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 46c7
id 46c7
authors Ozel, Filiz
year 1992
title Data Modeling Needs of Life Safety Code (LSC) Compliance Applications
doi https://doi.org/10.52842/conf.acadia.1992.177
source Mission - Method - Madness [ACADIA Conference Proceedings / ISBN 1-880250-01-2] 1992, pp. 177-185
summary One of the most complex code compliance issues originates from the conformance of designs to Life Safety Code (NFPA 101). The development of computer based code compliance checking programs attracted the attention of building researchers and practitioners alike. These studies represent a number of approaches ranging from CAD based procedural approaches to rule based, non graphic ones, but they do not address the interaction of the rule base of such systems with graphic data bases that define the geometry of architectural objects. Automatic extraction of the attributes and the configuration of building systems requires 11 architectural object - graphic entity" data models that allow access and retrieval of the necessary data for code compliance checking. This study aims to specifically focus on the development of such a data model through the use of AutoLISP feature of AutoCAD (Autodesk Inc.) graphic system. This data model is intended to interact with a Life Safety Code rule base created through Level5-Object (Focus Inc.) expert system.

Assuming the availability of a more general building data model, one must define life and fire safety features of a building before any automatic checking can be performed. Object oriented data structures are beginning to be applied to design objects, since they allow the type versatility demanded by design applications. As one generates a functional view of the main data model, the software user must provide domain specific information. A functional view is defined as the process of generating domain specific data structures from a more general purpose data model, such as defining egress routes from wall or room object data structure. Typically in the early design phase of a project, these are related to the emergency egress design features of a building. Certain decisions such as where to provide sprinkler protection or the location of protected egress ways must be made early in the process.

series ACADIA
email
last changed 2022/06/07 08:00

_id 60e7
authors Bailey, Rohan
year 2000
title The Intelligent Sketch: Developing a Conceptual Model for a Digital Design Assistant
doi https://doi.org/10.52842/conf.acadia.2000.137
source Eternity, Infinity and Virtuality in Architecture [Proceedings of the 22nd Annual Conference of the Association for Computer-Aided Design in Architecture / 1-880250-09-8] Washington D.C. 19-22 October 2000, pp. 137-145
summary The computer is a relatively new tool in the practice of Architecture. Since its introduction, there has been a desire amongst designers to use this new tool quite early in the design process. However, contrary to this desire, most Architects today use pen and paper in the very early stages of design to sketch. Architects solve problems by thinking visually. One of the most important tools that the Architect has at his disposal in the design process is the hand sketch. This iterative way of testing ideas and informing the design process with images fundamentally directs and aids the architect’s decision making. It has been said (Schön and Wiggins 1992) that sketching is about the reflective conversation designers have with images and ideas conveyed by the act of drawing. It is highly dependent on feedback. This “conversation” is an area worthy of investigation. Understanding this “conversation” is significant to understanding how we might apply the computer to enhance the designer’s ability to capture, manipulate and reflect on ideas during conceptual design. This paper discusses sketching and its relation to design thinking. It explores the conversations that designers engage in with the media they use. This is done through the explanation of a protocol analysis method. Protocol analysis used in the field of psychology, has been used extensively by Eastman et al (starting in the early 70s) as a method to elicit information about design thinking. In the pilot experiment described in this paper, two persons are used. One plays the role of the “hand” while the other is the “mind”- the two elements that are involved in the design “conversation”. This variation on classical protocol analysis sets out to discover how “intelligent” the hand should be to enhance design by reflection. The paper describes the procedures entailed in the pilot experiment and the resulting data. The paper then concludes by discussing future intentions for research and the far reaching possibilities for use of the computer in architectural studio teaching (as teaching aids) as well as a digital design assistant in conceptual design.
keywords CAAD, Sketching, Protocol Analysis, Design Thinking, Design Education
series ACADIA
last changed 2022/06/07 07:54

_id a6d8
authors Baletic, Bojan
year 1992
title Information Codes of Mutant Forms
doi https://doi.org/10.52842/conf.ecaade.1992.173
source CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 173-186
summary If we assume that the statements from this quote are true, than we have to ask ourselves the question: "Should we teach architecture as we do?" This paper describes our experience in developing a knowledge base using a neural network system to serve as a "intelligent assistant" to students and other practicing architects in the conceptual phase of their work on housing design. Our approach concentrated on rising the awareness of the designer about the problem, not by building rules to guide him to a solution, but by questioning the categories and typologies by which he classifies and understands a problem. This we achieve through examples containing mutant forms, imperfect rules, gray zones between black and white, that carry the seeds of new solutions.
series eCAADe
email
last changed 2022/06/07 07:54

_id 29e7
authors Batty, M.
year 1992
title Urban modeling in computer-graphic and geographic information system environments
source Environment and Planning B: Planning and Design 19, pp. 663-688
summary Contributed by Susan Pietsch (spietsch@arch.adelaide.edu.au)
keywords 3D City Modeling, Development Control, Design Control
series other
last changed 2001/06/04 20:27

