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	ascaad2004_paper11
id	ascaad2004_paper11
authors	Abdelfattah, Hesham Khairy and Ali A. Raouf
year	2004
title	No More Fear or Doubt: Electronic Architecture in Architectural Education
source	eDesign in Architecture: ASCAAD's First International Conference on Computer Aided Architectural Design, 7-9 December 2004, KFUPM, Saudi Arabia
summary	Operating electronic and Internet worked tools for Architectural education is an important, and merely a prerequisite step toward creating powerful tele-collabortion and tele-research in our Architectural studios. The design studio, as physical place and pedagogical method, is the core of architectural education. The Carnegie Endowment report on architectural education, published in 1996, identified a comparably central role for studios in schools today. Advances in CAD and visualization, combined with technologies to communicate images, data, and “live” action, now enable virtual dimensions of studio experience. Students no longer need to gather at the same time and place to tackle the same design problem. Critics can comment over the network or by e-mail, and distinguished jurors can make virtual visits without being in the same room as the pin-up—if there is a pin-up (or a room). Virtual design studios (VDS) have the potential to support collaboration over competition, diversify student experiences, and redistribute the intellectual resources of architectural education across geographic and socioeconomic divisions. The challenge is to predict whether VDS will isolate students from a sense of place and materiality, or if it will provide future architects the tools to reconcile communication environments and physical space.
series	ASCAAD
email
last changed	2007/04/08 19:47

_id	a573
authors	Cicognani, Anna
year	1996
title	Thinking Beyond
doi	https://doi.org/10.52842/conf.ecaade.1996.087
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 87-98
summary	If the new generation of architects is in need of tools, then we can consider ourselves lucky. On the market there are as many CAD systems as we would be able to learn and use in more than a Curriculum of a School of Architecture. On the other hand, being able to use the tools doesn't mean being able to produce good designs. It is often pointed out how much buildings designed by CAD systems look strangely similar. In the challenge of education, in Schools of Architecture, we need to help students to think beyond the tools themselves. This can be done with, for example, Virtual Design Studios and MUDs/MOOs, in which students can practise their architectural skills and adapt the tools to their design, instead of vice versa. This paper is a description of some attempts in educating how to think beyond tools in design tasks.
series	eCAADe
email
more	http://www.arch.su.edu.au/~anna
last changed	2022/06/07 07:56

_id	6abd
authors	Dawson, Anthony and Burry, Mark
year	1996
title	The Continuing Dichotomy: Practice vs. Education
doi	https://doi.org/10.52842/conf.ecaade.1996.131
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 131-142
summary	While it is apparent from the architectural literature that some practices are innovative in their use of computers for architectural design, clear evidence indicates that most architectural practices have applied computing to traditional practice paradigms. Information technology is therefore being applied to practice systems which were in place prior to computers being available. This has significant implications for architectural education in which there is tension developing between the requirements of the commercially oriented architectural practice and the innovation driven computer-aided architectural design educator. The first wishes to equip graduates for immediate and productive employment in computerised architectural practices and may be loosely interpreted as a graduate’s ability to work as a CAD operator within an architectural practice environment. The second has the desire for students to be innovative in their use of information technology as an aid in informing and evaluating parts of both the design process and its outcomes. However, it is only when both architects and educators identify the architectural process as an integrated information system that these tensions can be resolved. This requires reconsideration of the function and use of information technology in both educational institutions and in architectural practices. The paper discusses how fruitful this can be in the current environment and outlines current developments at Deakin University which aim at providing a middle ground
series	eCAADe
email
last changed	2022/06/07 07:55

