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_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	7bf4
authors	Hornyanszky-Dalholm, Elisabeth and Rydberg-Mitchell, Birgitta
year	1992
title	COMMUNICATING WITH LAYPEOPLE
source	Proceedings of the 4rd European Full-Scale Modelling Conference / Lausanne (Switzerland) 9-12 September 1992, Part B, pp. 25-32
summary	The purpose of the architect's tools is, as generally stated, to help the architects themselves to develop and visualize their spatial ideas and intentions. But the tools can also be used to communicate with other groups of professionals and with laypeople. This paper deals with the question how the choice of tools can effect the communication between laypeople and architects. It also stresses the need of combining different media in order to create the best conditions for user's participation. If the users will be able to influence the planning of an environment they must understand the "language" of the medium and have the ability to use it themselves. Models on diverse scales, and first of all the scale 1:1, fulfil these demands better than drawings. There are distinct limitations of the full-scale model, when it comes to give the users a comprehension of the entire mock-up, and thus models on smaller scales are required. Limitations of both full-scale and small scale models concerning visualizing the exterior and the building's interaction with the environment could possibly be worked out with the help of computer technique.
keywords	Full-scale Modeling, Model Simulation, Real Environments
series	other
type	normal paper
email
more	http://info.tuwien.ac.at/efa
last changed	2004/05/04 15:39

_id	49bf
authors	Johnson, Robert E.
year	1992
title	Design Inquiry and Resource Allocation
source	New York: John Wiley & Sons, 1992. pp. 51-65 : ill. tables. includes bibliography
summary	This paper proposes that the primary role of resource allocation in design is to assist design decision makers in ordering preferences and exploring trade-offs. Most existing cost evaluation paradigms focus on assessing costs after design decisions are made. This view unnecessarily restricts the active participation of economic knowledge in design decision-making. The approach described in this research suggests that the exploration and definition of values and references should be the major focus of economic analysis within the design process. A conceptual framework for this approach is presented along with several examples that illustrate the use of this framework. Computational approaches are suggested which play a central role in clarifying preference and exploring trade-offs during design
keywords	economics, architecture, building, construction, resource allocation, design, cost, evaluation
series	CADline
last changed	2003/06/02 13:58

_id	1b31
authors	Stöckli, Tobi
year	1992
title	THE MEASURABLE AND THE UNMEASURABLE OR - FROM FORM TO DESIGN TO EXISTANCE
source	Proceedings of the 4rd European Full-Scale Modelling Conference / Lausanne (Switzerland) 9-12 September 1992, Part B, pp. 55-62
summary	This article discusses the architectural design process from two sides of the spectrum: the formal exercises of experts and the participatory process involving users. The "place" of the full-scale-modelling laboratory at the Federal Institute of Technology in Lausanne is then assessed with respect to this spectrum. It may seem that activities in a full-scale laboratory are closer to the participation process than to formal exercises. However, activities of the full-scale laboratory in Lausanne may best be situated around the middle of the design process. It is clearly within the realm of the measurable (since each construction can easily be measured.) Yet, it does not quite correspond to the real building; it remains an abstraction, a model. And in this quality of abstraction lies the potential to give form to the unmeasurable. It is a tool which allows a transformation of the unmeasurable aspects of an idea into the unmeasurable of existence.
keywords	Full-scale Modeling, Model Simulation, Real Environments
series	other
type	normal paper
email
more	http://info.tuwien.ac.at/efa
last changed	2004/05/04 15:40

_id	1963
authors	Tweed, Chris and Woolley, Tom
year	1992
title	USER PARTICIPATION IN DESIGN: TECHNIQUES FOR DIALOGUE
source	Proceedings of the 4rd European Full-Scale Modelling Conference / Lausanne (Switzerland) 9-12 September 1992, Part B, pp. 17-24
summary	Many projects in which users participate in the design process are merely examples of professionals communicating their ideas to their clients. Conventional computer systems can be powerful tools for helping designers to present design informations to lay audiences, but when combined with computer modelling and simulation, they create opportunities for users to construct their own sequences of images and thus explore designs from their own viewpoint. Building on extensive experience of traditional methods of user participation, this paper explores the use of narratives to create dialogues between users, designers and computers. The concept of "design stories" as a route to fully shared creativity is explained. The paper also argues that this approach is needed to bring into focus design issues that cannot be described or resolved by computer modelling alone.
keywords	Full-scale Modeling, Model Simulation, Real Environments
series	other
type	normal paper
more	http://info.tuwien.ac.at/efa
last changed	2004/05/04 15:41

