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	ba6b
authors	Neuckermans, Herman
year	1986
title	The Intelligent Pencil: A framework for CAAD in Education
doi	https://doi.org/10.52842/conf.acadia.1986.113
source	ACADIA Workshop ‘86 Proceedings - Houston (Texas - USA) 24-26 October 1986, pp. 113-128
summary	Computer Aided Architectural Design in Education (CAADE) can only be meaningful if it brings meaningful answers to meaningful questions about architecture and architectural education. In the discourse about CAAD and CAADE these questions are completely absent; this can be concluded from: (1.) an absolute lack of architectural-theoretical and historical reflection, without which no architecture can exist; (2.) a frequent confusion between designing and drawing : the latter being a non neutral tool for the former; (3.) the absence of a clear understanding of the way in which architecture comes about: what are the concepts and entities an architect is working with and how does he manipulate them? (4.) no clear insights about the way architectural "design by hand" should be taught and a fortiori about the way a computer could help.
series	ACADIA
email
last changed	2022/06/07 07:58

_id	0565
authors	Oxman, Robert and Oxman, Rivka
year	1990
title	The Computability of Architectural Knowledge
source	The Electronic Design Studio: Architectural Knowledge and Media in the Computer Era [CAAD Futures ‘89 Conference Proceedings / ISBN 0-262-13254-0] Cambridge (Massachusetts / USA), 1989, pp. 171-185
summary	In an important contribution to the theoretical foundation of design computing, Mitchell noted "an increasingly urgent need to establish a demonstrably sound, comprehensive, rigorously formalized theoretical foundation upon which to base practical software development efforts" (Mitchell, 1986). In this paper we propose such a theoretical framework. A basic assumption of this work is that the advancement of design computing is dependent upon the emergence of a rigorous formulation of knowledge in design. We present a model of knowledge in architectural design which suggests a promising conceptual basis for dealing with knowledge in computer-aided design systems. We require models which can represent the formal knowledge and manipulative operations of the designer in all of their complexity-that is formal models rather than just geometric models. Shape Grammars (Stiny,1980) represent an example of such models, and constitute a relatively high level of design knowledge as compared to, for example, use of symmetry operations to generate simple formal configurations. Building upon an understanding of the classes of design knowledge as the conceptual basis for formal modeling systems may contribute a new realization of the potential of the medium for design. This will require a comprehensive approach to the definition of architectural and design knowledge. We consider here the implications of a well-defined body of architectural and design knowledge for design education and the potential mutual interaction-in a knowledge-rich environment-of design learning and CAAD learning. The computational factors connected with the representation of design knowledge and its integration in design systems are among the key problems of CAAD. Mitchell's model of knowledge in design incorporates formal knowledge in a comprehensive, multi-level, hierarchical structure in which types of knowledge are correlated with computational concepts. In the main focus of this paper we present a structured, multi-level model of design knowledge which we discuss with respect to current architectural theoretical considerations. Finally, we analyze the computational and educational relevance of such models.
series	CAAD Futures
email
last changed	2003/05/16 20:58

_id	2eb1
authors	Bridges, Alan H.
year	1986
title	Alternative Approaches Towards the Teaching of Computer Aided Architectural Design
doi	https://doi.org/10.52842/conf.ecaade.1986.331
source	Teaching and Research Experience with CAAD [4th eCAADe Conference Proceedings] Rome (Italy) 11-13 September 1986, pp. 331-340
summary	The problems of architectural education in general and CAD education in particular are discussed. The paper suggests that the computing requirements of architectural practice are different to those of architectural education and that much of the software used in schools of architecture is not used in an educationally structured way. A number of proposals for the educational use of computers are made, together with recommendations for a common computing environment.
series	eCAADe
email
last changed	2022/06/07 07:54

