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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	89ab
authors	Villegas, A.F. and Esparta, J.B.
year	1992
title	Didactic Interactive Tools in Architectural Education: A Case Study
doi	https://doi.org/10.52842/conf.ecaade.1992.145
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 145-155
summary	This paper presents a proposal based on the use of new didactic interactive tools, mainly multimedia and hypertext, the combination of which is sometimes known as hypermedia.
series	eCAADe
last changed	2022/06/07 07:58

_id	6d1d
authors	Daru, R. and Daru, M.
year	1992
title	Personal Working Styles in the CMD Studio
doi	https://doi.org/10.52842/conf.ecaade.1992.451
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 451-472
summary	Normative and problem-solving approaches of architectural design ignore the personality aspects of the designing activity. Every architect approaches projects according to her/his own strategies and tactics. Usually they do not conform to the prescriptive models of design theoreticians. Computer aided design tools should be adapted to their utility within the strategies and tactics of each and every architectural student. We are testing the usefulness of CAAD tools developed by others or ourselves and identifying the needs for missing tools. It is already clear that many CAAD tools reflect the point of view of the programmer about strategies and tactics of designing and that they do not take into account the idiosyncrasies of the end user. Forcing the tools on students breeds the risk of fostering repulsion against ill-adapted tools, and consequently against CMD. Our research group pursues empirical research on working styles of designing by practising architects within the frame of a personality theory of actions. The results indicate that there are three main directions for designing strategies. If we want to take into account the real-world behaviour in design practice within architectural education, this implies the diversification of the exercises we offer to the students in threefold, corresponding with the three directions. To this, we add the didactic options of complementation, compensation and support, depending on what we know about the strong or weak points of the students involved. We have started proposing choices for the exercises of our design morphology studio. Students are offered approaches and tools we consider best adapted to their own working
series	eCAADe
email
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	8d37
authors	Bradford, J.W., Ng, F.F. and Will, B.F.
year	1992
title	Models and Hypermedia for Architectural Education
doi	https://doi.org/10.52842/conf.ecaade.1992.019
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 19-42
summary	Hypermedia uses the hypertext style of interactive navigation through computer-based multimedia materials to provide access to a wealth of information for use by teachers and students. Academic disciplines concerned about the enlightenment of future designers of the built environment require an additional medium not yet available in hypermedia - interactive 3-D computer models. This paper discusses a hypermedia CAI system currently being developed at the University of Hong Kong for use in architectural education. The system uses interactive 3D computer models as another medium for instructional information, and as user orientation and database access devices. An object oriented, 3-D model hierarchy is used as the organizational structure for the database. A prototype which uses the system to teach undergraduate architecture students about a traditional Chinese temple is also illustrated. The prototype demonstrates the use of a computer as the medium for bilingual English and Chinese instruction.
keywords	3-D Modelling, Architectural Education, Computer Aided Instruction, Hypermedia, Multimedia
series	eCAADe
email
last changed	2022/06/07 07:54

