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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Together these features offer a broader horizon to architectural design. New source of inspiration can be found in virtual reality that makes visible what does not really exist, permitting design to suggest itself with its primordial image. We mean a kind of architectural imprint, where the first three-dimensional lines suggest in some way the designer with their shape, and encourage the definition process.
Through the visualisation of some images, it is possible to show the modifications of language and style, to examine the transformation modalities of the design process and to propose an essay of the new methods to communicate architecture.
In fact, many efforts at international level are in progress to define tools in order to make easier the multiple exchange of information in different fields of building design. Concerning this point, protocol and ontology of structured information interchanges constitute the first steps in this sense, e.g. those under standardisation by ISO (STEP), PDT models and Esprit project ToCEE. To model these problems it has brought forth a new research field: the collaborative design one, an evolution of distributed work and concurrent design.
The CAAD Laboratory of Dipartimento di Architettura and Urbanistica per l'Ingegneria has carried out a software prototype, KAAD, based on Knowledge Engineering in the fields of hospital building and of building for aged people. This software is composed by an Interface, a Knowledge Base, a Database and Constraints. The Knowledge Base has been codified by using the formal structure of frames, and has been implemented by the Lisp language. All the elements of KB are objects
From overall curriculum planning to specific exercises, language study provides a model for building a learner-centered education. Educating students about the learning process, such as the variety of metacognitive, cognitive and social/affective strategies can improve learning. At an introductory level, providing a conceptual framework and enhancing resource-finding, brainstorming and coping abilities can lead to threshold competence. Using kit-of-parts problems helps students to focus on technique and content in successive steps, with mimetic and generative work appealing to different learning styles.
Practicing learning strategies on realistic projects hones the ability to connect concepts to actual situations, drawing on resource-usage, task management, and problem management skills. Including collaborative aspects in these projects provides the motivation of a real audience and while linking academic study to practical concerns. Examples from architectural education illustrate how the approach can be implemented.
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