_id	0918
authors	Christiansson, Per
year	1986
title	Swedish and Nordic Activities within CAAD
source	computer Aided Architectural Design - Developments in Education and Practice. 1986. 9 p. includes bibliography
summary	During the last few years there has been an increasing interest in the Nordic countries concerning effective use of computer resources in the building process. Swedish and Nordic research and development within CAAD and adjoining areas is briefly accounted for to give a flavor of ongoing and planned activities. A Nordic Action Program for promoting Nordic joint research and development efforts is also presented. The Nordic educational activities within CAAD are also briefly commented on
keywords	CAD, building process, construction
series	CADline
last changed	1999/02/12 15:07

_id	c967
authors	Fantacone, Enrico
year	1994
title	Exporting CAD Teaching into Developing Countries
doi	https://doi.org/10.52842/conf.ecaade.1994.x.t3s
source	The Virtual Studio [Proceedings of the 12th European Conference on Education in Computer Aided Architectural Design / ISBN 0-9523687-0-6] Glasgow (Scotland) 7-10 September 1994, p. 222
summary	In 1986 the Faculty of Architecture was established in Maputo. It is financed by the Italian Ministry of Foreign Affairs and managed by a Scientific Council of the Faculty of Architecture of "Università La Sapienza" of Rome. The need to create human technical resources beeing able to work profesionally as soon as they finish their studies, made the teaching basis for lab exercises and design. The new architects (the first six students graduated in 1991), need to design and make very important decisions without any control by more experienced local technical institutions. The creation of a CAAD laboratory, and the teaching of information technologies and metodologies in architectural designing aimes to achieve a double goal: (-) to make the new architects able to manage on their own, because of the lack of qualified human resources, large quantity of data, and difficult design problems; (-) to make University, the most important scientific center in the country, an information exchange center between developped countries, and Moçambique.
series	eCAADe
last changed	2022/06/07 07:50

_id	896b
authors	Haider, Jawaid
year	1986
title	A Conceptual Framework for Communication -Instruction in Architectural Design
source	Pennsylvania State University
summary	Existing design models, it is generally acknowledged, are inadequate to deal with the complexity of contemporary situations; and an assessment of self-conscious design manifests a slow development in the power and scope of conceptualizing. The quality of knowledge and conceptual tools available to the designer largely determine his ability to conceive and accomplish; conversely, the limitations of method are reflected in design solutions. Some emerging social problem-solving paradigms, which seek to construct a cognitive psychology of problem solving, have a direct relevance to architectural design. Notwithstanding the traditional criticism and scepticism, problem solving is predicated by task environment and problem space as these have a significant impact on design synthesis. Despite a rigorous search for theoretical perspectives and methods, the concern for the quality of the physical environment persists unabated. Historically, architecture has depended on other disciplines for its theoretical insight; but the application of borrowed theories without a viable framework for translation has often resulted in misinterpretation. Aggravating the problem is the art-science controversy which has consequences for architectural practice and education. What is required is a unified approach encompassing the scientific and artistic modes of inquiry. But a unified perspective, involving vast and disparate areas of human knowledge, demands a conceptual framework for integrative learning. The proposed model of this study provides such a framework and calls for a re-examination of the conventional boundaries of design disciplines. It advocates an interdisciplinary approach and recognizes the design process as inherently a learning process; this shifts the emphasis from product to process and allows students to plan and assess their own design/learning experience. While the study focuses on substantive issues, it identifies a strategy for integrative learning applicable within the existing context of design education. Despite its untested nature, the proposed model can become a vehicle for stimulating coordination of all facets of human knowledge and experience toward creative design synthesis. It inculcates a sense of critical assessment of generative ideas by presenting a conceptually clearer picture of the design process to elicit a response to and a better understanding of the task environment of architecture.
series	thesis:PhD
email
last changed	2003/02/12 22:37