_id	ddssar9604
id	ddssar9604
authors	Demir, Yueksel
year	1996
title	CAD Systems for early design phases or CAD systems for designers' early phases
source	Timmermans, Harry (Ed.), Third Design and Decision Support Systems in Architecture and Urban Planning - Part one: Architecture Proceedings (Spa, Belgium), August 18-21, 1996
summary	Most of the problems, related with the use of CAD systems are the results of some general principles; the philosophy that, those systems are based on. Therefore, mainly the relation between these principles and early design phase performance of CAD systems and designers are discussed in this paper. The circumstances of novice CAD user architects in Turkey is considered first. In formation of the research, the knowledge gained during my personal experience based on real cases from the university (education, research) and practice (design, consulting) is used. Beside this the results of a survey including a serious of interviews projecting the opinions of the architects is used. Vendors of commonly used CAD systems were interviewed. In this manner to answer the main question about the relation of "CAD" and "early design phase" the answers of some following questions and facts were investigated: What means CAD for architects? What are the main purposes of using CAD? Are CAD systems sufficient to be used in early design phases in terms of either hardware and / or software, or should we say thinkware?. The advantages and disadvantages of using CAD. The target user fact and its consequences (the difference between general purpose systems and the sophisticated architectural systems). Should we adapt to computerized way of thinking? Is 3D a basic feature? What are the education related problems of CAD? Is software integration problem solved? Modularity concept for CAD systems. What is the minimum time, and the budget required for a start? The illegal software use problem Complaints, demands, needs and thanks of architects? Simply, what do architects expect from CAD during design process and particularly in early phases (both of design and designer)? Do CAD systems match this?
keywords	CAD, Information Technology, Office Automation
series	DDSS
last changed	2003/08/07 16:36

_id	ae4c
authors	Iodo, Irina A.
year	1996
title	Creation of Architectural Image in Education Process
source	CAD Creativeness [Conference Proceedings / ISBN 83-905377-0-2] Bialystock (Poland), 25-27 April 1996 pp. 117-120
summary	Process of designing in architecture such as it is nowadays is based on visions (images) of a future objects, two and three dimensional models being created with help of various means and tricks. Those visions are basic Information medium about the features the object being designed, about its functional and aesthetic peculiarities. In those visions worked out by an architect - models of a future object - architect codes in a condensed information of the object. That leads up to the situation in which the created becomes less of a medium in designing process, but its goal.
series	plCAD
last changed	1999/04/09 15:30

_id	4fc4
authors	Jakimowicz, Adam
year	1996
title	Towards Affective Architectural Computing: An Additional Element in CAAD
source	CAD Creativeness [Conference Proceedings / ISBN 83-905377-0-2] Bialystock (Poland), 25-27 April 1996 pp. 121-135
summary	The sphere of computing, in general, is the sphere of confusion. First, computers', thanks to (or because o) the indirect way of communicating "with" them, have not become yet the obvious and natural extension of human abilities - as TV set, radio or cars already have. It is probably because of the feeling, that they are, more or less, for specialists and that they require special knowledge or skills. In a way it is true, but surely it will change within a few years, when they become everyday tools of education at schools or just toys for children. Second, there is also the feeling or wish, that every computer is able to do everything we want - from, lets say, writing a letter, washing the dishes to very complex things as, for example, designing architecture. This is the dream of universal artificial intelligence, which should be a perfect servant, which not only listens to, but also predicts our wishes.
series	plCAD
email
last changed	2003/05/17 10:01

_id	aa08
authors	Jakimowicz, Adam
year	1996
title	Education of the Architect - Two Approaches Towards Possible Places of CAD
doi	https://doi.org/10.52842/conf.ecaade.1996.211
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 211-220
summary	This paper discusses the limitations of the most of educational systems of the present, which seem to be no longer sufficient to face the problems of the modern world. This concerns as well architectural education. Computer Aided Design is considered here as a specific case in a wider context of general goals of education. The linear, memory based, cause - effect model of education, where remembering of final effects of the processes is the criterion of teaching efficiency, does not respond to the growing complexity of problems. The task for today is to develop the individual ability to synthesise and creatively explore spheres between separate fields and reconsider the issue of values. This paper therefore emphasises the importance of the person in education, seeing the problem of its full development as a new base and final aim for education as a whole.
series	eCAADe
email
last changed	2022/06/07 07:52

