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	98bd
authors	Pea, R.
year	1993
title	Practices of Distributed Intelligence and Designs for Education
source	Distributed Cognitions, edited by G. Salomon. New York, NY: CambridgeUniversity Press
summary	v Knowledge is commonly socially constructed, through collaborative efforts... v Intelligence may also be distributed for use in designed artifacts as diverse as physical tools, representations such as diagrams, and computer-user interfaces to complex tasks. v Leont'ev 1978 for activity theory that argues forcibly for the centrality of people-in-action, activity systems, as units of analysis for deepening our understanding of thinking. v Intelligence is distributed: the resources that shape and enable activity are distributed across people, environments, and situations. v Intelligence is accomplished rather than possessed. v Affordance refers to the perceived and actual properties of a thing, primarily those functional properties that determine how the thing could possibly be used. v Norman 1988 on design and psychology - the psychology of everyday things" v We deploy effort-saving strategies in recognition of their cognitive economy and diminished opportunity for error. v The affordances of artifacts may be more or less difficult to convey to novice users of these artifacts in the activities to which they contribute distributed intelligence. v Starts with Norman's seven stages of action Ø Forming a goal; an intention § Task desire - clear goal and intention - an action and a means § Mapping desire - unable to map goal back to action § Circumstantial desire - no specific goal or intention - opportunistic approach to potential new goal § Habitual desire - familiar course of action - rapidly cycle all seven stages of action v Differentiates inscriptional systems from representational or symbol systems because inscriptional systems are completely external, while representational or symbol systems have been used in cognitive science as mental constructs. v The situated properties of everyday cognition are highly inventive in exploiting features of the physical and social situation as resources for performing a task, thereby avoiding the need for mental symbol manipulations unless they are required by that task. v Explicit recognition of the intelligence represented and representable in design, specifically in designed artifacts that play important roles in human activities. v Once intelligence is designed into the affordances properties of artifacts, it both guides and constrains the likely contributions of that artifact to distributed intelligence in activity. v Culturally valued designs for distributed intelligence will change over time, especially as new technology becomes associated with a task domain. v If we treat distributed intelligence in action as the scientific unit of analysis for research and theory on learning and reasoning... Ø What is distributed? Ø What constraints govern the dynamics of such distributions in different time scales? Ø Through what reconfigurations of distributed intelligence might the performance of an activity system improve over time? v Intelligence is manifest in activity and distributed in nature. v Intelligent activities ...in the real world... are often collaborative, depend on resources beyond an individual's long-term memory, and require the use of information-handling tools... v Wartofsky 1979 - the artifact is to cultural evolution what the gene is to biological evolution - the vehicle of information across generations. v Systems of activity - involving persons, environment, tools - become the locus of developmental investigation. v Disagrees with Salomon et al.'s entity-oriented approach - a language of containers holding things. v Human cognition aspires to efficiency in distributing intelligence - across individuals, environment, external symbolic representations, tools, and artifacts - as a means of coping with the complexity of activities we often cal "mental." "
series	other
last changed	2003/04/23 15:14

_id	a19d
authors	Brown, G.Z. and Novitski, Barbara-Jo
year	1988
title	A Macintosh Design Studio
doi	https://doi.org/10.52842/conf.acadia.1988.151
source	Computing in Design Education [ACADIA Conference Proceedings] Ann Arbor (Michigan / USA) 28-30 October 1988, pp. 151-162
summary	During the past year at the University of Oregon, we have conducted an experimental design studio in which each student had an Apple Macintosh SE microcomputer on his or her studio desk. Each term we experimented with a variety of software, furniture arrangements, and pedagogical approaches to integrating computers in design teaching. Like most others who have conducted such experiments, we encountered problems in trying to use hardware and software which is fundamentally inappropriate for the intuitive, graphic, and creative processes characteristic of preliminary design. However, we solved many of these problems and have produced useful techniques that may form the beginnings of a new approach to the use of computers in architecture schools. Our results fall in three major categories: 1) pedagogical discoveries about learning to design with a computer, which is greater than the sum of learning to design and learning about computers; 2) design exercises based on the Macintosh environment, exploiting the unique graphic qualities of the machine while simultaneously developing the ideas and drawing skills needed in the preliminary stages of design; 3) descriptions of the studio environment, including hardware, software, workstation layouts, security solutions, and other practical information that might be useful to others who are contemplating a similar project.
series	ACADIA
email
last changed	2022/06/07 07:54

