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	aa08
authors	Jakimowicz, Adam
year	1996
title	Education of the Architect - Two Approaches Towards Possible Places of CAD
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 211-220
doi	https://doi.org/10.52842/conf.ecaade.1996.211
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	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	8de0
authors	Kokosalakis, Jen
year	1996
title	THE CAAC 3D Model as the Focus, or Vehicle for Effective Participation with the Design's Client, Observer or User
source	Approaches to Computer Aided Architectural Composition [ISBN 83-905377-1-0] 1996, pp. 133-152
summary	Architectural composition is central to most education and training of architects. Hence, though not every architect's role in practice deals directly with architectural composition, all will have a greater likelihood of ability to visualise and understand others' visual concepts than the average client. This text is concerned with the involvement of the client in composition of the building design. The medium of the three dimensional model, manoeuvrable at the computer screen or in Virtual Reality resembles well the intended physical reality of the designed building that the client will either own, use, occupy, or observe and so can assist tremendously. It is suggested that through this empowering vehicle of the CAAC model, far more informed response and tangible, visible vocabulary is accessible to the client to assist dialogue. This text proposes that practice can indicate better participation as a more evident principle. CAAC enables dynamic influences on the architectural composition of the building as accountable, truly potential dialogue towards design outcome from the construction team. The case rests with current exploratory cases of dynamic, participatory architectural composition activity, as a sign for the future.
keywords
series	other
email
last changed	1999/04/08 17:16

_id	4e69
authors	Ullman, Jerzy M.
year	1996
title	Iteration Design: Technology of Reductive Strategy
source	Approaches to Computer Aided Architectural Composition [ISBN 83-905377-1-0] 1996, pp. 215-223
summary	In the technical designing are discerned two general strategies, deductive and reductive ones. The reductive strategy is in particular suitable for an architectural designing.These strategies were used in a form of sequential-cyclic design method, which is characterized by too much of a time loss. The CAD enables to use the reductive strategy (which is adequate to architecture) in the form of iteration design method. This method places the designer and the occupant as the independent partners in the iteration game; this is fast and economical method.
series	other
last changed	1999/04/08 17:16

_id	6c97
authors	Asanowicz, Aleksander
year	1996
title	Using the Computer in Analysis of Architectural Form
source	Approaches to Computer Aided Architectural Composition [ISBN 83-905377-1-0] 1996, pp. 25-34
summary	One of the most important aspects of the designing process is: the design activity is usually conducted with incomplete information. Another important aspect of designing activity is: designing activity is usually based on past experience. As a matter of fact looking at designers in the early conceptual phases, one thing that appears clear is, instead starting from scratch, they spend a part of their time thinking about existing designing experience, reviewing the literature, and so on. That is why explicit representation of designing knowledge is needed if computers are to be used as the aid of design education and practice. Composition knowledge data base will be helpful during an architectural form analysis process as well. It makes possible to provide answers and explanations as well as allowing to view tutorials illustrating the particular problem. On its basic level such a program will present analysis of architectural objects and abstract forms based on subjective criteria. On its upper level allowing further exploration of various architectural composition attributes, as well as their influence on emotional- aesthetic judgements being formed during the process of analysis the architectural form.
series	other
last changed	1999/04/08 17:16

