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	a4fe
authors	Encarnacao, J. and Goebel, M., Rosenblum, M.
year	1994
title	European Activities in Virtual Reality
source	Computer Graphics and Applications, Vol. 14, No. 1, January 1994
summary	We survey European activities in virtual reality, with an emphasis on selected efforts in architecture and sound, telepresence, scientific visualization, simulation, software design, and entertainment. This article surveys European activities and funding for VR with two caveats: First, nearly a year separates writing and publication. For most scientific fields, this publication delay for survey material would be minimal: for virtual reality, significant changes might have since occurred in some programs. We took advantage of the revision period to upgrade our information and the references as much as possible. Second, some long standing, significant European efforts go unmentioned as outside the scope of our short survey or as duplicates of others included. Despite the limitations, this sampling of Europe's leading efforts collectively gives an accurate snapshot of current European activity.
series	journal paper
last changed	2003/04/23 15:14

_id	06e1
authors	Keul, Alexander
year	1996
title	LOST IN SPACE? ARCHITECTURAL PSYCHOLOGY - PAST, PRESENT, FUTURE
source	Full-Scale Modeling in the Age of Virtual Reality [6th EFA-Conference Proceedings]
summary	A methodological review by Kaminski (1995) summed up five perspectives in environmental psychology - patterns of spatial distribution, everyday “jigsaw puzzles”, functional everyday action systems, sociocultural change and evolution of competence. Architectural psychology (named so at the Strathclyde conference 1969; Canter, 1973) as psychology of built environments is one leg of environmental psychology, the second one being psychology of environmental protection. Architectural psychology has come of age and passed its 25th birthday. Thus, a triangulation of its position, especially in Central Europe, seems interesting and necessary. A recent survey mainly on university projects in German-speaking countries (Kruse & Trimpin, 1995) found a marked decrease of studies in psychology of built environments. 1994, 25% of all projects were reported in this category, which in 1975 had made up 40% (Kruse, 1975). Guenther, in an unpublished survey of BDP (association of professional German psychologists) members, encountered only a handful active in architectural psychology - mostly part-time, not full-time. 1996, Austria has two full-time university specialists. The discrepancy between the general interest displayed by planners and a still low institutionalization is noticeable. How is the research situation? Using several standard research data banks, the author collected articles and book(chapter)s on architectural psychology in German- and English-language countries from 1990 to 1996. Studies on main architecture-psychology interface problems such as user needs, housing quality evaluations, participatory planning and spatial simulation / virtual reality did not outline an “old, settled” discipline, but rather the sketchy, random surface of a field “always starting anew”. E.g., discussions at the 1995 EAEA-Conference showed that several architectural simulation studies since 1973 caused no major impact on planner's opinions (Keul&Martens, 1996). “Re-inventions of the wheel” are caused by a lack of meetings (except this one!) and of interdisciplinary infrastructure in German-language countries (contrary to Sweden or the United States). Social pressures building up on architecture nowadays by inter-European competition, budget cuts and citizen activities for informed consent in most urban projects are a new challenge for planners to cooperate efficiently with social scientists. At Salzburg, the author currently manages the Corporate Design-process for the Chamber of Architecture, Division for Upper Austria and Salzburg. A “working group for architectural psychology” (Keul-Martens-Maderthaner) has been active since 1994.
keywords	Model Simulation, Real Environments
series	EAEA
type	normal paper
email
more	http://info.tuwien.ac.at/efa/
last changed	2005/09/09 10:43

_id	01ef
authors	Cajati, Claudio
year	1994
title	From Real to Virtual Building Behaviours: “Expert Hypertexts” in the Design Studio
source	The Virtual Studio [Proceedings of the 12th European Conference on Education in Computer Aided Architectural Design / ISBN 0-9523687-0-6] Glasgow (Scotland) 7-10 September 1994, pp. 243
doi	https://doi.org/10.52842/conf.ecaade.1994.x.w5v
summary	Starting from the refuse of the most impressive, on fashion performances of the so called Virtual Reality, I hypothize for the architectural education of the next decade a strategy based on the following scenario: ()- as regards the form of the virtual studio, it should result from the synergy of many moments and opportunities: telematic interaction; students working at home; students training through assistant design tools in the university venue, with or without teachers’ supervision; informal discussion teachers-students about such training; traditional teachers’ lectures as introductions or resumes; (-) as regards the function of the virtual studio, it should realize the awareness of building behaviours, by teaching architectural design through the critical analysis of positive and - even more important - negative “precedents”.
series	eCAADe
email
last changed	2022/06/07 07:50

