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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	4e6b
authors	Kavakli, Manolya
year	1998
title	An IT-based Strategy For Design Education: Knowledge Engineering
source	Computerised Craftsmanship [eCAADe Conference Proceedings] Paris (France) 24-26 September 1998, pp. 101-109
doi	https://doi.org/10.52842/conf.ecaade.1998.101
summary	University education is considered to be a "knowledge industry" in a knowledge society. In this paper we describe education as the knowledge transfer from one intelligent system to another, and draw upon the experience in Artificial Intelligence in order to apply it as an active knowledge acquisition strategy for the use of Human Intelligence. In current educational strategies, too often students are treated as passive recipients of knowledge unlike their counterparts (knowledge engineers) in Artificial Intelligence. In design education, we should be concerned with providing students the ability to extract the acquired knowledge from their teachers. In this paper, we put six hypotheses and prove each of them by discussing the methodology of Knowledge Acquisition to improve the process of design education. For an active learning strategy in Knowledge Acquisition, we turn to the wealth of experience made in Knowledge Engineering. In our analogy, we consider students to be Knowledge Engineers, designers to be Knowledge Based Systems, teachers to be the domain experts, and the learning process to equal the Knowledge Acquisition process in Expert System development. Thus, we suggest the use of Knowledge Engineering methods in the acquisition of design knowledge to build a knowledge base. A well-defined knowledge base represented in a Knowledge Based System can serve as a reasoning mechanism for the design actions that are unteachable in characteristics.
series	eCAADe
more	http://www.paris-valdemarne.archi.fr/archive/ecaade98/html/16kavakli/index.htm
last changed	2022/06/07 07:52

_id	48db
authors	Proctor, George
year	2001
title	CADD Curriculum - The Issue of Visual Acuity
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 192-200
doi	https://doi.org/10.52842/conf.ecaade.2001.192
summary	Design educators attempt to train the eyes and minds of students to see and comprehend the world around them with the intention of preparing those students to become good designers, critical thinkers and ultimately responsible architects. Over the last eight years we have been developing the digital media curriculum of our architecture program with these fundamental values. We have built digital media use and instruction on the foundation of our program which has historically been based in physical model making. Digital modeling has gradually replaced the capacity of physical models as an analytical and thinking tool, and as a communication and presentation device. The first year of our program provides a foundation and introduction to 2d and 3d design and composition, the second year explores larger buildings and history, the third year explores building systems and structure through design studies of public buildings, fourth year explores urbanism, theory and technology through topic studios and, during the fifth year students complete a capstone project. Digital media and CADD have and are being synchronized with the existing NAAB accredited regimen while also allowing for alternative career options for students. Given our location in the Los Angeles region, many students with a strong background in digital media have gone on to jobs in video game design and the movie industry. Clearly there is much a student of architecture must learn to attain a level of professional competency. A capacity to think visually is one of those skills and is arguably a skill that distinguishes members of the visual arts (including Architecture) from other disciplines. From a web search of information posted by the American Academy of Opthamology, Visual Acuity is defined as an ability to discriminate fine details when looking at something and is often measured with the Snellen Eye Chart (the 20/20 eye test). In the context of this paper visual acuity refers to a subject’s capacity to discriminate useful abstractions in a visual field for the purposes of Visual Thinking- problem solving through seeing (Arnheim, 1969, Laseau 1980, Hoffman 1998). The growing use of digital media and the expanding ability to assemble design ideas and images through point-and-click methods makes the cultivation and development of visual skills all the more important to today’s crop of young architects. The advent of digital media also brings into question the traditional, static 2d methods used to build visual skills in a design education instead of promoting active 3d methods for teaching, learning and developing visual skills. Interactive digital movies provide an excellent platform for promoting visual acuity, and correlating the innate mechanisms of visual perception with the abstractions and notational systems used in professional discourse. In the context of this paper, pedagogy for building visual acuity is being considered with regard to perception of the real world, for example the visual survey of an environment, a site or a street scene and how that visual survey works in conjunction with practice.
keywords	Curriculum, Seeing, Abstracting, Notation
series	eCAADe
email
last changed	2022/06/07 08:00

