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	01e7
authors	Kvan, Thomas
year	1997
title	Studio Teaching Without Meeting: Pedagogical Aspects of a Virtual Design Studio
source	CAADRIA ‘97 [Proceedings of the Second Conference on Computer Aided Architectural Design Research in Asia / ISBN 957-575-057-8] Taiwan 17-19 April 1997, pp. 163-177
doi	https://doi.org/10.52842/conf.caadria.1997.163
summary	Virtual Design Studios are proliferating. Schools of architecture are eagerly experimenting with the technology of the Internet. Discussions about Virtual Design Studios typically focus on technological issues – which hardware, what software – or environments – MOOs, ftp. Recently, some papers have been written on the perceptual issues and the social aspects of remote design collaborations, thus contributing to some of the contextual issues within which virtual studios are conducted. This paper contributes another perspective, presenting a review of the pedagogical issues raised in a VDS. It examines the difficulties and opportunities which present themselves in teaching a Virtual Design Studio. Based on reviews of problem-based learning and examinations of architectural studio learning, including several experiences in conducting virtual studios, the author considers the particularities of conducting a studio in the virtual world, the motivations for these studios, the experiences of students and the results obtained. From this background, the author identifies benefits and drawbacks of teaching in this manner, leading then to guidelines for framing and conducting effective and successful Virtual Design Studios and raises issues for further discussion.
series	CAADRIA
email
last changed	2022/06/07 07:52

_id	9
authors	Stipech, Alfredo
year	1998
title	Un Nuevo Horizonte Arquitectonico, Productivo e Intelectual (A New Architectural, Productive and Intelectual Horizon)
source	II Seminario Iberoamericano de Grafico Digital [SIGRADI Conference Proceedings / ISBN 978-97190-0-X] Mar del Plata (Argentina) 9-11 september 1998, pp. 76-83
summary	This work presents the pedagogical experience of a Design Workshop that investigated the impact of the digital and analogic means on the architectonic design process This work was based on the research of Dr. Arch. Julio BermÝdez who also directed this workshop in 1997. This class was part of the Training Program organized by the "Centro de Informatica y Diseho" (CID) at the "Universidad Nacional del Litoral" FADU (Facultad de Arquitectura Diseho y Urbanismo) Santa Fe, Argentina and made possible by the ongoing International Program of Academic Exchange between the FADU and the (University of Utah Graduate School of Architecture (IPAE Project NO 4). The experimental studio utilized an architectural problem to study the procedural, technical, interpretative and theoretical issues associated with the relationship of contemporary media and design process. The pedagogical vehicle was a program that expresses in itself the meeting or collision between two cultures competing for dominance at the end of the millennium: the immemorial material culture (corporeal, tectonic) and the new and everyday more influent virtual culture (information, nets, media, simulation). The premise for the design process, communication and criticism was the constant migration between the digital and analog representation systems. Within this theoretical-practical context semantic aspects containing different representation modalities were used such as physical and electronic models along with systematic and sensitive drawings (manuals, pixels and with CAD). Hybrid interfaces took a leading role in the process since they allowed the communication between analog and digital media through the creative and technical interaction between scanner, video and computer. This architectural and media context generated an intense pedagogic environment fostering the development of creativity and a critical attitude while allowing concrete breakthroughs in the teaching process and format design. Our work reflects on these results showing examples of stud-go works and providing a final evaluation of this unique experience in Argentina.
series	SIGRADI
email
last changed	2016/03/10 10:01

