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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	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
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 295-306
doi	https://doi.org/10.52842/conf.ecaade.1992.295
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	caadria2004_k-1
id	caadria2004_k-1
authors	Kalay, Yehuda E.
year	2004
title	CONTEXTUALIZATION AND EMBODIMENT IN CYBERSPACE
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
doi	https://doi.org/10.52842/conf.caadria.2004.005
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	ddss9208
id	ddss9208
authors	Lucardie, G.L.
year	1993
title	A functional approach to realizing decision support systems in technical regulation management for design and construction
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	Technical building standards defining the quality of buildings, building products, building materials and building processes aim to provide acceptable levels of safety, health, usefulness and energy consumption. However, the logical consistency between these goals and the set of regulations produced to achieve them is often hard to identify. Not only the large quantities of highly complex and frequently changing building regulations to be met, but also the variety of user demands and the steadily increasing technical information on (new) materials, products and buildings have produced a very complex set of knowledge and data that should be taken into account when handling technical building regulations. Integrating knowledge technology and database technology is an important step towards managing the complexity of technical regulations. Generally, two strategies can be followed to integrate knowledge and database technology. The main emphasis of the first strategy is on transferring data structures and processing techniques from one field of research to another. The second approach is concerned exclusively with the semantic structure of what is contained in the data-based or knowledge-based system. The aim of this paper is to show that the second or knowledge-level approach, in particular the theory of functional classifications, is more fundamental and more fruitful. It permits a goal-directed rationalized strategy towards analysis, use and application of regulations. Therefore, it enables the reconstruction of (deep) models of regulations, objects and of users accounting for the flexibility and dynamics that are responsible for the complexity of technical regulations. Finally, at the systems level, the theory supports an effective development of a new class of rational Decision Support Systems (DSS), which should reduce the complexity of technical regulations and restore the logical consistency between the goals of technical regulations and the technical regulations themselves.
series	DDSS
last changed	2003/08/07 16:36

_id	avocaad_2001_09
id	avocaad_2001_09
authors	Yu-Tung Liu, Yung-Ching Yeh, Sheng-Cheng Shih
year	2001
title	Digital Architecture in CAD studio and Internet-based competition
source	AVOCAAD - ADDED VALUE OF COMPUTER AIDED ARCHITECTURAL DESIGN, Nys Koenraad, Provoost Tom, Verbeke Johan, Verleye Johan (Eds.), (2001) Hogeschool voor Wetenschap en Kunst - Departement Architectuur Sint-Lucas, Campus Brussel, ISBN 80-76101-05-1
summary	Architectural design has been changing because of the vast and creative use of computer in different ways. From the viewpoint of designing itself, computer has been used as drawing tools in the latter phase of design (Mitchell 1977; Coyne et al. 1990), presentation and simulation tools in the middle phase (Liu and Bai 2000), and even critical media which triggers creative thinking in the very early phase (Maher et al. 2000; Liu 1999; Won 1999). All the various roles that computer can play have been adopted in a number of professional design corporations and so-called computer-aided design (CAD) studio in schools worldwide (Kvan 1997, 2000; Cheng 1998). The processes and outcomes of design have been continuously developing to capture the movement of the computer age. However, from the viewpoint of social-cultural theories of architecture, the evolvement of design cannot be achieved solely by designers or design processes. Any new idea of design can be accepted socially, culturally and historically only under one condition: The design outcomes could be reviewed and appreciated by critics in the field at the time of its production (Csikszentmihalyi 1986, 1988; Schon and Wiggins 1992; Liu 2000). In other words, aspects of design production (by designers in different design processes) are as critical as those of design appreciation (by critics in different review processes) in the observation of the future trends of architecture.Nevertheless, in the field of architectural design with computer and Internet, that is, so-called computer-aided design computer-mediated design, or internet-based design, most existing studies pay more attentions to producing design in design processes as mentioned above. Relatively few studies focus on how critics act and how they interact with designers in the review processes. Therefore, this study intends to investigate some evolving phenomena of the interaction between design production and appreciation in the environment of computer and Internet.This paper takes a CAD studio and an Internet-based competition as examples. The CAD studio includes 7 master's students and 2 critics, all from the same countries. The Internet-based competition, held in year 2000, includes 206 designers from 43 counties and 26 critics from 11 countries. 3 students and the 2 critics in the CAD studio are the competition participating designers and critics respectively. The methodological steps are as follows: 1. A qualitative analysis: observation and interview of the 3 participants and 2 reviewers who join both the CAD studio and the competition. The 4 analytical criteria are the kinds of presenting media, the kinds of supportive media (such as verbal and gesture/facial data), stages of the review processes, and interaction between the designer and critics. The behavioral data are acquired by recording the design presentation and dialogue within 3 months. 2. A quantitative analysis: statistical analysis of the detailed reviewing data in the CAD studio and the competition. The four 4 analytical factors are the reviewing time, the number of reviewing of the same project, the comparison between different projects, and grades/comments. 3. Both the qualitative and quantitative data are cross analyzed and discussed, based on the theories of design thinking, design production/appreciation, and the appreciative system (Goodman 1978, 1984).The result of this study indicates that the interaction between design production and appreciation during the review processes could differ significantly. The review processes could be either linear or cyclic due to the influences from the kinds of media, the environmental discrepancies between studio and Internet, as well as cognitive thinking/memory capacity. The design production and appreciation seem to be more linear in CAD studio whereas more cyclic in the Internet environment. This distinction coincides with the complementary observations of designing as a linear process (Jones 1970; Simon 1981) or a cyclic movement (Schon and Wiggins 1992). Some phenomena during the two processes are also illustrated in detail in this paper.This study is merely a starting point of the research in design production and appreciation in the computer and network age. The future direction of investigation is to establish a theoretical model for the interaction between design production and appreciation based on current findings. The model is expected to conduct using revised protocol analysis and interviews. The other future research is to explore how design computing creativity emerge from the process of producing and appreciating.
series	AVOCAAD
email
last changed	2005/09/09 10:48