_id	f65d
authors	Kalisperis, L.N.
year	1988
title	A Conceptual Framework for Computing in Architectural Design
source	Pennsylvania State University
summary	A brief historical overview of architectural design reveals that there has been a slow development in the conceptualization of the scope of architectural design. Advancing our understanding of the architectural design process reveals new directions for computing in architectural design. This study proposes a conceptual framework for an integrated computing environment. Design disciplines have embarked on a rigorous search for theoretical perspectives and methods that encompass a comprehensive view of architecture. Architectural design has been seen as a sequential process similar to that of industrial design. Attempts to formalize this process based on industrial design methods solved only a fraction of the overall integration problem. The resultant models are inadequate to deal with the complexity of architectural design. Emerging social problem-solving paradigms seek to construct a cognitive psychology of problem solving and have a direct relevance to architectural design. These problem-solving activities include structured, semi-structured, and ill-defined problems, which are included to varying degrees in each problem situation across a continuum of difficulty. Problem solving in architectural design involves the determination of certain objectives and also whether or not it is possible to accomplish them. Developments in computing in architecture have paralleled developments in architectural methodologies. The application of computing in architectural design has predominantly focused only on sequential process, optimum solutions, and quantifiable tasks of the design process. Qualitative, generative, tasks of architectural design were dealt with through the introduction of paradigms from linguistics and knowledge-based systems borrowed from engineering applications. Although the application of such paradigms resulted in some success, this reductionist approach to computing in architecture fragmented its integration into the design process. What is required, therefore, is a unified approach to computing in architecture based on a holistic view of the architectural design process. The model proposed in this study provides such a conceptual framework. This model shifts the focus from product to process and views the design problem as a goal-oriented problem-solving activity that allows a design team to identify strategies and methodologies in the quest for design solutions.
series	thesis:PhD
email
last changed	2003/02/12 22:37

_id	8d41
authors	Bourque, Paul N.
year	1988
title	Computer-Aided Learning of Structural Behavior
doi	https://doi.org/10.52842/conf.acadia.1988.135
source	Computing in Design Education [ACADIA Conference Proceedings] Ann Arbor (Michigan / USA) 28-30 October 1988, pp. 135-146
summary	Computer-aided learning of structural behavior can be very effective and motivating. Students are able to analyse structures in far less time than by traditional methods and address problems of much greater complexity. They do so without the burden of manual computation. Computer programs exist that are well suited for this purpose, two of which are described. They offer a broad range of design capabilities, and are easy to master because of their intuitive and graphically oriented approach. A number of examples are given to illustrate the potential of computer-aided learning as a complement to traditional methods either in the classroom or in coursework.
series	ACADIA
last changed	2022/06/07 07:54

_id	0dc3
authors	Chambers, Tom and Wood, John B.
year	1999
title	Decoding to 2000 CAD as Mediator
doi	https://doi.org/10.52842/conf.ecaade.1999.210
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 210-216
summary	This paper will present examples of current practice in the Design Studio course of the BDE, University of Strathclyde. The paper will demonstrate an integrated approach to teaching design, which includes CAD among other visual communication techniques as a means to exploring design concepts and the presentation of complex information as part of the design process. It will indicate how the theoretical dimension is used to direct the student in their areas of independent study. Projects illustrated will include design precedents that have involved students in the review and assessment of landmarks in the history of design. There will be evidence of how students integrate DTP in the presentation of site analysis, research of appropriate design precedents and presentation of their design solutions. CADET underlines the importance of considering design solutions within the context of both our European cultural context and of assessing the environmental impact of design options, for which CAD is eminently suited. As much as a critical method is essential to the development of the design process, a historical perspective and an appreciation of the sophistication of communicative media will inform the analysis of structural form and meaning in a modem urban context. Conscious of the dynamic of social and historical influences in design practice, the student is enabled "to take a critical stand against the dogmatism of the school "(Gadamer, 1988) that inevitably insinuates itself in learning institutions and professional practice.
keywords	Design Studio, Communication, Integrated Teaching
series	eCAADe
email
last changed	2022/06/07 07:56