_id	4dcf
authors	Kostogarova, Eugenia P.
year	1996
title	CAAD Education at the Moscow Architectural Institute
source	CAD Creativeness [Conference Proceedings / ISBN 83-905377-0-2] Bialystock (Poland), 25-27 April 1996 pp. 159-162
summary	Nowadays, teaching of computer aided design at Marchi seems to be subdivided into two relatively independent spheres- direct teaching.of the use of machine graphic systems and videotechniques as well as scientific and methodological work. Experimental work and the way of teaching of computer aided design determinate the specific character of architectural institute. This specific character consists in comprehensive designing (taking into consideration all related disciplines) as well as in a wide range of architectural topics with a special attention paid to the development of creative thinking and fantasy regarding the requirements of composition and laws of visual perception.
series	plCAD
last changed	1999/04/09 15:30

_id	8ca1
authors	Kozlowsky Jan and Sliwinsky, Jacek
year	1996
title	CAD is Creative
source	CAD Creativeness [Conference Proceedings / ISBN 83-905377-0-2] Bialystock (Poland), 25-27 April 1996 pp. 163-167
summary	There is an avalanche increase in number of architectonic offices in which the CAD technique is a medium used in the process of projecting. Ways of using CAD programs and computers are the personal matter of every user. The problem we faced was how to use it in creative work. The most interesting moment in process of projecting is the time when the set of lines on computer screen changes in mind into the real architectonic object. The form generated on the screen is new and inspire to farther, this time creative search. We must say that CAD technique let us achieve creativity during projects which means that ability to projects of new things and that state increase together with the increase of using this tool and we consider the claim that CAD may be used in a creative way.
series	plCAD
last changed	1999/04/09 15:30

_id	c100
authors	Kulinski, Jaroslaw
year	1996
title	Coherency and Automation of the Design Process Applied in CAD Systems
doi	https://doi.org/10.52842/conf.ecaade.1996.243
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 243-252
summary	The article discusses a few postulates concerning the desirable structure of design data base with the aim of allowing the concurrent work in the design process. It depicts the problems of simultaneous access to the data base, and discusses the problems of redundancy of design information and their consequences in the structure of the design data base. Finally, a few examples of CAD systems are examined in order to find out how they deal with the problems of design partitioning and keeping it automatically coherent as well as some educational remarks are formulated.
series	eCAADe
last changed	2022/06/07 07:52

_id	3a28
authors	Laiserin, Jerry
year	2002
title	From atelier to e-telier: virtual design studios
source	Architectural Record
summary	The design studio, as physical place and pedagogical method, is the core of architectural education. Ateliers clustered around rue Napoleon in Paris defined the École des Beaux Arts. The Carnegie Endowment report on architectural education, published in 1996, identified a comparably central role for studios in schools today. From programs, schemes, and parti to desk crits, pin-ups, and charrettes-language and behavior learned in the studio establish the profession's cultural framework. Advances in CAD and visualization, combined with technologies to communicate images, data, and "live" action, now enable virtual dimensions of studio experience. Students no longer need gather at the same time and place to tackle the same design problem. Critics can comment over the network or by e-mail, and distinguished jurors can make virtual visits without being in the same room as the pin-up-if there is a pin-up (or a room). Virtual design studios (VDS) have the potential to favor collaboration over competition, diversify student experiences, and redistribute the intellectual resources of architectural education across geographic and socioeconomic divisions. The catch is predicting whether VDS will isolate students from a sense of place and materiality, or if it will provide future architects the tools to reconcile communication environments and physical space.
series	journal paper
last changed	2003/04/23 15:50