_id aa78
authors Bayazit, Nigan
year 1992
title Requirements of an Expert System for Design Studios
doi https://doi.org/10.52842/conf.ecaade.1992.187
source CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 187-194
summary The goal of this paper is to study problems of the transition from traditional architectural studio teaching to CAAD studio teaching which requires a CAAD expert system as studio tutor, and to study the behavior of the student in this new environment. The differences between the traditional and computerized studio teaching and the experiences in this field are explained referring to the requirements for designing time in relation to the expertise of the student in the application of a CAD program. Learning styles and the process of design in computerized and non-computerized studio teaching are discussed. Design studio requirements of the students in traditional studio environment while doing design works are clarified depending on the results of an empirical study which explained the relations between the tutor and the student while they were doing studio critiques. Main complaints of the students raised in the empirical study were the lack of data in the specific design problem area, difficulties of realization of ideas and thoughts, not knowing the starting point of design, having no information about the references to be used for the specific design task, having difficulties in the application of presentation techniques. In the concluding parts of the paper are discussed the different styles of teaching and their relation to the CAAD environment, the transformation of the instructional programs for the new design environment, the future expectations from the CAAD programs, properties of the new teaching environment and the roles of the expert systems in design studio education.

keywords CAAD Education, Expert System, Architectural Design Studio, Knowledge Acquisition
series eCAADe
email
last changed 2022/06/07 07:54

_id ecaadesigradi2019_449
id ecaadesigradi2019_449
authors Becerra Santacruz, Axel
year 2019
title The Architecture of ScarCity Game - The craft and the digital as an alternative design process
doi https://doi.org/10.52842/conf.ecaade.2019.3.045
source Sousa, JP, Xavier, JP and Castro Henriques, G (eds.), Architecture in the Age of the 4th Industrial Revolution - Proceedings of the 37th eCAADe and 23rd SIGraDi Conference - Volume 3, University of Porto, Porto, Portugal, 11-13 September 2019, pp. 45-52
summary The Architecture of ScarCity Game is a board game used as a pedagogical tool that challenges architecture students by involving them in a series of experimental design sessions to understand the design process of scarcity and the actual relation between the craft and the digital. This means "pragmatic delivery processes and material constraints, where the exchange between the artisan of handmade, representing local skills and technology of the digitally conceived is explored" (Huang 2013). The game focuses on understanding the different variables of the crafted design process of traditional communities under conditions of scarcity (Michel and Bevan 1992). This requires first analyzing the spatial environmental model of interaction, available human and natural resources, and the dynamic relationship of these variables in a digital era. In the first stage (Pre-Agency), the game set the concept of the craft by limiting students design exploration from a minimum possible perspective developing locally available resources and techniques. The key elements of the design process of traditional knowledge communities have to be identified (Preez 1984). In other words, this stage is driven by limited resources + chance + contingency. In the second stage (Post-Agency) students taking the architects´ role within this communities, have to speculate and explore the interface between the craft (local knowledge and low technological tools), and the digital represented by computation data, new technologies available and construction. This means the introduction of strategy + opportunity + chance as part of the design process. In this sense, the game has a life beyond its mechanics. This other life challenges the participants to exploit the possibilities of breaking the actual boundaries of design. The result is a tool to challenge conventional methods of teaching and leaning controlling a prescribed design process. It confronts the rules that professionals in this field take for granted. The game simulates a 'fake' reality by exploring in different ways with surveyed information. As a result, participants do not have anything 'real' to lose. Instead, they have all the freedom to innovate and be creative.
keywords Global south, scarcity, low tech, digital-craft, design process and innovation by challenge.
series eCAADeSIGraDi
email
last changed 2022/06/07 07:54

_id 065b
authors Beitia, S.S., Zulueta, A. and Barrallo, J.
year 1995
title The Virtual Cathedral - An Essay about CAAD, History and Structure
doi https://doi.org/10.52842/conf.ecaade.1995.355
source Multimedia and Architectural Disciplines [Proceedings of the 13th European Conference on Education in Computer Aided Architectural Design in Europe / ISBN 0-9523687-1-4] Palermo (Italy) 16-18 November 1995, pp. 355-360
summary The Old Cathedral of Santa Maria in Vitoria is the most representative building of the Gothic style in the Basque Country. Built during the XIV century, it has been closed to the cult in 1994 because of the high risk of collapse that presents its structure. This closure was originated by the structural analysis that was entrusted to the University of the Basque Country in 1992. The topographic works developed in the Cathedral to elaborate the planimetry of the temple revealed that many structural elements of great importance like arches, buttresses and flying buttresses were removed, modified or added along the history of Santa Maria. The first structural analysis made in the church suggested that the huge deformations showed in the resistant elements, specially the piers, were originated by interventions made in the past. A deep historical investigation allowed us to know how the Cathedral was built and the changes executed until our days. With this information, we started the elaboration of a virtual model of the Cathedral of Santa Maria. This model was introduced into a Finite Elements Method system to study the deformations suffered in the church during its construction in the XIV century, and the intervention made later in the XV, XVI and XX centuries. The efficiency of the virtual model simulating the geometry of the Cathedral along history allowed us to detect the cause of the structural damage, that was finally found in many unfortunate interventions along time.

