Cumincad : CUMINCAD Papers : Search Results

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	a6f1
authors	Bridges, A.H.
year	1986
title	Any Progress in Systematic Design?
source	Computer-Aided Architectural Design Futures [CAAD Futures Conference Proceedings / ISBN 0-408-05300-3] Delft (The Netherlands), 18-19 September 1985, pp. 5-15
summary	In order to discuss this question it is necessary to reflect awhile on design methods in general. The usual categorization discusses 'generations' of design methods, but Levy (1981) proposes an alternative approach. He identifies five paradigm shifts during the course of the twentieth century which have influenced design methods debate. The first paradigm shift was achieved by 1920, when concern with industrial arts could be seen to have replaced concern with craftsmanship. The second shift, occurring in the early 1930s, resulted in the conception of a design profession. The third happened in the 1950s, when the design methods debate emerged; the fourth took place around 1970 and saw the establishment of 'design research'. Now, in the 1980s, we are going through the fifth paradigm shift, associated with the adoption of a holistic approach to design theory and with the emergence of the concept of design ideology. A major point in Levy's paper was the observation that most of these paradigm shifts were associated with radical social reforms or political upheavals. For instance, we may associate concern about public participation with the 1970s shift and the possible use (or misuse) of knowledge, information and power with the 1980s shift. What has emerged, however, from the work of colleagues engaged since the 1970s in attempting to underpin the practice of design with a coherent body of design theory is increasing evidence of the fundamental nature of a person's engagement with the design activity. This includes evidence of the existence of two distinctive modes of thought, one of which can be described as cognitive modelling and the other which can be described as rational thinking. Cognitive modelling is imagining, seeing in the mind's eye. Rational thinking is linguistic thinking, engaging in a form of internal debate. Cognitive modelling is externalized through action, and through the construction of external representations, especially drawings. Rational thinking is externalized through verbal language and, more formally, through mathematical and scientific notations. Cognitive modelling is analogic, presentational, holistic, integrative and based upon pattern recognition and pattern manipulation. Rational thinking is digital, sequential, analytical, explicatory and based upon categorization and logical inference. There is some relationship between the evidence for two distinctive modes of thought and the evidence of specialization in cerebral hemispheres (Cross, 1984). Design methods have tended to focus upon the rational aspects of design and have, therefore, neglected the cognitive aspects. By recognizing that there are peculiar 'designerly' ways of thinking combining both types of thought process used to perceive, construct and comprehend design representations mentally and then transform them into an external manifestation current work in design theory is promising at last to have some relevance to design practice.
series	CAAD Futures
email
last changed	2003/11/21 15:16

_id	3386
authors	Gavin, L., Keuppers, S., Mottram, C. and Penn, A.
year	2001
title	Awareness Space in Distributed Social Networks
source	Proceedings of the Ninth International Conference on Computer Aided Architectural Design Futures [ISBN 0-7923-7023-6] Eindhoven, 8-11 July 2001, pp. 615-628
summary	In the real work environment we are constantly aware of the presence and activity of others. We know when people are away from their desks, whether they are doing concentrated work, or whether they are available for interaction. We use this peripheral awareness of others to guide our interactions and social behaviour. However, when teams of workers are spatially separated we lose 'awareness' information and this severely inhibits interaction and information flow. The Theatre of Work (TOWER) aims to develop a virtual space to help create a sense of social awareness and presence to support distributed working. Presence, status and activity of other people are made visible in the theatre of work and allow one to build peripheral awareness of the current activity patterns of those who we do not share space with in reality. TOWER is developing a construction set to augment the workplace with synchronous as well as asynchronous awareness. Current, synchronous activity patterns and statuses are played out in a 3D virtual space through the use of symbolic acting. The environment itself however is automatically constructed on the basis of the organisation's information resources and is in effect an information space. Location of the symbolic actor in the environment can therefore represent the focus of that person's current activity. The environment itself evolves to reflect historic patterns of information use and exchange, and becomes an asynchronous representation of the past history of the organisation. A module that records specific episodes from the synchronous event cycle as a Docudrama forms an asynchronous information resource to give a history of team work and decision taking. The TOWER environment is displayed using a number of screen based and ambient display devices. Current status and activity events are supplied to the system using a range of sensors both in the real environment and in the information systems. The methodology has been established as a two-stage process. The 3D spatial environment will be automatically constructed or generated from some aspect of the pre-existing organisational structure or its information resources or usage patterns. The methodology must be extended to provide means for that structure to grow and evolve in the light of patterns of actual user behaviour in the TOWER space. We have developed a generative algorithm that uses a cell aggregation process to transcribe the information space into a 3d space. In stage 2 that space was analysed using space syntax methods (Hillier & Hanson, 1984; Hillier 1996) to allow the properties of permeability and intelligibility to be measured, and then these fed back into the generative algorithm. Finally, these same measures have been used to evaluate the spatialised behaviour that users of the TOWER space show, and will used to feed this back into the evolution of the space. The stage of transcription from information structure to 3d space through a generative algorithm is critical since it is this stage that allows neighbourhood relations to be created that are not present in the original information structure. It is these relations that could be expected to help increase social density.
keywords	Algorithmic Form Generation, Distributed Workgroups, Space Syntax
series	CAAD Futures
email
last changed	2006/11/07 07:22