_id	82d3
authors	Park, Hoon
year	1996
title	Digital and Manual Media in Design
doi	https://doi.org/10.52842/conf.ecaade.1996.325
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 325-334
summary	Although there is an important commitment to the use of Computer Aided Design (CAD) systems in the design studio, there are still technologies that are not broadly accepted as useful to the designer especially in the early design stage. This is because CAD systems use the monitor and mouse which differ from the sketch paper and pen of manual media. This presentation explores how CAD systems can be applicable and integrated to this early design stage by allowing paper as a digital medium. With this exploration, I look at some ways for bridging manual media and digital media. For accommodating this approach, this article includes the evaluation of a prototype CAD system that discusses enhancing the role of CAD systems in the early design stage and linking the realms of the two currently distinct media — manual and digital. This system allows the designer to work with computer based and paper based tools in the same conventional environment. The method provides interesting insights into the relationship between digital and manual media.
series	eCAADe
last changed	2022/06/07 08:00

_id	a295
authors	Penttilä, Hannu
year	1996
title	The Meaning of CAAD in Architectural Education
doi	https://doi.org/10.52842/conf.ecaade.1996.347
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 347-354
summary	A brief historical analysis followed by some possible future scenarios The influence of CAD – nowadays more correctly stated with CAAD meaning architectural CAD – has been more and more evident in the university level architectural education. The development process of architectural CAD-courses and wider CAD-curriculums could, at least in Scandinavian countries, be described and simplified with a couple of development steps analyzed here, to give the starting point. And since the process of educational evolution will naturally keep on developing in the future also, some possible future paths concerning both CAD-equipment, CAAD-education and more traditional architectural curriculumns, are described here after the historical analysis. Following commonly used futures studies methods, my intent is not to predict the future, but to give several probable future choices, of which some might come true, and some might not. Some of the paths are evident, some are ideal and some may cause also negative effects. The future of architectural education and CAAD as part of it will certainly appear somehow, very possibly somewhere in the middle of these presented paths. The aim of this presentation is to give the architectural education community – the schools and faculty – a wide perspective view to analyze and plan their local course structures also for the future. The future possibilities are presented here, so that the schools can prepare for the forecoming future changes in their workin environment. Finally, the future will appear the way we will create it.
series	eCAADe
email
more	http://www.tut.fi/~penttila/index.html
last changed	2022/06/07 08:00

_id	8804
authors	QaQish, R. and Hanna, R.
year	1997
title	A World-wide Questionnaire Survey on the Use of Computers in Architectural Education
doi	https://doi.org/10.52842/conf.ecaade.1997.x.c8o
source	Challenges of the Future [15th eCAADe Conference Proceedings / ISBN 0-9523687-3-0] Vienna (Austria) 17-20 September 1997
summary	The paper reports on a study which examines the impact on architectural education needs arising from the changes brought about by the implications of CAD teaching/learning (CAI/CAL). The findings reflect the views of fifty-one (51) architecture schools through a world-wide questionnaire survey conducted in mid 1996. The survey was structured to cover four continents represented by seven countries, namely the USA, UK, Israel, Australia, Canada, Sweden and the Netherlands. Structurally the main findings of this study are summarised under five areas, namely: 1) General Information, 2) Program of Study (curriculum) and CAD course, 3) CAD Laboratories: Hardware, Software, 4) Departmental Current and Future Policies, 5) Multi-media and Virtual Reality. Principally, there were three main objectives for using the computers survey. Firstly, to accommodate a prevalent comprehension of CAD integration into the curriculum of architecture schools world wide. Secondly, to identify the main key factors that control the extent of association between CAD and architectural curriculum. Thirdly, to identify common trends of CAD teaching in Architecture schools world-wide and across the seven countries to establish whether there are any association between them. Several variables and factors that were found to have an impact on AE were examined, namely: the response rate, the conventional methods users and the CAD methods users amongst students, CAD course employment in the curriculum, age of CAD employment, the role of CAD in the curriculum, CAD training time in the Curriculum, CAD laboratories/Hardware & Software, computing staff and technicians, department policies, Multi-Media (MM) and Virtual-Reality (VR). The statistical analysis of the study revealed significant findings, one of which indicates that 35% of the total population of students at the surveyed architecture schools are reported as being CAD users. Out of the 51 architecture schools who participated in this survey, 47 have introduced CAD courses into the curriculum. The impact of CAD on the curriculum was noted to be significant in several areas, namely: architectural design, architectural presentation, structural engineering, facilities management, thesis project and urban design. The top five CAD packages found to be most highly used across universities were, namely, AutoCAD (46), 3DStudio (34), Microstation (23), Form Z (17), ArchiCAD (17). The findings of this study suggest some effective and efficient future directions in adopting some form of effective CAD strategies in the curriculum of architecture. The study also serves as an evaluation tool for computing teaching in the design studio and the curriculum.
keywords	CAD Integration, Employment, Users and Effectiveness
series	eCAADe
email
more	http://info.tuwien.ac.at/ecaade/proc/qaqish/qaqish.htm
last changed	2022/06/07 07:50