_id	e336
authors	Achten, H., Roelen, W., Boekholt, J.-Th., Turksma, A. and Jessurun, J.
year	1999
title	Virtual Reality in the Design Studio: The Eindhoven Perspective
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 169-177
doi	https://doi.org/10.52842/conf.ecaade.1999.169
summary	Since 1991 Virtual Reality has been used in student projects in the Building Information Technology group. It started as an experimental tool to assess the impact of VR technology in design, using the environment of the associated Calibre Institute. The technology was further developed in Calibre to become an important presentation tool for assessing design variants and final design solutions. However, it was only sporadically used in student projects. A major shift occurred in 1997 with a number of student projects in which various computer technologies including VR were used in the whole of the design process. In 1998, the new Design Systems group started a design studio with the explicit aim to integrate VR in the whole design process. The teaching effort was combined with the research program that investigates VR as a design support environment. This has lead to increasing number of innovative student projects. The paper describes the context and history of VR in Eindhoven and presents the current set-UP of the studio. It discusses the impact of the technology on the design process and outlines pedagogical issues in the studio work.
keywords	Virtual Reality, Design Studio, Student Projects
series	eCAADe
email
last changed	2022/06/07 07:54

_id	88f9
authors	Carrara, G., Novembri, G., Zorgno, A.M., Brusasco, P.L.
year	1997
title	Virtual Studio of Design and Technology on Internet (I) - Educator's approach
source	Challenges of the Future [15th eCAADe Conference Proceedings / ISBN 0-9523687-3-0] Vienna (Austria) 17-20 September 1997
doi	https://doi.org/10.52842/conf.ecaade.1997.x.n2w
summary	This paper presents a teaching experience involving students and professors from various universities, in Italy and abroad, which began in 1996 and is still on going. The Virtual Studios on the Internet (VSI) have some features in common with the Teaching Studios planned for the new programme of the faculties of Architecture in Italian universities. These are the definition of a common design theme, and the participation of disciplinary teachers. The greatest difference is in the modes of collaboration, which is achieved through information and communication technologies. The chief result of this is that the various work groups in different places can work and collaborate at the same time: the computer networks provide the means to express, communicate and share the design project.
keywords	CAAD, Teaching of architectural design, Shared virtual reality, Virtualdesign studio, Collective intelligence.
series	eCAADe
email
more	http://info.tuwien.ac.at/ecaade/proc/lvi_i&ii/zorgno.html
last changed	2022/06/07 07:50

_id	e22d
authors	Emprin, G., Girotto, E., Gotta, A., Livi, T. and Luigia, M.Priore
year	1997
title	Virtual Studio of Design and Technology on Internet (II): Student's experience
source	Challenges of the Future [15th eCAADe Conference Proceedings / ISBN 0-9523687-3-0] Vienna (Austria) 17-20 September 1997
doi	https://doi.org/10.52842/conf.ecaade.1997.x.u9k
summary	For about a year the members of our group have been working on their degree thesis focused on the project of the new intermodal node of Porta Susa in Turin. The theses are concerned with complex urban and architectural problems in the light of the innovations brought by computers and networks. The experience, up to now, makes us conscious that telematics is, and will be, more and more able to offer new tools and different methodologies to approach architectural design. Collaboration across computer networks has improved our design experience with systematic contributions from various skills and methodologies. The presentation of our still on-going didactic experience has been subdivided into phases, strictly interrelated The first one, almost over, is concerned with the analysis of the area and the representation of the collected data.
keywords	CAAD, Teaching of Architectural Design, Shared Virtual Reality, Virtual Design Studio
series	eCAADe
more	http://info.tuwien.ac.at/ecaade/proc/lvi_i&ii/gotta.html
last changed	2022/06/07 07:50