_id	ga9928
id	ga9928
authors	Goulthorpe
year	1999
title	Hyposurface: from Autoplastic to Alloplastic Space
source	International Conference on Generative Art
summary	By way of immediate qualification to an essay which attempts to orient current technical developments in relation to a series of dECOi projects, I would suggest that the greatest liberation offered by new technology in architecture is not its formal potential as much as the patterns of creativity and practice it engenders. For increasingly in the projects presented here dECOi operates as an extended network of technical expertise: Mark Burry and his research team at Deakin University in Australia as architects and parametric/ programmatic designers; Peter Wood in New Zealand as programmer; Alex Scott in London as mathematician; Chris Glasow in London as systems engineer; and the engineers (structural/services) of David Glover’s team at Ove Arup in London. This reflects how we’re working in a new technical environment - a new form of practice, in a sense - a loose and light network which deploys highly specialist technical skill to suit a particular project. By way of a second disclaimer, I would suggest that the rapid technological development we're witnessing, which we struggle to comprehend given the sheer pace of change that overwhelms us, is somehow of a different order than previous technological revolutions. For the shift from an industrial society to a society of mass communication, which is the essential transformation taking place in the present, seems to be a subliminal and almost inexpressive technological transition - is formless, in a sense - which begs the question of how it may be expressed in form. If one holds that architecture is somehow the crystallization of cultural change in concrete form, one suspects that in the present there is no simple physical equivalent for the burst of communication technologies that colour contemporary life. But I think that one might effectively raise a series of questions apropos technology by briefly looking at 3 or 4 of our current projects, and which suggest a range of possibilities fostered by new technology. By way of a third doubt, we might qualify in advance the apparent optimism of architects for CAD technology by thinking back to Thomas More and his island ‘Utopia’, which marks in some way the advent of Modern rationalism. This was, if not quite a technological utopia, certainly a metaphysical one, More’s vision typically deductive, prognostic, causal. But which by the time of Francis Bacon’s New Atlantis is a technological utopia availing itself of all the possibilities put at humanity’s disposal by the known machines of the time. There’s a sort of implicit sanction within these two accounts which lies in their nature as reality optimized by rational DESIGN as if the very ethos of design were sponsored by Modern rationalist thought and its utopian leanings. The faintly euphoric ‘technological’ discourse of architecture at present - a sort of Neue Bauhaus - then seems curiously misplaced historically given the 20th century’s general anti-, dis-, or counter-utopian discourse. But even this seems to have finally run its course, dissolving into the electronic heterotopia of the present with its diverse opportunities of irony and distortion (as it’s been said) as a liberating potential.1 This would seem to mark the dissolution of design ethos into non-causal process(ing), which begs the question of ‘design’ itself: who 'designs' anymore? Or rather, has 'design' not become uncoupled from its rational, deterministic, tradition? The utopianism that attatches to technological discourse in the present seems blind to the counter-finality of technology's own accomplishments - that transparency has, as it were, by its own more and more perfect fulfillment, failed by its own success. For what we seem to have inherited is not the warped utopia depicted in countless visions of a singular and tyrranical technology (such as that in Orwell's 1984), but a rich and diverse heterotopia which has opened the possibility of countless channels of local dialect competing directly with the channels of power. Undoubtedly such multiplicitous and global connectivity has sent creative thought in multiple directions…
series	other
more	http://www.generativeart.com/
last changed	2003/08/07 17:25