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

_id	cbed
authors	Yakubu, G.S.
year	1994
title	Maximising the Benefits of CAD Systems in Architectural Education
doi	https://doi.org/10.52842/conf.ecaade.1994.x.u8n
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. 228
summary	The positive impact of Computer Aided Design (CAD) in professional architectural practice has been in focus in recent times but relatively little has been written on its significance in the education of the contemporary architect. It is common knowledge that the profession of architecture is currently undergoing enormous strains as it battles to keep abreast of trends and developments in a period of series of rapid advancement in science, technology and management (RIBA, 1992). Whilst attempts are being made to redress the shortcomings of the profession in the above context, the requirements for architectural education are yet to forge a coherent strategy for the implementation of CAD/IT in the curriculum of schools of architecture. In almost every other field, including engineering, medicine and the humanities, computing application to problem-solving and decision-making is seen as a way forward as we move into 21st century. Architectural education must integrate CAD/IT into the teaching of core modules that give the architect distinctive competence: studio design. That is one of the best ways of doing justice to the education of the architect of today and the future. Some approaches to the teaching of CAD in schools of architecture have been touched upon in the recent past. Building upon this background as well as an understanding of the nature of design teaching/learning, this paper examines ways of maximising the benefits of CAD systems in architectural education and of bringing computer aided designing into the studio not only to enhance design thinking and creativity but also to support interactive processes. In order to maximise or optimise any function, one approach is to use the hard systems methodology which utilises analytic, analogic and iconic models to show the effect of those factors which are significant for the purposes being considered. The other approach is to use the soft systems methodology in which the analysis encompasses the concept of a human activity system as a means of improving a situation. The use of soft systems methodology is considered more appropriate for dealing with the problem of design which is characterised by a flux of interacting events and ideas that unroll through time. The paper concludes that the main impediment to maximising the benefits of CAD systems in architectural education is not only the inappropriate definition of the objectives for the implementation of CAD education but also that the control subsystems are usually ill-structured and relatively poorly defined. Schools must attempt to define a coherent and consistent policy on the use of CAD systems as an integral part of studio design and evolve an in-house strategic and operational controls that enable the set objectives to be met. Furthermore, it is necessary to support the high level of productivity from CAD systems with a more efficient management system, especially in dealing with communication, data sharing via relational database, co-ordination and integration. Finally, the use of soft systems methodology is recommended as the way forward to optimising CAD systems in design education as it would provide continuous improvements while maintaining their productive value.
series	eCAADe
last changed	2022/06/07 07:50

_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	esaulov02_paper_eaea2007
id	esaulov02_paper_eaea2007
authors	Esaulov, G.V.
year	2008
title	Videomodeling in Architecture. Introduction into Concerned Problems
source	Proceedings of the 8th European Architectural Endoscopy Association Conference
summary	Since the very 1st year Russian Academy of Architecture and building sciences that was established in 1992 by the Presidents’ decree as the higher scientific and creative organization in the country has always paid much attention to supporting and developing fundamental investigations in architecture, town-planning, building sciences, professional education and creative practice. Study of the birth process of the architectural idea and searching for tools assisting the architect’s creative activity and opportunities for adequate transfer of architectural image to potential consumer – relate to the number of problems which constantly bother the architectural community. Before turning to the conference, let us set certain conditions that have a significant impact on the development of architectural and construction activity in modern Russia.
series	EAEA
more	http://info.tuwien.ac.at/eaea
last changed	2008/04/29 20:46

_id	ed4a
authors	Kalisperis, Loukas N. and Groninger, Randal L.
year	1992
title	Design Philosophy: Implications for Computer Integration in the Practice of Architecture
doi	https://doi.org/10.52842/conf.acadia.1992.027
source	Mission - Method - Madness [ACADIA Conference Proceedings / ISBN 1-880250-01-2] 1992, pp. 27-37
summary	The growing complexities of modern environments and the socioeconomic pressures to maintain efficient design/build cycles have forced architects to seek new tools and methods to help them manage the processes that have developed as a result of new knowledge in architectural design. This trend has accelerated in the past few decades because of developments in both cognitive and computer sciences. In allied disciplines, the introduction and use of comPuters have significantly improved design practices. Yet at best, in disciplines such as architectural design, computational aids have attained marginal improvements in the design process despite efforts by universities in the professional education of architects.
series	ACADIA
email
last changed	2022/06/07 07:52

_id	acadia06_455
id	acadia06_455
authors	Ambach, Barbara
year	2006
title	Eve’s Four Faces interactive surface configurations
doi	https://doi.org/10.52842/conf.acadia.2006.455
source	Synthetic Landscapes [Proceedings of the 25th Annual Conference of the Association for Computer-Aided Design in Architecture] pp. 455-460
summary	Eve’s Four Faces consists of a series of digitally animated and interactive surfaces. Their content and structure are derived from a collection of sources outside the conventional boundaries of architectural research, namely psychology and the broader spectrum of arts and culture.The investigation stems from a psychological study documenting the attributes and social relationships of four distinct personality prototypes: the Individuated, the Traditional, the Conflicted, and the Assured (York and John 1992). For the purposes of this investigation, all four prototypes are assumed to be inherent, to certain degrees, in each individual. However, the propensity towards one of the prototypes forms the basis for each individual’s “personality structure.” The attributes, social implications and prospects for habitation have been translated into animations and surfaces operating within A House for Eve’s Four Faces. The presentation illustrates the potential for constructed surfaces to be configured and transformed interactively, responding to the needs and qualities associated with each prototype. The intention is to study the effects of each configuration and how each configuration may be therapeutic in supporting, challenging or altering one’s personality as it oscillates and shifts through the four prototypical conditions.
series	ACADIA
email
last changed	2022/06/07 07:54