_id	4f23
authors	Dieberger, Andreas
year	1994
title	Navigation in Spatial Information Environments: User Interface Design Issues for Hypertext and VR Systems Posters
source	Proceedings of the ECHT'94 European Conference on Hypermedia Technologies 1994
summary	The Information City project (presented in a poster at Hypertext 93) uses the spatial user interface metaphor of a city to organize and navigate large collections of hypertextual information. As we are used to navigate real life cities the city metaphor -- enriched with magic features -- should help to navigate information structures. A first implementation of the Information City was started in a MUD system. MUDs are networked multi-user text-adventure games which usually make use of a house / city metaphor. MUDs are conceptually similar to hypertext systems and navigational findings in those systems are therefore relevant also to hypertext. While implementing the first parts of the city research into navigation in MUDs was found necessary. This poster presents some results of this navigational study and describes how knowledge in the domains of architecture and city-planning can be used to design an easy to navigate virtual city. Highlights of the results concern magic features and collaboration. Magic features extend the spatial metaphor beyond typical properties of space. An example is the hypertext link which allows tunneling through the spatial structure. Other results concern the richness of spaces (or space-descriptions) and communication between users. It seems the chief benefit of the spatial metaphor of the city is in communication about spatial relationships of information. The findings probably are valuable in designing any information system using spatial metaphors. They are especially useful for hypertext systems realized in some virtual environment -- be it a MUD or an immerse virtual reality system.
series	other
last changed	2002/07/07 16:01

_id	2775
authors	Fuchs, Wladyslaw and Wrona, Stefan K.
year	1994
title	Looking for the Best Place for Computer Models in Architectural Education
source	The Virtual Studio [Proceedings of the 12th European Conference on Education in Computer Aided Architectural Design / ISBN 0-9523687-0-6] Glasgow (Scotland) 7-10 September 1994, pp. 43-46
doi	https://doi.org/10.52842/conf.ecaade.1994.043
summary	In the past, many Schools of Architecture were mastering skill of preparing hand made models and hand drawings as a main technique in design education (e.g. Warsaw School of Architecture). Introduction of CAAD to teaching process brings a new modelling techniques and a new possibilities. The role of computer models in architectural education is very promissing and still not fully recognized. Development of modelling techniques and communication media is much quicker than development of design studio concepts. Many concepts and experiments in this field had place in architectural schools all over the word. A new concept of design studio based on computer modelling techniques as a communication media is the subject of interest of the Warsaw School of Architecture. The virtuality versus reality in teaching concepts is one of the most important issues in our traditional, professionaly oriented school.
series	eCAADe
email
last changed	2022/06/07 07:50

_id	cc19
authors	Glennie, William L.
year	1994
title	Europe '94 - A Visitor's Report on the State of CAAD in Education
source	The Virtual Studio [Proceedings of the 12th European Conference on Education in Computer Aided Architectural Design / ISBN 0-9523687-0-6] Glasgow (Scotland) 7-10 September 1994, pp. 262
doi	https://doi.org/10.52842/conf.ecaade.1994.x.s5h
summary	During May, June and July of this year, I had the pleasure of visiting twelve institutions across Europe where computers are being used in the teaching of Architecture. There are as many different approaches to the incorporation of computers in the curriculum as there are places, and they all have some degree of success. My greatest surprise was the large size of these Schools, even in relatively small countries. Dealing with a huge number of students makes any kind of mandatory computer instruction almost impossible. In spite of all difficulties, enthusiasm and willingness to work directly with students was the single most important characteristic in the faculty and staff who are having the greatest success. Support staff dedicated to the maintenance of equipment and software were provided at most of the institutions. For those who do not have this benefit it is critical to relieve the teaching and research faculty of the need for these time-consuming tasks. Formal research activities are not essential to effective education. The process of setting up such efforts is again a distraction from the more important job of teaching. If research projects grow naturally out of the curriculum, they may be pursued without impeding instruction. Most serious of all, there is a substantial lack of communication and cooperation among these schools, and by implication, among all of the other schools in Europe. The mechanism of annual conferences held by ECAADE is insufficient to exchange information and interests. There were several occasions when I mentioned work that was being carried out at one place that would match very nicely with efforts at another. However, it is clearly impossible for any one school to spearhead this kind of collection and coordination of activities. The only appropriate organisation for this kind of exchange would be a centralised service initiated and maintained by the European Community. It is very important that such a body does not attempt to limit or direct the work of individual schools, rather simply serves as a clearinghouse through which the various groups can benefit from each other's work, to the mutual benefit of all.
series	eCAADe
email
last changed	2022/06/07 07:50