series eCAADe
more http://dpce.ing.unipa.it/Webshare/Wwwroot/ecaade95/Pag_43.htm
last changed 2022/06/07 07:54

_id 338b
authors Bishop, I. D.
year 1992
title Data integration for visualization: application to decision support
source AURSIA '92: Proceedings of the Twentieth Annual International Conference of the Australian Urban and Regional Information Systems Association Incorporated, Gold Coast, Australia, 25-27 November 1992, Australian Urban and Regional Information Systems Association Incorporated, ACT, Australia, pp. 74-80
summary Contributed by Susan Pietsch (spietsch@arch.adelaide.edu.au)
keywords 3D City Modeling, Development Control, Design Control
series other
last changed 2001/06/04 20:27

_id cef3
authors Bridges, Alan H.
year 1992
title Computing and Problem Based Learning at Delft University of Technology Faculty of Architecture
doi https://doi.org/10.52842/conf.ecaade.1992.289
source CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 289-294
summary Delft University of Technology, founded in 1842, is the oldest and largest technical university in the Netherlands. It provides education for more than 13,000 students in fifteen main subject areas. The Faculty of Architecture, Housing, Urban Design and Planning is one of the largest faculties of the DUT with some 2000 students and over 500 staff members. The course of study takes four academic years: a first year (Propaedeuse) and a further three years (Doctoraal) leading to the "ingenieur" qualification. The basic course material is delivered in the first two years and is taken by all students. The third and fourth years consist of a smaller number of compulsory subjects in each of the department's specialist areas together with a wide range of option choices. The five main subject areas the students may choose from for their specialisation are Architecture, Building and Project Management, Building Technology, Urban Design and Planning, and Housing.

The curriculum of the Faculty has been radically revised over the last two years and is now based on the concept of "Problem-Based Learning". The subject matter taught is divided thematically into specific issues that are taught in six week blocks. The vehicles for these blocks are specially selected and adapted case studies prepared by teams of staff members. These provide a focus for integrating specialist subjects around a studio based design theme. In the case of second year this studio is largely computer-based: many drawings are produced by computer and several specially written computer applications are used in association with the specialist inputs.

This paper describes the "block structure" used in second year, giving examples of the special computer programs used, but also raises a number of broader educational issues. Introduction of the block system arose as a method of curriculum integration in response to difficulties emerging from the independent functioning of strong discipline areas in the traditional work groups. The need for a greater level of selfdirected learning was recognised as opposed to the "passive information model" of student learning in which the students are seen as empty vessels to be filled with knowledge - which they are then usually unable to apply in design related contexts in the studio. Furthermore, the value of electives had been questioned: whilst enabling some diversity of choice, they may also be seen as diverting attention and resources from the real problems of teaching architecture.

series eCAADe
email
last changed 2022/06/07 07:54

_id b4c4
authors Carrara, G., Fioravanti, A. and Novembri, G.
year 2000
title A framework for an Architectural Collaborative Design
doi https://doi.org/10.52842/conf.ecaade.2000.057
source Promise and Reality: State of the Art versus State of Practice in Computing for the Design and Planning Process [18th eCAADe Conference Proceedings / ISBN 0-9523687-6-5] Weimar (Germany) 22-24 June 2000, pp. 57-60
summary The building industry involves a larger number of disciplines, operators and professionals than other industrial processes. Its peculiarity is that the products (building objects) have a number of parts (building elements) that does not differ much from the number of classes into which building objects can be conceptually subdivided. Another important characteristic is that the building industry produces unique products (de Vries and van Zutphen, 1992). This is not an isolated situation but indeed one that is spreading also in other industrial fields. For example, production niches have proved successful in the automotive and computer industries (Carrara, Fioravanti, & Novembri, 1989). Building design is a complex multi-disciplinary process, which demands a high degree of co-ordination and co-operation among separate teams, each having its own specific knowledge and its own set of specific design tools. Establishing an environment for design tool integration is a prerequisite for network-based distributed work. It was attempted to solve the problem of efficient, user-friendly, and fast information exchange among operators by treating it simply as an exchange of data. But the failure of IGES, CGM, PHIGS confirms that data have different meanings and importance in different contexts. The STandard for Exchange of Product data, ISO 10303 Part 106 BCCM, relating to AEC field (Wix, 1997), seems to be too complex to be applied to professional studios. Moreover its structure is too deep and the conceptual classifications based on it do not allow multi-inheritance (Ekholm, 1996). From now on we shall adopt the BCCM semantic that defines the actor as "a functional participant in building construction"; and we shall define designer as "every member of the class formed by designers" (architects, engineers, town-planners, construction managers, etc.).
keywords Architectural Design Process, Collaborative Design, Knowledge Engineering, Dynamic Object Oriented Programming
series eCAADe
email
more http://www.uni-weimar.de/ecaade/
last changed 2022/06/07 07:55