_id	caadria2004_k-1
id	caadria2004_k-1
authors	Kalay, Yehuda E.
year	2004
title	CONTEXTUALIZATION AND EMBODIMENT IN CYBERSPACE
source	CAADRIA 2004 [Proceedings of the 9th International Conference on Computer Aided Architectural Design Research in Asia / ISBN 89-7141-648-3] Seoul Korea 28-30 April 2004, pp. 5-14
doi	https://doi.org/10.52842/conf.caadria.2004.005
summary	The introduction of VRML (Virtual Reality Markup Language) in 1994, and other similar web-enabled dynamic modeling software (such as SGI’s Open Inventor and WebSpace), have created a rush to develop on-line 3D virtual environments, with purposes ranging from art, to entertainment, to shopping, to culture and education. Some developers took their cues from the science fiction literature of Gibson (1984), Stephenson (1992), and others. Many were web-extensions to single-player video games. But most were created as a direct extension to our new-found ability to digitally model 3D spaces and to endow them with interactive control and pseudo-inhabitation. Surprisingly, this technologically-driven stampede paid little attention to the core principles of place-making and presence, derived from architecture and cognitive science, respectively: two principles that could and should inform the essence of the virtual place experience and help steer its development. Why are the principles of place-making and presence important for the development of virtual environments? Why not simply be content with our ability to create realistically-looking 3D worlds that we can visit remotely? What could we possibly learn about making these worlds better, had we understood the essence of place and presence? To answer these questions we cannot look at place-making (both physical and virtual) from a 3D space-making point of view alone, because places are not an end unto themselves. Rather, places must be considered a locus of contextualization and embodiment that ground human activities and give them meaning. In doing so, places acquire a meaning of their own, which facilitates, improves, and enriches many aspects of our lives. They provide us with a means to interpret the activities of others and to direct our own actions. Such meaning is comprised of the social and cultural conceptions and behaviors imprinted on the environment by the presence and activities of its inhabitants, who in turn, ‘read’ by them through their own corporeal embodiment of the same environment. This transactional relationship between the physical aspects of an environment, its social/cultural context, and our own embodiment of it, combine to create what is known as a sense of place: the psychological, physical, social, and cultural framework that helps us interpret the world around us, and directs our own behavior in it. In turn, it is our own (as well as others’) presence in that environment that gives it meaning, and shapes its social/cultural character. By understanding the essence of place-ness in general, and in cyberspace in particular, we can create virtual places that can better support Internet-based activities, and make them equal to, in some cases even better than their physical counterparts. One of the activities that stands to benefit most from understanding the concept of cyber-places is learning—an interpersonal activity that requires the co-presence of others (a teacher and/or fellow learners), who can point out the difference between what matters and what does not, and produce an emotional involvement that helps students learn. Thus, while many administrators and educators rush to develop webbased remote learning sites, to leverage the economic advantages of one-tomany learning modalities, these sites deprive learners of the contextualization and embodiment inherent in brick-and-mortar learning institutions, and which are needed to support the activity of learning. Can these qualities be achieved in virtual learning environments? If so, how? These are some of the questions this talk will try to answer by presenting a virtual place-making methodology and its experimental implementation, intended to create a sense of place through contextualization and embodiment in virtual learning environments.
series	CAADRIA
type	normal paper
last changed	2022/06/07 07:52