_id	ascaad2022_043
id	ascaad2022_043
authors	Awan, Abeeha; Prokop, Simon; Vele, Jiri; Dounas, Theodor; Lombardi, Davide; Agkathidis, Asterios; Kurilla, Lukas
year	2022
title	Qualitative Knowledge Graph for the Evaluation of Metaverse(s) - Is the Metaverse Hype or a Promising New Field for Architects?
source	Hybrid Spaces of the Metaverse - Architecture in the Age of the Metaverse: Opportunities and Potentials [10th ASCAAD Conference Proceedings] Debbieh (Lebanon) [Virtual Conference] 12-13 October 2022, pp. 99-116
summary	With the advancement of augmented and virtual reality technologies both in scale as well as accessibility, the Metaverse (Stephenson, 1992, Hughes, 2022) has emerged as a new digital space with potential for the application of architectural creativity and design. With blockchain integration, the concept of the Metaverse shows promise in creating a “decentralised” space for design and creativity with rewards for its participants. As a platform that incorporates these technological components, does the Metaverse have utility for architectural design? Is there something truly novel in what the Metaverse brings to architectural computing, and architectural design? The paper constructs a qualitative knowledge graph that can be used for the evaluation of various kinds of Metaverses in and for architectural design. We use Design Science Research methods to develop the knowledge graph and its evaluative capacity, stemming from our experience with two Metaverses, Decentraland and Cryptovoxels. The paper concludes with a discussion of knowledge and practice gaps that are evident, framing the opportunities that architects might have in the future in terms of developing Metaverse(s).
series	ASCAAD
email
last changed	2024/02/16 13:24