_id	18
authors	Castane, D., Leirado, E.R., Tessier, C. and Martinez.R.
year	1998
title	El Docente y la Utilizacion de Sistemas Multimediales en Redes Telematicas Aplicados a la Ensenanza 3D en Diseno Arquitectonico (The Teacher and the use of Multimedia Systems in Telematicas Networks Applied to the Teaching of 3D in Architectonic Design)
source	II Seminario Iberoamericano de Grafico Digital [SIGRADI Conference Proceedings / ISBN 978-97190-0-X] Mar del Plata (Argentina) 9-11 september 1998, pp. 154-159
summary	The remarkable advances in the technology of computer systems, including software, hardware, and networks, continuously give us new avenues to be utilized in education. The pedagogic strategy to be developed in the utilization of digital graphic systems applied to three-dimensional design in architecture (both in the design and virtual expression of objects or already designed architectural groups) is still changing with the times.Therefore, the Department, as an extension of its experience with this type of development and as a response to deal with special situations such as large numbers of students, develops this new proposal, which is currently being used. This project uses the implementation, structuring, and building of a virtual site as an informatics classroom, utilizing multimedia systems, to be used as a support for acquiring knowledge during the learning that takes place doing the coursework. This setting would allow for the feedback between the instructor and the student to be on-going, hence both groups being efficiently motivated through examples and opportunities of how to do the following: utilize appropriate technology, manipulate the right information, utilize the right kind of software programs and techniques, revamp the knowledge, and benefit from using the appropriate digital techniques for each specific case of architectural design and expression.
series	SIGRADI
email
last changed	2016/03/10 09:48

_id	aac0
authors	Garcia, Renato
year	1998
title	Structural Feel or Feelings for Structure? - Stirring Emotions through the Computer Interface in Behaviour Analysis of Building Structures
source	CAADRIA ‘98 [Proceedings of The Third Conference on Computer Aided Architectural Design Research in Asia / ISBN 4-907662-009] Osaka (Japan) 22-24 April 1998, pp. 163-171
doi	https://doi.org/10.52842/conf.caadria.1998.163
summary	The use of computers in the analysis of architectural structures has at present become indispensable and fairly routine. Researchers & professionals in architecture and engineering have taken advantage of current computer technology to develop richer and more comprehensive interactive interfaces in systems designed to analyse structural behaviour. This paper discusses a research project which attempts to further enrich such computer interfaces by embodying emotion or mood (affective) components into them and assessing the effects of incorporating these into multimodal learning modules for students of architecture at the University of Hong Kong. Computer structural analysis is most often used to determine the final state of a structure after full loading, but can also be used very ably to depict the time-history behaviour of a structure. The time-dependent nature of this process of behaviour provides an excellent opportunity to incorporate emotion cues for added emphasis and reinforcement. Studying time-history behaviour of structures is a vital part of classroom learning in structures and this why such emotion cues can have significant impact in such an environment. This is in contrast to the confines of professional engineering practices where these cues may not be as useful or desirable because oftentimes intermediate time history data is bypassed as a blackbox and focus is placed primarily on bottomline analysis results. The paper will discuss the fundamental basis for the establishment of emotional cues in this project as well as it's implementation-which consists mainly of two parts. The first involves 'personifying' the structure by putting in place a structure monitoring system analogous to human vital signs. The second involves setting up a 'ladder' of emotion states (which vary from feelings of serenity to those of extreme anxiety) mapped to the various states of a structures stability or condition. The paper will further elaborate on how this is achieved through the use of percussion, musical motifs, and chord progression in resonance with relevant graphical animations. Initially in this project, emotion cues were used to reinforce two structural behaviour tutoring systems developed by this author (3D Catenary Stuctures module & Plastic Behaviour of Semi-rigid Steel Frames module). These modules were ideal for implementing these cues because both depicted nonlinear structural behaviour in a mainly time-history oriented presentation. A brief demonstration of the actual learning modules used in the project study will also be presented together with a discussion of the assessment of it's effectiveness in actual classroom teaching.
keywords	Affective Interfaces, Human-Computer Interaction, Computer-Aided-Engineering
series	CAADRIA
email
more	http://www.caadria.org
last changed	2022/06/07 07:50