_id 4857
authors Escola Tecnica Superior D'arquitectura de Barcelona (Ed.)
year 1992
title CAAD Instruction: The New Teaching of an Architect?
doi https://doi.org/10.52842/conf.ecaade.1992
source eCAADe Conference Proceedings / Barcelona (Spain) 12-14 November 1992, 551 p.
summary The involvement of computer graphic systems in the transmission of knowledge in the areas of urban planning and architectural design will bring a significant change to the didactic programs and methods of those schools which have decided to adopt these new instruments. Workshops of urban planning and architectural design will have to modify their structures, and teaching teams will have to revise their current programs. Some european schools and faculties of architecture have taken steps in this direction. Others are willing to join them.

This process is only delayed by the scarcity of material resources, and by the slowness with which a sufficient number of teachers are adopting these methods.

ECAADE has set out to analyze the state of this issue during its next conference, and it will be discussed from various points of view. From this confrontation of ideas will come, surely, the guidelines for progress in the years to come.

The different sessions will be grouped together following these four themes:

(A.) Multimedia and Course Work / State of the art of the synthesis of graphical and textual information favored by new available multimedia computer programs. Their repercussions on academic programs. (B.) The New Design Studio / Physical characteristics, data concentration and accessibility of a computerized studio can be better approached in a computerized workshop. (C.) How to manage the new education system / Problems and possibilities raised, from the practical and organizational points of view, of architectural education by the introduction of computers in the classrooms. (D.) CAAI. Formal versus informal structure / How will the traditional teaching structure be affected by the incidence of these new systems in which the access to knowledge and information can be obtained in a random way and guided by personal and subjective criteria.

series eCAADe
email
last changed 2022/06/07 07:49

_id e51d
authors Fazio, P., Bedard, C. and Gowri, K.
year 1992
title Constraints for Generating Building Envelope Design Alternatives
source New York: John Wiley & Sons, 1992. pp. 145-155 : charts. includes bibliography
summary The building envelope design process involves selecting materials and constructional types for envelope components. Many different materials need to be combined together for wall and roof assemblies to meet the various performance requirements such as thermal efficiency, cost, acoustic and fire resistances. The number of performance attributes to be considered in the design process is large. Lack of information, time limitations and the large number of feasible design alternatives generally force the designer to rely on past experience and practical judgement to make rapid design decisions. Current work at the Centre for Buildings Studies focuses on the development of knowledge-based synthesis and evaluation techniques for reducing the problems of information handling and decision making in building envelope design. The generation of design alternatives is viewed as a search process that identifies feasible combinations of building envelope components satisfying a set of performance requirements, material compatibility, practicality of design, etc. This paper discusses knowledge acquisition and representation issues involved in the definition of constraints to guide the generation of feasible combinations of envelope components
keywords envelope, knowledge base, knowledge acquisition, representation, performance, design, structures, architecture, evaluation
series CADline
last changed 2003/06/02 14:41

_id 68c8
authors Flemming, U., Coyne, R. and Fenves, S. (et al.)
year 1994
title SEED: A Software Environment to Support the Early Phases in Building Design
source Proceeding of IKM '94, Weimar, Germany, pp. 5-10
summary The SEED project intends to develop a software environment that supports the early phases in building design (Flemming et al., 1993). The goal is to provide support, in principle, for the preliminary design of buildings in all aspects that can gain from computer support. This includes using the computer not only for analysis and evaluation, but also more actively for the generation of designs, or more accurately, for the rapid generation of design representations. A major motivation for the development of SEED is to bring the results of two multi-generational research efforts focusing on `generative' design systems closer to practice: 1. LOOS/ABLOOS, a generative system for the synthesis of layouts of rectangles (Flemming et al., 1988; Flemming, 1989; Coyne and Flemming, 1990; Coyne, 1991); 2. GENESIS, a rule-based system that supports the generation of assemblies of 3-dimensional solids (Heisserman, 1991; Heisserman and Woodbury, 1993). The rapid generation of design representations can take advantage of special opportunities when it deals with a recurring building type, that is, a building type dealt with frequently by the users of the system. Design firms - from housing manufacturers to government agencies - accumulate considerable experience with recurring building types. But current CAD systems capture this experience and support its reuse only marginally. SEED intends to provide systematic support for the storing and retrieval of past solutions and their adaptation to similar problem situations. This motivation aligns aspects of SEED closely with current work in Artificial Intelligence that focuses on case-based design (see, for example, Kolodner, 1991; Domeshek and Kolodner, 1992; Hua et al., 1992).
series other
email
last changed 2003/04/23 15:14