_id	a833
authors	Jong, M. de
year	1986
title	A Spatial Relational Reference Model (3RM)
source	Computer-Aided Architectural Design Futures [CAAD Futures Conference Proceedings / ISBN 0-408-05300-3] Delft (The Netherlands), 18-19 September 1985, pp. 85-91
summary	In this chapter we hope to provide the reader with an impression of the objective, framework and possibilities of 3RM in the construction industry. In Dutch, 3RM stands for 'Ruimtelijk Relationeel Referentie Model' (Spatial Relational Reference Model). The model could begin to be used as an information-bearer in the building industry within which the specific trade information for each of the building participants could be interrelated, including drafting symbolism, building costs, physical qualities and building regulations. In this way, the model can be used as a means to a more efficient running of the building process and enabling the integration of information, at project level, provided by various building participants. The project should be defined in the same way as is a typical architectural project, whereby the actual development as well as the project management is carried out by architects. For the time being, development is limited to integral use at the design stage, but it also offers sufficient expansion possibilities to be able to function as a new communications model throughout the complete building process. We shall first provide information as to the origin, the objective and the execution of the project. Thereafter, we shall attempt to state the theoretical information problem within the building industry and the solution to this offered through 3RM. Finally, we shall report upon the results of the first phase of the 3RM project.
series	CAAD Futures
last changed	1999/04/03 17:58

_id	0e5e
authors	Kociolek, A.
year	1986
title	CAD in Polish Building
source	Computer-Aided Architectural Design Futures [CAAD Futures Conference Proceedings / ISBN 0-408-05300-3] Delft (The Netherlands), 18-19 September 1985, pp. 235-245
summary	There is little CAAD in Polish architectural design offices, and only recently have practising architects discovered the computer. On the other hand, CAAD has been used for some time in research and development based at universities or in large design organizations. This chapter gives a broad picture of the computerization of building design in Poland, a complex process which concerns planning and financing, hardware, software, CAD practice, standardization, training, education, etc. Here architectural applications are treated on an equal basis, together with other applications representing design disciplines involved in design, such as structural and mechanical engineering. The underlying philosophy of this chapter is a belief that proper and well-balanced computerization of design in building which leaves creative work to human beings should result in better design and eventually in improvements in the built environment. Therefore integration of the design process in building seems more important for design practice than attempts to replace an architect by a computer, although the intellectual attraction of this problem is recognized.
series	CAAD Futures
last changed	1999/04/03 17:58

_id	a920
authors	Kulcke, Richard
year	1989
title	CAAD in the Architectural Education of the Fachhochschulen in the Federal Republic of Germany
doi	https://doi.org/10.52842/conf.ecaade.1989.x.w7a
source	CAAD: Education - Research and Practice [eCAADe Conference Proceedings / ISBN 87-982875-2-4] Aarhus (Denmark) 21-23 September 1989, pp. 4.3.1
summary	For over 10 years the author has been a teacher in the field of "computer application in architecture" at the Fachhochschule. Since 1985 he regularly has been taking part in the conferences of A.I.I.D.A. (Arbeitskreis INFORMATIK IN DER ARCHlTEKTENAUSBILDUNG). All the faculties of architecture at the Fachhochschulen (about 10) can send their representatives of CAAD to the conferences. A.I.I.D.A. has been having 2 conferences a year since 1985. At the last conference in Wiesbaden a paper with statements of A.I.I.D.A. for the further education in CAAD was finished. The author presents and explains this paper. On the other hand he shows the actual education program of CAAD of his faculty. The education in CAAD started in 1972 with basic information without practical elements. Now the practical work with the workstation is talking most of the time . The computer application is available for subjects like Building Economics, Building and Structure Design and others. With his assistant the author developed programs of the field of Building Economics. In 1986 he started introduce CAD with AutoCAD in the education program. Now also other colleagues start to integrate CAAD into their subjects.
series	eCAADe
last changed	2022/06/07 07:50