_id	05ca
authors	QaQish, R.
year	1998
title	Assessing CAD Learning Environment and CAL Materials in Association with the Overall Effectiveness of CAD Integration Domains
source	Computerised Craftsmanship [eCAADe Conference Proceedings] Paris (France) 24-26 September 1998, pp. 196-207
doi	https://doi.org/10.52842/conf.ecaade.1998.196
summary	This paper report on the findings of an empirical case study undertook at Mackintosh School of Architecture/ University of Glasgow study. The study investigated several questions concerning the efficiency of CAD teaching in the design studio in tandem with the CAD learning environment and materials. The study investigated the computer-aided learning in the AutoCAD course at Mackintosh School of Architecture using 35 students at the second year design studio as a vehicle. The methods of this investigation consisted of classroom observations and administering questionnaires to students. The objective of this study was to determine to what extent the CAD learning environment and administered materials were effective in generating supplementary strategies in the design studio. Another objective was to evaluate the computer lab as an optional design studio space in the future settings of schools of architecture. Principally, the study attempted to locate the areas where CAD teaching lapses in relation to the design studio. To arrive at this, several variables were investigated such as the levels of students? performance, attitudes and skills against the learning environment and the overall effectiveness of CAD. The findings of this study may provide some answers to the problems of CAD integration with the design studio. In addition, the questionnaire used in this case study may prove to be helpful as an evaluation tool of CAD courses when integrated with the design studio.
keywords	CAD Environment, CAL Effectiveness, Attitude, Performance, Skills
series	eCAADe
more	http://www.paris-valdemarne.archi.fr/archive/ecaade98/html/40qaqish/index.htm
last changed	2022/06/07 08:00

_id	cf9d
authors	Yeung, C., Cheung, L., Yen, J. and Cheng, C.
year	1998
title	Virtual Classroom for Architecture
source	CAADRIA ‘98 [Proceedings of The Third Conference on Computer Aided Architectural Design Research in Asia / ISBN 4-907662-009] Osaka (Japan) 22-24 April 1998, pp. 93-102
doi	https://doi.org/10.52842/conf.caadria.1998.093
summary	Over the past few years, we have seen that the evolution of the Internet and World Wide Web technologies have significantly enhanced the global communication and collaboration. People, no matter where they are, are virtually getting closer and closer. The barriers that came from time and distance have been partially removed by the use of such technologies. Internet and WWW are not just technology, they are an environment or space. With such breakthrough in technologies, a new paradigm in education is there. The education very differently from what we have now. This paper presents an Internet-based environment to support teaching and learning in architecture education. We will discuss the design concept and how to integrate the technology and knowledge-based techniques to implement the learning environment for architecture students. Architecture is a very specific discipline which consists of the knowledge from arts, sciences, engineering, and more. One of the focuses in architecture education is to teach how to express and communicate design ideas with the multimedia or other technologies, such as, virtual reality (VR). A case study presented in this paper is about how to deliver and present the ancient Chinese temples and its bracket set systems from the server to the browsers to support distance teaching. That is, students and teachers may not be in the same location, but they are able to watch the same objects and to exchange ideas. We will discuss how to use multimedia technologies to illustrate how a temple and its bracket set differ from dynasties to dynasties and introduce its basic properties to the viewers. Moreover, we will discuss how we organize and handle 3-dimensional objects with such system. Many people are still arguing about whether Internet-based teaching or a real classroom setting is better. We are not implying that Internet-based teaching is superior or predicting that it will dominate the teaching in the near future. However, we strongly believe that it is just another alternative to express and represent architectural thinking to over some of the barriers that come from time and distance. We believe, that it is always true, that the Internet-based teaching may provide both teachers and learners greater flexibility and to support more International collaboration. That is, regardless where the students or teachers are, they can always participate in learning or teaching and make teaching and learning much more rich and interesting.
keywords	Virtual Classroom
series	CAADRIA
email
more	http://www.caadria.org
last changed	2022/06/07 07:57

