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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	aa7c
authors	Amirante, M. Isabella and Burattini, Ernesto
year	1996
title	Automatic Procedures for Bio-Climatic Control
doi	https://doi.org/10.52842/conf.ecaade.1996.029
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 29-40
summary	The experiences illustrated here are related to the new regulation of teaching architecture in Italy and these ones in particular have been concentrated on the technological aspects of teaching architecture. We can consider the evolution of the architect from the individual operator to the manager multi- disciplinary aspects of the building process ( building process manager) as a reality today. Information technology, specifically applied to bio-climatic architecture and environmental control, can be of great importance for this professional role, and for this reason it is very useful to include these topics at the beginning the teaching design process. This paper describes a particular approach to bio-climatic problems of the architectural project. An experimental course has been performed by the second year students of the "Laboratorio di Construzione dell' Architettura", at the School of Architecture of the Second University of Naples, in Aversa. Analysing old and new buildings, they used some flow charts for the evaluation and representation of energetic behaviour of buildings regarding their climatic and geographical environment. In the flow charts the decisions are represented by boxes that allow to determine "rightness index" related to: morphological characters of the site and environment, typology and particular organisation of the inside spaces, shape of building, technological solution of the building "skin". The navigation through the decision boxes is made with simple options like; "winds: protected or exposed site", "shape of building; free, close or cross plane", "presence of trees on the south,; yes or not",; it shows the students the bio-climatic quality of the building and, through numeric value assigned to each option, determines the "weight" of its climatic comfort.
series	eCAADe
last changed	2022/06/07 07:54

_id	avocaad_2001_02
id	avocaad_2001_02
authors	Cheng-Yuan Lin, Yu-Tung Liu
year	2001
title	A digital Procedure of Building Construction: A practical project
source	AVOCAAD - ADDED VALUE OF COMPUTER AIDED ARCHITECTURAL DESIGN, Nys Koenraad, Provoost Tom, Verbeke Johan, Verleye Johan (Eds.), (2001) Hogeschool voor Wetenschap en Kunst - Departement Architectuur Sint-Lucas, Campus Brussel, ISBN 80-76101-05-1
summary	In earlier times in which computers have not yet been developed well, there has been some researches regarding representation using conventional media (Gombrich, 1960; Arnheim, 1970). For ancient architects, the design process was described abstractly by text (Hewitt, 1985; Cable, 1983); the process evolved from unselfconscious to conscious ways (Alexander, 1964). Till the appearance of 2D drawings, these drawings could only express abstract visual thinking and visually conceptualized vocabulary (Goldschmidt, 1999). Then with the massive use of physical models in the Renaissance, the form and space of architecture was given better precision (Millon, 1994). Researches continued their attempts to identify the nature of different design tools (Eastman and Fereshe, 1994). Simon (1981) figured out that human increasingly relies on other specialists, computational agents, and materials referred to augment their cognitive abilities. This discourse was verified by recent research on conception of design and the expression using digital technologies (McCullough, 1996; Perez-Gomez and Pelletier, 1997). While other design tools did not change as much as representation (Panofsky, 1991; Koch, 1997), the involvement of computers in conventional architecture design arouses a new design thinking of digital architecture (Liu, 1996; Krawczyk, 1997; Murray, 1997; Wertheim, 1999). The notion of the link between ideas and media is emphasized throughout various fields, such as architectural education (Radford, 2000), Internet, and restoration of historical architecture (Potier et al., 2000). Information technology is also an important tool for civil engineering projects (Choi and Ibbs, 1989). Compared with conventional design media, computers avoid some errors in the process (Zaera, 1997). However, most of the application of computers to construction is restricted to simulations in building process (Halpin, 1990). It is worth studying how to employ computer technology meaningfully to bring significant changes to concept stage during the process of building construction (Madazo, 2000; Dave, 2000) and communication (Haymaker, 2000).In architectural design, concept design was achieved through drawings and models (Mitchell, 1997), while the working drawings and even shop drawings were brewed and communicated through drawings only. However, the most effective method of shaping building elements is to build models by computer (Madrazo, 1999). With the trend of 3D visualization (Johnson and Clayton, 1998) and the difference of designing between the physical environment and virtual environment (Maher et al. 2000), we intend to study the possibilities of using digital models, in addition to drawings, as a critical media in the conceptual stage of building construction process in the near future (just as the critical role that physical models played in early design process in the Renaissance). This research is combined with two practical building projects, following the progress of construction by using digital models and animations to simulate the structural layouts of the projects. We also tried to solve the complicated and even conflicting problems in the detail and piping design process through an easily accessible and precise interface. An attempt was made to delineate the hierarchy of the elements in a single structural and constructional system, and the corresponding relations among the systems. Since building construction is often complicated and even conflicting, precision needed to complete the projects can not be based merely on 2D drawings with some imagination. The purpose of this paper is to describe all the related elements according to precision and correctness, to discuss every possibility of different thinking in design of electric-mechanical engineering, to receive feedback from the construction projects in the real world, and to compare the digital models with conventional drawings.Through the application of this research, the subtle relations between the conventional drawings and digital models can be used in the area of building construction. Moreover, a theoretical model and standard process is proposed by using conventional drawings, digital models and physical buildings. By introducing the intervention of digital media in design process of working drawings and shop drawings, there is an opportune chance to use the digital media as a prominent design tool. This study extends the use of digital model and animation from design process to construction process. However, the entire construction process involves various details and exceptions, which are not discussed in this paper. These limitations should be explored in future studies.
series	AVOCAAD
email
last changed	2005/09/09 10:48