_id	4062
authors	Flanagan Robert and Shannon, Kelly
year	1998
title	Digital Studio Confronts Tradition
source	Computers in Design Studio Teaching [EAAE/eCAADe International Workshop Proceedings / ISBN 09523687-7-3] Leuven (Belgium) 13-14 November 1998, pp. 65-71
doi	https://doi.org/10.52842/conf.ecaade.1998.065
summary	This is a record of a collaborative teaching effort of two architect/educators, each contributing theoretical components to the educational process necessary for the development of an urban housing strategy vis à vis an integrated digital/judgment effort. Twenty graduate architecture students were involved in this ‘computer design studio’. The focus of the studio was the 1997 Otis Elevator Housing Design Competition. A prerequisite introductory computer class was required for participation in this studio. Two distinct analysis and design methodologies were introduced; one concentrating on the formal tectonic aspects of architecture and the other highlighting the multiplicity, and often competing, forces shaping the built reality. The summary offered at the conclusion of this document both supports and questions the direction of the class as a whole and further classifies the relative success and failures of the individual student initiatives. In some cases, the computer simply facilitated (and occasionally hindered) progress. In the most opportunistic examples, the computer undoubtedly changed both the process and the consequence of the design effort.
series	eCAADe
email
more	http://www.eaae.be/
last changed	2022/06/07 07:51

_id	412e
authors	Gross, M.D., Do, E. and McCall, R.J.
year	1997
title	Collaboration and Coordination in Architectural Design: approaches to computer mediated team work
source	TeamCAD 97, 17-23
summary	In 1993 and 1994, instructors and students of architecture at several universities around the world* collaborated briefly on two "virtual design studio" projects. Using off-the-shelf technology of the time-email, CU-See-Me internet video, international conference calls, and exchange of CAD drawings, images, and Quicktime animations-this ambitious project explored the possibility of bringing together diverse members of an international design team together to collaborate on a short term (two week) project. Central to the "Virtual Design Studio" was a 'digital pinup board', an area where participating designers could post and view drawings and textual comments; video links and email exchange provided the media for direct communication media about designs. A report on the project [21] makes clear that the process was not without technical difficulties: a significant amount of communication concerned scheduling and coordinating file formats; disappointingly little was devoted to discussions of design issues. Although it's clear that many of the minor technical problems that inevitably plague a forward-looking effort like the Virtual Design Studio will be solved in the near term, the project also reveals the need for research on software and design practices to make computer mediated design collaboration realize its attractive promise.
series	journal paper
email
last changed	2003/04/23 15:50

_id	63bb
authors	Kokosalakis, J., Brown, G. and Moorhouse, J.
year	1997
title	Incremental Reflective Learning and Innovative Practice in Electronic Design Media
source	Challenges of the Future [15th eCAADe Conference Proceedings / ISBN 0-9523687-3-0] Vienna (Austria) 17-20 September 1997
doi	https://doi.org/10.52842/conf.ecaade.1997.x.u1q
summary	This paper discusses the impact of a continuously developing CAAD learning strategy, describing in detail a few of these principles, and considering their dynamic impact through deeper more lasting learning, feeding a substantial intensification in the application of Architectural Designing with Computers, changing design methods with interesting analytical and creative results.Aspects of the CAAD teaching discussed include extended collaboration between CAAD and design tutors in defining learning outcomes and tutoring the students’ application of CAAD to design projects, inclusion of CAAD within traditional interim reviews and feedback for design projects and bringing emphasis on conceptual principles, structuring the model and simple programming into earlier stages of the teaching programme and a simple excursion into programming. Studio project examples indicate the interplay between teaching, learning and achievement. Some evidence is explored in greater detail. from the "Interstitial Layers" project utilising the appropriateness of CAAD to store and switch the visibility of spatial data in endless permutations and extensive combinations for mapping, analysing and strategically projecting patterns of city centre activities, fabric and space. Students’ demonstrate a dynamic command of CAAD: as a vehicle for conceptual design, a device to analytically review, criticise and modify the design, as a means to explain design ideas to tutors and to develop and detail final building designs. Reciprocal valuing of quality CAAD achievement between architecture students and staff is seen to be contributing to involvement and motivation, reinforcing striving for equality of achievement. Reference to a further strand of the new methodology considers the impact of tutoring based in researcher findings from video case study precedents of architects practising creative design through use of computers, on a more open, effective development of the architecture students’ own designing processes, culminating in interesting design work.
keywords	Incremental Learning, Understanding, CAAD-Design Approaches, Retention, Feedback, Review, Urban Spatial Forms, Spatial Analysis, "Interstitial Layers", Patterns, Conceptual Electronic Designing, Creative Innovation, Equality and Sharing
series	eCAADe
email
more	http://info.tuwien.ac.at/ecaade/proc/kokosa/jmup01.htm
last changed	2022/06/07 07:50