_id	5688
authors	Conen, W. and Neumann, G. (eds.)
year	1998
title	Coordination Technology for Collaborative Applications
source	Springer
summary	Given the broad popularity of Internet technology, even in its present immature state, and also the recent progress made towards a human-centered view of information technology, the time now seems ripe to essentially extend the scope and power of enterprise information systems. This carefully arranged book concentrates on the relationships between coordination technology and business application requirements and introduces general elements of a cooperative infrastructure allowing for the construction of collaborative applications. It is essential reading for research and development professionals active in the area as well as for IT managers interested in applying this promising new technology in order to remain competitive in the future.
series	other
last changed	2003/04/23 15:14

_id	e72f
authors	Dorta, Tomás and LaLande, Philippe
year	1998
title	The Impact of Virtual Reality on the Design Process
source	Digital Design Studios: Do Computers Make a Difference? [ACADIA Conference Proceedings / ISBN 1-880250-07-1] Québec City (Canada) October 22-25, 1998, pp. 138-163
doi	https://doi.org/10.52842/conf.acadia.1998.138
summary	Sketching, either hand or computer generated, along with other traditional visualization tools such as perspective drawing have difficulty in correctly representing three dimensional objects. Even physical models, in architecture, suffer in this regard because of inevitable scaling. The designer finds himself cut off from the reality of the object and is prone to misinterpretations of the object and its surrounding space and to resulting design errors. These are sometimes not perceived until too late, once the object has been constructed. Traditional tools use 2D media to represent 3D objects and only manage to introduce the third dimension in a limited manner (perspectives, not only tedious to construct, are static). This scenario affects the design process, particularly the cycle of proposal, verification and correction of design hypotheses as well as the cognitive aspects that condition the designer’s visualization of the designed object. In most cases, computer graphics mimic, through its interface, the traditional way of doing things. The architectural model is parametricized with little regard for visualization. No allowance is made for the change in the medium of graphic representation. Moreover, effort is not made to capitalize on the advantages of numerical calculation to propose new interfaces and new dimensions in object visualization. Virtual Reality (VR), seen not only as technology but as experience, brings the 3D object, abstractly viewed by traditional means, into clearer focus and provides us with these new dimensions. Errors due to abstracted representation are reduced since the interface is always three dimensional and the interactions intuitively made in real time thus allowing the designer to experience the presence of the designed object very quickly. At the École de design industriel of the Faculté d’aménagement, we have run tests using non-immersive VR–one passive (comprehension) and another active (design). This project, involving a group of 72 students during a period of six weeks (6h/week), aimed at analyzing the impact of VR as a visualization tool on the design process versus traditional tools. The results, described in this presentation, shed light on the effect of VR on the creative process as such, as well as on the quality of the results produced by that process.
series	ACADIA
email
last changed	2022/06/07 07:55

_id	e537
authors	Heylighen, A., Segers, R. and Neuckermans, H.
year	1998
title	InterAction through Information
source	Computerised Craftsmanship [eCAADe Conference Proceedings] Paris (France) 24-26 September 1998, pp. 87-92
doi	https://doi.org/10.52842/conf.ecaade.1998.087
summary	Past designs have been recognised as a significant source of knowledge in architectural design. IT offers the opportunity to represent these designs not only by text, graphics and images, but also by 3D-models, computer animation, sound and video. In spite of the growing availability of multimedia archives, libraries and case bases, their contribution to the development of students? ?design craftsmanship? so far seems to be limited. If IT wants to make a valuable contribution to this development, the challenge is not to passively provide students with information on past designs, but to (inter)actively support the dynamic interplay between these designs and the student?s design process. We are developing a tool that fundamentally attempts to explore this potential by using information as a vehicle to initiate, nurture and improve this interplay. The tool, which is intended to assist (student-)architects during the early conceptual stage of design, is conceived as a an (inter)active workhouse rather than a passive warehouse: it is interactively developed by and actively develops its users? knowledge. We have implemented a working prototype of the tool, at first stage for the design studio, yet with the potential of expansion into the office setting.
series	eCAADe
email
more	http://www.paris-valdemarne.archi.fr/archive/ecaade98/html/08heylighen/index.htm
last changed	2022/06/07 07:51

