Cumincad : CUMINCAD Papers : Search Results

CumInCAD is a Cumulative Index about publications in Computer Aided Architectural Design
supported by the sibling associations ACADIA, CAADRIA, eCAADe, SIGraDi, ASCAAD and CAAD futures

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_id	4da8
authors	Merrill, M.D., Tennyson, R.D. and Posey, L.0.
year	1992
title	Teaching Concepts: an Instructional Design Guide
source	Englewood Cliffs, NJ: Educational Technology Publications
summary	Gagne and Briggs' definitions of types of learning and of learning processes are ageless. Even in the era of constructivist ID, this book contributes an important bridge between fundamentals of psychology and the structuring of learning experiences and environments.
series	other
last changed	2003/04/23 15:14

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

_id	aa78
authors	Bayazit, Nigan
year	1992
title	Requirements of an Expert System for Design Studios
doi	https://doi.org/10.52842/conf.ecaade.1992.187
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 187-194
summary	The goal of this paper is to study problems of the transition from traditional architectural studio teaching to CAAD studio teaching which requires a CAAD expert system as studio tutor, and to study the behavior of the student in this new environment. The differences between the traditional and computerized studio teaching and the experiences in this field are explained referring to the requirements for designing time in relation to the expertise of the student in the application of a CAD program. Learning styles and the process of design in computerized and non-computerized studio teaching are discussed. Design studio requirements of the students in traditional studio environment while doing design works are clarified depending on the results of an empirical study which explained the relations between the tutor and the student while they were doing studio critiques. Main complaints of the students raised in the empirical study were the lack of data in the specific design problem area, difficulties of realization of ideas and thoughts, not knowing the starting point of design, having no information about the references to be used for the specific design task, having difficulties in the application of presentation techniques. In the concluding parts of the paper are discussed the different styles of teaching and their relation to the CAAD environment, the transformation of the instructional programs for the new design environment, the future expectations from the CAAD programs, properties of the new teaching environment and the roles of the expert systems in design studio education.
keywords	CAAD Education, Expert System, Architectural Design Studio, Knowledge Acquisition
series	eCAADe
email
last changed	2022/06/07 07:54

_id	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	6f8a
authors	Pittioni, Gernot
year	1992
title	Concepts of CAAD-Instruction
doi	https://doi.org/10.52842/conf.ecaade.1992.363
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 363-376
summary	Today we can look back on several years of data processing support in architecture. When computer aided architectural design - CAAD - entered the field there was a lot of utter confusion in the beginning, a lot more than usually in other more technical application-fields of CAD. The architect is a very special CAD-user, as he is a very special member of all those other very analytical and scientific faculties around. There is a lot of tradition involved, tradition that has got its roots far back in medieval and classic periods and is rich of art and creativity and intuition. Mostly lots more of this than scientific analysis, exact research, and similar stuff. We could spot a large number of architects who would have been horrified when they are confronted with the analytic research of the very basic problem as how architects are designing - the methods, the procedures and the ways of thinking. And there CAAD was entering the architects' studios. No question that this caused a lot of trouble. CAD in architecture is a very provoking subject as the new tool is going to gain ground against the tradition of centuries of handmade architectural designs and drawings. And there we don't even touch the future aspects of the computer's architectural design support - what about the imminent threat of computer support in the holy domain of architectural creativity and intuition. What about the uneasy idea of CAAD in connection with artificial intelligence? The problem of CAAD-education has been largely neglected through a number of years. If there existed a certain horror looking at the mere idea of CAD-support in architecture, horror became to outrage, when university education was discussed. In our days we can stay a good deal more relaxed, when we speak of CAAD education - we not only got used to it, we are convinced, that the whole subject is of high importance.
keywords	Concepts of Education
series	eCAADe
email
last changed	2022/06/07 08:00