_id	2006_040
id	2006_040
authors	Ambach, Barbara
year	2006
title	Eve’s Four Faces-Interactive surface configurations
doi	https://doi.org/10.52842/conf.ecaade.2006.040
source	Communicating Space(s) [24th eCAADe Conference Proceedings / ISBN 0-9541183-5-9] Volos (Greece) 6-9 September 2006, pp. 40-44
summary	Eve’s Four Faces consists of a series of digitally animated and interactive surfaces. Their content and structure are derived from a collection of sources outside the conventional boundaries of architectural research, namely psychology and the broader spectrum of arts and culture. The investigation stems from a psychological study documenting the attributes and social relationships of four distinct personality prototypes; the “Individuated”, the “Traditional”, the “Conflicted” and the “Assured”. (York and John, 1992) For the purposes of this investigation, all four prototypes are assumed to be inherent, to certain degrees, in each individual; however, the propensity towards one of the prototypes forms the basis for each individual’s “personality structure”. The attributes, social implications and prospects for habitation have been translated into animations and surfaces operating within A House for Eve’s Four Faces. The presentation illustrates the potential for constructed surfaces to be configured and transformed interactively, responding to the needs and qualities associated with each prototype. The intention is to study the effects of each configuration and how it may be therapeutic in supporting, challenging or altering one’s personality as it oscillates and shifts through the four prototypical conditions.
keywords	interaction; digital; environments; psychology; prototypes
series	eCAADe
type	normal paper
last changed	2022/06/07 07:54

_id	ascaad2006_paper18
id	ascaad2006_paper18
authors	Huang, Chie-Chieh
year	2006
title	An Approach to 3D Conceptual Modelling
source	Computing in Architecture / Re-Thinking the Discourse: The Second International Conference of the Arab Society for Computer Aided Architectural Design (ASCAAD 2006), 25-27 April 2006, Sharjah, United Arab Emirates
summary	This article presents a 3D user interface required by the development of conceptual modeling. This 3D user interface provides a new structure for solving the problems of difficult interface operations and complicated commands due to the application of CAD 2D interface for controlling 3D environment. The 3D user interface integrates the controlling actions of “seeing – moving –seeing” while designers are operating CAD (Schön and Wiggins, 1992). Simple gestures are used to control the operations instead. The interface also provides a spatial positioning method which helps designers to eliminate the commands of converting a coordinate axis. The study aims to discuss the provision of more intuitively interactive control through CAD so as to fulfil the needs of designers. In our practices and experiments, a pair of LED gloves equipped with two CCD cameras for capturing is used to sense the motions of hands and positions in 3D. In addition, circuit design is applied to convert the motions of hands including selecting, browsing, zoom in / zoom out and rotating to LED switches in different colours so as to identify images.
series	ASCAAD
email
last changed	2007/04/08 19:47