_id	diss_fox
id	diss_fox
authors	Fox, M.A.
year	1996
title	Novel Affordances of Computation to the Design Process of Kinetic Structures
source	Massachusetts Institute of Technology, Cambridge, MA
summary	This paper is a discourse into the relationship between the process, computational tools and the role which symbolic structure can play in both. I argue the relationship of the process and tools is dialectic, whereby the tools we utilize in design develop new heuristics, the methodologies in turn, if reflectively understood, can be more aptly facilitated through the development of novel tools. The tools and the process then evolve together. A theory is laid out exploring the human visual information processing systems pertinence to the limitations in mental three-dimensional imaging and transformation operations as relevant to the operations of drawing and mental visualization within the architectural design processes, substantiating the designers necessity to draw (by traditional means, but more importantly here, through the inclusive integration of CAD within the process). The necessity to draw is explored as a representational process to the visual system as predicated upon the existence of a structured internal library of diagram-like representations in our heads. I argue that the ways we utilize such idiosyncratic libraries is predicated upon the ways in which we go about structuring the perceived experienced world around us into symbol systems. And finally, the ways we utilize our reflective understanding of the heuristic transformations of these symbols within the design process in the context of a CAD environment are explored as a means to an enhanced understanding of that which is being designed and consequently as a vehicle for the development of future CAD systems to better facilitate such methodologies of designing. A personal design process of several kinetic structures is carried out in order to arrive at a localized process analysis within computer-aided design environment. Through an interactive, reflective process analysis, conclusions are drawn as to the affordances and limitations of such tools as suggestive of the operations a CAD environment might perform so as to better foster future methodologies of designing. The design experiments are utilized as a vehicle to understand the process. Specifically three kinetic projects are exploited for the prototypical operations they display. When difficulties or mental limitations are encountered with the operations, specific tools are developed to facilitate the limitation or to overcome the problem.
series	thesis:MSc
more	http://www.mafox.net/sm_thesis/Thesis11.pdf
last changed	2003/11/28 07:35

_id	021b
authors	Glanville, Ranulph
year	1996
title	Computers, Education and Architecture for the Lost Profession
doi	https://doi.org/10.52842/conf.ecaade.1996.171
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 171-180
summary	Those who build are gradually, at the moment, subverting the traditional role of the architect. Architecture needs new ways of expressing itself. Architects need new ways of being architects. There are less and less jobs, and those there are are less and less to do with Architecture. In this essay, I am concerned to confront the question of what computers mean for education and professionalism (especially in architecture), and, thus, for us as architects and teachers of computing. The argument is centred in architecture, but its conclusions are, I believe, also more generally tenable.
series	eCAADe
last changed	2022/06/07 07:51