_id 7ce5
authors Gal, Shahaf
year 1992
title Computers and Design Activities: Their Mediating Role in Engineering Education
source Sociomedia, ed. Edward Barret. MIT Press
summary Sociomedia: With all the new words used to describe electronic communication (multimedia, hypertext, cyberspace, etc.), do we need another one? Edward Barrett thinks we do; hence, he coins the term "sociomedia." It is meant to displace a computing economy in which technicity is hypostasized over sociality. Sociomedia, a compilation of twenty-five articles on the theory, design and practice of educational multimedia and hypermedia, attempts to re-value the communicational face of computing. Value, of course, is "ultimately a social construct." As such, it has everything to do with knowledge, power, education and technology. The projects discussed in this book represent the leading edge of electronic knowledge production in academia (not to mention major funding) and are determining the future of educational media. For these reasons, Sociomedia warrants close inspection. Barrett's introduction sets the tone. For him, designing computer media involves hardwiring a mechanism for the social construction of knowledge (1). He links computing to a process of social and communicative interactivity for constructing and desseminating knowledge. Through a mechanistic mapping of the university as hypercontext (a huge network that includes classrooms as well as services and offices), Barrett models intellectual work in such a way as to avoid "limiting definitions of human nature or human development." Education, then, can remain "where it should be--in the human domain (public and private) of sharing ideas and information through the medium of language." By leaving education in a virtual realm (where we can continue to disagree about its meaning and execution), it remains viral, mutating and contaminating in an intellectually healthy way. He concludes that his mechanistic model, by means of its reductionist approach, preserves value (7). This "value" is the social construction of knowledge. While I support the social orientation of Barrett's argument, discussions of value are related to power. I am not referring to the traditional teacher-student power structure that is supposedly dismantled through cooperative and constructivist learning strategies. The power to be reckoned with in the educational arena is foundational, that which (pre)determines value and the circulation of knowledge. "Since each of you reading this paragraph has a different perspective on the meaning of 'education' or 'learning,' and on the processes involved in 'getting an education,' think of the hybris in trying to capture education in a programmable function, in a displayable object, in a 'teaching machine'" (7). Actually, we must think about that hybris because it is, precisely, what informs teaching machines. Moreover, the basic epistemological premises that give rise to such productions are too often assumed. In the case of instructional design, the episteme of cognitive sciences are often taken for granted. It is ironic that many of the "postmodernists" who support electronic hypertextuality seem to have missed Jacques Derrida's and Michel Foucault's "deconstructions" of the epistemology underpinning cognitive sciences (if not of epistemology itself). Perhaps it is the glitz of the technology that blinds some users (qua developers) to the belief systems operating beneath the surface. Barrett is not guilty of reactionary thinking or politics; he is, in fact, quite in line with much American deconstructive and postmodern thinking. The problem arises in that he leaves open the definitions of "education," "learning" and "getting an education." One cannot engage in the production of new knowledge without orienting its design, production and dissemination, and without negotiating with others' orientations, especially where largescale funding is involved. Notions of human nature and development are structural, even infrastructural, whatever the medium of the teaching machine. Although he addresses some dynamics of power, money and politics when he talks about the recession and its effects on the conference, they are readily visible dynamics of power (3-4). Where does the critical factor of value determination, of power, of who gets what and why, get mapped onto a mechanistic model of learning institutions? Perhaps a mapping of contributors' institutions, of the funding sources for the projects showcased and for participation in the conference, and of the disciplines receiving funding for these sorts of projects would help visualize the configurations of power operative in the rising field of educational multimedia. Questions of power and money notwithstanding, Barrett's introduction sets the social and textual thematics for the collection of essays. His stress on interactivity, on communal knowledge production, on the society of texts, and on media producers and users is carried foward through the other essays, two of which I will discuss. Section I of the book, "Perspectives...," highlights the foundations, uses and possible consequences of multimedia and hypertextuality. The second essay in this section, "Is There a Class in This Text?," plays on the robust exchange surrounding Stanley Fish's book, Is There a Text in This Class?, which presents an attack on authority in reading. The author, John Slatin, has introduced electronic hypertextuality and interaction into his courses. His article maps the transformations in "the content and nature of work, and the workplace itself"-- which, in this case, is not industry but an English poetry class (25). Slatin discovered an increase of productive and cooperative learning in his electronically- mediated classroom. For him, creating knowledge in the electronic classroom involves interaction between students, instructors and course materials through the medium of interactive written discourse. These interactions lead to a new and persistent understanding of the course materials and of the participants' relation to the materials and to one another. The work of the course is to build relationships that, in my view, constitute not only the meaning of individual poems, but poetry itself. The class carries out its work in the continual and usually interactive production of text (31). While I applaud his strategies which dismantle traditional hierarchical structures in academia, the evidence does not convince me that the students know enough to ask important questions or to form a self-directing, learning community. Stanley Fish has not relinquished professing, though he, too, espouses the indeterminancy of the sign. By the fourth week of his course, Slatin's input is, by his own reckoning, reduced to 4% (39). In the transcript of the "controversial" Week 6 exchange on Gertrude Stein--the most disliked poet they were discussing at the time (40)--we see the blind leading the blind. One student parodies Stein for three lines and sums up his input with "I like it." Another, finds Stein's poetry "almost completey [sic] lacking in emotion or any artistic merit" (emphasis added). On what grounds has this student become an arbiter of "artistic merit"? Another student, after admitting being "lost" during the Wallace Steven discussion, talks of having more "respect for Stevens' work than Stein's" and adds that Stein's poetry lacks "conceptual significance[, s]omething which people of varied opinion can intelligently discuss without feeling like total dimwits...." This student has progressed from admitted incomprehension of Stevens' work to imposing her (groundless) respect for his work over Stein's. Then, she exposes her real dislike for Stein's poetry: that she (the student) missed the "conceptual significance" and hence cannot, being a person "of varied opinion," intelligently discuss it "without feeling like [a] total dimwit." Slatin's comment is frightening: "...by this point in the semester students have come to feel increasingly free to challenge the instructor" (41). The students that I have cited are neither thinking critically nor are their preconceptions challenged by student-governed interaction. Thanks to the class format, one student feels self-righteous in her ignorance, and empowered to censure. I believe strongly in student empowerment in the classroom, but only once students have accrued enough knowledge to make informed judgments. Admittedly, Slatin's essay presents only partial data (there are six hundred pages of course transcripts!); still, I wonder how much valuable knowledge and metaknowledge was gained by the students. I also question the extent to which authority and professorial dictature were addressed in this course format. The power structures that make it possible for a college to require such a course, and the choice of texts and pedagogy, were not "on the table." The traditional professorial position may have been displaced, but what took its place?--the authority of consensus with its unidentifiable strong arm, and the faceless reign of software design? Despite Slatin's claim that the students learned about the learning process, there is no evidence (in the article) that the students considered where their attitudes came from, how consensus operates in the construction of knowledge, how power is established and what relationship they have to bureaucratic insitutions. How do we, as teaching professionals, negotiate a balance between an enlightened despotism in education and student-created knowledge? Slatin, and other authors in this book, bring this fundamental question to the fore. There is no definitive answer because the factors involved are ultimately social, and hence, always shifting and reconfiguring. Slatin ends his article with the caveat that computerization can bring about greater estrangement between students, faculty and administration through greater regimentation and control. Of course, it can also "distribute authority and power more widely" (50). Power or authority without a specific face, however, is not necessarily good or just. Shahaf Gal's "Computers and Design Activities: Their Mediating Role in Engineering Education" is found in the second half of the volume, and does not allow for a theory/praxis dichotomy. Gal recounts a brief history of engineering education up to the introduction of Growltiger (GT), a computer-assisted learning aid for design. He demonstrates GT's potential to impact the learning of engineering design by tracking its use by four students in a bridge-building contest. What his text demonstrates clearly is that computers are "inscribing and imaging devices" that add another viewpoint to an on-going dialogue between student, teacher, earlier coursework, and other teaching/learning tools. The less proficient students made a serious error by relying too heavily on the technology, or treating it as a "blueprint provider." They "interacted with GT in a way that trusted the data to represent reality. They did not see their interaction with GT as a negotiation between two knowledge systems" (495). Students who were more thoroughly informed in engineering discourses knew to use the technology as one voice among others--they knew enough not simply to accept the input of the computer as authoritative. The less-advanced students learned a valuable lesson from the competition itself: the fact that their designs were not able to hold up under pressure (literally) brought the fact of their insufficient knowledge crashing down on them (and their bridges). They also had, post factum, several other designs to study, especially the winning one. Although competition and comparison are not good pedagogical strategies for everyone (in this case the competitors had volunteered), at some point what we think we know has to be challenged within the society of discourses to which it belongs. Students need critique in order to learn to push their learning into auto-critique. This is what is lacking in Slatin's discussion and in the writings of other avatars of constructivist, collaborative and computer-mediated pedagogies. Obviously there are differences between instrumental types of knowledge acquisition and discoursive knowledge accumulation. Indeed, I do not promote the teaching of reading, thinking and writing as "skills" per se (then again, Gal's teaching of design is quite discursive, if not dialogic). Nevertheless, the "soft" sciences might benefit from "bridge-building" competitions or the re-institution of some forms of agonia. Not everything agonistic is inhuman agony--the joy of confronting or creating a sound argument supported by defensible evidence, for example. Students need to know that soundbites are not sound arguments despite predictions that electronic writing will be aphoristic rather than periodic. Just because writing and learning can be conceived of hypertextually does not mean that rigor goes the way of the dinosaur. Rigor and hypertextuality are not mutually incompatible. Nor is rigorous thinking and hard intellectual work unpleasurable, although American anti-intellectualism, especially in the mass media, would make it so. At a time when the spurious dogmatics of a Rush Limbaugh and Holocaust revisionist historians circulate "aphoristically" in cyberspace, and at a time when knowledge is becoming increasingly textualized, the role of critical thinking in education will ultimately determine the value(s) of socially constructed knowledge. This volume affords the reader an opportunity to reconsider knowledge, power, and new communications technologies with respect to social dynamics and power relationships.
series other
last changed 2003/04/23 15:14