_id	ab4d
authors	Huang, Tao-Kuang, Degelman, Larry O., and Larsen, Terry R.
year	1992
title	A Visualization Model for Computerized Energy Evaluation During the Conceptual Design Stage (ENERGRAPH)
doi	https://doi.org/10.52842/conf.acadia.1992.195
source	Mission - Method - Madness [ACADIA Conference Proceedings / ISBN 1-880250-01-2] 1992, pp. 195-206
summary	Energy performance is a crucial step toward responsible design. Currently there are many tools that can be applied to reach this goal with reasonable accuracy. Often times, however, major flaws are not discovered until the final stage of design when it is too late to change. Not only are existing simulation models complicated to apply at the conceptual design stage, but energy principles and their applications are also abstract and hard to visualize. Because of the lack of suitable tools to visualize energy analysis output, energy conservation concepts fail to be integrated into the building design. For these reasons, designers tend not to apply energy conservation concepts at the early design stage. However, since computer graphics is a new phase of visual communication in design process, the above problems might be solved properly through a computerized graphical interface in the conceptual design stage. The research described in this paper is the result of exploring the concept of using computer graphics to support energy efficient building designs. It focuses on the visualization of building energy through a highly interactive graphical interface in the early design stage.
series	ACADIA
email
last changed	2022/06/07 07:50

_id	b2f9
id	b2f9
authors	Bhzad Sidawi and Neveen Hamza
year	2012
title	INTELLIGENT KNOWLEDGE-BASED REPOSITORY TO SUPPORT INFORMED DESIGN DECISION MAKING
source	ITCON journal
summary	Research highlights that architectural design is a social phenomenon that is underpinned by critical analysis of design precedents and the social interaction between designers including negotiation, collaboration and communication. CAAD systems are continuously developing as essential design tools in formulating and developing ideas. Researchers such as (Rosenman, Gero and Oxman 1992) have suggested suggest that knowledge based systems can be integrated with CAAD systems to provide design knowledge that would enable recalling design precedents that maybe linked to the design constraints. Currently CAAD systems are user centric being focused on architects rather than the end product. The systems provide limited assistance in the production of innovative design. Furthermore, the attention of the designers of knowledge based systems is providing a repository rather than a system that is capable to initiate innovation. Most of the CAAD systems have web communication tools that enable designers to communicate their design ideas with colleagues and partners in business. However, none of these systems have the capability to capture useful knowledge from the design negotiations. Students of the third to fifth year at College of Architecture, University of Dammam were surveyed and interviewed to find out how far design tools, communications and resources would impact the production of innovative design projects. The survey results show that knowledge extracted from design negotiations would impact the innovative design outcome. It highlights also that present design precedents are not very helpful and design negotiations between students, tutors and other students are not documented thus fully incorporated into the design scheme. The paper argues that the future CAAD systems should be capable to recognize innovative design precedents, and incorporate knowledge that is resulted from design negotiations. This would help students to gain a critical mass of knowledge that would underpin informed design decisions.
series	journal paper
type	normal paper
email
more	http://www.itcon.org/cgi-bin/works/Show?2012_20
last changed	2012/09/19 13:41

_id	89d9
authors	Cajati, Claudio
year	1992
title	The New Teaching of an Architect: The Rôle of Expert Systems in Technological Culture
doi	https://doi.org/10.52842/conf.ecaade.1992.435
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 435-442
summary	We already have the EEC, that is the European Economic Community. We have to build the CCE, that is the Common Cultural Europe. Architects and building engineers of any european country will be allowed to freely practise in any other country of the EEC. Of course, it is not only matter of coming down of the frontiers, of a greater labour mobility. Not even it will be enough that the university degree courses of the different countries agree to and put into effect the EEC common directives. They need rules and guidelines entering into the merits of practice: rules and guidelines which, rather than a legal and bureaucratic matter, must be the result of a common cultural and technical work, about clear and delimited questions of shared subjects, in which all the community countries be deeply concerned. Analogously, in the very field of research, the project "Human Capital and Mobility" has in view a greater european scientific and technological competitiveness, through an integration of human and material resources of different research centres, such as in shared-cost research projects and in concerted research actions. Such an integration is neither easy nor rapid. The political, social, cultural, technological peculiarities of the countries of the European Community certainly constitute an obstacle for the creation of a supernational cultural and technological pool. of common opportunities. These peculiarities, however, aren't only a restraint for the european community effort of unification and construction of shared goals, constraints, rules, methods, techniques, tools. They mean also a richness, an unrepeatable resourse: they are the result of a historical millenary stratification, which gave rise to urban and architectural contexts, to cultural and technological traditions it would be a serious mistake to waste.
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	2312
authors	Carrara, G., Kalay Y.E. and Novembri, G.
year	1992
title	Multi-modal Representation of Design Knowledge
doi	https://doi.org/10.52842/conf.ecaade.1992.055
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 55-66
summary	Explicit representation of design knowledge is needed if scientific methods are to be applied in design research, and if computers are to be used in the aid of design education and practice. The representation of knowledge in general, and design knowledge in particular, have been the subject matter of computer science, design methods, and computer-aided design research for quite some time. Several models of design knowledge representation have been developed over the last 30 years, addressing specific aspects of the problem. This paper describes a different approach to design knowledge representation that recognizes the multimodal nature of design knowledge. It uses a variety of computational tools to encode different kinds of design knowledge, including the descriptive (objects), the prescriptive (goals) and the operational (methods) kinds. The representation is intended to form a parsimonious, communicable and presentable knowledge-base that can be used as a tool for design research and education as well as for CAAD.
keywords	Design Methods, Design Process Goals, Knowledge Representation, Semantic Networks
series	eCAADe
email
last changed	2022/06/07 07:55