_id	cc90
authors	Kolarevic, Branko
year	1998
title	CAD@HKU
source	ACADIA Quarterly, vol. 17, no. 4, pp. 16-17
doi	https://doi.org/10.52842/conf.acadia.1998.016
summary	Since 1993, we have experimented with Virtual Design Studios (VDS) as an on-going research project that investigates the combination of current computer-aided design (CAD), computer networks (Internet), and computer supported collaborative work (CSCW) techniques to bring together studentsat geographically distributed locations to work in a virtual atelier. In 1993 the theme of the first joint VDS project was in-fill housing for the traditional Chinese walled village of Kat Hing Wai in the New Territories north of Hong Kong, and our partners included MIT and Harvard in Boston (USA), UBC in Vancouver (Canada), and Washington University in St. Louis (USA). In 1994 we were joined by Cornell (USA) and Escola Tecnica Superior d’Arquitectura de Barcelona (Spain) to re-design Li Long housing in Shanghai, and 1995 added the Warsaw Institute of Technology (Poland) for the ACSA/Dupont competition to design a Center for Cultural and Religious Studies in Japan. The 1996 topic was an international competition to design a monument located in Hong Kong to commemorate the return of Hong Kong to Chinese sovereignty in 1997. Communication was via e-mail, the WorldWide Web with limited attempts at VRML, and network video. Several teaching and research experiments conducted through these projects have demonstrated the viability and potential of using electronic, telecommunications, and videoconferencing technologies in collaborative design processes. Results of these VDS have been presented at conferences worldwide, explained in journal papers and published in Virtual Design Studio, edited by J. Wojtowicz, published by HKU Press.
series	ACADIA
email
last changed	2022/06/07 07:51

_id	873a
authors	Ng, Edward
year	1997
title	An Evaluative Approach to Architectural Visualization
source	CAADRIA ‘97 [Proceedings of the Second Conference on Computer Aided Architectural Design Research in Asia / ISBN 957-575-057-8] Taiwan 17-19 April 1997, pp. 449-463
doi	https://doi.org/10.52842/conf.caadria.1997.449
summary	In the forthcoming globalization and virtual almost everything, we are indeed reliving a moment of history when, at the turn of the century, machines replace craftsman in mass-producing goods quicker, cheaper, ‘better’ and faster for the mass market regardless of the appropriateness in using the machine. So much so that the recent proliferation of computer graphics has reached a stage where many are questioning their validity and usefulness in the advancement of architectural discourse. This paper argues that the pedagogy of the use of the new tools should be effective communication in vision and in representation. In short, saying what you do and doing what you say, no more and no less, or to be ‘true’ and ‘honest’. The paper tries to provide a hypothetical framework whereby the rationale of drawing could be more systematically understood and criticised, and it reports ways the framework is introduced in the teaching of design studio. The focus of the experimental studio (Active Studio 1.6 beta) is to enable the substantiation of ideas and feelings through a critical manipulation of medium and techniques. The results are narratives whereby the expression of intention as well as the drawings are both on trial.
series	CAADRIA
last changed	2022/06/07 07:58