_id	ddss9206
id	ddss9206
authors	Drach, A., Langenegger, M. and Heitz, S.
year	1993
title	Working with prototypes: from cad to flexible tools for integrated building design
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	The formulation of design knowledge as concepts, goals and rules cannot be captured in fixed and valid statements. The dynamic modelling of concepts and goals is, on the contrary, part of the design process itself. Tools that effectively support architects in their design should therefore never use predefined mechanisms, but must be definable interactively according to design specifications. We propose the concept of prototypes as a cognitive model to represent and structure design knowledge. Prototypes incorporate an individual view of design in a synthetic and organizational model for a defined area of interest. They actively control and guide design processes in supporting the organizational concepts for solutions. The a+Tool implements these concepts on the basis of a modelling language. It provides a dynamic toolkit and user interface to support design as well as knowledge modelling.
series	DDSS
last changed	2003/08/07 16:36

_id	0293
authors	Asanowicz, A., Jakimowicz, A., Koperski, A. And Sawicki, B.
year	1992
title	Education Center of Computer Aided Design: Technical University of Bialystok, Poland - Hopes, Possibilities, Limitations.
doi	https://doi.org/10.52842/conf.ecaade.1992.267
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 267-272
summary	This paper describes a Project of Professional Computer Aided Design Education in Bialystock (Poland).
series	eCAADe
email
last changed	2022/06/07 07:54

_id	6270
authors	Atac, Ibrahim
year	1992
title	CAAD Education and Post-Graduate Opportunities (At Mimar Sinan University)
doi	https://doi.org/10.52842/conf.ecaade.1992.273
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 273-278
summary	This paper addresses new design teaching strategies at an important and traditional university in Istanbul, founded as the Academy of Fine Arts 110 years ago. It will include a short review of design education before the Academy changed into a university, and a description of the present situation with regard to computers. Nearly two years ago, CAAD education was introduced as an elective subject. The students show great interest in CAD; most Turkish architects now work with computers and CAAD graphics, although automated architecture has not yet become firmly established. The aim of the CAD studio is also to establish an institute which will allow university staff to develop their own programs and to pursue scientific research in this field. On the basis of rising requests from researchers and students, rapid and healthy developments should be made to keep up with new technologies. As the improvement of the specialized involvement with CAD is the future target, MSU is attempting to broaden its horizon by including design methodologies of the last decades.
series	eCAADe
last changed	2022/06/07 07:54

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

_id	e039
authors	Bertin, Vito
year	1992
title	Structural Transformations (Basic Architectural Unit 6)
doi	https://doi.org/10.52842/conf.ecaade.1992.413
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 413-426
summary	While the teaching of the phenomenon of form as well as space is normally seen within an environment of free experimentation and personal expression, other directions prove to be worth of pursuit. The proposed paper represents such an exploration. The generation of controlled complexity and structural transformations have been the title of the project which forms the base of this paper. In it, the potential for creative development of the student was explored in such a way, that as in the sciences a process can be reproduced or an exploration utilized in further experimentation. The cube as a well proven B.A.U. or basic architectural unit has again been used in our work. Even a simple object like a cube has many properties. As properties are never pure, but always related to other properties, and looking at a single property as a specific value of a variable, it is possible to link a whole field of objects. These links provide a network of paths through which exploration and development is possible. The paper represents a first step in a direction which we think will compliment the already established basic design program.
series	eCAADe
email
last changed	2022/06/07 07:52

_id	2cb4
authors	Bille, Pia
year	1992
title	CAD at the AAA
doi	https://doi.org/10.52842/conf.ecaade.1992.279
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 279-288
summary	Teaching computer science at the Aarhus School of Architecture goes back as far as to the beginning of the 80’s, when a few teachers and students were curious towards the new media seeing its great developing perspectives and its possible use in the design of architecture. The curiosity and excitement about technology continued, although the results were modest and the usefulness not a dominant aspect in this early period. In the middle of the 80’s the School of Architecture was given the opportunity by means of state funding to buy the first 10 IBM PC's to run AutoCad among other programmes. Beside this a bigger CAD-system Gable 4D Series was introduced running on MicroVax Workstations. The software was dedicated to drafting buildings in 2 and 3 dimensions - an important task within the profession of architects.
series	eCAADe
email
last changed	2022/06/07 07:52