_id	010d
authors	Kokosalakis, Jen
year	1996
title	The Role and Status of Computing and Participation of Design Clients in the Curriculum
doi	https://doi.org/10.52842/conf.ecaade.1996.227
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 227-238
summary	This paper is not intended as a fully researched exploration into architecture course coverage, but an attempt to introduce debate regarding some concerns on the role and status of Computing and consumer participation in the hope that CAAD peers will discuss and reflect with other specialists. A number of commentaries on serious deficiencies in the education of architects point to poor take-up of computing into the curriculum and an almost disassociation of the eventual designed building user from decisions on the design. By comparison it seems easier to find architects today who involve clients almost throughout the design process and increasing competency and continuity of CAAD usage in practices. The few brief references to Schools’ curricula are not formalised random studies. Certainly many excellent features will have been omitted. The intention is to start the debate. Finally a few directions are noted and some conclusions proffered. An argument is made for 3D CAAD models as the backbone and direct negotiating focus for design arbitration between consumer, designer [or students] and other professional collaborators in tesigning buildings, particularly where complex forms and spatial relationships are involved.
series	eCAADe
email
last changed	2022/06/07 07:51

_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	04ad
authors	Koutamanis, Alexander
year	1996
title	CAAD Teaching in the Electronic Era
doi	https://doi.org/10.52842/conf.ecaade.1996.239
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 239-242
summary	The popularization and wide acceptance of computer technologies is changing the position and role of CAAD in architectural education and practice. The changing profile of architectural students with respect to computing leads to a reconsideration of priorities and structure in CAAD education. These are evident in the growing acceptance of the computer as part of the standard design instrumentation and in the shift from theoretical issues to hands-on experience in CAAD courses and exercises. As such changes can only continue to occur, probably at a faster pace, CAAD has to re-evaluate its position so as to anticipate the emerging patterns of computing in architecture and design. We can distinguish between three possible outcomes. The first is decentralization of CAAD and distribution of CAAD specialists to the other specializations in architecture and building. The second is concentration on theory and methodology and use of the computer as an instrument for verifying insights and hypotheses. The third option -the worst case scenario- is degradation to a supporting role, subordinate to the designer and the theorist.
series	eCAADe
email
more	http://caad.bk.tudelft.nl/koutamanis/
last changed	2022/06/07 07:51

_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	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	c2cf
authors	Roberts, Andrew
year	1996
title	CAAD - The Role of the Design Tutor
doi	https://doi.org/10.52842/conf.ecaade.1996.381
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 381-386
summary	Whilst it is often argued that computers have an positive role to play in the educational process, design tutors frequently view computer based design work as being of inferior quality to that of designs produced by traditional means. This may be no fault of the technology, but more likely a consequence of a student’s inappropriate use of that technology. It could be argued that part of the role of the design tutor is to encourage students to use technology in a more appropriate way, rather than to totally discourage the use of computers in their designs. The introduction of computer technologies has led to new ways of designing, which may be very different to the methods of design that are traditionally taught. This paper proposes that the successful implementation of CAAD in Architectural design education, can only be achieved if design tutors fully appreciate and embrace these new design methodologies, in a way which extends beyond the need to simply accept the new technology.
series	eCAADe
email
more	http://ctiweb.cf.ac.uk/
last changed	2022/06/07 07:56

_id	a9ca
authors	Abadi Abbo, Isaac
year	1996
title	EFFECTIVENESS OF MODELS
source	Full-Scale Modeling in the Age of Virtual Reality [6th EFA-Conference Proceedings]
summary	Architects use many types of models to simulate space either in their design process or as final specifications for building them. These models have been proved useful or effective for specific purposes. This paper evaluates architectural models in terms of five effectiveness components: time of development, cost, complexity, variables simulated and ecological validity. This series of models, used regularly in architecture, are analysed to finally produce a matrix that shows the effectiveness of the different models for specific purposes in architectural design, research and education. Special emphasis is given to three specific models: 1/10 scale, full-scale and computer generated.
keywords	Model Simulation, Real Environments
series	other
type	normal paper
more	http://info.tuwien.ac.at/efa/
last changed	2016/02/17 13:47