_id	50a1
authors	Hoffman, Donald
year	1998
title	Visual Intelligence
source	Norton Publishing, New York
summary	After his stroke, Mr. P still had outstanding memory and intelligence. He could still read and talk, and mixed well with the other patients on his ward. His vision was in most respects normal---with one notable exception: He couldn't recognize the faces of people or animals. As he put it himself, "I can see the eyes, nose, and mouth quite clearly, but they just don't add up. They all seem chalked in, like on a blackboard ... I have to tell by the clothes or by the voice whether it is a man or a woman ...The hair may help a lot, or if there is a mustache ... ." Even his own face, seen in a mirror, looked to him strange and unfamiliar. Mr. P had lost a critical aspect of his visual intelligence. We have long known about IQ and rational intelligence. And, due in part to recent advances in neuroscience and psychology, we have begun to appreciate the importance of emotional intelligence. But we are largely ignorant that there is even such a thing as visual intelligence---that is, until it is severely impaired, as in the case of Mr. P, by a stroke or other insult to visual cortex. The culprit in our ignorance is visual intelligence itself. Vision is normally so swift and sure, so dependable and informative, and apparently so effortless that we naturally assume that it is, indeed, effortless. But the swift ease of vision, like the graceful ease of an Olympic ice skater, is deceptive. Behind the graceful ease of the skater are years of rigorous training, and behind the swift ease of vision is an intelligence so great that it occupies nearly half of the brain's cortex. Our visual intelligence richly interacts with, and in many cases precedes and drives, our rational and emotional intelligence. To understand visual intelligence is to understand, in large part, who we are. It is also to understand much about our highly visual culture in which, as the saying goes, image is everything. Consider, for instance, our entertainment. Visual effects lure us into theaters, and propel films like Star Wars and Jurassic Park to record sales. Music videos usher us before surreal visual worlds, and spawn TV stations like MTV and VH-1. Video games swallow kids (and adults) for hours on end, and swell the bottom lines of companies like Sega and Nintendo. Virtual reality, popularized in movies like Disclosure and Lawnmower Man, can immerse us in visual worlds of unprecedented realism, and promises to transform not only entertainment but also architecture, education, manufacturing, and medicine. As a culture we vote with our time and wallets and, in the case of entertainment, our vote is clear. Just as we enjoy rich literature that stimulates our rational intelligence, or a moving story that engages our emotional intelligence, so we also seek out and enjoy new media that challenge our visual intelligence. Or consider marketing and advertisement, which daily manipulate our buying habits with sophisticated images. Corporations spend millions each year on billboards, packaging, magazine ads, and television commercials. Their images can so powerfully influence our behavior that they sometimes generate controversy---witness the uproar over Joe Camel. If you're out to sell something, understanding visual intelligence is, without question, critical to the design of effective visual marketing. And if you're out to buy something, understanding visual intelligence can help clue you in to what is being done to you as a consumer, and how it's being done. This book is a highly illustrated and accessible introduction to visual intelligence, informed by the latest breakthroughs in vision research. Perhaps the most surprising insight that has emerged from vision research is this: Vision is not merely a matter of passive perception, it is an intelligent process of active construction. What you see is, invariably, what your visual intelligence constructs. Just as scientists intelligently construct useful theories based on experimental evidence, so vision intelligently constructs useful visual worlds based on images at the eyes. The main difference is that the constructions of scientists are done consciously, but those of vision are done, for the most part, unconsciously.
series	other
last changed	2003/04/23 15:14