_id	ddss9218
id	ddss9218
authors	Hensen, J.L.M.
year	1993
title	Design support via simulation of building and plant thermal interaction
source	Timmermans, Harry (Ed.), Design and Decision Support Systems in Architecture (Proceedings of a conference held in Mierlo, the Netherlands in July 1992), ISBN 0-7923-2444-7
summary	Design decision support related to building energy consumption and/or indoor climate should be based on an integral approach to the environment, the building, heating, ventilating and air-conditioning (HVAC) system, and the occupants. The tools to achieve this are now available in the form of computer simulation systems which treat the building and plant as an integrated dynamic system. Although its potentials reach beyond the area of Computer Aided Building Design, the paper describes building and plant energy simulation within the context of CABD, design decision support and design evaluation. Currently, computer simulation is only used indirectly as a design decision support mechanism; that is, its power is not delivered very efficiently to the design profession. This paper suggests some future research directions. These are aimed at providing a mechanism to overcome this problem by developing an intelligent front end' which bridges the gap between sophisticated computer simulation tools and the design profession.
series	DDSS
last changed	2003/08/07 16:36

_id	7e68
authors	Holland, J.
year	1992
title	Genetic Algorithms
source	Scientific America, July 1992
summary	Living organisms are consummate problem solvers. They exhibit a versatility that puts the best computer programs to shame. This observation is especially galling for computer scientists, who may spend months or years of intellectual effort on an algorithm, whereas organisms come by their abilities through the apparently undirected mechanism of evolution and natural selection. Pragmatic researchers see evolution's remarkable power as something to be emulated rather than envied. Natural selection eliminates one of the greatest hurdles in software design: specifying in advance all the features of a problem and the actions a program should take to deal with them. By harnessing the mechanisms of evolution, researchers may be able to "breed" programs that solve problems even when no person can fully understand their structure. Indeed, these so-called genetic algorithms have already demonstrated the ability to made breakthroughs in the design of such complex systems as jet engines. Genetic algorithms make it possible to explore a far greater range of potential solutions to a problem than do conventional programs. Furthermore, as researchers probe the natural selection of programs under controlled an well-understood conditions, the practical results they achieve may yield some insight into the details of how life and intelligence evolve in the natural world.
series	journal paper
last changed	2003/04/23 15:50

_id	d9fa
authors	Salomon, Gavriel
year	1990
title	Effects with and of Computers and the Study of Computer-based Learning Environments
source	Chapter in Computer-Based Learning Environments and Problem Solving, ed. E. De Corte, M. C. Linn, H. Mandl, and L. Verschaffel. New York: Springer-Verlag
summary	Several factors have contributed to the developments in computer-based learning environments. Improvements and advances in hardware capabilities have afforded greater computing power. Advances in cognitive and instructional science have moved thinking beyond the limits of behavioural psychology. The new systems of computer-based learning environments are being designed with a view to facilitating complex problem-solving through integrating wholes of knowledge (Dijkstra, Krammer & Merriënboer, 1992). Thus, many see in the computer a means to enhance students' cognitive skills and general problem-solving ability. This is in spite of the fact that studies have failed to conclusively confirm the hypothesis that computer-based learning environments facilitate the acquisition and transfer of higher-order thinking and learning skills (Dijkstra, Krammer & Merriënboer, 1992). Salomon (1992) argues that computers make possible student involvement in higher-order thinking skills by performing many of the lower-level cognitive tasks, by providing memory support and by juggling interrelated variables. Through a partnership with the computer, the user may also benefit from the effect of cognitive residue resulting in improvement or mastery of a skill or strategy. Salomon explains: The intellectual partnership with computer tools creates a zone of proximal development whereby learners are capable of carrying out tasks they could not possible carry out without the help and support provided by the computer. This partnership can both offer guidance that might be internalized to become self-guidance and stimulate the development of yet underdeveloped skills, resulting in a higher level of skill mastery (p.252).
series	other
last changed	2003/04/23 15:14