_id	2dbc
authors	Achten, Henri
year	1996
title	Teaching Advanced Architectural Issues Through Principles of CAAD
doi	https://doi.org/10.52842/conf.ecaade.1996.007
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 7-16
summary	The paper discusses the differences between teaching CAAD by using standard software ("off-the-shelf"-software) and teaching the principles of CAAD ("principles-teaching"). The paper distinguishes four kinds of application for design systems in education: social systems, professional systems, educational systems, and innovative systems. The paper furthermore proposes to distinguish between computational issues and architectural issues relative to design systems. It appears that there is not a principled distinction between software-teaching and principles-teaching when it comes to computational issues of design systems. However, when the architectural content of CAAD systems is concerned, then principles of CAAD systems seem to be more appropriate for teaching. The paper presents work on generic representations as a specific case. Generic representations can be used to teach one particular kind of architectural content of design systems. The paper ends with conclusions.
series	eCAADe
email
more	http://www.ds.arch.tue.nl/
last changed	2022/06/07 07:54

_id	4b55
authors	Af Klercker, J. , Ekholm, A. and Fridqvist, S. (Ed.)
year	1996
title	Education for Practice [Conference Proceedings]
doi	https://doi.org/10.52842/conf.ecaade.1996
source	14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2 / Lund (Sweden) 12-14 September 1996, 425 p.
summary	There are many of us trying to make place for CAAD in a natural way in the Curriculum of the Architect school. We would like to make CAAD useful to the students already during their studies. Even if we have the support of our collegues for running courses there is very often no space in the timetable. And even if we have all the entusiasm of our students it is hard to practice your CAAD knowledge on projects where it is not asked for. The education of architects in the use of computers has lead me to try to find "the roots of education of architects" in general. A collegue of mine in a bookshelf of course litterature in Informatics found and put into my hands "Educating the reflective practitioner" by Donald Schön. It lead to an interesting process of personal reflection and discussion within our CAAD team. We think by the way that the theme of the conference points to the heart of the message in Donald Schöns book and we are inviting him as a key note speaker at the Conference.
series	eCAADe
type	normal paper
email
more	http://www.caad.lth.se/ECAADE/
last changed	2022/06/07 07:49

_id	63e6
authors	Af Klercker, Jonas
year	1996
title	Visualisation for Clients - One Example of Educating CAAD for Practice
doi	https://doi.org/10.52842/conf.ecaade.1996.017
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 17-24
summary	During the spring term 1996, 13 students of the 3rd and 4th year at the School of Architecture at Lund University had the opportunity to make a one semester CAAD project. 11 students chose the individual exercise to use computer media for developing a small architectural design in interaction with a client. The focus was set more on visualization and the process of communicating ideas, feelings and practical solutions between architect and client and visa versa rather than concentrated on the final product. This paper describes the process of the project and the reflections of the participants. It will discuss problems from the teachers point of view.
series	eCAADe
email
more	http://www.caad.lth.se/ECAADE/
last changed	2022/06/07 07:54