_id	60e7
authors	Bailey, Rohan
year	2000
title	The Intelligent Sketch: Developing a Conceptual Model for a Digital Design Assistant
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
doi	https://doi.org/10.52842/conf.acadia.2000.137
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	cef3
authors	Bridges, Alan H.
year	1992
title	Computing and Problem Based Learning at Delft University of Technology Faculty of Architecture
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 289-294
doi	https://doi.org/10.52842/conf.ecaade.1992.289
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	68c8
authors	Flemming, U., Coyne, R. and Fenves, S. (et al.)
year	1994
title	SEED: A Software Environment to Support the Early Phases in Building Design
source	Proceeding of IKM '94, Weimar, Germany, pp. 5-10
summary	The SEED project intends to develop a software environment that supports the early phases in building design (Flemming et al., 1993). The goal is to provide support, in principle, for the preliminary design of buildings in all aspects that can gain from computer support. This includes using the computer not only for analysis and evaluation, but also more actively for the generation of designs, or more accurately, for the rapid generation of design representations. A major motivation for the development of SEED is to bring the results of two multi-generational research efforts focusing on `generative' design systems closer to practice: 1. LOOS/ABLOOS, a generative system for the synthesis of layouts of rectangles (Flemming et al., 1988; Flemming, 1989; Coyne and Flemming, 1990; Coyne, 1991); 2. GENESIS, a rule-based system that supports the generation of assemblies of 3-dimensional solids (Heisserman, 1991; Heisserman and Woodbury, 1993). The rapid generation of design representations can take advantage of special opportunities when it deals with a recurring building type, that is, a building type dealt with frequently by the users of the system. Design firms - from housing manufacturers to government agencies - accumulate considerable experience with recurring building types. But current CAD systems capture this experience and support its reuse only marginally. SEED intends to provide systematic support for the storing and retrieval of past solutions and their adaptation to similar problem situations. This motivation aligns aspects of SEED closely with current work in Artificial Intelligence that focuses on case-based design (see, for example, Kolodner, 1991; Domeshek and Kolodner, 1992; Hua et al., 1992).
series	other
email
last changed	2003/04/23 15:14

_id	acadia03_036
id	acadia03_036
authors	Gerzso, J. Michael
year	2003
title	On the Limitations of Shape Grammars: Comments on Aaron Fleisher’s Article “Grammatical Architecture?”
source	Connecting >> Crossroads of Digital Discourse [Proceedings of the 2003 Annual Conference of the Association for Computer Aided Design In Architecture / ISBN 1-880250-12-8] Indianapolis (Indiana) 24-27 October 2003, pp. 279-287
doi	https://doi.org/10.52842/conf.acadia.2003.279
summary	Shape grammars were introduced by Gips and Stiny in 1972. Since then, there have been many articles and books written by them and their associates. In 1992, Aaron Fleisher, a professor at the School of Planning, MIT, wrote a critique of their work in an article titled “Grammatical Architecture?” published in the journal Environment and Planning B. According to him, Gips, Stiny and later Mitchell, propose a hypothesis that states that shape grammars are presumed to represent knowledge of architectural form, that grammars are “formable,” and that there is a visual correspondence to verbal grammar. The strong version of “the hypothesis requires that an architectural form be equivalent to a grammar.” Fleisher considers these hypotheses unsustainable, and argues his case by analyzing the differences between language, and architecture, and by dealing with the concepts of lexicons, syntax and semantics. He concludes by stating that architectural design is negotiated in two modalities: the verbal and the visual, and that equivalences are not at issue; they do not exist. If there is such thing as a language for design, it would provide the means to maintain a discussion of the consequences in one mode, of the state and conditions of the other. Fleisher’s observations serve as the basis of this paper, a tribute to him, and also an opportunity to present an outline to an alternate approach or hypothesis to shape grammars, which is “nonlinguistic” but “generative,” in the sense that it uses production rules. A basic aspect of this hypothesis is that the only similarity between syntactic rules in language and some rules in architecture is that they are recursive.
series	ACADIA
last changed	2022/06/07 07:51

_id	eda3
authors	Goldschmidt, Gabriela
year	1992
title	Criteria for Design Evaluation : A Process-Oriented Paradigm
source	New York: John Wiley & Sons, 1992. pp. 67-79. includes bibliography
summary	Architectural research of the last two or three decades has been largely devoted to design methodology. Systematic evaluations of design products and prescription of their desired qualities led to specifications for better designs and possible routines to achieve them. Computers have facilitated this task. The human designer, however, has largely resisted the use of innovative methods. In this paper the author claims that the reason for that lies in insufficient regard for innate cognitive aptitudes which are activated in the process of designing. A view of these aptitudes, based on patterns of links among design moves, is presented. It is proposed that process research is mandatory for further advancements in design research utility
keywords	cognition, design process, research, protocol analysis, architecture
series	CADline
last changed	1999/02/12 15:08

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

_id	acaa
authors	Kalay, Yehuda E.
year	1992
title	Evaluating and Predicting Design Performance
source	New York: John Wiley & Sons, 1992. pp. 399-404
summary	This article is the conclusion chapter of the book by the same title. Evaluation can be defined as measuring the fit between achieved or expected performances to stated criteria. Prediction is the process whereby expected performance characteristics are simulated, or otherwise made tangible, when evaluation is applied to hypothetical design solutions. The multifaceted nature of design solutions precludes optimization of any one performance characteristic. Rather, a good design solution will strike a balance in the degree to which any performance criterion is achieved, such that overall performance will be maximized. This paper discusses the nature of evaluation and prediction, their multilevel and multifaceted dimensions, and some of the approaches that have been proposed to perform quantitative and qualitative evaluations
keywords	evaluation, performance, prediction, multicriteria, architecture, design process
series	CADline
email
last changed	2003/06/02 13:58