_id	6ef4
authors	Carrara, Gianfranco and Kalay, Yehuda E.
year	1992
title	Multi-Model Representation of Design Knowledge
doi	https://doi.org/10.52842/conf.acadia.1992.077
source	Mission - Method - Madness [ACADIA Conference Proceedings / ISBN 1-880250-01-2] 1992, pp. 77-88
summary	Explicit representation of design knowledge is needed if scientific methods are to be applied in design research, and if comPuters are to be used in the aid of design education and practice. The representation of knowledge in general, and design knowledge in particular, have been the subject matter of computer science, design methods, and computer- aided design research for quite some time. Several models of design knowledge representation have been developed over the last 30 years, addressing specific aspects of the problem. This paper describes a different approach to design knowledge representation that recognizes the Multi-modal nature of design knowledge. It uses a variety of computational tools to encode different kinds of design knowledge, including the descriptive (objects), the prescriptive (goals) and the operational (methods) kinds. The representation is intended to form a parsimonious, communicable and presentable knowledge-base that can be used as a tool for design research and education as well as for CAAD.
keywords	Design Methods, Design Process, Goals, Knowledge Representation, Semantic Networks
series	ACADIA
email
last changed	2022/06/07 07:55

_id	6e99
authors	Hoffer, Erin Rae
year	1992
title	Creating the Electronic Design Studio: Development of a Heterogeneous Networked Environment at Harvard's Graduate School of Design
doi	https://doi.org/10.52842/conf.ecaade.1992.225
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 225-240
summary	The migration of design education to reliance on computer-based techniques requires new ways of thinking about environments which can effectively support a diverse set of activities. Both from a spatial standpoint and a computing resource standpoint, design studios must be inevitably reconfigured to support new tools and reflect new ways of communicating. At Harvard's GSD, a commitment to incorporating computer literacy as a fundamental component of design education enables us to confront these issues through the implementation of a heterogeneous network imbedded in an electronic design environment. This evolving prototype of a new design studio, its development and its potential, will be the subject of this paper. A new style design environment is built upon an understanding of traditional techniques, and layered with an awareness of new tools and methods. Initially we borrow from existing metaphors which govern our interpretation of the way designers work. Next we seek to extend our thinking to include allied or related metaphors such as the library metaphor which informs collections of software and data, or the laboratory metaphor which informs workspace groupings, or the transportation metaphor which informs computer-based communications such as electronic mail or bulletin boards, or the utility services metaphor which informs the provision of network services and equipment. Our evaluation of this environment is based on direct feedback from its users, both faculty and students, and on subjective observation of the qualitative changes in communication which occur between and among these groups and individuals. Ultimately, the network must be judged as a framework for learning and evaluation, and its success depends both on its ability to absorb our existing metaphors for the process of design, and to prefigure the emerging metaphors to be envisioned in the future.
series	eCAADe
last changed	2022/06/07 07:50

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