_id	af53
authors	Boyer, E. and Mitgang, L.
year	1996
title	Building community: a new future for architecture education and practice
source	Carnegie Foundation for the Advancement of Teaching
summary	Internships, before and after graduation, are the most essential link connecting students to the world of practice. Yet, by all accounts, internship is perhaps the most troubled phase of the continuing education of architects. During this century, as architectural knowledge grew more complex, the apprenticeship system withered away and schools assumed much of the responsibility for preparing architects for practice. However, schools cannot do the whole job. It is widely acknowledged that certain kinds of technical and practical knowledge are best learned in the workplace itself, under the guidance of experienced professionals. All state accrediting boards require a minimum period of internship-usually about three years-before a person is eligible to take the licensing exam. The National Council of Architectural Registration Boards (NCARB) allows students to earn up to two years of work credit prior to acquisition of an accredited degree. The Intern Development Program (IDP), launched by NCARB and the American Institute of Architects in 1979, provides the framework for internship in some forty states. The program was designed to assure that interns receive adequate mentoring, that experiences are well-documented, and that employers and interns allocate enough time to a range of educational and vocational experiences to prepare students for eventual licensure. As the IDP Guidelines state, "The shift from school to office is not a transition from theory to pragmatism. It is a period when theory merges with pragmatism.... It's a time when you: apply your formal education to the daily realities of architectural practice; acquire comprehensive experience in basic practice areas; explore specialized areas of practice; develop professional judgment; continue your formal education in architecture; and refine your career goals." Whatever its accomplishments, however, we found broad consensus that the Intern Development Program has not, by itself, solved the problems of internship. Though we found mutually satisfying internship programs at several of the firms we visited or heard about around the country, at many others interns told us they were not receiving the continuing education and experience they needed. The truth is that architecture has serious, unsolved problems compared with other fields when it comes to supplying on-the-job learning experiences to induct students into the profession on a massive scale. Medicine has teaching hospitals. Beginning teachers work in actual classrooms, supported by school taxes. Law offices are, for the most part, in a better financial position to support young lawyers and pay them living wages. The architecture profession, by contrast, must support a required system of internship prior to licensure in an industry that has neither the financial resources of law or medicine, the stability and public support of teaching, nor a network of locations like hospitals or schools where education and practice can be seamlessly connected. And many employers acknowledged those problems. "The profession has all but undermined the traditional relationship between the profession and the academy," said Neil Frankel, FAIA, executive vice president of Perkins & Will, a multinational firm with offices in New York, Chicago, Washington, and London. "Historically, until the advent of the computer, the profession said, 'Okay, go to school, then we in the profession will teach you what the real world is like.' With the coming of the computer, the profession needed a skill that students had, and has left behind the other responsibilities." One intern told us she had been stuck for months doing relatively menial tasks such as toilet elevations. Another intern at a medium-sized firm told us he had been working sixty to seventy hours per week for a year and a half. "Then my wife had a baby and I 'slacked off' to fifty hours. The partner called me in and I got called on the carpet for not working hard enough." "The whole process of internship is being outmoded by economics," one frustrated intern told us. "There's not the time or the money. There's no conception of people being groomed for careers. The younger staff are chosen for their value as productive workers." "We just don't have the best structure here to use an intern's abilities to their best," said a Mississippi architect. "The people who come out of school are really problems. I lost patience with one intern who was demanding that I switch him to another section so that he could learn what he needed for his IDP. I told him, 'It's not my job to teach you. You are here to produce.'" What steps might help students gain more satisfying work opportunities, both during and after graduation?
series	other
last changed	2003/04/23 15:14

_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	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	8832
authors	MacCallum, C. and Hanna, R.
year	1996
title	DEFLECT: A Computer Aided Learning Package For Teaching Structural Design
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 253-262
doi	https://doi.org/10.52842/conf.ecaade.1996.253
summary	The teaching of structures and its integration with design teaching has been seen as one of the major problems in design education in schools of architecture world-wide. A number of suggestions have been put forward to improve the quality of teaching in structures in architecture. These include the production of computer based learning materials, and the use of the computer as a ‘substitute’ tutor. This paper reports on a SHEFC funded project jointly carried out by the Department of Civil Engineering, University of Paisley, the Mackintosh School of Architecture, and Lamp Software. The project aims to build a computer-assisted learning package on the response of structures to load. The software will be used as an interactive teaching tool for both architectural and engineering students. The package has three levels: Beginners (Level 1), Intermediate (Level 2) and Advanced (Level 3). The first two levels have been completed after continuous feedback from both institutions. Level 1 is geared towards architectural and engineering students to help them understand structural behaviour of building components, such as deflection. Level 2 is a graphical editor that enables students to draw precisely the structure of their designs, investigate the deflection of structural members and identify areas of tension and compression. Level 3 is a design tool aimed at architectural and civil engineering students where they can design and analyse realistic structures by choosing structural members from a library, and specify materials and multiple loads. Prior to its final release, the software package was appraised by students from both institutions. Analysis of results from questionnaires revealed that students expressed a great deal of 'satisfaction' with many of its teaching and learning attributes. The outcome of this project will promote and enhance students’ understanding of the response of structures to load; it will also help students grasp the impact of varying building materials and cross sectional properties on the structural form.
series	eCAADe
email
last changed	2022/06/07 07:59