_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	cef3
authors	Bridges, Alan H.
year	1992
title	Computing and Problem Based Learning at Delft University of Technology Faculty of Architecture
doi	https://doi.org/10.52842/conf.ecaade.1992.289
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 289-294
summary	Delft University of Technology, founded in 1842, is the oldest and largest technical university in the Netherlands. It provides education for more than 13,000 students in fifteen main subject areas. The Faculty of Architecture, Housing, Urban Design and Planning is one of the largest faculties of the DUT with some 2000 students and over 500 staff members. The course of study takes four academic years: a first year (Propaedeuse) and a further three years (Doctoraal) leading to the "ingenieur" qualification. The basic course material is delivered in the first two years and is taken by all students. The third and fourth years consist of a smaller number of compulsory subjects in each of the department's specialist areas together with a wide range of option choices. The five main subject areas the students may choose from for their specialisation are Architecture, Building and Project Management, Building Technology, Urban Design and Planning, and Housing. The curriculum of the Faculty has been radically revised over the last two years and is now based on the concept of "Problem-Based Learning". The subject matter taught is divided thematically into specific issues that are taught in six week blocks. The vehicles for these blocks are specially selected and adapted case studies prepared by teams of staff members. These provide a focus for integrating specialist subjects around a studio based design theme. In the case of second year this studio is largely computer-based: many drawings are produced by computer and several specially written computer applications are used in association with the specialist inputs. This paper describes the "block structure" used in second year, giving examples of the special computer programs used, but also raises a number of broader educational issues. Introduction of the block system arose as a method of curriculum integration in response to difficulties emerging from the independent functioning of strong discipline areas in the traditional work groups. The need for a greater level of selfdirected learning was recognised as opposed to the "passive information model" of student learning in which the students are seen as empty vessels to be filled with knowledge - which they are then usually unable to apply in design related contexts in the studio. Furthermore, the value of electives had been questioned: whilst enabling some diversity of choice, they may also be seen as diverting attention and resources from the real problems of teaching architecture.
series	eCAADe
email
last changed	2022/06/07 07:54

_id	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	2325
authors	Chilton, John C.
year	1992
title	Computer Aided Structural Design in Architectural Instruction
doi	https://doi.org/10.52842/conf.ecaade.1992.443
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 443-450
summary	In schools of architecture there is a tendency to associate the use of computers solely with the production of graphic images as part of the architectural design process. However, if the architecture is to work as a building it is also essential that technical aspects of the design are adequately investigated. One of the problem areas for most architectural students is structural design and they are often reluctant to use hand calculations to determine sizes of structural elements within their projects. In recent years, much of the drudgery of hand calculation has been removed from the engineer by the use of computers, and this has, hopefully, allowed a more thorough investigation of conceptual ideas and alternatives. The same benefit is now becoming available to architectural students. This is in the form of structural analysis and design programs that can be used, even by those having a limited knowledge of structural engineering, to assess the stability of designs and obtain approximate sizes for individual structural elements. The paper discusses how the use of such programs is taught, within the School of Architecture at Nottingham. Examples will be given of how they can assist students in the architectural design process. In particular, the application of GLULAM, a program for estimating sizes of laminated timber elements and SAND, a structural analysis and design package, will be described.
series	eCAADe
last changed	2022/06/07 07:55