_id	0726
authors	Kadysz, Andrzej
year	1994
title	CAD the Tool
source	The Virtual Studio [Proceedings of the 12th European Conference on Education in Computer Aided Architectural Design / ISBN 0-9523687-0-6] Glasgow (Scotland) 7-10 September 1994, p. 212
doi	https://doi.org/10.52842/conf.ecaade.1994.x.k7r
summary	What is the role of CAAD as a tool of architectural form creation ? We used to over-estimate the role of computer as significant factor of design process. In fact it serves only to produce technical documentation and to visualise designed buildings. We usually use CAAD to record ideas, not to create designs. We use it like more complex pencil. But it is unsuitable for conceptual design , with imperceptible influence on idea definition. Its practical usefulnes is limited. I would like to consider and find out reasons of that state, present some conclusions and ideas on computer aided architectural form creation. Many tools were invented to extend posibilities of human body or intellect. Microscop and telescop are extensions of human eye. Which organ is extended by computer (especially by CAAD)? CAAD with high developed function of visualising of the object beeing designed seems to be an extension of architect's imagination. It is beeing used to foresee visual efects, to check designed forms, to see something what we are not able to imagine. It performes the role of electronic modeler. Real model and virtual model - the medium of presentation is diferent but ways of using them are similar . Dislocation of place where we build model is not a big achievement, but potential possbilities of CAAD in modeling are almost unlimited (?). What are special features of CAAD as a modeling tool? First we have to consider what is indispensible when building a model: to embody idea. To do this we need space, substance and tools. In architectural design practice space is a real site with definite climate, neigbourhood, orientation. Substance that we shape is an archiectural form composed of many difrent elements: walls, windows, roof, entry, ... , proportions, rhythm, emotions, impresions... The tool is: our knowledge, imagination, talent, experience, norms, law and drawing equipment. Working with the computer, making virtual model, we have many of mentioned elements given in structure of CAAD program and interpreted by it. But many of them have different character. Making traditional dummy of building we operate on reality which is manually accessible. In case of computer model we operate on information. Space, substance and tool (- program) are informations, data. Human being is not an abstract data processor, but creature that lives non stop in close, direct, sensual contact with nature. By this contact with enviroment collects experiences. Computer can operate on digital data that is optionally selected and given by user, independent upon enviromental conditions. Usually architecture was created on basis of enviroment, climate, gravity. But these do not exist in CAAD programs or exist in the symbolic form. Character of these conditions is not obvious. We can watch demeanour of objects in gravity but it can be also antigravity. In theory of systems everything is considered as a part of biger system. In "virtual" reality (in computer space) we deal with accurences which are reduced to abstract level, free upon terms or connections. We work with our CAAD software using geometric space whithout any other principle.
series	eCAADe
last changed	2022/06/07 07:50

_id	a887
authors	Kaplan, Nancy and Moulthrop, Stuart
year	1994
title	Where No Mind Has Gone Before: Ontological Design for Virtual Spaces Papers
source	Proceedings of the ECHT'94 European Conference on Hypermedia Technologies 1994 pp. 206-216
summary	Hypermedia designers have tried to move beyond the directed graph concept, which defines hypermedia structures as aggregations of nodes and links. A substantial body of work attempts to describe hypertexts in terms of extended or global spaces. According to this approach, nodes and links acquire meaning in relation to the space in which they are deployed. Some theory of space thus becomes essential for any advance in hypermedia design; but the type of space implied by electronic information systems, from hyperdocuments to "consensual hallucinations," requires careful analysis. Familiar metaphors drawn from physics, architecture, and everyday experience have only limited descriptive or explanatory value for this type of space. As theorists of virtual reality point out, new information systems demand an internal rather than an external perspective. This shift demands a more sophisticated approach to hypermedia space, one that accounts both for stable design properties (architectonic space) and for unforeseen outcomes, or what Winograd and Flores call "breakdowns." Following Wexelblat in cyberspace theory and Dillon, McKnight, and Richardson in hypermedia theory, we call the domain of these outcomes semantic space. In two thought experiments, or brief exercises in interface design, we attempt to reconcile these divergent notions of space within the conceptual system of hypermedia.
keywords	Spatial Hypertext; Interface Design; Information Mapping; Navigation
series	other
last changed	2002/07/07 16:01