_id	bf16
authors	Mahdavi, A. and Suter, G.
year	1998
title	On the implications of design process views for the development of computational design support tools
source	Automation in Construction 7 (2-3) (1998) pp. 189-204
summary	The empirical evidence indicates that the computational evaluation tools are not sufficiently and consistently used in the architectural design process. Various contributing factors have been suggested, most of which deal with tool deficiencies in terms of user communication features, stand-alone character, and informational complexity. Without questioning the potential impact of these factors, we suggest that circumstances pertaining to the representation and understanding of the design process must be taken into consideration, if a more in-depth understanding of the problem of tool deployment is to be achieved. Toward this end, we explore the possible impact of alternative design process views on the development of computational design evaluation tools. In particular, we describe how a nonconventional view of the design process can inform implementation efforts that lead to the emergence of new tools for active convergence support in design.
series	journal paper
email
more	http://www.elsevier.com/locate/autcon
last changed	2003/05/15 21:22

_id	4b60
authors	Mortola, E., Giangrande, A., Mirabelli, P. and Fortuzzi, A.
year	1998
title	Introducing Hypermedia Tools in Community Planning and Design
source	Computerised Craftsmanship [eCAADe Conference Proceedings] Paris (France) 24-26 September 1998, pp. 172-177
doi	https://doi.org/10.52842/conf.ecaade.1998.172
summary	IT in Europe tends to become a passive reflection of American commercial interests instead of a mean of the production of European culture and society. A change of paradigm is needed from the passive, what we "can" do, towards the active way, what we want to do, deciding what is good and bad, to give an answer to needs and wishes of the society we are building. In the late years the research and teaching activity of CAAD Laboratory at DiPSA concentrate on sustainable planning, community planning and interactive design, developing computer based tools aimed at aiding the process and improving its effectiveness. The research work has been going on rapidly and successfully (some CDs and web sites were edited) but coming at real-life application we faced completely different problems and needed a completely different approach. We were not free anymore to run with "advanced" technology following a vision of the future thus avoiding any form of verification, but we found ourselves obliged to evaluate the present utility of the technology used. This caused a dramatic shift of focus from the technology itself to people who could take advantage of it and the target to reach. In other words working not to create gaps between people who can buy the latest equipment and knows how to use it and people who cannot. Our intention was to increase social participation not reduce it, by selecting people to be involved in building the environment. This meant not only lowering "technological le
series	eCAADe
email
more	http://www.paris-valdemarne.archi.fr/archive/ecaade98/html/34mortola/index.htm
last changed	2022/06/07 07:58

_id	aa52
authors	Chiu, Mao-Lin
year	1998
title	The Design Guidance of CSCW - Learning from Collaborative Design Studios
source	CAADRIA ‘98 [Proceedings of The Third Conference on Computer Aided Architectural Design Research in Asia / ISBN 4-907662-009] Osaka (Japan) 22-24 April 1998, pp. 261-270
doi	https://doi.org/10.52842/conf.caadria.1998.261
summary	Computer supported collaborative work (CSCW) becomes important for the architectural practice and design education in recent years. Design guidance on design operations facilitates design studios to achieve their educational and research purposes. This study depicts the experience of computer-supported collaborative design learned from three collaborative design studios. Design guidance can advise participants to understand the purpose of communication in CSCW, anticipate design collaboration, and formulate design operations by the process model. Based on the observations of CDS, the discussion focuses on how to develop guidance on design operations according to the following factors: (1) structured framework, (2) the kind of technology, (3) the level of communication, and (4) the process model of CSCW.
series	CAADRIA
email
more	http://www.caadria.org
last changed	2022/06/07 07:56