_id	0724
authors	Park, T., and Mirande, V.
year	1997
title	Comparison of the Effectiveness of Two Computer-Assisted Instruction Methods for Learning Architectural Concepts in Design Studio
source	Challenges of the Future [15th eCAADe Conference Proceedings / ISBN 0-9523687-3-0] Vienna (Austria) 17-20 September 1997
doi	https://doi.org/10.52842/conf.ecaade.1997.x.d9t
summary	In design studio, during the preliminary stage of a project, learning architectural concepts through the study of precedents is a common activity. A few computer-based tools for precedent study have been developed, however, most have focused on delivering information without considering aspects of learning concepts. Although the tools apply digital media, such as hypermedia and multimedia, their instructional method is limited to direct instruction for presentation of information. The design and development of the tools neglect the need of the study of concept learning, learners, and learning methods.
keywords	Architectural precedent study, Concept learning, Design Studioteaching, CAI (computer-assisted instruction)
series	eCAADe
more	http://info.tuwien.ac.at/ecaade/proc/park/park.htm
last changed	2022/06/07 07:50

_id	ecaade2012_86
id	ecaade2012_86
authors	QaQish ; Ra’Ed K.
year	2012
title	15 Years of CAD Teaching in Jordan: How Much Has Been Accomplished? A Comparative Analysis of the Use of CAD in Architectural Schools Between 1997 and 2012
source	Achten, Henri; Pavlicek, Jiri; Hulin, Jaroslav; Matejovska, Dana (eds.), Digital Physicality - Proceedings of the 30th eCAADe Conference - Volume 2 / ISBN 978-9-4912070-3-7, Czech Technical University in Prague, Faculty of Architecture (Czech Republic) 12-14 September 2012, pp. 23-32
doi	https://doi.org/10.52842/conf.ecaade.2012.2.023
wos	WOS:000330320600001
summary	The paper reports on a study which examines the evolution in architectural education trends arising from the changes brought about by both Socioeconomic Factors and the implications of CAAD in the last 15 years in Jordanian universities. The findings reflect the views of thirteen (13) architecture faculties/schools through a nation-wide questionnaire survey conducted in the spring of 2012. The survey was structured to cover both private and public universities in Jordan, represented by faculties of engineering, architecture and design. Structurally, the main fi ndings of this study are summarized under six areas, namely: 1) General Students’ Information, 2) Demographic and Socioeconomic Factors, 3) CAD Competences amongst both Staff and Students, 4) Program of Study and CAD Courses, 5) Overall Satisfaction of CAD Courses and Training , 6) CAD and Social Networks. The majority of student respondents were females (144) (53.3%). The top laptop brands used were HP (17%) Toshiba (12.2%) and Dell (7.8%). The CAD packages found to be most highly used throughout universities were AutoCAD, 3D Max, Sketch-up, and Adobe Suite. The importance of new technologies, electronic book, and the social network aspects in enhancing CAD and 3D modeling software integration with the design studio was affi rmed yet no relationship to the gender was noted.
keywords	CAD Integration, Socioeconomic Factors
series	eCAADe
email
last changed	2022/06/07 07:58

_id	8804
authors	QaQish, R. and Hanna, R.
year	1997
title	A World-wide Questionnaire Survey on the Use of Computers in Architectural Education
source	Challenges of the Future [15th eCAADe Conference Proceedings / ISBN 0-9523687-3-0] Vienna (Austria) 17-20 September 1997
doi	https://doi.org/10.52842/conf.ecaade.1997.x.c8o
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	ab09
authors	Qaqish, Ra’ed and Hanna, Raid
year	1997
title	The Impact of CAL Strategies on CAD
source	CAADRIA ‘97 [Proceedings of the Second Conference on Computer Aided Architectural Design Research in Asia / ISBN 957-575-057-8] Taiwan 17-19 April 1997, pp. 475-489
doi	https://doi.org/10.52842/conf.caadria.1997.475
summary	This paper reports on a two fold study, which examines the impact of CAL on CAD and architectural education, and evaluates the overall effectiveness and efficiency of CAD teaching and strategies in the curriculum of architecture. The study also examined the need for a framework within which the creation of a module for applying CAL in CAD to support the curriculum of architecture can be structured and assessed. The main concern of the study was to explore the range and balance of computer assisted activities in the design studio, and the interpretation of the various roles of the CAD tutor and his/her involvement in delivering these activities. In delivering these activities two criteria, namely: teaching methods and CAD integration (which are interchangeable and yet play different roles), can have a distinct effect on the implementation of CAL in the design studio. The case study evaluated and investigated the CAL the AEC course as part of the 3rd year design studio at Mackintosh School of Architecture, to determine to what extent the AEC learning events were effective in advocating new strategies in CAD. The methods of this investigation consisted of classroom observations and administrating questionnaires. Variables such as the group and gender differences/participation, the tutor’s confidence, level of administration and strategies to help with technical problems and motivations, also the task-related activities, tangibility of the learning materials, and the minutes of lesson have been examined. The global rating of the CAL events in CAD lessons, the CAL organisation and sequence, the level of students’ confidence, the rate of students’ interest, the mode of classroom, the level of learner performance and the relationship between CAL and the overall curriculum have also been empirically examined and their interdependent relationships explored. The findings of this study may help in establishing future directions in adopting some form of effective CAL strategies in CAD. The study also serves as an evaluation tool for computing teaching in the design studio. Furthermore, the checklist used in this case study may also be used in evaluating the different courses in CAD in the curriculum of architectural schools.
series	CAADRIA
last changed	2022/06/07 08:00