_id	44cc
authors	Martens, Bob (ed.)
year	1996
title	Full-scale Modeling in the Age of Virtual Reality
source	Proceedings of the 6th European Full-scale Modeling Association Conference / ISBN 3-85437-132-2 / Vienna (Austria) 4-6 September 1996, 140 p.
summary	In times characterized by the growing "architectural criticism"; to the same extent as by the helplessness of the anonymous user the communication process between contractors, planner and users gains in importance. If communication is successful will not only depend on the quality of the project but also on the means of conveyance, e.g. visualizing or model representation. Can planning evaluation be effectively supported by virtual reality (VR)? The principal item of a full-scale lab preferably features a court-like facility where the 1:1 simulations are performed. Such lab facilities can be found at various architecture education centers throughout Europe. In the early eighties the European Full-scale Modeling Association (abrev. EFA, full-scale standing for 1:1 or simulation in full-scale) was founded acting as the patron of a conference every two years. In line with the conference title "Full-scale Modeling in the Age of Virtual Reality" the participants were particularly concerned with the relationship of physical 1:1 simulations and VR. The assumption that those creating architecture provide of a higher degree of affinity to physical than to virtual models and prototypes was subject of vivid discussions. Furthermore, the participants devoted some time to issues such as the integration of model-like ideas and built reality thus uncovering any such synergy-effects. Thus some major considerations had to be given to the question of how the architectís model-like ideas and built reality would correspond, also dealing with user-suitability as such: what the building artist might be thrilled with might not turn out to be the residentsí and usersí everyday delight. Aspects of this nature were considered at the îArchitectural Psychology Meeting” together with specialists on environment and aesthetics. As individual space perception as well as its evaluation differ amongst various architects, and these being from various countries furnishing cultural differences, lively discussions were bound to arise.
keywords	VR, Virtual Reality, Simulation in Full-scale, Model Simulation, Real Environments
series	other
email
more	http://info.tuwien.ac.at/efa/EFA-Proceedings.html
last changed	2003/08/25 10:12

_id	82d3
authors	Park, Hoon
year	1996
title	Digital and Manual Media in Design
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 325-334
doi	https://doi.org/10.52842/conf.ecaade.1996.325
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
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 347-354
doi	https://doi.org/10.52842/conf.ecaade.1996.347
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	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	05c4
authors	Sliwinski, Jacek
year	1996
title	CAAD - To Teach, or not to Teach?
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 403-406
doi	https://doi.org/10.52842/conf.ecaade.1996.403
summary	Usefulness of CAAD in architectural practice is not a matter to discuss. Probably it is very hard nowadays to find an architect practitioner who really believes, that CAAD isn't a useful tool in architectural office. Finding a job after finishing the studies at faculty of architecture isn't easy without knowledge of computer. For us as teachers it is a great challenge. We want our students to be as well as possible prepared for their work. So problem, how to put CAAD into amount of their knowledge is a very important point. However, computers are nowadays probably the fastest changing element of our reality. Differences between software and hardware used a few years ago and now are sometimes colossal. In spite of the fact, that in the field of using computers in design we are usually ahead of most architects practitioners, I think we are sentenced to be backward contemporary demands. Program of teaching CAAD prepared even with great care and accuracy is obsolete even when it starts. It is impossible to catch up with future. Which is a right place for CAAD in architectural education? Is it not true, that sometimes we try to teach CAAD by architecture instead of teaching architecture by CAAD? For many students CAAD is the most natural tool for design, a tool which has replaced pencil and a sheet of paper. Is it our success? I am not so sure. Limitations of CAAD systems are much bigger than pencil's one. Like every sophisticated tool it limits amount of possible solutions. CAAD should not be a fetish! I think maybe it is not such a stupid idea not to teach CAAD, but let our students find a right place for it like for any other useful tools?
series	eCAADe
email
last changed	2022/06/07 07:56