_id	181b
authors	Liou, Shuenn-Ren
year	1992
title	A computer-based framework for analyzing and deriving the morphological structure of architectural designs
source	University of Michigan
summary	An approach to the acquisition and utilization of knowledge about the morphological structure of notable orthogonal building plans and other two-dimensional compositions is formulated and tested. This approach consists of two levels of abstraction within which the analysis and comparison of existing designs and the derivation of new designs can be undertaken systematically and efficiently. Specifically, the morphological structure of orthogonal building plans and other two-dimensional compositions is conceived as a language defined by shape grammar and architectural grammar corresponding to the geometric and spatial structures of the compositions. Lines constitute the shape grammar and walls and columns the architectural grammar. A computer program named ANADER is designed and implemented using the C++ object-oriented language to describe feasible compositions. It is argued that the gap between morphological analysis and synthesis is bridged partially because the proposed framework facilitates systematic comparisons of the morphological structures of two-dimensional orthogonal compositions and provides insight into the form-making process used to derive them. As an analytical system, the framework contributes to the generation of new and the assessment of existing morphological knowledge. Specifically, it is demonstrated that it is feasible to specify an existing architectural design by a set of universal rule schemata and the sequence of their application. As a generative system, the framework allows many of the tasks involved in the derivation of two-dimensional orthogonal compositions to be carried out. As well, it promotes the use of analytical results. In conclusion, it is argued that the proposed computer-based framework will provide the research and the educator with increasing opportunities for addressing persistent architectural questions in new ways. Of particular interest to this author are questions concerning the decision-making activities involved in form- and space-making as well as the description, classification, and derivation of architecutural form and space. It is suggested that, at least in reference to the cases examined, but probably also in reference to many other morphological classes, these and other related questions can be addressed systematically, efficiently, and fruitfully by using the proposed framework.
series	thesis:PhD
last changed	2003/02/12 22:37

_id	65aa
authors	Madrazo, Leandro
year	1992
title	From Sketches to Computer Images: A Strategy for the Application of Computers in Architectural Design
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 331-350
doi	https://doi.org/10.52842/conf.ecaade.1992.331
summary	The use of computer tools in architectural practice has been steadily increasing in recent years. Many architectural offices are already using computer tools, mostly for production tasks. Hardly any design is being done with the computer. With the new computer tools, architects are confronted with the challenge to use computers to express their design ideas right from conception. This paper describes a project made for a competition which recently took place in Spain. Sketches and computer models were the only tools used in designing this project. A variety of computer tools were used in different stages of this project: two dimensional drawing tools were used in the early stages, then a three-dimensional modeling program for the development of the design and for the production of final drawings, and a rendering program for final presentation images.
series	eCAADe
email
last changed	2022/06/07 07:59

_id	e0ee
authors	Martens, Bob
year	1992
title	Tools for Visual Simulation of Space and their Use by Students
source	Architecture & Behaviour vol. 8, no. 3:175-187
summary	Most visual representations of architectural space are still done using drawings of ground plan, section and view. Yet, when experience is lacking - as with students or laypeople these two-dimensional representations hardly show their correspondence to a three-dimensional reality. This article examines the various visual techniques for spatial simulation available today and their implementation by students involved with architectural projects.
series	journal paper
email
last changed	2003/04/23 15:50