_id	aba3
authors	Laing, Lamond
year	1986
title	Computers in Architectural Education
doi	https://doi.org/10.52842/conf.ecaade.1986.071
source	Teaching and Research Experience with CAAD [4th eCAADe Conference Proceedings] Rome (Italy) 11-13 September 1986, pp. 71-77
summary	Throughout Europe there is a rapidly growing volume of initiatives towards integrating computer aids within all aspects of education. In architectural education, the support offered by these initiatives presents a double-edged sword. On the one hand it is gratifying to see the work of almost two decades of CAAD research bearing fruit and the concepts gaining recognition by the profession. On the other hand the resulting pressures on the few individuals with the necessary knowledge to implement the teaching will stretch many to breaking point. Where resources are so limited it is crucial to clarify the needs and objectives and, thereby, more effectively direct resources. These needs will change over time and, in the world of computers, the means are also changing rapidly as hardware and software improves. This paper therefore outlines a scenario which I believe is relevant at this point in time but the background is constantly changing and I offer no apologies for any shift in emphasis since my last presentation of this topic in 1983.
series	eCAADe
last changed	2022/06/07 07:52

_id	8190
authors	Lawson, B.
year	1986
title	Teaching CAAD at Sheffield University
doi	https://doi.org/10.52842/conf.ecaade.1986.078
source	Teaching and Research Experience with CAAD [4th eCAADe Conference Proceedings] Rome (Italy) 11-13 September 1986, pp. 78-87
summary	The University of Sheffield Department of Architecture has been using Computer Aided Architectural Design in its teaching now for over ten years. During that time there has also been a major research unit in CAAD working in the department and most of the software used in our teaching programme has originated in our own research unit. Our students have now got access to a wide range of CAAD programs including 2D draughting, 3D colour visualisation, environmental analysis, structural design and cost estimating. We have generated our own specialised systems of terrain modelling and intelligent building modelling which link to both the visualisation and environmental appraisal software. Students also have access to data base and word processing software. CAAD has been used in all five years of our course and we also have students working .with CAAD during their professional experience years. Over this ten year period we have gradually altered and refined our approach to the educational use of CAAD and this paper will describe this approach and present some of the lessons we have learnt. I want to organise the paper into two main sections; firstly what are we trying to achieve by teaching CAAD on our course, and secondly, how do we fit this into the curriculum and what effect does it have.
series	eCAADe
last changed	2022/06/07 07:52

_id	29c2
authors	Ozel, Filiz
year	1991
title	An Intelligent Simulation Approach in Simulating Dynamic Processes in Architectural Environments
source	Computer Aided Architectural Design Futures: Education, Research, Applications [CAAD Futures ‘91 Conference Proceedings / ISBN 3-528-08821-4] Zürich (Switzerland), July 1991, pp. 177-190
summary	The implications of object-oriented data models and rule-based reasoning systems is being researched in a wide variety of application areas ranging from VLSI circuit design (Afsannanesh et al 1990) to architectural environments (Coyne et al 1990). The potential of this approach in the development of discrete event simulations is also being scrutinized (Birtwistle et al 1986). Such computer models are usually called "expert simulations" or "intelligent simulations". Typically rule-basing in such models allows the definition of intelligent-objects that can reason about the simulated dynamic processes through an inferencing system. The major advantage of this approach over traditional simulation languages is its ability to provide direct reference to real world objects and processes. The simulation of dynamic processes in architectural environments poses an additional Problem of resolving the interaction of architectural objects with other objects such as humans, water, smoke etc., depending on the process simulated. Object-oriented approach promises potential in solving this specific problem. The first part of this paper addresses expert simulation approach within the context of architectural settings, then the second part summarizes work done in the application of such an approach to an emergency egress simulation.
series	CAAD Futures
last changed	1999/04/07 12:03