_id	ac8b
authors	Mitchell, W.
year	1984
title	CAD Technology, Its Effects on Practice and the Response of Education - an Overview
source	The Third European Conference on CAD in the Education of Architecture [eCAADe Conference Proceedings] Helsinki (Finnland) 20-22 September 1984.
doi	https://doi.org/10.52842/conf.ecaade.1984.x.b3c
summary	Related with the evolution of hardware there also is an evolution of CAD techniques. The very first CAD/CAM packages were developed on mainframes. They moved into practice when 16-bit minicomputers became available. The packages mainly were production drafting applications. The 32-bit super minicomputers give wider possibilities, but at the same time some software problems arise, namely the complexity of CAD- databases and the development and maintenance cost of large programs. With VLSI the distribution of intelligence becomes possible, the enthousiasm for CAD increases, but still the gap between available hardware and high quality software, remains high.Concerning CAD teaching there are severe problems. First of all there are not enough really good designers which know CAD in such a way that they can teach it. Second there is a shortage of equipment and a financial problem. Thirdly there is the question what the students need to know about CAD. which is not clear at the moment. At the University of California, Los Angeles, the following 5 subjects are teached: Computer Support, Computer Literacy, Professional Practice Implications, Exploration of CAD as a Design Medium and Theoretical Foundations of CAD. To use computers as a medium it is necessary to understand architecture, its objects, its operators and its evaluation criteria. The last topic is considered at research level.
series	eCAADe
email
more	www.ecaade.org
last changed	2022/06/07 07:50

_id	2c1b
authors	Woolf, Beverly and McDonald, David D.
year	1984
title	Building a Computer Tutor : Design Issues
source	IEEE Computer. September, 1984. vol. 17: pp. 61-73 : diagrams. includes bibliography
summary	An effective tutor must deal with a fundamental problem of communication: to determine how messages are received and understood and to formulate appropriate answers. This means that a tutor, more than a speaker, must verify that both parties know what information has been covered, what is missing, and which communication might be erroneous. In this article the authors discuss how an understanding of a student can be constructed in an artificial intelligence program and how this understanding, coupled with a facility for language generation, can be used to build flexible machine tutor
keywords	education, communication, information, learning, AI, systems
series	CADline
last changed	2003/06/02 13:58

_id	6ed3
authors	Rasdorf, William J. and Storaasli, Olaf O.
year	1985
title	The Role of Computing in Engineering Education
source	Toward Expert Systems, Computers and Structures. Pergamon Press, July, 1985. vol. 20: pp. 11-15. Also published in: Advances and Trends in Structures and Dynamics edited by A. K. Noor and R. J. Hayduk
summary	Pergamon Press, 1985. --- Also Published in : Proceedings of the Symposium on Advances and Trends in Structures and Dynamics, Pergamon Press, George Washington University and the National Aeronautics and Space Administration, Washington, D.C. pp. 11-15, Oct.1984. The rapid advances occurring in interactive micro-computing and computer science have provided the engineer with a powerful means of processing, storing, retrieving, and displaying data. The effective use of computer technology in engineering processes and applications is recognized by many as the key to increased individual, company, and national productivity. The implications of this observation for the academic community are clear: we must prepare our students to use computer methods and applications as part of their fundamental education. The proper tradeoff between engineering fundamentals and computer science principles and practices is changing with many of the concepts of engineering now being packaged in algorithms or on computer chips. The components of an education should include operating system fundamentals, data structures, program control and organization, algorithms, and computer architectures. It is critically important for engineering students to receive an education that teaches them these fundamentals. This paper suggests that to convey the essentials of computer science to future engineers requires, in part, the addition of computer courses to the engineering curriculum. It also requires a strengthening of the computing content of many other courses so that students come to treat the computer as a fundamental component of their work. This is a major undertaking, but new engineers graduating with advanced computing knowledge will provide potentially significant future innovations in the engineering profession
keywords	CAE, education, civil engineering
series	CADline
last changed	2003/06/02 13:58