_id	4743
authors	Dvorak, Robert W.
year	1988
title	Designing in the CAD Studio
doi	https://doi.org/10.52842/conf.acadia.1988.123
source	Computing in Design Education [ACADIA Conference Proceedings] Ann Arbor (Michigan / USA) 28-30 October 1988, pp. 123-134
summary	The "CAD Studio" is one of many design options that fourth year students may select in the College of Architecture. In this electronic environment, the students analyze and present their designs totally on the computer. The vehicle used is a fifteen week architectural problem called the "Calor Redesign Project". The "Calor" problem requires the move of a famous residence to a hot arid climate. The residence must then be redesigned in the original architect's style so the building becomes as energy efficient as possible in its new arid environment. The students are required to use as design criteria a new building program, the design philosophy of the original architect, and appropriate passive energy techniques that will reduce the thermal stress on the building. The building's energy response is measured by using an envelope energy analysis program called "Calor". Much of the learning comes from imposing a new set of restraints on a famous piece of architecture and asking the student to redesign it. The students not only need to learn and use a different design philosophy, but also develop new skills to communicate their ideas on the computer. Both Macintosh and IBM computers are used with software ranging from Microsoft Works, Superpaint, AutoCAD, MegaCAD, Dr Halo, to Calor.
series	ACADIA
last changed	2022/06/07 07:55

_id	06ee
authors	Gero, John S. (editor)
year	1988
title	Artificial Intelligence in Engineering : Diagnosis and Learning
source	421 p. Amsterdam: Elsevier/CMP, 1988. CADLINE has abstract only
summary	This volume contains the papers in the diagnosis and learning areas from the Third International Conference on Artificial Intelligence in Engineering. Diagnosis and learning are two of the important areas of artificial intelligence of interest to engineering. Diagnosis derives its name from the early systems work related to diagnosing medical disorders. In engineering it has come to mean both diagnosis (in the medical sense) and evaluation or analysis (in the engineering sense). The use of symbolic reasoning has substantially expanded the functions and roles of diagnosis in engineering. Learning is a novel area of computer application in engineering and has no counterpart in traditional engineering but is becoming an important area. The papers in this volume are under the following headings: Diagnosis from Structure and Behavior; Integrated Diagnostic Reasoning; Diagnosis as Control; Diagnosis Processes and Environments; Learning and Tutoring
keywords	AI, learning, engineering, evaluation, analysis, applications
series	CADline
email
last changed	2003/06/02 13:58

_id	6354
authors	McIntosh, Patricia G.
year	1988
title	A Computational Tutor for Architectural Design
source	Comput., Environ. and Urban Systems USA: 1988. vol. 12: pp. 213-219. includes bibliography.
summary	The conceptual basis for a computational design tutoring environment whose purpose is to aid student designers in the search for design solutions is presented. Problems that students experience in the course of their design education are presented. These problems are related to previous work in development of computable representation of design. A specification for a computational learning environment for design students is outlined
keywords	architecture, design, education, software
series	CADline
last changed	2003/06/02 10:24

_id	2d82
authors	Radford, Anthony D., Oxman, Robert and Oxman, Rivka
year	1988
title	Design Teaching: The Language of Architectural Plans
doi	https://doi.org/10.52842/conf.acadia.1988.099
source	Computing in Design Education [ACADIA Conference Proceedings] Ann Arbor (Michigan / USA) 28-30 October 1988, pp. 99-110
summary	The aims, operation and student reaction to a design studio course for beginning architecture students on the syntax of architectural plans are described. The course is highly structured and draws from computer graphics templates and a teaching manual which set up a series of exercises. The process of learning comes from execution of the exercises and from associated reading, discussion and debate on architectural planning issues.
series	ACADIA
email
last changed	2022/06/07 08:00

_id	c5ec
authors	Smith Shaw, Doris
year	1988
title	The Conceptual Approach to CAD Education
doi	https://doi.org/10.52842/conf.acadia.1988.035
source	Computing in Design Education [ACADIA Conference Proceedings] Ann Arbor (Michigan / USA) 28-30 October 1988, pp. 35-45
summary	Recent research at the Corps of Engineers Construction Engineering Research Laboratory (CERL) investigated embedded computer-based instruction for AutoCAD. The results of this study, which are the focus of this paper, indicated that the only factor which correlated with success in completing the final test was previous experience with another CAD system. Those who knew another CAD system had higher scores and required less than half the time to complete the lessons. Presumably their conceptual knowledge about CAD transferred to the new software environment, even though the Corps' study showed that they were initially biased against learning the new system. Such biased attitudes have been observed when users are asked to learn a second similar software of any kind. Architects who are deeply involved in computer-aided design have stated that one must learn to program the computer to build the conceptual framework for the creative process. We at CERL agree that an understanding of underlying graphics concepts is essential to the designer. Our research shows that giving students the freedom to explore an existing software program can result in the development of conceptual knowledge. Interviews also reveal that students can invent ways to meet individual objectives when "guided discovery" learning is encouraged.
series	ACADIA
last changed	2022/06/07 07:56