_id	a281
authors	Rochegova, N.A. and Barchugova, E.V.
year	1996
title	Use of Computer Technique at the Initial Stages of Architectural Education
source	CAD Creativeness [Conference Proceedings / ISBN 83-905377-0-2] Bialystock (Poland), 25-27 April 1996 pp. 201-203
summary	Today the computer technique is widely adopted in both real designing and architectural educational process. The computer is used as a tool that makes the designer work easier. But if a computer user has no compositional thinking even the best technique and special programmes can't help him to get an aesthetic valuable production. However, excessive and clumsy use of architectural programmes at the early stages of architectural education, attempt to replace a free-hand drawing with a machine-made one and not complying with the composition rules led to opposite results and a full disappointment.
series	plCAD
last changed	1999/04/09 15:30

_id	e09a
authors	Rüdiger, Bjarne
year	1996
title	The Masonry House Raised as an Exhibition and Information Building
doi	https://doi.org/10.52842/conf.ecaade.1996.387
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 387-390
summary	At many schools of architecture the studies are directed to practical, professional use, and this fact results in different attitudes. But normally, it will be so that the longer the student goes in the study the more aspects from practice will be involved. Therefore, the studies passes from the work with the design itself and the more artistic sides to the work with planning and production. The basis of the educational progress and the professional level is research and development. Within CAD it is important that this research develops as well the theoretical foundation and includes experience in the practical use. An attitude which prioritizes the practical qualifications late in the studies has of course an effect in the CAD instruction. Tendencies to consider the computer to be a tool of drawing and visualization will dominate, and the work with structuralized information models for a general documentation has had minor interest until now, and this also includes the use of professional applications developed from different conventions in support of collaboration and quality control. The dialogue between the environment of education and research on one hand and the professional business in practice must be considered important for the developing process in the use of CAD and for the building of usable IT models. The work with "The Masonry House" and later "The Building Trade House" tries to expose how a deliberate structuralization of the CAD model early in the sketching- and planning process can support as well the more esthetic estimates as the building technology documentation. And also point out the professional qualifications bound up with 11 to be integrated in the study course.
series	eCAADe
email
last changed	2022/06/07 07:56

_id	3151
authors	Sanders, K.
year	1996
title	The Digital Architect
source	New York, NY, John Wiley &Sons
summary	Written by an architect for design professionals, The Digital Architect is a gold mine of commonsense advice and guidance on the realities of using computer technology in design practice. Ken Sanders, AIA, takes you beyond the hyperbole to discover the practical reality of using computers today. He explains their strengths and weaknesses; what these tools do and what they don't do; and how they can be used strategically and tactically to improve quality, productivity, and profits in design firms of all sizes. Drawing on his own experiences and those of colleagues from across the nation whose comments appear throughout, he provides a wealth of valuable insights and advice on: * Choosing technology that leverages your professional value * Integrating technology seamlessly into your firm * Implementing cost-effective technology training and education * Managing the digital office, including liability, privacy, and security issues * Organizing the knowledge base of your firm * Using the Internet's World Wide Web as a global information resource * Hardware platforms, operating systems, and networks * Software tools and applications, including CAD, word processing, spreadsheets, multimedia, visualization, animation, virtual reality, on-line services, and more * The latest releases of major software products, including Windows 95TM and AutoCAD(r) Release 13(r) The only guide of its kind, The Digital Architect is a valuable tool for architects, engineers, designers, and all those who participate in creating the built environment.
series	other
last changed	2003/04/23 15:14