_id	6f5d
authors	Koutamanis, A., Bridges A.H. and Van Loon, P.P.
year	1994
title	C-ad hoc Education
source	The Virtual Studio [Proceedings of the 12th European Conference on Education in Computer Aided Architectural Design / ISBN 0-9523687-0-6] Glasgow (Scotland) 7-10 September 1994, pp. 39-42
doi	https://doi.org/10.52842/conf.ecaade.1994.039
summary	In the framework of an evolving curriculum we have been developing a series of CAAD exercises aimed at providing the basic knowledge and skills a student needs. The series formed initially a conventional sequence that mapped design stages and corresponded with the gradual development of knowledge and skills. Due to originally practical reasons we are currently relaxing the sequential structure of the CAAD curriculum. This gives us the opportunity to experiment with the integration of the CAAD exercises in the wider design activities of the students, as well as with the structure of the exercises themselves as fully self-contained units.
series	eCAADe
email
last changed	2022/06/07 07:51

_id	c8bf
authors	Ranulph Glanville
year	1994
title	Remoteness and the Value of Sharing
source	The Virtual Studio [Proceedings of the 12th European Conference on Education in Computer Aided Architectural Design / ISBN 0-9523687-0-6] Glasgow (Scotland) 7-10 September 1994, p. 210
doi	https://doi.org/10.52842/conf.ecaade.1994.x.b1w
summary	The technology of the near future creates the possibility of the Virtual Studio. The Virtual Studio emphasises the importance of sharing (co-operative working, interaction, updating: the importance of “betweenness”). It also emphasises the means by which we create the Virtual Studio and its intersection with what we normally call “reality”. And the means by which we share.
series	eCAADe
last changed	2022/06/07 07:50

_id	4f13
authors	Ronchi, Alfredo M.
year	1994
title	A Brief History of CAAD in Italy
source	The Virtual Studio [Proceedings of the 12th European Conference on Education in Computer Aided Architectural Design / ISBN 0-9523687-0-6] Glasgow (Scotland) 7-10 September 1994, p. 227
doi	https://doi.org/10.52842/conf.ecaade.1994.x.f3n
summary	Twenty years of revolution, from the middle '70 to the middle '90. Many things have changed since the origins of computer graphics and computer aided design in architecture. We started teaching drafting on terminals which connected to mini computers, complex procedures or sets of graphics libraries working with keywords, vectors and storage screens. The next step was devoted to the discovery of workstations in the early '80's, where the user sat face on to the whole power of a multitasking system. At that time to use up to 16 time sharing processes running on the same work station seemed to have no practical use at all. Fortunately someone (ie Xerox PARC laboratories) at the same time started to develop the so-called GUI. Graphical user interface started a revolution in human/machine interface (ie Smalltalk). The desktop metaphor, the use of multiple windows and dialogues joined with icons and pop up menus let the user manage more applications and, even more important, created a standard in application/user interface (CUA). In the meantime focus had moved from hardware to software, systems being chosen from the software running. The true revolution we have seen starting from that base and involving an ever increasing number of users was the birth of PC based applications for CAAD. Generally speaking nowadays there are three main technologies concerning teaching: communication, multimedia and virtual reality. The first is the real base for future revolution. In the recent past we have started to learn how to manage information by computers. Now we can start to communicate and share information all over the world in real time. The new age opened by fax, followed by personal communication systems and networks is the entry point for a real revolution. We can work in the virtual office, meet in virtual space and cooperate in workgroups. ATM and ISDN based teleconferencing will provide a real working tool for many. The ever increasing number of e-mail addresses and network connections is carrying us towards the so called 'global village'. The future merger between personal digital assistant and personal communication will be fascinating. Multi & HyperMedia technology is, like a part of VR, a powerful way to share and transfer information in a structured form. We do not need to put things in a serial form removing links because we can transfer knowledge as is. Another interesting and fundamental aspect typical of VR applications is the capability to change cognitive processes from secondary (symbolic - reconstructive) to primary (perceptive - motory). In this way we can learn by direct experience, by experiment as opposed to reading books. All these things will affect not only ways of working but also ways of studying and teaching. Digital communications, multimedia and VR will help students, multimedia titles will provide different kinds of information directly at home using text, images, video clips and sounds. Obviously all those things will not substitute human relationship as a multimedia title does not compete against a book but it helps.
series	eCAADe
last changed	2022/06/07 07:50