_id	6445
authors	Zorgno, A., Brusasco, P. and Caneparo, L.
year	1996
title	Large-scale Design Project Integration across Computer Networks
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 415-425
doi	https://doi.org/10.52842/conf.ecaade.1996.415
summary	This paper presents the study of a computer system capable of supporting the information work connected with a design project at an urban scale. The computer system must fulfil a number of specific requirements. First, it must integrate a complex set of instruments for creating, retrieving, manipulating, processing, managing the interaction between the users and the overall information regarding the project. Secondly, it must operate at a geographical level to connect the various actors involved. Third, because of the heterogeneity of the participants involved, it must be compatible with numerous systems, even low entry, to ensure effective accessibility even to small companies, firms and citizens. The computer networks extend the possibility of accessing the information beyond the project employees, towards the citizens. In the computers and in the networks, which connect them, the idea of interaction as communication and reciprocal action is inherent. A result is the possibility of interacting dynamically with the information, of assimilating, modifying, and redistributing it in progress. An high level of accessibility and interactivity with respect to information points to different approaches to architectural design and urban planning.
series	eCAADe
email
last changed	2022/06/07 07:57

_id	eb87
authors	Bhavnani, S.K.
year	1996
title	How Architects Draw with Computers: A Cognitive Analysis of Real-World CAD Interactions
source	Carnegie Mellon University, School of Architecture and School of Computer Science
summary	New media throughout history have passed through a period of transition during which users and technologists took many years to understand and exploit the medium's potential. CAD appears to be passing through a similar period of transition; despite huge investments by vendors and users, CAD productivity remains difficult to achieve. To investigate if history can provide any insights into this problem, this thesis begins with an examination of well-known examples from history. The analysis revealed that, over time, users had developed efficient strategies which were based on powers and limitations of tools; delegation strategies exploited powers provided by tools, and circumvention strategies attempted to overcome their limitations. These insights on efficient strategies were used to investigate the CAD productivity problem based on four research questions: 1. How do architects currently use CAD systems to produce drawings? 2. What are the effects of current CAD usage on product and performance? 3. What are the possible causes of current CAD usage? 4. What are the capabilities of the CAD medium and how can they be used efficiently? The above four questions were addressed through the qualitative, quantitative, and cognitive analysis of data collected during an ethnographic study of architects working in their natural environment. The qualitative and quantitative analysis revealed that users missed many opportunities to use strategies that delegated iteration to the computer. The cognitive analysis revealed that missed opportunities to use such delegation strategies caused an increase in execution time, and an increase in errors many of which went undetected leading to the production of inaccurate drawings. These analyses pointed to plausible cognitive and contextual explanations for the inefficient use of CAD systems, and to a framework to identify and teach efficient CAD strategies. The above results were found to be neither unique to the CAD domain, nor to the office where the data were collected. The generality of these results motivated the identification of seven claims towards a general theory to explain and identify efficient strategies for a wide range of devices. This thesis contributes to the field of architecture by providing a detailed analysis of real-world CAD usage, and an approach to improve the performance of CAD users. The thesis also contributes to the field of human-computer interaction by demonstrating the generality of these results and by laying the framework for a general theory of efficient strategies which could be used to improve the performance of users of current and future computer applications.
series	thesis:PhD
email
last changed	2003/04/15 13:36

_id	6941
authors	Dawidowski, Robert
year	1996
title	CAD - The Step Towards the Aim as a Lot of Others or Something Else
source	CAD Creativeness [Conference Proceedings / ISBN 83-905377-0-2] Bialystock (Poland), 25-27 April 1996 pp. 53-58
summary	Right and left for years we have been swamped by information on equipment and software which is supposed change the quality and a designers' work style completely. In this computer and commercial deluge of words it is more and more difficult to get an understanding and clear attitude towards the dynamicly changing reality. Apart from the details of the CAD software and its influence on the effects of the architectural creative process, I would like to consider some problems connected with the influence of the CAD system on the architect's creative capabilities. Does it develope or limit these capabilities? Is a computer equipped with a CAD system a special tool (meaning the new values which it might give) or is it not?
series	plCAD
last changed	1999/04/09 15:30