_id	a62c
authors	Flemming, Ulrich, Coyne, Robert F. and Glavin, Timothy J. (et al)
year	1988
title	A Generative Expert System for the Design of Building Layouts -- Version 2
source	Artificial Intelligence in Engineering: Design. editor. John J. Gero. Elsevier (Computational Mechanics Publications), 1988. PP. 445-464 : ill. includes bibliography
summary	The paper describes an attempt to increase the intelligence of a CAD system by adding capabilities (1) to systematically enumerate alternative solutions to a design problem, and (2) to take, at the same time, a broad spectrum of criteria or concerns into account. These capabilities are intended to complement the designer's abilities and performance. In connection with such attempts, fundamental problems arise when the objects to be designed have shape and are located in space. These problems are identified, and an approach to solve them is outlined. This approach is currently being tested over a range of domains all of which deal with the design of layouts of rectangles subject to constraints and criteria. The search for alternatives takes place in a state space with properties that make it possible to systematically explore and evaluate the power of various search strategies or planning paradigms. The state space is established through a domain-independent generator, while the evaluation of points in that space is carried out by a domain-dependent tester built up through a process of knowledge acquisition familiar from work with expert systems
keywords	design, expert systems, CAD, enumeration, shape grammars,architecture, intelligence, synthesis, space allocation, layout, floor plans
series	CADline
email
last changed	2003/06/02 13:58

_id	e757
authors	Schijf, R.
year	1988
title	Strategies For CAAD Education - The Singapore Way
source	CAAD futures ‘87 [Conference Proceedings / ISBN 0-444-42916-6] Eindhoven (The Netherlands), 20-22 May 1987, pp. 23-46
summary	For over one year (1985/86) the author was as senior lecturer instrumental in developing and initiating a CAAD-curriculum at the Singapore School of Architecture. The paper describes the circumstances surrounding the acquisition of the Schools' large CAD-system, the CAAD-curriculum proposals, and the first pilot courses. On the basis of this preliminary experience some observations for CAAD-teaching are made, which are related to more universal strategies for CAAD-education.
series	CAAD Futures
last changed	1999/04/03 17:58

_id	8c9e
authors	Zohar, Ruth and Shaviv, Edna
year	1988
title	A Decision-Making Model for Optimizing Solar Retrofit : Solar Vis-A-Vis Conservation
source	1988? pp. [5] : ill. : tables. includes bibliography
summary	A decision making model for selecting the optimal or quasi optimal solar retrofit design solutions for low-income residential buildings is presented. The model can serve the architect as a tool and provide guidance on how to improve the building's thermal performance during the different design stages. The model allows him to consider the contribution of energy conservation solutions vis-a-vis solar energy gains solutions based on accumulating knowledge of design precedents. It also allows the use of different strategies for searching the solutions that best fits the different design stages. The sensitivity of the suggested decision making model was checked and satisfactory results obtained
keywords	decision making, energy, architecture, optimization, conservation, simulation, precedents, knowledge
series	CADline
email
last changed	2003/06/02 10:24

_id	aaf1
authors	Oxman, R., Oxman, R.E. and Radford, A.D.
year	1988
title	The Pedagogical Role of the Computer in Design Studies
source	Computer Bulletin. September, 1988. pp. 11-17 : ill. includes a short bibliography
summary	The teaching of architectural design involves the transfer of a broad spectrum of knowledge. This ranges in diversity from the acquisition of skills to those types of domain- distinctive knowledge which are actually employed in the generation of designs. The authors make a broad distinction between instrumental knowledge employed in various stages of design but peripheral to the actual process of generating designs, and conceptual-configurative knowledge which, in fact, makes the generation of designs possible. In the model of the design process in which there is a sequential relationship between the conceptual-formal and physical- material stages of design, this distinction between the instrumental and the conceptual is most marked during the early, or conceptual, stages of design. However it may be seen to follow through all stages of the design process
keywords	design process, education, architecture
series	CADline
email
last changed	2003/06/02 14:41