_id	a34c
authors	Sadowski, Michal
year	1994
title	Protection and Conservation of Monuments Supported by GIS
source	The Virtual Studio [Proceedings of the 12th European Conference on Education in Computer Aided Architectural Design / ISBN 0-9523687-0-6] Glasgow (Scotland) 7-10 September 1994, pp. 240
doi	https://doi.org/10.52842/conf.ecaade.1994.x.g2m
summary	The issue of monument protection and conservation not incidentally has become a part of the scope of interests of the Center for Computer Aided Architectural Design. As a research-educational division of the School of Architecture, Warsaw University of Technology, we are a partner providing advisory and implementation services. Employment of a large computer system such as Intergraph's MGE will constitute a considerable improvement for Conservation Offices in the introduction, storage, updating and accessibility of historical maps, photographs, information about information, geological and topological, network, roads, sites, CAD drawings and 3D models. Another important effect will be that of setting a direction for activities of other offices interested in increasing their work efficiency through computerization.
series	eCAADe
last changed	2022/06/07 07:50

_id	89a8
authors	Smeltzer, Geert T.A.
year	1994
title	Virtual Reality in Architecture
source	The Virtual Studio [Proceedings of the 12th European Conference on Education in Computer Aided Architectural Design / ISBN 0-9523687-0-6] Glasgow (Scotland) 7-10 September 1994, pp. 244
doi	https://doi.org/10.52842/conf.ecaade.1994.x.e4i
summary	This short presentation will describe the application of a Virtual Reality system for the architectural design process. This is based on the results of research into 6 technology and in particular on the possibilities of a natural interface between a designer and a design system. This description is also based on the development of a laboratory setup for a “fully immersive” (all-round representation) and a “partially immersive” (stereo representation) 6 application. This application offers a designer the possibility of modify-ing and assessing a 3D design model in “Virtual Reality” This presentation is mainly based on the use of Virtual Reality in the course of several case studies. One of these case studies was the making of a presenta-tion of a design to possibly interested parties. The other case study was the use of Virtual Reality in the course of a design process. Finally this publication includes the description of some future and anticipated developments. The research problem is mainly posed by the questions regarding the ways in which the design process changes under the influence of, amongst other factors, the 6 technology. Other questions concern the ways in which the interface between a designer and a design system can be made as natural as possible, the way in which a design model can be made as autonomous as possible, and the way in which a representation can be made as realistic as possible. With regard to these the starting points were respectively the use of sensors, behaviour characteristics and illumination simulations. The development problem is posed by the question regarding the way in which a laboratory setup, in cooperation with a supplier of hardware (Sun Microsystems Nederland BV) and a supplier of software (Autodesk Benelux BV), can be developed. In order to do this use has to be made of their system components, such as workstations and CAD software. Another problem for the development of the laboratory setup is the way in which the project was to be made to lead to presentations and demonstra-tions of 6 technology which was still not yet generally available. The first case study was the development of a 6 presentation of a housing project. This presentation was in the first instance intended for people who had an interest in the project. In addition, naturally, people who really only had an interest in Virtual Reality itself also attended. The presentation was announced as being a first Virtual Open House. Each interested party could wander through the 3D design model and move the furniture. In the course of this case study consideration was above all given to the relationships between the interfaces between the user and the system, the level of detail of the model and the speed of the representation. The second case study was the use of Virtual Reality during a design process. The system is used for the evaluation of visibility and safety aspects of another housing project. The use of the system was initially only intended for the designer and the principal. At the end of the process different design modifications were effected in accordance with their evaluations of the design. After that the system was also used for internal presentations of the applications as well as of the technology. The problem which played a role in the course of these studies was in the first instance a design problem and in the second in-stance a technical problem.
series	eCAADe
last changed	2022/06/07 07:50