_id ea96
authors Hacfoort, Eek J. and Veldhuisen, Jan K.
year 1992
title A Building Design and Evaluation System
source New York: John Wiley & Sons, 1992. pp. 195-211 : ill. table. includes bibliography
summary Within the field of architectural design there is a growing awareness of imbalance among the professionalism, the experience, and the creativity of the designers' response to the up-to-date requirements of all parties interested in the design process. The building design and evaluating system COSMOS makes it possible for various participants to work within their own domain, so that separated but coordinated work can be done. This system is meant to organize the initial stage of the design process, where user-defined functions, geometry, type of construction, and building materials are decided. It offers a tool to design a building to calculate a number of effects and for managing the information necessary to evaluate the design decisions. The system is provided with data and sets of parameters for describing the conditions, along with their properties, of the main building functions of a selection of well-known building types. The architectural design is conceptualized as being a hierarchy of spatial units, ranking from building blocks down to specific rooms or spaces. The concept of zoning is used as a means of calculating and directly evaluating the structure of the design without working out the details. A distinction is made between internal and external calculations and evaluations during the initial design process. During design on screen, an estimation can be recorded of building costs, energy costs, acoustics, lighting, construction, and utility. Furthermore, the design can be exported to a design application program, in this case AutoCAD, to make and show drawings in more detail. Through the medium of a database, external calculation and evaluation of building costs, life-cycle costs, energy costs, interior climate, acoustics, lighting, construction, and utility are possible in much more advanced application programs
keywords evaluation, applications, integration, architecture, design, construction, building, energy, cost, lighting, acoustics, performance
series CADline
last changed 2003/06/02 13:58