_id	05d5
authors	Corrao, R. and Fulantelli, G.
year	1998
title	Cognitive accessibility to information on the Web: insights from a system for teaching and learning Architecture through the Net
source	AA VV, Towards an Accesible Web, Proceedings of the IV ERCIM Workshop “User Interfaces for All”, Långholmen-Stockholm
summary	The question of accessibility to the Web takes on a special meaning in educational settings where access to information requires cognitive elaboration of the page contents. It is, therefore, a matter of "cognitive access" to the Web. The main efforts of the designers of Web Based Instruction (WBI) environments to encourage cognitive access are usually aimed at the organisation and presentation of Web documents and at specific cues which can improve the user's interaction, orientation and navigation through the pages. However, it is possible to improve this high-level access to the information by supporting study activities through specific "Working tools" which can be implemented in the Web environment. In this paper we report on the design solutions we have adopted to provide cognitive access to a WBI environment for university students studying Architecture and Town Planning. In particular, we introduce "Working tools" that can be used to support flexible and effective study activities. The adopted design solutions provide different classes of users (not only students) with different access facilities. Finally, it should be noted that the methodologies of the design of WBI systems should deal with this kind of high level access and support it through specific solutions at interface and implementation levels.
series	other
last changed	2003/04/23 15:50

_id	8b9d
authors	Corrao, R. and Fulantelli, G.
year	1998
title	Cognitive Accessibility to Information on the Web: Insights from a System for Teaching and Learning Architecture through the Net ShortPapers: Design Methodology for Universal Access
source	Proceedings of the 4th ERCIM Workshop on "User Interfaces forAll" 1998 n.14 p.6 ERCIM
summary	The question of accessibility to the Web takes on a special meaning in educational settings where access to information requires cognitive elaboration of the page contents. It is, therefore, a matter of "cognitive access" to the Web. The main efforts of the designers of Web Based Instruction (WBI) environments to encourage cognitive access are usually aimed at the organisation and presentation of Web documents and at specific cues which can improve the user's interaction, orientation and navigation through the pages. However, it is possible to improve this high-level access to the information by supporting study activities through specific "Working tools" which can be implemented in the Web environment. In this paper we report on the design solutions we have adopted to provide cognitive access to a WBI environment for university students studying Architecture and Town Planning. In particular, we introduce "Working tools" that can be used to support flexible and effective study activities. The adopted design solutions provide different classes of users (not only students) with different access facilities. Finally, it should be noted that the methodologies of the design of WBI systems should deal with this kind of high level access and support it through specific solutions at interface and implementation levels.
series	other
last changed	2002/07/07 16:01

_id	ddss9815
id	ddss9815
authors	Cutler, Lorraine M.
year	1998
title	Prototypical Laboratory Design to Support Learning and Teaching
source	Timmermans, Harry (Ed.), Fourth Design and Decision Support Systems in Architecture and Urban Planning Maastricht, the Netherlands), ISBN 90-6814-081-7, July 26-29, 1998
summary	Collaboration between designers and scientists is an unusual combination to undertake the prototypical design of a teaching laboratory funded by Howard Hughes Medical Institute. The zoologists are developing a cooperative learning and interactive teaching pedagogy to make learningscience a process of critical inquiry and discovery. The industrial and interior designers are paying attention to the design issues of function and environmental support for teaching and doing the work required in a three-hour, hands-on beginning science learning space. Using both qualitative andquantitative research methods, the designers are able to determine a framework for making design decisions in prototypical beginning science environments. This framework is being developed as a guideline for designing similar environments at other institutions of higher learning. Videotape analysis precedes the research to uncover the underlying problems of the existing space and to formulate the questions for the research. Elements of a case study and an evaluative study integratewith the design process to form the basis of an intensive investigation of design issues for a beginning science teaching laboratory. Using two pretests as a baseline, the posttest data evaluates the success orfailure of the prototypical design. Both the pretests and the posttest evaluate the physical attributes of the old and new learning environment related to a beginning laboratory course in Zoology at Arizona State University.
series	DDSS
last changed	2003/08/07 16:36