_id	c434
authors	Colajanni, B., Pellitteri, G. and Scianna, A.
year	1992
title	Two Approaches to Teaching Computers in Architecture: The Experience in the Faculty of Engineering in Palermo, Italy
doi	https://doi.org/10.52842/conf.ecaade.1992.295
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 295-306
summary	Teaching the use of computers in architecture poses the same kind of problems as teaching mathematics. To both there are two possible approaches. The first presents the discipline as a tool of which the merely instrumental aspect is emphasized. Teaching is limited to show the results obtainable by existing programs and how to get them. The second approach, on the contrary emphasizes the autonomous nature of the discipline, mathematics as much as computing, on the basis of the convincement that the maximum of instrumental usefulness can be obtained through the knowledge at the highest degree of generality and, then, of abstraction. The first approach changes little in the mind of the student. He simply learns that is possible, and then worthy doing, a certain amount of operations, mainly checks of performances (and not only the control of the aspect, now easy with one of the many existing CAD) or searches of technical informations in some database. The second approach gives the student the consciousness of the manageability of abstract structures of relationships. He acquires then the idea of creating by himself particular structures of relationships and managing them. This can modify the very idea of the design procedure giving the student the consciousness that he can intervene directly in every segment of the design procedure, reshaping it to some extent in a way better suited to the particular problem he is dealing with. Of course this second approach implies learning not only a language but also the capability of coming to terms with languages. And again it is a cultural acquisition that can be very useful when referred to the languages of architecture. Furthermore the capability of simulating on the computer also a small segment of the design process gives the student a better understanding both of the particular problem he is dealing with and of the very nature of design. As for the first effect, it happens whenever a translation is done from a language to another one. One is obliged to get to the core of the matter in order to overcome the difficulties rising from the different bias of the two languages. The second effect comes from the necessity of placing the studied segment in the general flow of the design process. The organisation in a linear sequence of action to be accomplished recursively in an order always varying in any design occasion is an extremely useful exercise to understand the signification and the techniques of formalisation of design problems.
series	eCAADe
email
last changed	2022/06/07 07:56

_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	cf73
authors	Dosti, P., Martens, B. and Voigt, A.
year	1992
title	Spatial Simulation In Architecture, City Development and Regional Planning
doi	https://doi.org/10.52842/conf.ecaade.1992.195
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 195-200
summary	The appropriate use of spatial simulation techniques considerably tends to increase the depth of evidence and the realistic content of the design and plannings to be described and moreover may encourage experimentations, trial attempts and planning variants. This means also the more frequent use of combinations between different techniques, having in mind that they are not equivalent, but making use of the respective advantages each offers. Until now the main attention of the EDP-Lab was directed on achieving quantity. For the time to come time it will be the formation of quality. The challenge in the educational system at the Vienna University of Technology is to obtain appropriate results in the frame- work of low-cost simulation. This aspect seems also to be meaningful in order to enforce the final implementation in architectural practice.
series	eCAADe
email
more	http://info.tuwien.ac.at/ecaade/
last changed	2022/06/07 07:55

_id	4857
authors	Escola Tecnica Superior D'arquitectura de Barcelona (Ed.)
year	1992
title	CAAD Instruction: The New Teaching of an Architect?
doi	https://doi.org/10.52842/conf.ecaade.1992
source	eCAADe Conference Proceedings / Barcelona (Spain) 12-14 November 1992, 551 p.
summary	The involvement of computer graphic systems in the transmission of knowledge in the areas of urban planning and architectural design will bring a significant change to the didactic programs and methods of those schools which have decided to adopt these new instruments. Workshops of urban planning and architectural design will have to modify their structures, and teaching teams will have to revise their current programs. Some european schools and faculties of architecture have taken steps in this direction. Others are willing to join them. This process is only delayed by the scarcity of material resources, and by the slowness with which a sufficient number of teachers are adopting these methods. ECAADE has set out to analyze the state of this issue during its next conference, and it will be discussed from various points of view. From this confrontation of ideas will come, surely, the guidelines for progress in the years to come. The different sessions will be grouped together following these four themes: (A.) Multimedia and Course Work / State of the art of the synthesis of graphical and textual information favored by new available multimedia computer programs. Their repercussions on academic programs. (B.) The New Design Studio / Physical characteristics, data concentration and accessibility of a computerized studio can be better approached in a computerized workshop. (C.) How to manage the new education system / Problems and possibilities raised, from the practical and organizational points of view, of architectural education by the introduction of computers in the classrooms. (D.) CAAI. Formal versus informal structure / How will the traditional teaching structure be affected by the incidence of these new systems in which the access to knowledge and information can be obtained in a random way and guided by personal and subjective criteria.
series	eCAADe
email
last changed	2022/06/07 07:49

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