_id	dcd2
authors	Salama, A.
year	1997
title	New Trends in Architectural Education: Designing the Design Studio
source	The Anglo-Egyptian Bookstore, Cairo Egypt
summary	New Trends in Architectural Education presents a wide range of innovative concepts and practical methods for teaching architectural design, together with examples of different studio teaching. It traces the roots of architectural education, several disparate ideas, and strategies of design teaching practices including the Ecole Des Beaux-Arts and the Bauhaus. This book offers a comparative analysis of contemporary trends that are committed to shaping and identifying studio objectives and processes. It explores different aspects of studio teaching and what impact they have on attitudes, skills, methods, and tools of designers. New Trends in Architectural Education calls for a fresh look at design education in architecture, where the author proposes an approach within which architectural educators can envision and evaluate the needs of future architects and the type of education that satisfies those needs.
series	other
last changed	2003/04/23 15:14

_id	c14d
authors	Silva, Neander
year	1997
title	Artificial Intelligence and 3D Modelling Exploration: An Integrated Digital Design Studio
source	Challenges of the Future [15th eCAADe Conference Proceedings / ISBN 0-9523687-3-0] Vienna (Austria) 17-20 September 1997
doi	https://doi.org/10.52842/conf.ecaade.1997.x.l5p
summary	This paper describes a CAAD teaching strategy in which some Artificial Intelligence techniques are integrated with 3D modelling exploration. The main objective is to lead the students towards "repertoire" acquisition and creative exploration of design alternatives. This strategy is based on dialogue emulation, graphic precedent libraries, and 3D modelling as a medium of design study. The course syllabus is developed in two parts: a first stage in which the students interact with an intelligent interface that emulates a dialogue. This interface produces advice composed of either precedents or possible new solutions. Textual descriptions of precedents are coupled with graphical illustrations and textual descriptions of possible new solutions are coupled with sets of 3D components. The second and final stage of the course is based on 3D modelling, not simply as a means of presentation, but as a design study medium. The students are then encouraged to get the system’s output from the first stage of the course and explore it graphically. This is done through an environment in which modelling in 3D is straightforward allowing the focus to be placed on design exploration rather than simply on design presentation. The students go back to the first stage for further advice depending on the results achieved in the second stage. This cycle is repeated until the design solution receives a satisfactory assessment.
keywords	Education, Design Process, Interfaces, Neural Networks, 3D Modelling
series	eCAADe
email
more	http://info.tuwien.ac.at/ecaade/proc/silva/silva.htm
last changed	2022/06/07 07:50