_id	4f56
authors	Paasi, Jyrki
year	1986
title	Architectural Space Synthesizer - The last link of a CAAD system
doi	https://doi.org/10.52842/conf.acadia.1986.217
source	ACADIA Workshop ‘86 Proceedings - Houston (Texas - USA) 24-26 October 1986, pp. 217-223
summary	Computer technology and CAD are about to change radically the thousands of years of tradition of the architect's work. We are leaving behind the old method of drawing by hand, replacing the pencil with a stylus for pointing elements of mathematical models of projects. We are changing over from two dimensional to three dimensional design. Decisive for the architect to achieve a successful outcome has always been and will always be the visualisation of the project right from its early stages. There is a trend -in our time and a risk in the. new technology of fragmenting our work and making it more abstract. The new technology is based on the old one and in the beginning its user still has the habits of the old. Therefore the visualisation in present CAD systems and three dimensional design is based on the old plane projections; axonometrics and perspectives. However, there is an essentially better way which happens also to be natural to the new technology and simple to realize using it. This is the spherical projection.
series	ACADIA
last changed	2022/06/07 07:58

_id	6075
authors	Paasi, Jyrki
year	1986
title	The space synthesizer of Helsinki University of Technology
doi	https://doi.org/10.52842/conf.ecaade.1986.253
source	Teaching and Research Experience with CAAD [4th eCAADe Conference Proceedings] Rome (Italy) 11-13 September 1986, pp. 253-257
summary	Computer technology and CAD are about to change radically the thousands of years of tradition of the architect's work. We are leaving behind the old method of drawing by hand, replacing the pencil with a stylus for pointing elements of mathematical models of projects. We are changing over from two dimensional to three dimensional design. Decisive for the architect to achieve a successful outcome has always been and will always be the visualisation of the project right from its early stages. There is a trend in our time and a risk in the new technology of fragmenting our work and making it more abstract. The new technology is based on the old one and in the beginning its user still has the habits of the old. Therefore the visualisation in present CAD systems and three dimensional design is based on the old plan projections; axonometrics and perspectives. However, there is an essentially better way which happens also to be natural to the new technology and simple to realize using it. This is the spherical projection.
series	eCAADe
last changed	2022/06/07 07:58

_id	7a08
authors	Smith Shaw, Doris
year	1986
title	Case Studies in Architectural CADD Education
doi	https://doi.org/10.52842/conf.acadia.1986.157
source	ACADIA Workshop ‘86 Proceedings - Houston (Texas - USA) 24-26 October 1986, pp. 157-172
summary	Stages in the formation of concepts necessary for mastery can be observed in cognitive development in many different areas of study. These stages seem to follow a particular hierarchy common to most learners. Distinct levels can be recognized by patterns of procedural errors. The remediation of errors can then take the form of building a conceptual framework rather than training in procedural patterns. This has been found to be highly efficient for learners at all stages since it can be aimed at the underlying problem area and not at isolated errors which may change frequently. It was felt, that concept development of architects learning to use computer-aided drawing programs would show such levels. Preliminary studies made at the U.S. Army Construction Engineering Research Laboratory upon selected subjects using computer-aided lessons in AutoCAD as a basis for observations reveal several categories of errors in using computer-aided design. These case studies show that the design process can be enhanced by automated drawing and design tools if the conceptual relationships are established as a part of the learning environment. Even more important, the observations show that architects have particular characteristics which differ from engineers and other CAD users. These differences require that education and software be tailored to their needs.
series	ACADIA
last changed	2022/06/07 07:56