_id	0ec9
authors	Agranovich-Ponomareva. E., Litvinova, A. And Mickich, A.
year	1996
title	Architectural Computing in School and Real Designing
doi	https://doi.org/10.52842/conf.ecaade.1996.025
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 25-28
summary	The existing system of architectural education ( including computer ) as has shown practice has appeared not absolutly perfect. It not capable to dynamic changes, active introduction of a new engineering and computer technologies, to realization about of the inquiries of a modern time. It suggest of a way of search of new models of computer training. The computer education is represented by us as certain a universal system, which permits to solve the problem of arcitectural education at a higher level. The opportunities of computers and computer technologies at such approach are used as means of increase of efficiency teaching and training. The orientation goes on final result: a opportunity to generate of the creative decisions by learnees, based on attraction of received knowledge and use for their realization of arsenal of practical skills and skills. The system represents not only certain set of experiences elements, necessary and final result sufficient for achievement, but also quite certain interrelation between them. It means, that the knowledge from a initial rate " The Introduction in computer training" must be secured and transformed for utilization in special rates and through them- in practice. The functional nucleus of the software package of such universal system is under construction as opened, apparatus an independent system. A central part of a system is a database, the structure of which is uniform for all other modules and side of enclosures. The conceptual model of a system is under construction on principles structure idea, visualization, multimedia. The listed principles are realized in model so that to encourage the user to independent creative work.
series	eCAADe
last changed	2022/06/07 07:54

_id	c204
authors	Aleksander Asanowicz
year	1996
title	Teaching and Learning - Full Brainwash
doi	https://doi.org/10.52842/conf.ecaade.1996.051
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 51-54
summary	We often speak of changes in design process due to an application of computers. But in my opinion we more often rather speak of lack of changes. Lets hope that some day we will be able to witness full integrity and compatibility of design process and tools applied in it. Quite possible such an integrity may occur in the cyberspace. Nevertheless before that could happen some changes within the teaching methods at faculties of architecture, where despite great numbers of computer equipment used, the students are still being taught as in the XIX century. In terms of achieved results it proves ineffective because application of chalk and blackboard only will always loose to new media, which allow visual perception of dinosaurs in Jurassic Park. Our civilisation is the iconographic one. And that is why teaching methods are about to change. An application of computer as simply a slide projector seems to be way too expensive. New media demands new process and new process demands new media. Lets hope that could be achieved in cyberspace as being a combination of: classic ways of teaching, hypertext, multimedia, virtual reality and a new teaching methodology (as used in Berlitz English School - full brainwash). At our faculty several years ago we experimentally undertook and applied an Integrated Design Teaching Method. A student during design process of an object simultaneously learnt all aspects and functions of the object being designing i.e.: its structure, piping and wiring, material cost and even historic evolution of its form and function. Unfortunately that concept was too extravagant as for the seventies in our reality. At present due to wide implementation of new media and tools in design process we come to consider reimplementation of IDTM again.
series	eCAADe
email
last changed	2022/06/07 07:54

_id	cf57
authors	Anumba, C.J.
year	1996
title	Functional Integration in CAD Systems
source	Advances in Engineering Software, 25, 103-109
summary	This paper examines the issue of integration in CAD systems and argues that for integration to be effective, it must address the functional aspects of a CAD system. It discusses the need for integrated systems and, within a structural engineering context, identifies several facets of integration that should be targeted. These include 2-D drafting and 3-D modelling, graphical and non-graphical design information, the CAD data structure and its user interface, as well as integration of the drafting function with other engineering applications. Means of achieving these levels of integration are briefly discussed and a prognosis for the future development of integrated systems explored. Particular attention is paid to the emergence (and potential role) of `product models' which seek to encapsulate the full range of data elements required to define completely an engineering artefact.
series	journal paper
last changed	2003/04/23 15:14

_id	af94
authors	Anumba, C.J.
year	1996
title	Data structures and DBMS for computer-aided design systems
source	Advances in Engineering Software, 25(2/3), 123-129
summary	The structures for the storage of data in CAD systems influence to a large extent the effectiveness of the system. This paper reviews the wide range of data structures and database management systems (DBMS) available for structuring CAD data. Examples of basic data types are drawn from the MODULA-2 language. The relationship between these basic data types, their composite structures and the classical data models (on which many DBMS are based) is discussed, and the limitations of existing DBMS in modelling CAD data highlighted. A set of requirements for CAD database management systems is drawn up and the emerging role of product models (which seek to encapsulate the totality of data elements required to define fully an engineering artefact) is explored.
series	journal paper
last changed	2003/04/23 15:14

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