_id	1fb3
authors	Akin, O., Cumming, M., Shealey, M. and Tuncer, B.
year	1997
title	An electronic design assistance tool for case-based representation of designs
source	Automation in Construction 6 (4) (1997) pp. 265-274
summary	In precedent based design, solutions to problems are developed by drawing from an understanding of landmark designs. Many of the key design operations in this mode are similar to the functionalities present in case-based reasoning systems: case matching, case adapting, and case representation. It is clear that a rich case-base, encoding all major product types in a design domain would be the centerpiece of such an approach. EDAT (Electronic Design Assistance Tool) is intended to assist in precedent based design in the studio with the potential of expansion into the office setting. EDAT has been designed using object oriented system development methods. EDAT was used in a design studio at Carnegie Mellon University, during Spring 1996.
series	journal paper
more	http://www.elsevier.com/locate/autcon
last changed	2003/05/15 21:22

_id	dfaf
authors	Ataman, Osman
year	2000
title	Some Experimental Results in the Assessment of Architectural Media
source	Eternity, Infinity and Virtuality in Architecture [Proceedings of the 22nd Annual Conference of the Association for Computer-Aided Design in Architecture / 1-880250-09-8] Washington D.C. 19-22 October 2000, pp. 163-171
doi	https://doi.org/10.52842/conf.acadia.2000.163
summary	The relationship between the media and architectural design can be an important factor and can influence the design outcome. However, the nature, direction and magnitude of this relationship are unknown. Consequently, there have been many speculative claims about this relationship and almost none of them are supported with empirical research studies. In order to investigate these claims and to provide a testable framework for their potential contributions to architectural education, this study aims to explore the effects of media on architectural design. During 1995-1997, a total of 90 students enrolling in First Year Design Studio and Introduction to Computing classes at Georgia Tech participated in the study. A set of quantitative measures was developed to assess the differences between the two media and the effects on the architectural design. The results suggested that media influenced certain aspects of students’ designs. It is concluded that there is a strong relationship between the media and architectural design. The type of media not only changes some quantifiable design parameters but also affects the quality of design.
series	ACADIA
email
last changed	2022/06/07 07:54

_id	acadia06_150
id	acadia06_150
authors	Boza, Luis Eduardo
year	2006
title	(Un) Intended Discoveries Crafting the Design Process
source	Synthetic Landscapes [Proceedings of the 25th Annual Conference of the Association for Computer-Aided Design in Architecture] pp. 150-157
doi	https://doi.org/10.52842/conf.acadia.2006.150
summary	Computer Numeric Controlled (CNC) fabrication machineries are changing the way we design and build. These technologies have increased productivity through greater efficiencies and have helped to create new forms of practice, including increased specializations and broader collaborative approaches. (Kieran Timberlake 2003: 31). However, some argue that these technologies can have a de-humanizing effect, stripping the human touch away from the production of objects and redistributing the associated skills to machines. (Dormer 1997: 103). The (Digital) Craft studio explored the notions of technology and craft to understand how and when designers should exploit the tools employed (both the hand and the machine) during the design and production processes.
series	ACADIA
email
last changed	2022/06/07 07:54

_id	cbe5
authors	Burry, Mark
year	1997
title	The Cost and Value of Animation for Architectural Designers
source	AVOCAAD First International Conference [AVOCAAD Conference Proceedings / ISBN 90-76101-01-09] Brussels (Belgium) 10-12 April 1997, pp. 135-144
summary	As computers laboratories or studios in architecture schools provide greater access to fast machines and sophisticated software, the opportunity for computer aided animation increases I dimension. Previously the domain of the most enthusiastic, it has now become a relatively simple task to move from 3D to 4D. If the impediments to a common access to these new possibilities (for architects) are no longer a matter of the cost and availability of hardware and media, what measures the extent to which we can value the contribution of animation to studio-based design? This paper reports on our progress in establishing some practical and theoretical benchmarks comparing the cost with the value of computer aided (or mediated) animation.
series	AVOCAAD
last changed	2005/09/09 10:48

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