_id	20a8
authors	Ruffle, Simon
year	1986
title	How Can CAD Provide for the Changing Role of the Architect?
source	Computer-Aided Architectural Design Futures [CAAD Futures Conference Proceedings / ISBN 0-408-05300-3] Delft (The Netherlands), 18-19 September 1985, pp. 197-199
summary	At the RIBA Conference of 1981 entitled 'New Opportunities', and more recently at the 1984 ACA Annual Conference on 'Architects in Competition' there has been talk of marketing, new areas of practice, recapturing areas of practice lost to other professions, more accountability to client and public 'the decline of the mystique of the professional'. It is these issues, rather than technical advances in software and hardware, that will be the prime movers in getting computers into widespread practice in the future. In this chapter we will examine how changing attitudes in the profession might affect three practical issues in computing with which the author has been preoccupied in the past year. We will conclude by considering how, in future, early design stage computing may need to be linked to architectural theory, and, as this is a conference where we are encouraged to be outspoken, we will raise the issue of a computer-based theory of architecture.
series	CAAD Futures
email
last changed	2003/05/16 20:58

_id	0ecb
authors	Waerum, Jens and Rüdiger Kristiansen, Bjarne
year	1989
title	CAAD Education at the School of Architecture Copenhagen
source	CAAD: Education - Research and Practice [eCAADe Conference Proceedings / ISBN 87-982875-2-4] Aarhus (Denmark) 21-23 September 1989, pp. 4.5.1-4.5.9
doi	https://doi.org/10.52842/conf.ecaade.1989.x.q8k
summary	The establishment of Datacentret (the Data Centre) in summer 1985 was preceded by 15 years slow- moving, arduous work from the early experiments in what was then the computing laboratory under the supervision of architect Per Jacobi, author of the Danish 3D drawing system MONSTER, until 1984, when a special committee was commissioned to draw up proposals for the introduction of teaching in computing at the Architects School. In spring 1985 the school administrators decided that a central computer workshop should be set up and in cooperation with the school's institutes placed jointly in charge of instructing teachers and students, carrying out research and development within the field of architecture and taking steps to work out a curriculum of supplementary training for practising architects. With the aid of a special grant, 12 PC's were successfully acquired in the 2 years that followed, as well as a screen projector and other peripherals.
series	eCAADe
last changed	2022/06/07 07:50

_id	7789
authors	Heckbert, P.S.
year	1984
title	Survey of Texture Mapping
source	IEEE Computer Graphics & Applications, Vol.6, No. 11, Nov. 1984, pp. 56-67
summary	Texture mapping is one of the most successful new techniques in high quality image synthesis. Its use can enhance the visual richness of raster scan images immensely while entailing only a relatively small increase in computation. The technique has been applied to a number of surface attributes: surface color, surface normal, specularity, transparency, illumination, and surface displacement, to name a few. Although the list is potentially endless, the techniques of texture mapping are essentially the same in all cases. We will survey the fundamentals of texture mapping, which can be split into two topics: the geometric mapping that warps a texture onto a surface, and the filtering that is necessary in order to avoid aliasing. An extensive bibliography is included.
series	journal paper
last changed	2003/04/23 15:50

_id	653f
authors	Hedelman, Harold
year	1984
title	A Data Flow Approach to Procedural Modeling
source	IEEE Computer Graphics and Applications January, 1984. vol. 4: pp. 16-26 : ill. (some col.). includes bibliography.
summary	Computer graphics tasks generally involve either modeling or viewing. Modeling combines primitive building blocks (polygons, patches, etc.) into data structures that represent entire objects and scenes. To visualize a modeled object, its data structure is input to appropriate viewing routines. While a great deal has been done on modeling and viewing with geometric primitives, little has been published on the use of procedural primitives. A procedural model is a step-by-step guide for constructing a representation of an object or process, i.e., a program. It is also a function, a 'black box' with a set of inputs and outputs. Two questions are especially pertinent to the work presented in this article
keywords	First, what are the advantages of both data flow methods and procedural modeling? Second, how can such models be used in composition? computer graphics, modeling, information, management
series	CADline
last changed	1999/02/12 15:08