_id	eb5f
authors	Al-Sallal, Khaled A. and Degelman, Larry 0.
year	1994
title	A Hypermedia Model for Supporting Energy Design in Buildings
doi	https://doi.org/10.52842/conf.acadia.1994.039
source	Reconnecting [ACADIA Conference Proceedings / ISBN 1-880250-03-9] Washington University (Saint Louis / USA) 1994, pp. 39-49
summary	Several studies have discussed the limitations of the available CAAD tools and have proposed solutions [Brown and Novitski 1987, Brown 1990, Degelman and Kim 1988, Schuman et al 1988]. The lack of integration between the different tasks that these programs address and the design process is a major problem. Schuman et al [1988] argued that in architectural design many issues must be considered simultaneously before the synthesis of a final product can take place. Studies by Brown and Novitski [1987] and Brown [1990] discussed the difficulties involved with integrating technical considerations in the creative architectural process. One aspect of the problem is the neglect of technical factors during the initial phase of the design that, as the authors argued, results from changing the work environment and the laborious nature of the design process. Many of the current programs require the user to input a great deal of numerical values that are needed for the energy analysis. Although there are some programs that attempt to assist the user by setting default values, these programs distract the user with their extensive arrays of data. The appropriate design tool is the one that helps the user to easily view the principal components of the building design and specify their behaviors and interactions. Data abstraction and information parsimony are the key concepts in developing a successful design tool. Three different approaches for developing an appropriate CAAD tool were found in the literature. Although there are several similarities among them, each is unique in solving certain aspects of the problem. Brown and Novitski [1987] emphasize the learning factor of the tool as well as its highly graphical user interface. Degelman and Kim [1988] emphasize knowledge acquisition and the provision of simulation modules. The Windows and Daylighting Group of Lawrence Berkeley Laboratory (LBL) emphasizes the dynamic structuring of information, the intelligent linking of data, the integrity of the different issues of design and the design process, and the extensive use of images [Schuman et al 19881, these attributes incidentally define the word hypermedia. The LBL model, which uses hypermedia, seems to be the more promising direction for this type of research. However, there is still a need to establish a new model that integrates all aspects of the problem. The areas in which the present research departs from the LBL model can be listed as follows: it acknowledges the necessity of regarding the user as the center of the CAAD tool design, it develops a model that is based on one of the high level theories of human-computer interaction, and it develops a prototype tool that conforms to the model.
series	ACADIA
email
last changed	2022/06/07 07:54

_id	8c6d
authors	Brooks, H. Gordon
year	1988
title	A New Communication Model for Architecture Using Video and 3D Computer Animated Graphics
doi	https://doi.org/10.52842/conf.acadia.1988.263
source	Computing in Design Education [ACADIA Conference Proceedings] Ann Arbor (Michigan / USA) 28-30 October 1988, pp. 263-274
summary	The University of Arkansas School of Architecture has produced a half-hour television program describing Richard Meier's Atheneum in New Harmony, Indiana. The program uses an analysis technique developed by Dr. Geoffrey Baker, RIBA. The treatment for the material is a combination of on- site video and computer generated 3D animated graphics. An instrument was developed to evaluate the video and its 3D graphics. Based on analysis of the test data several conclusions are apparent. Students believe the video to be very helpful in understanding this building. This video appears to be paced too quickly for understanding in one viewing. Repetitive viewings of the video are helpful in understanding the content. Some students are able to understand principles presented visually better than those presented verbally, but best learning happens when information is reinforced visually and verbally.
series	ACADIA
last changed	2022/06/07 07:54

_id	a4ce
authors	Goldberg, D.
year	1988
title	Genetic Algorithms in Search, Optimization and Machine Learning
source	Addison-Wesley, Reading, Massachusetts
summary	David Goldberg's Genetic Algorithms in Search, Optimization and Machine Learning is by far the bestselling introduction to genetic algorithms. Goldberg is one of the preeminent researchers in the field--he has published over 100 research articles on genetic algorithms and is a student of John Holland, the father of genetic algorithms--and his deep understanding of the material shines through. The book contains a complete listing of a simple genetic algorithm in Pascal, which C programmers can easily understand. The book covers all of the important topics in the field, including crossover, mutation, classifier systems, and fitness scaling, giving a novice with a computer science background enough information to implement a genetic algorithm and describe genetic algorithms to a friend.
series	other
last changed	2003/04/23 15:14