_id	9092
authors	Martens, Bob
year	1992
title	TOOLS FOR VISUAL SIMULATION OF SPACE AND THEIR USE BY STUDENTS
source	Proceedings of the 4rd European Full-Scale Modelling Conference / Lausanne (Switzerland) 9-12 September 1992, Part B, pp. 33-38
summary	Most visual representations of architectural space are still done using drawings of ground plan, section and view. Yet, when experience is lacking - as with students or laypeople - these two-dimensional representations hardly show their correspondence to a three-dimensional reality. This article examines the various visual techniques for spatial simulation available today and their implementation by students involved with architectural projects.
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	244d
authors	Monedero, J., Casaus, A. and Coll, J.
year	1992
title	From Barcelona. Chronicle and Provisional Evaluation of a New Course on Architectural Solid Modelling by Computerized Means
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 351-362
doi	https://doi.org/10.52842/conf.ecaade.1992.351
summary	The first step made at the ETSAB in the computer field goes back to 1965, when professors Margarit and Buxade acquired an IBM computer, an electromechanical machine which used perforated cards and which was used to produce an innovative method of structural calculation. This method was incorporated in the academic courses and, at that time, this repeated question "should students learn programming?" was readily answered: the exercises required some knowledge of Fortran and every student needed this knowledge to do the exercises. This method, well known in Europe at that time, also provided a service for professional practice and marked the beginning of what is now the CC (Centro de Calculo) of our school. In 1980 the School bought a PDP1134, a computer which had 256 Kb of RAM, two disks of 5 Mb and one of lO Mb, and a multiplexor of 8 lines. Some time later the general politics of the UPC changed their course and this was related to the purchase of a VAX which is still the base of the CC and carries most of the administrative burden of the school. 1985 has probably been the first year in which we can talk of a general policy of the school directed towards computers. A report has been made that year, which includes an inquest adressed to the six Departments of the School (Graphic Expression, Projects, Structures, Construction, Composition and Urbanism) and that contains interesting data. According to the report, there were four departments which used computers in their current courses, while the two others (Projects and Composition) did not use them at all. The main user was the Department of Structures while the incidence of the remaining three was rather sporadic. The kind of problems detected in this report are very typical: lack of resources for hardware and software and for maintenance of the few computers that the school had at that moment; a demand (posed by the students) greatly exceeding the supply (computers and teachers). The main problem appeared to be the lack of computer graphic devices and proper software.
series	eCAADe
email
last changed	2022/06/07 07:58

_id	cb5a
authors	Oxman, Rivka E.
year	1992
title	Multiple Operative and Interactive Modes in Knowledge-Based Design Systems
source	New York: John Wiley & Sons, 1992. pp. 125-143 : ill. includes bibliography
summary	A conceptual basis for the development of an expert system which is capable of integrating various modes of generation and evaluation in design is presented. This approach is based upon two sets of reasoning processes in the design system. The first enables a mapping between design requirements and solution descriptions in a generative mode of design; and the second enables a mapping between solution descriptions and performance evaluation in an evaluative and predictive mode. This concept supports a formal framework necessary for a knowledge-based design system to operate in a design partnership relation with the designer. Another fundamental concept in expert systems for design, dual direction interpretation between graphic and textual modes, is presented and elaborated. This encoding of knowledge behind the geometrical representation can be achieved in knowledge- based design systems by the development of a 'semantic interpreter' which supports a dual direction mapping process employing a geometrical knowledge, typological knowledge and evaluative knowledge. An implemented expert system for design, PREDIKT, demonstrates these concepts in the domain of kitchen design. It provides the user with a choice of alternative modes of interaction, such as: a 'design critic' for the evaluation of a design, a 'design generator' for the generation of a design, or a 'design critic-generator' for the completion of partial solutions
keywords	architecture, knowledge base, design, systems, expert systems
series	CADline
email
last changed	2003/06/02 10:24

_id	ddss9210
id	ddss9210
authors	Poortman, E.R.
year	1993
title	Ratios for cost control
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 design of buildings takes place in phases representing a development from rough to precision planning. Estimates are made in order to test whether the result is still within the budget set by the client or developer. In this way, the decisions taken during the design phase can be quantified and expressed in monetary terms. To prevent blaming the wrong person when an overrun is discovered, the cost control process has to be improved. For that purpose, two new procedures have been developed: (i) a new translation activity; and (ii) ratios by which quantities can be characterized. 'Translation is the opposite of estimation. A monetary budget is converted -'translated' - into quantities, reflecting the desired quality of the building materials. The financial constraints of the client are thus converted into quantities - the building components used by the designers. Characteristic quantity figures play an important role in this activity. In working out an estimate, the form factor (i.e., the ratio between two characteristic values of a building component) has to be determined. The unit cost is then tested against that ratio. The introduction of the 'translation' activity and the use of characteristic quantity figures and form factors enhance existing estimation methods. By implementing these procedures, cost control becomes considerably more reliable.
series	DDSS
last changed	2003/08/07 16:36

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