_id 56de
authors Handa, M., Hasegawa, Y., Matsuda, H., Tamaki, K., Kojima, S., Matsueda, K., Takakuwa, T. and Onoda, T.
year 1996
title Development of interior finishing unit assembly system with robot: WASCOR IV research project report
source Automation in Construction 5 (1) (1996) pp. 31-38
summary The WASCOR (WASeda Construction Robot) research project was organized in 1982 by Waseda University, Tokyo, Japan, aiming at automatizing building construction with a robot. This project is collaborated by nine general contractors and a construction machinery manufacturer. The WASCOR research project has been divided into four phases with the development of the study and called WASCOR I, II, III, and IV respectively. WASCOR I, II, and III finished during the time from 1982 to 1992 in a row with having 3-4 years for each phase, and WASCOR IV has been continued since 1993. WASCOR IV has been working on a automatized building interior finishing system. This system consists of following three parts. (1) Development of building system and construction method for automated interior finishing system. (2) Design of hardware system applied to automated interior finishing system. (3) Design of information management system in automated construction. As the research project has been developing, this paper describes the interim report of (1) Development of building system and construction method for automated interior finishing system, and (2) Design of hardware system applied to automated interior finishing system.
series journal paper
more http://www.elsevier.com/locate/autcon
last changed 2003/05/15 21:22

_id 32eb
authors Henry, Daniel
year 1992
title Spatial Perception in Virtual Environments : Evaluating an Architectural Application
source University of Washington
summary Over the last several years, professionals from many different fields have come to the Human Interface Technology Laboratory (H.I.T.L) to discover and learn about virtual environments. In general, they are impressed by their experiences and express the tremendous potential the tool has in their respective fields. But the potentials are always projected far in the future, and the tool remains just a concept. This is justifiable because the quality of the visual experience is so much less than what people are used to seeing; high definition television, breathtaking special cinematographic effects and photorealistic computer renderings. Instead, the models in virtual environments are very simple looking; they are made of small spaces, filled with simple or abstract looking objects of little color distinctions as seen through displays of noticeably low resolution and at an update rate which leaves much to be desired. Clearly, for most applications, the requirements of precision have not been met yet with virtual interfaces as they exist today. However, there are a few domains where the relatively low level of the technology could be perfectly appropriate. In general, these are applications which require that the information be presented in symbolic or representational form. Having studied architecture, I knew that there are moments during the early part of the design process when conceptual decisions are made which require precisely the simple and representative nature available in existing virtual environments. This was a marvelous discovery for me because I had found a viable use for virtual environments which could be immediately beneficial to architecture, my shared area of interest. It would be further beneficial to architecture in that the virtual interface equipment I would be evaluating at the H.I.T.L. happens to be relatively less expensive and more practical than other configurations such as the "Walkthrough" at the University of North Carolina. The set-up at the H.I.T.L. could be easily introduced into architectural firms because it takes up very little physical room (150 square feet) and it does not require expensive and space taking hardware devices (such as the treadmill device for simulating walking). Now that the potential for using virtual environments in this architectural application is clear, it becomes important to verify that this tool succeeds in accurately representing space as intended. The purpose of this study is to verify that the perception of spaces is the same, in both simulated and real environment. It is hoped that the findings of this study will guide and accelerate the process by which the technology makes its way into the field of architecture.
keywords Space Perception; Space (Architecture); Computer Simulation
series thesis:MSc
last changed 2003/02/12 22:37