_id	ce5c
authors	Scianna, Andrea
year	1996
title	What Software for Instruction in Architecture: Today Features and Needs for the Future
doi	https://doi.org/10.52842/conf.ecaade.1996.391
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 391-402
summary	In the last years the computer technology has evolved very fast; new tendencies were also exploded in computer programming, such as object oriented programming, but the world of Computer Science still records other news as the introduction in the market of new graphic environments or operating systems such as Windows 95. As results of this evolution all the applications currently used in CAAD teaching and for practice, were heavily updated; so they have acquired new power for the immediate use but some other features, interesting for CAAD instruction, were lost. Today, the creation inside some CAD programs of those little applications that are one of the highest moment of "learning by doing" method, starts to require more knowledge of some computer science techniques and of the operating systems too.
series	eCAADe
email
last changed	2022/06/07 07:56

_id	e7e0
authors	Watanabe, Shun
year	1996
title	Computer Literacy in Design Education
doi	https://doi.org/10.52842/conf.caadria.1996.001
source	CAADRIA ‘96 [Proceedings of The First Conference on Computer Aided Architectural Design Research in Asia / ISBN 9627-75-703-9] Hong Kong (Hong Kong) 25-27 April 1996, pp. 1-10
summary	Many Schools of Architecture in Japan installed many computers in their class rooms, and have already begun courses for CAAD skill. But in many cases, few teachers make their efforts for this kind of education personally. Having limited staff prevents one from making the global program of design education by using computers. On the other hand, only teaching how to use individual CAD/CG software in architectural and urban design is already out of date in education. Students will be expected to adapt themselves to the coming multi-media society. For example, many World Wide Web services were started commercially and the Internet has become very familiar within the last year. But I dare to say that a few people can enjoy Internet services actually in schools of Architecture and construction companies. Students should be brought up to improve their ability of analysing, planning and designing by linking various software technologies efficiently in the word-wide network environment and using them at will. In future design education, we should teach that computers can be used not only as a presentation media of architectural form, but also as a simulation media of architectural and urban design from various points of view. The University of Tsukuba was established about 25 years ago, and its system is different from the other universities in Japan. In comparison with other faculties of Architecture and Urban Planning, our Faculty is very multi-disciplinary, and ability of using computers has been regarded as the essential skill of foundation. In this paper, I will introduce how CAAD education is situated in our global program, and discuss the importance of computer literacy in architectural and urban design education.
keywords	Computer Literacy, Design Education, CAD, Internet
series	CAADRIA
last changed	2022/06/07 07:58

_id	4cdd
authors	Zanella, Marina and Gubian, Paolo
year	1996
title	A conceptual model for design management
source	Computer-Aided Design, Vol. 28 (1) (1996) pp. 33-49
summary	Design management is a very important topic for every state-of-the-art CAD/CAE environment. By definition, the concept of design management addresses a set of functions which build, maintain, display, manageand enforce relationships among the data and among the design tools that are involved in a project. From this definition, straightforward user and functional requirements are derived. Then, a model which fulfilsmany of the requirements, especially in the data management part, is described. Allthe considerations are free from implementation details, so that modelling topics are not confused with programming problems. Ouranalysis is mapped on electronic hardware design; most of the concepts, however, are valid also in many other engineering fields.
keywords	Design, CAD, CAE, Frameworks, Design Objects
series	journal paper
last changed	2003/05/15 21:33

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