_id	0465
authors	Szövényi-Lux, Miklós
year	1994
title	Virtual Future!?
source	The Virtual Studio [Proceedings of the 12th European Conference on Education in Computer Aided Architectural Design / ISBN 0-9523687-0-6] Glasgow (Scotland) 7-10 September 1994, p. 215
doi	https://doi.org/10.52842/conf.ecaade.1994.x.o0h
summary	Architecture was born long, long ago with the help of those people who first realised that they are not only building houses but, what is more important, thrilling and has been the focus of many debates, creating space. In the beginning man created space by adding and combining different volumes of masses. They thought that space can be perceived as determined by different points of orientation placed around us. Later people started to realise that perception of space is a little bit more sophisticated. Perhaps everybody has smiled at a baby who standing up for the first time in his life in his playpen, extending his hands towards objects on the nearby table physically unreachable for him. If he was an adult, people would think perhaps something is wrong with him, when he extends his hands towards things we surely know are impossible to reach from his actual position. So how come we can judge with exactitude the place of different objects in space? Maybe by the time needed for the movement to get there. Let us not forget that the baby's first real movement is when he starts to walk and then he starts to get the feeling of this three dimensional world, around which can be only realised simultaneously in space and time. Anyone can say that this is an interesting theory, but who cares? It is said that most of the architects, who are real designers have a keen sense of creating and perceiving space. They are far more interested in the perfection of the created space with all its details than anything else. And here is where a CAD program can come into the picture. Talking about a real CAD program that means from the point of view of a designer, a silent friend who never cheats or boasts, who takes him in SPACE wherever he wants to go and shows him his CREATION as an extending arm between his imagination and the reality.
series	eCAADe
last changed	2022/06/07 07:50

_id	0e58
authors	Campbell, D.A. and Wells, M.
year	1994
title	A Critique of Virtual Reality in the Architectural Design Process, R-94-3
source	Human Interface Technology Laboratory, University of Washington, Seattle, USA, http://www.hitl.washington.edu/publications/r-94-3/: 23 May 2001
summary	An addition to a building was designed using virtual reality (VR). The project was part of a design studio for graduate students of architecture. During the design process a detailed journal of activities was kept. In addition, the design implemented with VR was compared to designs implemented with more traditional methods. Both immersive and non-immersive VR simulations were attempted. Part of the rationale for exploring the use of VR in this manner was to develop insight into how VR techniques can be incorporated into the architectural design process, and to provide guidance for the implementers of future VR systems. This paper describes the role of VR in schematic design, through design development to presentation and evaluation. In addition, there are some comments on the effects of VR on detailed design. VR proved to be advantageous in several phases of the design. However, several shortcomings in both hardware and software became apparent. These are described, and a number of recommendations are provided.
series	other
email
last changed	2003/04/23 15:50

_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	b110
id	b110
authors	Abadi Abbo, Isaac and Cavallin Calanche, Humerto
year	1994
title	Ecological Validity of Real Scale Models
source	Beyond Tools for Architecture [Proceedings of the 5th European Full-scale Modeling Association Conference / ISBN 90-6754-375-6] Wageningen (The Netherlands) 6-9 September 1994, pp. 31-40
summary	Space simulation is a technique employed by architects, urban designers, environmental psychologists and other related specialists. It is used for academic and research purposes, as an aid to evaluate the impact that the built environment or that to be built would yield in potential or real users. Real Scale Model is organized as one of the models which represents more reliable spatial characteristics in space simulations. However, it is necessary to know the ecological validity of the simulations carried out, that is the degree in which laboratory results could be taken as reliable and representative of real situations. In order to discover which variables of the model used are relevant so that their perception results ecologically valid in respect to reality, a research has been designed in which simulations of specific spaces are appraised both in real space and in the real scale model. The results of both evaluations were statistically analyzed and it shows no significative differences in psychological impressions between the evaluation of real spaces and real scale model. These ecological validation of the real scale model could be of great use to estimate the validity of the results obtained in spaces simulated in the laboratory.
keywords	Model Simulation, Real Environments
series	other
type	normal paper
more	http://info.tuwien.ac.at/efa
last changed	2006/06/24 09:29