_id 56e9
authors Huang, Tao-Kuang
year 1992
title A Graphical Feedback Model for Computerized Energy Analysis during the Conceptual Design Stage
source Texas A&M University
summary During the last two decades, considerable effort has been placed on the development of building design analysis tools. Architects and designers have begun to take advantage of computers to generate and examine design alternatives. However, because it has been difficult to adapt computer technologies to the visual orientation of the building designer, the majority of computer applications have been limited to numerical analysis and office automation tasks. Only recently, because of advances in hardware and software techniques, computers have entered into a new phase in the development of architectural design. haveters are now able to interactively display graphics solutions to architectural related problems, which is fundamental to the design process. The majority of research programs in energy efficient design have sharpened people's understanding of energy principles and their application of those principles. Energy conservation concepts, however, have not been widely used. A major problem in the implementation of these principles is that energy principles their applications are abstract, hard to visualize and separated from the architectural design process. Furthermore, one aspect of energy analysis may contain thousands of pieces of numerical information which often leads to confusion on the part of designers. If these difficulties can be overcome, it would bring a great benefit to the advancement of energy conservation concepts. This research explores the concept of an integrated computer graphics program to support energy efficient design. It focuses on (1) the integration of energy efficiently and architectural design, and (2) the visualization of building energy use through graphical interfaces during the conceptual design stage. It involves (1) the discussion of frameworks of computer-aided architectural design and computer-aided energy efficient building design, and (2) the development of an integrated computer prototype program with a graphical interface that helps the designer create building layouts, analyze building energy interactively and receive visual feedbacks dynamically. The goal is to apply computer graphics as an aid to visualize the effects of energy related decisions and therefore permit the designer to visualize and understand energy conservation concepts in the conceptual phase of architectural design.
series thesis:PhD
last changed 2003/02/12 22:37

_id 4b2a
id 4b2a
authors Jabi, Wassim
year 2004
title A FRAMEWORK FOR COMPUTER-SUPPORTED COLLABORATION IN ARCHITECTURAL DESIGN
source University of Michigan
summary The development of appropriate research frameworks and guidelines for the construction of software aids in the area of architectural design can lead to a better understanding of designing and computer support for designing (Gero and Maher 1997). The field of research and development in computer-supported collaborative architectural design reflects that of the early period in the development of the field of computersupported cooperative work (CSCW). In the early 1990s, the field of CSCW relied on unsystematic attempts to generate software that increases the productivity of people working together (Robinson 1992). Furthermore, a shift is taking place by which researchers in the field of architecture are increasingly becoming consumers of rather than innovators of technology (Gero and Maher . In particular, the field of architecture is rapidly becoming dependent on commercial software implementations that are slow to respond to new research or to user demands. Additionally, these commercial systems force a particular view of the domain they serve and as such might hinder rather than help its development. The aim of this dissertation is to provide information to architects and others to help them build their own tools or, at a minimum, be critical of commercial solutions.
series thesis:PhD
type normal paper
email
last changed 2004/10/24 22:35

_id ed78
authors Jog, Bharati
year 1993
title Integration of Computer Applications in the Practice of Architecture
doi https://doi.org/10.52842/conf.acadia.1993.089
source Education and Practice: The Critical Interface [ACADIA Conference Proceedings / ISBN 1-880250-02-0] Texas (Texas / USA) 1993, pp. 89-97
summary Computer Applications in Architecture is emerging as an important aspect of our profession. The field, which is often referred to as Computer-Aided Architectural Design (CAAD) has had a notable impact on the profession and academia in recent years. A few professionals have predicted that as slide rules were replaced by calculators, in the coming years drafting boards and parallel bars will be replaced by computers. On the other hand, many architects do not anticipate such a drastic change in the coming decade as present CAD systems are supporting only a few integral aspects of architectural design. However, all agree that architecture curricula should be modified to integrate CAAD education.

In 1992-93, in the Department of Architecture of the 'School of Architecture and interior Design' at the University of Cincinnati, a curriculum committee was formed to review and modify the entire architecture curriculum. Since our profession and academia relate directly to each other, the author felt that while revising the curriculum, the committee should have factual information about CAD usage in the industry. Three ways to obtain such information were thought of, namely (1) conducting person to person or telephone interviews with the practitioners (2) requesting firms to give open- ended feed back and (3) surveying firms by sending a questionnaire. Of these three, the most effective, efficient and suitable method to obtain such information was an organized survey through a questionnaire. In mid December 1992, a survey was organized which was sponsored by the School of Architecture and Interior Design, the Center for the Study of the Practice of Architecture (CSPA) and the University Division of Professional Practice, all from the University of Cincinnati.

This chapter focuses on the results of this survey. A brief description of the survey design is also given. In the next section a few surveys organized in recent years are listed. In the third section the design of this survey is presented. The survey questions and their responses are given in the fourth section. The last section presents the conclusions and brief recommendations regarding computer curriculum in architecture.

series ACADIA
last changed 2022/06/07 07:52

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