_id	831d
authors	Seebohm, Thomas
year	1992
title	Discoursing on Urban History Through Structured Typologies
source	Mission - Method - Madness [ACADIA Conference Proceedings / ISBN 1-880250-01-2] 1992, pp. 157-175
doi	https://doi.org/10.52842/conf.acadia.1992.157
summary	How can urban history be studied with the aid of three-dimensional computer modeling? One way is to model known cities at various times in history, using historical records as sources of data. While such studies greatly enhance the understanding of the form and structure of specific cities at specific points in time, it is questionable whether such studies actually provide a true understanding of history. It can be argued that they do not because such studies only show a record of one of many possible courses of action at various moments in time. To gain a true understanding of urban history one has to place oneself back in historical time to consider all of the possible courses of action which were open in the light of the then current situation of the city, to act upon a possible course of action and to view the consequences in the physical form of the city. Only such an understanding of urban history can transcend the memory of the actual and hence the behavior of the possible. Moreover, only such an understanding can overcome the limitations of historical relativism, which contends that historical fact is of value only in historical context, with the realization, due to Benedetto Croce and echoed by Rudolf Bultmann, that the horizon of "'deeper understanding" lies in "'the actuality of decision"' (Seebohm and van Pelt 1990). One cannot conduct such studies on real cities except, perhaps, as a point of departure at some specific point in time to provide an initial layout for a city knowing that future forms derived by the studies will diverge from that recorded in history. An entirely imaginary city is therefore chosen. Although the components of this city at the level of individual buildings are taken from known cities in history, this choice does not preclude alternative forms of the city. To some degree, building types are invariants and, as argued in the Appendix, so are the urban typologies into which they may be grouped. In this imaginary city students of urban history play the role of citizens or groups of citizens. As they defend their interests and make concessions, while interacting with each other in their respective roles, they determine the nature of the city as it evolves through the major periods of Western urban history in the form of threedimensional computer models. My colleague R.J. van Pelt and I presented this approach to the study of urban history previously at ACADIA (Seebohm and van Pelt 1990). Yet we did not pay sufficient attention to the manner in which such urban models should be structured and how the efforts of the participants should be coordinated. In the following sections I therefore review what the requirements are for three-dimensional modeling to support studies in urban history as outlined both from the viewpoint of file structure of the models and other viewpoints which have bearing on this structure. Three alternative software schemes of progressively increasing complexity are then discussed with regard to their ability to satisfy these requirements. This comparative study of software alternatives and their corresponding file structures justifies the present choice of structure in relation to the simpler and better known generic alternatives which do not have the necessary flexibility for structuring the urban model. Such flexibility means, of course, that in the first instance the modeling software is more timeconsuming to learn than a simple point and click package in accord with the now established axiom that ease of learning software tools is inversely related to the functional power of the tools. (Smith 1987).
series	ACADIA
email
last changed	2022/06/07 07:56

_id	ebc6
authors	Stoker, Douglas F. and Jones, Dennis B.
year	1992
title	RISCAD: A SIMPLIFIED APPROACH TO CAD SYSTEM DESIGN
source	Mission - Method - Madness [ACADIA Conference Proceedings / ISBN 1-880250-01-2] 1992, pp. 113-123
doi	https://doi.org/10.52842/conf.acadia.1992.113
summary	When employing CAD systems to the design task, it is usually the case that 90% of the work is accomplished by 10% of the capabilities of the system. These capabilities are often more appropriate to the tasks of modeling and drafting rather than exploring design alternatives. CAD system design might well benefit from the application of the RISC philosophy, namely, identify and incorporate only those capabilities most appropriate and frequently used in the design process and make them very powerful and efficient, provide the ability to combine those capabilities to form compound operations, simplify and streamline the user interface and maximize the use of computational power. The RISCAD system (Reduced Instruction Set Computer Aided Design System) takes this approach.
series	ACADIA
type	normal paper
email
last changed	2022/06/07 07:56

_id	41a6
authors	Thomas, Wolfgang
year	1993
title	Oberhausen ”Center” — Marketstreet under One Roof
source	Endoscopy as a Tool in Architecture [Proceedings of the 1st European Architectural Endoscopy Association Conference / ISBN 951-722-069-3] Tampere (Finland), 25-28 August 1993, pp. 99-108
summary	Oberhausen/Germany is said to be the birth place of the Ruhr industry. At present we can witness a unique structural change in the history of this city. Well into the sixties still an internationally renowned industrial location for coal and steel Oberhausen shall, according to the plans of local and regional governments, be developed into a center of service industries of top European niveau within the next three years. This development was and is the logical consequence of its salient position in the nexus of important European traffic routes. If one includes nearby Holland which is situated to the northwest Oberhausen can draw on the resources of a substantial market area. Attractive services provided, it can and shall be developed into an international center of attraction for more than 13 million people within a travel time radius of only 60 minutes. In its present borders, the town comprises the communities of Sterkrade, Osterfeld and old Oberhausen which had been independent up to 1929. On their joint boundaries a competitive metropolis of coal related and heavy industry developed, and that particularly after the Second World War. Oberhausen had excellent connections on water, rail and road with all the supraregional transportation networks. The continuous economic power of the settlement area could, apparently, not be questioned. At the beginning of the sixties Oberhausen was hit the harder by the downfall of this seemingly safe economic branch. Up to 1992 almost 40 000 jobs were lost in the city. Within 30 years Oberhausen lost everything it had gained in the years since its foundation. In the heart of the city a huge industrial wasteland was left.
keywords	Architectural Endoscopy
series	EAEA
more	http://info.tuwien.ac.at/eaea/
last changed	2005/09/09 10:43