_id	0574
authors	Alison Murison and James Gray
year	1994
title	Spatial Analysis for Museum Design
source	The Virtual Studio [Proceedings of the 12th European Conference on Education in Computer Aided Architectural Design / ISBN 0-9523687-0-6] Glasgow (Scotland) 7-10 September 1994, pp. 201-206
doi	https://doi.org/10.52842/conf.ecaade.1994.201
summary	The paper describes how a specially written customisation of AutoCAD enables students of Architecture to use the method of spatial analysis called Space Syntax developed by Professor Bill Hillier of the Bartlett School of Architecture, London, to examine a number of existing museums, to compare the findings against other criteria, and to draw conclusions about the strategy adopted in museum design. Simple interactive graphics enable plans to be entered and compared, so that they may be evaluated during the design process, with decisions supported by objective tests. This improves both design decisions and the learning process.
series	eCAADe
last changed	2022/06/07 07:54

_id	ca51
authors	Asanowicz, Aleksander
year	1994
title	CAFE: Composition for Architects - Forms and Emotions
source	The Virtual Studio [Proceedings of the 12th European Conference on Education in Computer Aided Architectural Design / ISBN 0-9523687-0-6] Glasgow (Scotland) 7-10 September 1994, pp. 249
doi	https://doi.org/10.52842/conf.ecaade.1994.x.l3s
summary	In the architectural creation process there has always been an inclination to improve the methods of designing in the way of ,,objectivization" of designing process. Objectivization which would explain why we do design in this way and not the other. In spite of the trend to the total objectivization (Vitruvius, Alberti, Palladio), the results appeared to be still subjective, i.e. they included methods of designing typical of the one and only architect. This fact made them completely useless in the designing practice. On the other hand one cannot underestimate their meaning as to this very practice. Because it is just thanks to them that the development of designing studies has taken place. We do learn not only watching works of great architects, but also studying their opinions concerning problems of form, function and construction. That is why it seems to be useful to collect experiences concerning the classic theory of architectural composition, which have been gathered through centuries, as well as to try once again to objectivize the process. Composition information arranged in the form of data-base would create the ground for proper functioning of an expert system uniting diagnostic and planning functions. Study of that kind, not claiming design applications could be an excellent educational equipment in teaching architectural composition. In the proposed teaching system attempts have been made to look at the architectural composition theory in the light of the perception of the form, and - emerging in this process - emotional and aesthetic evaluations. In order to define which evaluations have been most often expressed during the perception process of architectural forms, the students of Architecture Faculty in Bialystok Technical University have been polled on the subject: ,,Which words are most commonly used in the descriptions of architecture works?"
series	eCAADe
email
last changed	2022/06/07 07:50

_id	065b
authors	Beitia, S.S., Zulueta, A. and Barrallo, J.
year	1995
title	The Virtual Cathedral - An Essay about CAAD, History and Structure
source	Multimedia and Architectural Disciplines [Proceedings of the 13th European Conference on Education in Computer Aided Architectural Design in Europe / ISBN 0-9523687-1-4] Palermo (Italy) 16-18 November 1995, pp. 355-360
doi	https://doi.org/10.52842/conf.ecaade.1995.355
summary	The Old Cathedral of Santa Maria in Vitoria is the most representative building of the Gothic style in the Basque Country. Built during the XIV century, it has been closed to the cult in 1994 because of the high risk of collapse that presents its structure. This closure was originated by the structural analysis that was entrusted to the University of the Basque Country in 1992. The topographic works developed in the Cathedral to elaborate the planimetry of the temple revealed that many structural elements of great importance like arches, buttresses and flying buttresses were removed, modified or added along the history of Santa Maria. The first structural analysis made in the church suggested that the huge deformations showed in the resistant elements, specially the piers, were originated by interventions made in the past. A deep historical investigation allowed us to know how the Cathedral was built and the changes executed until our days. With this information, we started the elaboration of a virtual model of the Cathedral of Santa Maria. This model was introduced into a Finite Elements Method system to study the deformations suffered in the church during its construction in the XIV century, and the intervention made later in the XV, XVI and XX centuries. The efficiency of the virtual model simulating the geometry of the Cathedral along history allowed us to detect the cause of the structural damage, that was finally found in many unfortunate interventions along time.
series	eCAADe
more	http://dpce.ing.unipa.it/Webshare/Wwwroot/ecaade95/Pag_43.htm
last changed	2022/06/07 07:54

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