_id	ddssup9605
id	ddssup9605
authors	Demir, Yuksel
year	1996
title	A Design & Decision Support System Proposal for Housing
source	Timmermans, Harry (Ed.), Third Design and Decision Support Systems in Architecture and Urban Planning - Part two: Urban Planning Proceedings (Spa, Belgium), August 18-21, 1996
summary	The subject of this study is to develop an information management system integrating all the related specialists and sources of information virtually from all related fields in building sector (housing) of Turkey; including design, production, construction, marketing, research. The application field has been chosen as housing for having a contribution to the existing housing problem. Although the subject of architecture is one : "the building", the specialists taking place during the lifetime of a building (from design, to destruction) are numerous. Moreover the links between practitioners, academicians, industry are missing Conventional methods, technology are expensive, time consuming. and insufficient to establish and maintain a healthy coordination between these contributors (mainly the design team and all the other related persons, institutions etc.). This has a strong negative effect on the concepts of "wholeness " and "integrity". The result is a built environment which is lacking significant qualities, while the money has been spent is even much more than required for a proper result. This means the loss of a considerable amount of resources. Especially in a country, which has to build thousands of houses each year, for low income groups, the efficient use of the limited sources becomes more essential. Though the potential user range of the system may include constructors, contractors, building element / material producers and retailers, surveyors, institutions, universities, the main user is aimed to be the architect. The system is aimed to support designers to deal with "complexity" without neglecting the concept of "wholeness". Within the study, the problems which became a stimulus for the development of this system will be investigated. The philosophical base, structure and the possible advantages of the proposal will be discussed.
keywords	Design & Decision Support Systems, Information Technology, Information Management, Holistic View of Approach, Specialization
series	DDSS
last changed	2003/08/07 16:36

_id	ddssar9617
id	ddssar9617
authors	Jabi, Wassim M.
year	1996
title	Domain-Specific Tools for Collaboration in Architectural Design
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	By using a semantically significant and parsimonious representation of collaborative work in architecture an approach is demonstrated that allows the construction of a computer environment that can support collaborative design among geographically dispersed participants. A principal characteristic of this approach is a shift away from a focus on multi-user access to shared databases towards a shared protocol of interaction that is independent of implementation and storage schemes. To arrive at the components of this protocol an analysis of the nature of collaborative design was conducted in order to derive its syntactic and semantic structures. This paper will detail the argument put forth and demonstrate a possible solution through a discussion of the elements of a protocol of interaction and a brief description of a prototype Synchronous Collaborative Design Environment (SYCODE) that was implemented on two heterogeneous computer systems at distant sites.
series	DDSS
last changed	2003/08/07 16:36

_id	fabd
authors	Jabi, Wassim
year	1996
title	Domain-Specific Tools for Collaboration in Architectural Design
source	Proceedings of the Third International Conference on Design and Decision Support Systems in Architecture and Urban Planning. Spa, Belgium: Technical University of Eindhoven, 1996, pp. 248-259
summary	By using a semantically significant and parsimonious representation of collaborative work in architecture an approach is demonstrated that allows the construction of a computer environment that can support collaborative design among geographically dispersed participants. A principal characteristic of this approach is a shift away from a focus on multi-user access to shared databases towards a shared protocol of interaction that is independent of implementation and storage schemes. To arrive at the components of this protocol an analysis of the nature of collaborative design was conducted in order to derive its syntactic and semantic structures. This paper will detail the argument put forth and demonstrate a possible solution through a discussion of the elements of a protocol of interaction and a brief description of a prototype Synchronous Collaborative Design Environment (SYCODE) that was implemented on two heterogeneous computer systems at distant sites.
keywords	Computer Supported Collaborative Design
series	other
email
last changed	2002/03/05 19:54

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