_id	58c5
authors	Van Wezel, Ruud
year	1992
title	MOCK-UP SYSTEM WAGENINGEN: DEVELOPMENT, LIMITATION AND FUTURE
source	Proceedings of the 4rd European Full-Scale Modelling Conference / Lausanne (Switzerland) 9-12 September 1992, Part A, pp. 15-18
summary	A brief description of the development of the Mock-up System (MUS) in the context of the Wageningen training program. The students are first taught some keywords in understanding of the building process. They are then trained to express how they want to live (theory) and later on they confront themselves with what they have built in the MUS (practice) . Besides being an educational tool, the MUS is used for pre-building evaluation and research questions. The drawbacks or limitations of the system (outdoor reality versus indoor simulation) and future use by different target groups are also discussed in this paper. The power of the MUS is, and will continue to be, the concrete building of communicational results and the generation of communication by doing so.
keywords	Full-scale Modeling, Model Simulation, Real Environments
series	other
type	normal paper
more	http://info.tuwien.ac.at/efa
last changed	2004/05/04 15:30

_id	3ff5
authors	Abbo, I.A., La Scalea, L., Otero, E. and Castaneda, L.
year	1992
title	Full-Scale Simulations as Tool for Developing Spatial Design Ability
source	Proceedings of the 4rd European Full-Scale Modelling Conference / Lausanne (Switzerland) 9-12 September 1992, Part C, pp. 7-10
summary	Spatial Design Ability has been defined as the capability to anticipate effects (psychological impressions on potential observers or users) produced by mental manipulation of elements of architectural or urban spaces. This ability, of great importance in choosing the appropriate option during the design process, is not specifically developed in schools of architecture and is partially obtained as a by-product of drawing, designing or architectural criticism. We use our Laboratory as a tool to present spaces to people so that they can evaluate them. By means of a series of exercises, students confront their anticipations with the psychological impressions produced in other people. For this occasion, we present an experience in which students had to propose a space for an exhibition hag in which architectural projects (student thesis) were to be shown. Following the Spatial Design Ability Development Model which we have been using for several years, students first get acquainted with the use of evaluation instruments for psychological impressions as well as with research methodology. In this case, due to the short period available, we reduced research to investigate the effects produced by the manipulation of only 2 independents variables: students manipulated first the form of the roof, walls and interiors elements, secondly, color and texture of those elements. They evaluated spatial quality, character and the other psychological impressions that manipulations produced in people. They used three dimensional scale models 1/10 and 1/1.
keywords	Full-scale Modeling, Model Simulation, Real Environments
series	other
email
more	http://info.tuwien.ac.at/efa
last changed	2003/08/25 10:12

_id	6208
authors	Abou-Jaoude, Georges
year	1992
title	To Master a Tool
source	Proceedings of the 4rd European Full-Scale Modelling Conference / Lausanne (Switzerland) 9-12 September 1992, Part B, p. 15
summary	The tool here is the computer or to be precise, a unit that includes the computer, the peripherals and the software needed to fulfill a task. These tools are getting very sophisticated and user interfaces extremly friendly, therefore it is very easy to become the slave of such electronic tools and reach self satisfaction with strait forward results and attractive images. In order to master and not to become slaves of sophisticated tools, a very solid knowledge of related fields or domains of application becomes necessary. In the case of this seminar, full scale modelling, is a way to understand the relation between a mental model and it's full-scale modelling, it is a way of communicating what is in a designers mind. Computers and design programs can have the same goal, rather than chosing one method or the other let us try to say how important it is today to complement designing with computer with other means and media such as full scale modelling, and what computer modelling and simulation can bring to full scale modelling or other means.
keywords	Full-scale Modeling, Model Simulation, Real Environments
series	other
more	http://info.tuwien.ac.at/efa
last changed	2003/08/25 10:12

