not yet have the design and construction experience necessary to direct their efforts to best effect. On the other hand people running project teams do not have the technical background to understand the potential of the skills and resources that are available. Today there is no longer the continuity that used to derive from apprenticeship. As we experiment we find that tools based on new ideas and techniques can radically change workflow – but fear of the unknown can provoke resistance. So the problems we face in harnessing the new technology are as much social and cultural as they are technical. The presentation will focus on developing attitudes towards tool-building with the aim of integrating design, analysis and production. This is part of a continual and quite gradual process, which requires the ability to play interpretive roles that help to bring about cultural change. Examples will be shown from the work of the Specialist Modelling Group at Foster+Partners who now have tenyears experience in deploying design technology in an environment where research is intensely project driven.
series eCAADe
type keynote paper
last changed 2009/09/19 14:56

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