_id	68ef
authors	Tweed, Christopher
year	1986
title	A Computing Environment for CAAD Education
doi	https://doi.org/10.52842/conf.ecaade.1986.136
source	Teaching and Research Experience with CAAD [4th eCAADe Conference Proceedings] Rome (Italy) 11-13 September 1986, pp. 136-145
summary	This paper describes a modelling system, MOLE (Modelling Objects with Logic Expressions), and its use as a computing environment for teaching architectural undergraduates. The paper also sketches the background to MOLE's development as a medium for research, and identifies benefits conferred on research and teaching through their common interest in MOLE. Teaching at EdCAAD is conducted in what is chiefly a research milieu. Hence our teaching methods exploit the products and experience of research. But the partnership is mutually rewarding, because teaching informs future research efforts through the experience gained from using MOLE. At present, our teaching concentrates on a ten-week elective course for fourth year architectural undergraduates. The main component of the course requires each student to program a simple application related to architectural design. Applications normally require a programming language with access to graphics routines, and in previous years we have used C or, more recently, Prolog with their graphics extensions. For the past two years MOLE has fulfilled this need. The paper begins by explaining the evolution of our approach to CAAD, leading to the development of the description system, MOLE. Section two outlines the main features of the version of MOLE which has been extended to provide a comprehensive computing environment for programming simple architectural applications. MOLE in use is the subject of section three which is illustrated with examples drawn from students' coursework projects and exercises. This is followed by a discussion of the lessons learned from teaching which highlight areas of MOLE's development that need more study. A concluding section summarises what has been learned, and poses vital questions that require answers before we can expect widespread acceptance of CAAD in practice.
series	eCAADe
last changed	2022/06/07 07:58

_id	f3aa
authors	Tyler, Sherman William
year	1986
title	SAUCI. Self-Adaptive User Computer Interfaces
source	Carnegie Mellon University,Pittsburgh
summary	Different approaches to the design of the human-computer interface have been taken in the past. These can be organized into four broad categories: tack-on; intuitive/empirical; formal; and conversational. There are several important interface design criteria that have never been adequately attained in any of these approaches. One is modularity, that is, maintaining a clear separation between the interface and its target system. A second criterion is self-adaptation, or the ability of the interface to modify its own behavior to suit a given individual user. Two further criteria relate to the interface's potential to guide users in performing typical high-level tasks on the target system and to provide intelligent advice on the use of that system. This research was focused on developing an integrated technique for achieving these four design criteria. To that end, an abstract architecture called SAUCI, or the Self-Adaptive User-Computer Interface, was proposed, embodying a knowledge-based, object-oriented approach to interface design. The foundation of this approach rests upon information encoded within sets of objects. This information includes separate knowledge bases describing the individual users, the commands of the target system, and the high-level tasks appropriate for that system. The behavior of the interface is controlled by various methods which call upon the knowledge bases in a rule-governed manner to decide what interface features should be present at each phase of the user's dialogue with the target system. To test the feasibility of the proposed architecture, a working interface was implemented on a Xerox 1108 computer in the LOOPS language, with a UNIX operating system running on a separate minicomputer as the target system. An empirical evaluation of this prototype revealed clear advantages over the standard interface. Closer examination pointed to each of the factors of modularity, task guidance, and user-tailored assistance as playing a significant role in these effects. A discussion of additional applications of this architecture and of areas for future development is offered as further evidence of the value of this approach as a general framework for human-computer interface design.
series	thesis:PhD
last changed	2003/02/12 22:37

_id	678e
authors	Aish, Robert
year	1986
title	Three-dimensional Input and Visualization
source	Computer-Aided Architectural Design Futures [CAAD Futures Conference Proceedings / ISBN 0-408-05300-3] Delft (The Netherlands), 18-19 September 1985, pp. 68-84
summary	The aim of this chapter is to investigate techniques by which man-computer interaction could be improved, specifically in the context of architectural applications of CAD. In this application the object being designed is often an assembly of defined components. Even if the building is not actually fabricated from such components, it is usually conceptualized in these terms. In a conventional graphics- based CAD system these components are usually represented by graphical icons which are displayed on the graphics screen and arranged by the user. The system described here consists of three- dimensional modelling elements which the user physically assembles to form his design. Unlike conventional architectural models which are static (i.e. cannot be changed by the users) and passive (i.e. cannot be read by a CAD system), this model is both 'user generated' and 'machine readable'. The user can create, edit and view the model by simple, natural modelling activities and without the need to learn complex operating commands often associated with CAD systems. In particular, the user can view the model, altering his viewpoint and focus of attention in a completely natural way. Conventional computer graphics within an associated CAD system are used to represent the detailed geometry which the different three-dimensional icons may represent. In addition, computer graphics are also used to present the output of the performance attributes of the objects being modelled. In the architectural application described in this chapter an energy- balance evaluation is displayed for a building designed using the modelling device. While this system is not intended to offer a completely free-form input facility it can be considered to be a specialist man-machine interface of particular relevance to architects or engineers.
series	CAAD Futures
email
last changed	2003/11/21 15:15