_id	cf2005_2_22_193
id	cf2005_2_22_193
authors	HSIEH Chun-Yu
year	2005
title	A Preliminary Model of Creativity in Digital Development of Architecture
source	Learning from the Past a Foundation for the Future [Special publication of papers presented at the CAAD futures 2005 conference held at the Vienna University of Technology / ISBN 3-85437-276-0], Vienna (Austria) 20-22 June 2005, pp. 63-74
summary	Research into the various forms and processes of creativity has been a topic of great interest in the design field for many years. Part of the view is personality, and part of the answer is behavioural. Creativity is also explained through the identity of social values and the whole creative process. This paper proposes to use the interacting creativity model of Csikszentmihalyi as the basic structure, to establish the major criteria of testing creativity in the digital era. This paper demonstrates two facts: first, it confirms that creativity in architecture is truly valuable in the digital age; second, it proves that in the digital era, individuals, cultures and societies are all under the impact of digital technologies, a fact which transforms the model of interacting creativity proposed by Csikszentmihalyi in 1988 into a new model of digital interacting creativity.
keywords	creativity, digital media, society, culture
series	CAAD Futures
email
last changed	2005/05/05 07:06

_id	252a
authors	Reich, Yoram
year	1988
title	Machine Learning for Expert Systems : Motivation and Techniques
source	i-iii, 51 p. : some ill Pittsburgh, PA: Engineering Design Research Center, CMU, June, 1988. EDRC 12-27-88. includes bibliography. First generation expert systems suffer from two major problems: they are brittle and their development is a long, effortful process. Few successful expert systems for real world problems have been demonstrated. In this paper, learning, the key to intelligent behavior and expertise, is described as the answer to both expert systems deficiencies. Machine learning techniques are described, with their applicability to expert systems. A framework to organize machine learning techniques is provided. The description is followed by examples taken from the structural design domain. AI / learning / expert systems / structures / techniques. 37. Requicha, Aristides A. G. 'Mathematical Models of Rigid Solid Objects -- Production Automation Project.' Rochester, NY: College of Engineering & Applied Science, University of Rochester, November, 1977. [3], 37 p. : ill.
summary	Computational models of solid objects are potentially useful in a variety of scientific and engineering fields, and in particular in the field of design and manufacturing automation for the mechanical industries. In recent years a multitude of modelling systems have been implemented both by research laboratories and commercial vendors, but little attention has been paid to the fundamental theoretical issues in geometric modelling. This has led to severe difficulties in assessing current and proposed systems, and in distinguishing essential capabilities and limitations from user conveniences and efficiency considerations. This paper seeks a sharp mathematical characterization of 'rigid solids' in a manner that is suitable for studies in design and production automation. It draws heavily on established results in modern geometry and topology. Relevant results scattered throughout the mathematical literature are placed in a coherent framework and presented in a form accessible to engineers and computer scientists. A companion paper is devoted to a discussion of representational issues in the context set forth by this paper
keywords	solid modeling, geometric modeling
series	CADline
last changed	1999/02/12 15:09

_id	8e77
authors	Rubinger, Morton
year	1988
title	Drawing Lessons from Word Processing
doi	https://doi.org/10.52842/conf.acadia.1988.235
source	Computing in Design Education [ACADIA Conference Proceedings] Ann Arbor (Michigan / USA) 28-30 October 1988, pp. 235-245
summary	Word processing is universally successful as a computer application whereas computer-aided design is not. What can we learn from word processing? It tells us that, to be successful, an entry-level CAD system should be basic and focus mainly on drawing and manipulation of drawings rather than on sophisticated operations and automation, it should be simple, easy to use and moderate in cost. In architectural education, it should be used in the early stages of design to enhance design quality and design learning. To do this, we need to understand the characteristics of this new drawing and design medium. Software needs to be thoroughly learned in advance of studio use, and computer-based studio projects should take a computational view of design to enhance the effective use of computers in learning to design.
series	ACADIA
last changed	2022/06/07 07:56

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