_id	avocaad_2001_15
id	avocaad_2001_15
authors	Henri Achten, Jos van Leeuwen
year	2001
title	Scheming and Plotting your Way into Architectural Complexity
source	AVOCAAD - ADDED VALUE OF COMPUTER AIDED ARCHITECTURAL DESIGN, Nys Koenraad, Provoost Tom, Verbeke Johan, Verleye Johan (Eds.), (2001) Hogeschool voor Wetenschap en Kunst - Departement Architectuur Sint-Lucas, Campus Brussel, ISBN 80-76101-05-1
summary	The problem of complexity underlies all design problems. With the advent of CAD however, our ability to truly represent complexity has increased considerably. Following the four waves of design methodology as distinguished by Cross (1984), we see changing architectural design attitudes with respect to complexity. Rather than viewing it as problematic issue, designers such as Koolhaas, van Berkel, Lynn, and Franke embrace complexity and make it a focus in their design work. The computer is an indispensable instrument in this approach. The paper discusses the current state of the art in architectural design positions on complexity and CAAD, and reflects in particular on the role of design representations in this discussion. It is advanced that a number of recent developments are based on an intensified use of design representations such as schema’s, diagrams, and interactive modelling techniques. Within the field of possibilities in this field, the authors discuss Feature-Based Modelling (FBM) as a formalism to represent knowledge of the design. It is demonstrated how the FBM approach can be used to describe graphic representations as used in design, and how other levels and kinds of design knowledge can be incorporated, in particular the less definite qualitative information in the early design phase. The discussion section concludes with an extrapolation of the current role of design representation in the design process, and advances a few positions on the advantage and disadvantage of this role in architectural design.
series	AVOCAAD
email
last changed	2005/09/09 10:48

_id	ebcc
authors	Kolb, David A.
year	1984
title	Experiential Learning
source	Prentice Hall
summary	In his book Experiential Learning: Experience as the Source of Learning and Development (1984), David Kolb introduces his experiential learning theory and provides a model for its application in schools, organizations, and virtually anywhere people are gathered together. Kolb's comprehensive and practical theory builds on the rich foundations of experience-based learning provided by John Dewey, Kurt Lewin, and Jean Piaget. We first consider the roots of his theory following which we offer a summary of it in practice.
series	other
last changed	2003/04/23 15:14

_id	ab9c
authors	Kvan, Thomas and Kvan, Erik
year	1999
title	Is Design Really Social
source	International Journal of Virtual Reality, 4:1
summary	There are many who will readily agree with Mitchell's assertion that "the most interesting new directions (for computer-aided design) are suggested by the growing convergence of computation and telecommunication. This allows us to treat designing not just as a technical process... but also as a social process." [Mitchell 1995]. The assumption is that design was a social process until users of computer-aided design systems were distracted into treating it as a merely technical process. Most readers will assume that this convergence must and will lead to increased communication between design participants, that better social interaction leads to be better design. The unspoken assumption appears to be that putting the participants into an environment with maximal communication channels will result in design collaboration. The tools provided, therefore, must permit the best communication and the best social interaction. We see a danger here, a pattern being repeated which may lead us into less than useful activities. As with several (popular) architectural design or modelling systems already available, however, computer system implementations all too often are poor imitations manual systems. For example, few in the field will argue with the statement that the storage of data in layers in a computer-aided drafting system is an dispensable approach. Layers derive from manual overlay drafting technology [Stitt 1984] which was regarded as an advanced (manual) production concept at the time many software engineers were specifying CAD software designs. Early implementations of CAD systems (such as RUCAPS, GDS, Computervision) avoided such data organisation, the software engineers recognising that object-based structures are more flexible, permitting greater control of data editing and display. Layer-based systems, however, are easier to implement in software, more familiar to the user and hence easier to explain, initially easier to use but more limiting for an experienced and thoughtful user, leading in the end to a lesser quality in resultant drawings and significant problems in output control (see Richens [1990], pp. 31-40 for a detailed analysis of such features and constraints). Here then we see the design for architectural software faithfully but inappropriately following manual methods. So too is there a danger of assuming that the best social interaction is that done face-to-face, therefore all collaborative design communications environments must mimic face-to-face.
series	journal paper
email
last changed	2003/05/15 10:29

