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

id ijac20053104
authors Fischer, Thomas
year 2005
title Teaching Programming for and with Microcontroller-Enhanced Physical Models
source International Journal of Architectural Computing vol. 3 - no. 1, 57-74
summary As processes of use, interaction and transformation take center stage in various fields of design, electronic sensors, controllers, displays and actuators can significantly enhance the value of physical models. These technologies allow the development of novel computer interfaces for new kinds of interaction with virtual models, and in the future they can be expected to play an important role in the development of new types of active building components and materials for automated construction and dynamic runtime adaptations of inhabitable environments. However, embedding programmed logic into physical objects involves skills outside the traditional domains of expertise of designers and model makers and confronts them with a steep learning curve. The wide variety of alternative technologies and development tools available in this area has a particularly disorienting effect on novices. However, some early experiences suggest that mastery of this learning curve is easily within reach, given some basic introduction, guidance and support. To assist design students in acquiring a basic level of programming knowledge, better educational programming tools are still required. It is the intent of this paper to provide designers and educators with a starting point for explorations into this area as well as to report on the development of an educational approach to electronics programming called haptic programming.
series journal
email sdtom@polyu.edu.hk
more http://www.multi-science.co.uk/ijac.htm
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100%; open Barnes, D.J. (2002) Find in CUMINCAD Teaching Introductory Java through LEGO Mindstorms Models , Proceedings of the 33rd SIGCSE Technical Symposium on Computer Science Education, pp. 147-151. ACM, February 2002
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