_id	acadia06_455
id	acadia06_455
authors	Ambach, Barbara
year	2006
title	Eve’s Four Faces interactive surface configurations
source	Synthetic Landscapes [Proceedings of the 25th Annual Conference of the Association for Computer-Aided Design in Architecture] pp. 455-460
doi	https://doi.org/10.52842/conf.acadia.2006.455
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
source	Communicating Space(s) [24th eCAADe Conference Proceedings / ISBN 0-9541183-5-9] Volos (Greece) 6-9 September 2006, pp. 40-44
doi	https://doi.org/10.52842/conf.ecaade.2006.040
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	4704
authors	Amirante, I., Rinaldi, S. and Muzzillo, F.
year	1992
title	A Tutorial Experiment Concerning Dampness Diagnosis Supported by an Expert System
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 159-172
doi	https://doi.org/10.52842/conf.ecaade.1992.159
summary	(A) The teaching of Technology of Building Rehabilitation in Italian Universities - (B) Experimental course of technological rehabilitation with computer tools - (C) Synthesis of technological approach - (D) Dampness diagnostic process using the Expert System - (E) Primary consideration on tutorial experience - (F) Bibliography
series	eCAADe
last changed	2022/06/07 07:54

_id	ce98
authors	Anderson, Lee
year	1992
title	Virtual Graffiti Three-Dimensional Paint Tools for Conceptual Modeling in Upfront
source	Mission - Method - Madness [ACADIA Conference Proceedings / ISBN 1-880250-01-2] 1992, pp. 127-133
doi	https://doi.org/10.52842/conf.acadia.1992.127
summary	This chapter describes several limitations present in current 3-D programs used for conceptual design and then introduces a new threedimensional paint tool, as implemented in a beta version of Alias Upfront, that attempts to deal with some of those limitations.
series	ACADIA
last changed	2022/06/07 07:54

_id	735a
authors	Anh, Tran Hoai
year	1992
title	FULL-SCALE EXPERIMENT ON KITCHEN FUNCTION IN HANOI
source	Proceedings of the 4rd European Full-Scale Modelling Conference / Lausanne (Switzerland) 9-12 September 1992, Part A, pp. 19-30
summary	This study is a part of a licentiate thesis on "Functional kitchen for the Vietnamese cooking way"at the Department of Architecture and Development studies, Lund University. The issues it is dealing with are: (1) Inadequacy of kitchen design in the apartment buildings in Hanoi, where the kitchen is often designed as a mere cooking place - other parts of the food making process are not given any attention. (2) Lack of standard dimensional and planning criteria for functional kitchen which can serve as bases for kitchen design. // The thesis aims at finding out indicators on functional spatial requirements for kitchen, which can serve as guide-line for designing functional kitchen for Hanoi. One of the main propositions in the thesis is that functional kitchens for Hanoi should be organised to permit the culinary activities done according to the Vietnamese urban culinary practice. This is based on the concept that the culinary activity is an expression Of culture, thus the practice of preparing meal in the present context of the urban households in Hanoi has an established pattern, method which demand a suitable area and arrangement in the kitchen. This pattern and cooking method should make up the functional requirement for kitchen in Hanoi, and be taken in to account if functional kitchen designing is to be achieved. In the context of the space-limited apartment building of Hanoi, special focus is given to find out indicators on the minimum functional spatial requirements of the kitchen works.
keywords	Full-scale Modeling, Model Simulation, Real Environments
series	other
type	normal paper
more	http://info.tuwien.ac.at/efa
last changed	2004/05/04 15:29

_id	7291
authors	Arvesen, Liv
year	1992
title	Measures and the Unmeasurable
source	Proceedings of the 4rd European Full-Scale Modelling Conference / Lausanne (Switzerland) 9-12 September 1992, Part C, pp. 11-16
summary	Nowhere do we ever find a similar environment as the one related to the tea ceremony. We may learn from the teamasters as we may learn from our masters of architecture. Directly and indirectly we are influenced by our surroundings which have been proved by research and which we ourselves experience in our daily life. The full scale experiments have been made on this subject. Related to the nervous mind the experiments were concentrated of form expressing safety and peace.
keywords	Full-scale Modeling,Model Simulation, Real Environments
series	other
more	http://info.tuwien.ac.at/efa
last changed	2003/08/25 10:12

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