_id	644f
authors	Bijl, Aart
year	1986
title	Designing with Words and Pictures in a Logic Modelling Environment
source	Computer-Aided Architectural Design Futures [CAAD Futures Conference Proceedings / ISBN 0-408-05300-3] Delft (The Netherlands), 18-19 September 1985, pp. 128-145
summary	At EdCAAD we are interested in design as something people do. Designed artefacts, the products of designing, are interesting only in so far as they tell us something about design. An extreme expression of this position is to say that the world of design is the thoughts in the heads of designers, plus the skills of designers in externalizing their thoughts; design artifacts, once perceived and accepted in the worlds of other people, are no longer part of the world of design. We can describe design, briefly, as a process of synthesis. Design has to achieve a fusion between parts to create new parts, so that the products are recognized, as having a right and proper place in the world of people. Parts should be understood as referring to anything - physical objects, abstract ideas, aspirations. These parts occur in some design environment from which parts are extracted, designed upon and results replaced; in the example of buildings, the environment is people and results have to be judged by reference to that environment. It is characteristic of design that both the process and the product are not subject to explicit and complete criteria. This view of design differs sharply from the more orthodox understanding of scientific and technological endeavours which rely predominantly on a process of analysis. In the latter case, the approach is to decompose a problem into parts until individual parts are recognized as being amenable to known operations and results are reassembled into a solution. This process has a peripheral role in design when evaluating selected aspects of tentative design proposals, but the absence of well-defined and widely recognized criteria for design excludes it from the main stream of analytical developments.
series	CAAD Futures
last changed	2003/11/21 15:16

_id	caadria2006_601
id	caadria2006_601
authors	BINSU CHIANG, MAO-LIN CHIU
year	2006
title	PRIVATE/UN-PRIVATE SPACE: Scenario-based Digital Design for Enhancing User Awareness
doi	https://doi.org/10.52842/conf.caadria.2006.x.s8b
source	CAADRIA 2006 [Proceedings of the 11th International Conference on Computer Aided Architectural Design Research in Asia] Kumamoto (Japan) March 30th - April 2nd 2006, 601-603
summary	Context awareness is important for human senses of places as well as human computer interaction. The aim of this research paper is focusing on controlling the user's privacy in a smart space which is adaptive to different users for enhancing the user's awareness in his diary life. In Environmental Psychology, the definition of privacy is that an individual has the control of deciding what information of himself is released to others, and under how he interact with others. (Westin 1970) And privacy is categorized as the linguistic privacy and visual privacy. (Sundstorm 1986). Solutions for privacy control: Plan Layout, Vision Boundary, Access Control and Architecture Metaphor - the transmission of information is not ascertainable for every single user. Although information are shown in public, but information is implied by cues and symbols. Only a certain user or a group of users have access to the full context of information. The methodology is to form an analytic framework to study the relationship between information, user and activities by using the computational supports derived from KitchenSense, ConceptNet, Python, 3d Studio Max and Flash; and to record patterns built up by users' behaviour and actions. Furthermore, the scenario-based simulation can envision the real world conditions by adding interfaces for enhancing user awareness.
series	CAADRIA
email
last changed	2022/06/07 07:49

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