_id	5c07
authors	Lee, H.-L., Liu, Y.-T., Chen, S.-C., Tang, S.-K. and Huang, C.-P., Huang, C.-H., Chang, Y.-L., Chang, K.-W. and Chen, K.-Y.
year	2002
title	A Comparative study of protocol analysis for - Spatiality of a Text-based Cyberspace
source	Connecting the Real and the Virtual - design e-ducation [20th eCAADe Conference Proceedings / ISBN 0-9541183-0-8] Warsaw (Poland) 18-20 September 2002, pp. 262-266
doi	https://doi.org/10.52842/conf.ecaade.2002.262
summary	Graduate Institute of Architecture, National Chiao Tung University, Hsinchu, 30050, TAIWAN The adaptation of the word cyberspace (Gibson, 1984) following the emergence of the World Wide Web Internet not only succinctly revolutionized the correlation of time and space but also poised to challenge how we view the existing spatial concept. This research tries to use protocol analysis to examine text-based cyberspace, such as bulletin board, chart rooms and so forth, and the objective of this research is to realize the spatiality of cyberspace through the cognitive point of view, and to compare the differences of the definitions and perception ways of spatiality between people with general domain and in design fields. Finally, we validate the existence of cyberspace, where the process not only allows further categorization of spatial elements concluded from the earlier study, but discover that varied backgrounds can affect how a user defines and perceives cyberspace (Strate, 1999).
series	eCAADe
email
last changed	2022/06/07 07:51

_id	ceb1
authors	Maver, T.
year	1984
title	What is eCAADe?
source	The Third European Conference on CAD in the Education of Architecture [eCAADe Conference Proceedings] Helsinki (Finnland) 20-22 September 1984.
doi	https://doi.org/10.52842/conf.ecaade.1984.x.d0s
summary	The main interest of the organisation is to improve the design, teaching. The design remains the core of the professional education, while computer science can support a better understanding of the design methods. Computers should amplify the human capabilities like engines allowed to carry higher forces, radio and television enabled communication over larger distances and computers today should aid the human intellectual activities, to gain a better insight in design methodology, to investigate the design process.Design research should study more extensively how buildings behave, the integration and interaction of different disciplines which contribute to the optimization of a design and the design criteria. Computers could increase the possibility to satisfy building regulations, to access and update information, to model the design process and to understand how decisions affect the building quality (functional and economical as well as formal aspects). More effort and money should be spent on this research. The organisation has been sponsored by the EEC for bringing CAAD (Computer Aided Architectural Design) educational material at the disposal of the design teachers. The Helsinki conference is the third European meeting (after Delft 1982 and Brussels 1983) which concentrates on information and experience exchange in CAAD-education and looks for common interests and collaboration. A specific joint study program works on typical audiovisual material and lecture notes, which will be updated according to teacher's needs. A demand has been done to implement an integrated CAAD package. eCAADe focuses to integrate computer approaches across country boundaries as well as across disciplinary boundaries, as to reach a higher quality of the design education.
series	eCAADe
email
last changed	2022/06/07 07:50

_id	ddssar0031
id	ddssar0031
authors	Witt, Tom
year	2000
title	Indecision in quest of design
source	Timmermans, Harry (Ed.), Fifth Design and Decision Support Systems in Architecture and Urban Planning - Part one: Architecture Proceedings (Nijkerk, the Netherlands)
summary	Designers all start with a solution (Darke, 1984), with what is known (Rittel, 1969, 1970). Hans Menghol, Svein Gusrud and Peter Opvik did so with the chair in the 1970s. Not content with the knowledge of the chair, however, they walked backward to the ignorance of the question that has always elicited the solution of chair and asked themselves the improbable question, “What is a chair?” Their answer was the Balans chair. “Until the introduction of the Norwegian Balans (balance) chair, the multi-billion dollar international chair industry had been surprisingly homogeneous. This chair is the most radical of the twentieth century and probably since the invention of the chair-throne itself (Cranz 1998). Design theorists have tried to understand in a measurable way what is not measurable: the way that designers think. Rather than attempt to analyze something that cannot be taken apart, I attempt to illuminate methods for generating new knowledge through ways of seeing connections that are not logical, and in fact are sometimes ironic. Among the possibilities discussed in this dialogue are the methodological power of language in the form of metaphor, the power of the imagination in mind experiments, the power of mythological story telling, and the power of immeasurable intangibles in the generation of the new knowledge needed to design.
series	DDSS
last changed	2003/08/07 16:36

_id	409c
authors	Akin, Omer, Flemming, Ulrich and Woodbury, Robert F.
year	1984
title	Development of Computer Systems for Use in Architectural Education
source	1984. ii, 47 p. includes bibliography
summary	Computers have not been used in education in a way that fosters intellectual development of alternate approaches to design. Sufficient theory exists to use computing devices to support other potentially fruitful approaches to design. A proposal is made for the development of a computer system for architectural education which is built upon a particular model for design, that of rational decision making. Within the framework provided by the model, a series of courseware development projects are proposed which together with hardware acquisitions constitute a comprehensive computer system for architectural education
keywords	architecture, education, design, decision making
series	CADline
email
last changed	2003/06/02 13:58

_id	8087
authors	Boehm, Barry W., Penedo, Maria H. and Stuckle, Don E. (et al)
year	1984
title	A Software Development Environment for Improving Productivity
source	IEEE Computer. June, 1984. pp. 30-44 : ill. includes bibliography
summary	The software productivity system (SPS) was developed to support project activities. It involves a set of strategies, including the work environment; the evaluation and procurement of hardware equipment; the provision for immediate access to computing resources through local area networks; the building of an integrated set of tools to support the software development life cycle and all project personnel; and a user support function to transfer new technology. All of these strategies are being accomplished incrementally. The current architecture is VAX-based and uses the Unix operating system, a wideband local network, and a set of software tools. The article describes the steps that led to the creation of the software productivity project and its components and summarized the requirements analyses on which the SPS was based
keywords	productivity, software, hardware, programming
series	CADline
last changed	2003/06/02 10:24

_id	8844
authors	Rasdorf, William J.
year	1984
title	Relational Database Modeling of Building Design Data
source	Computing in Civil Engineering Conference Proceedings (3rd : 1984 : San Diego). American Society Of Civil Engineers, pp. 364-371. CADLINE has abstract only
summary	This paper discusses the use of a relational database for representing the data gathered and derived during the building design process. In doing so, it considers the complexity of the relationships among a structure's topology, geometry, and attributes, and the critical requirements they impose on the development of a building design database. In the broad arena of computer-aided design, relational database management systems are establishing themselves as useful engineering tools. This is occurring at a time when engineers and architects are moving toward centralized and integrated databases of design information. In such a database, information is directly and readily available to all members of the design team, allowing them to work concurrently on an accurate representation of a wide variety of engineering design data. This paper presents the use of a relational database to model building design data and shows that the relationships among topology, geometry, and attributes can be successfully modeled relationally. The feasibility of interaction between engineering applications programs and the database is also indicated. Although the paper concentrates on structural design data for buildings, the relational model can also be used to represent the data of other engineering design disciplines as well as the data for other structures, assemblies, systems, and processes
keywords	relational database, civil engineering, CAD
series	CADline
last changed	2003/06/02 13:58

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