_id	c88d
authors	Dave, Bharat and Danahy, John
year	1998
title	Virtual Study Abroad and Exchange Studio
source	Digital Design Studios: Do Computers Make a Difference? [ACADIA Conference Proceedings / ISBN 1-880250-07-1] Québec City (Canada) October 22-25, 1998, pp. 100-115
doi	https://doi.org/10.52842/conf.acadia.1998.100
summary	The digital design studio has an area of application where conventional media are incapable of being used; collaboration in learning, design and dialogue with people in places other than where one lives. This distinctive opportunity has lead the authors to explore a form of design brief and virtual design studio (VDS) format not well addressed in the literature. Instead of sharing the same design brief, students in this alternative format design a project in the other students’ city and do not collaborate on the same design. Collaboration with other students takes the form of teaching each other about the city and culture served by the design. The authors discovered these studios produce a focus on site context that serves our pedagogical objectives–a blend of architectural, landscape architectural and urban design knowledge. Their students use a range of commercial CAD and computer supported collaborative work (CSCW) software common to that used in many VDS experiments reported on in the literature. However, this conventional use of technology is contrasted with a second distinctive characteristic of these studios, the use of custom software tools specifically designed to support synchronous and asynchronous three-dimensional model exchange and linked attribute knowledge. The paper analyzes some of the virtual design studio (VDS) work between the Swiss Federal Institute of Technology, the University of Toronto, and the University of Melbourne. The authors articulate a framework of VDS dimensions that structures their teaching and research.
series	ACADIA
email
last changed	2022/06/07 07:55

_id	0280
authors	Geva, Anat
year	2000
title	New Media in Teaching and Learning History of Building Technology
source	ACADIA Quarterly, vol. 19, no. 4, pp. 5-8
doi	https://doi.org/10.52842/conf.acadia.2000.005
summary	Numerous scholars in the field of education established that relevance is one of the important instructional components that influence students’ interest and motivation to learn (Bergin, 1999; Frymier and Shulman, 1995; Schumm and Saumell, 1995). Relevance can be achieved by juxtaposing personal experiences with professional scientific principles (Pigford, 1995; Blanton, 1998). In addition to the relevancy of a course substance Blanton (1998) recommends that instructors should introduce the material in an organized system that is relevant to the learner’s life.
series	ACADIA
email
last changed	2022/06/07 07:50

_id	1873
authors	Ji, Guohua and Feng, Jinlong
year	1999
title	Structural Approach to the Organization of Information: A Teaching Experiment at SEU
source	CAADRIA '99 [Proceedings of The Fourth Conference on Computer Aided Architectural Design Research in Asia / ISBN 7-5439-1233-3] Shanghai (China) 5-7 May 1999, pp. 153-159
doi	https://doi.org/10.52842/conf.caadria.1999.153
summary	Design studio still plays a very important role in architectural design education today since teachers and students can exchange their thinking directly. In the whole teaching/learning process, there are a lot of information to be exchanged between the teachers and the students. How to organize the information and record the whole teaching/learning process is very interesting to us. The increasing use of CAD raises some problems with its advantages when the amount of compute-files becomes very big and they are in different formats. In the third year design studio teaching in the academic year 1998/99 at Department of Architecture in Southeast University, we try to use WWW techniques and features to organise the design information. We try to integrate the teaching programme, the project information, the reference material and the students' work together, to record and monitor the teaching process. Since the teaching programme is clearly organised, we could use some strategies and ideas to control the organisation of file storage and presentation. It creates the basis for the further development of applying network to aid the studio teaching.
series	CAADRIA
last changed	2022/06/07 07:52

_id	4ea3
authors	Johnson, S.
year	1998
title	What's in a representation, why do we care, and what does it mean? Examining evidence from psychology
source	Automation in Construction 8 (1) (1998) pp. 15-24
summary	This paper examines psychological evidence on the nature and role of representations in cognition. Both internal (mental) and external (physical or digital) representations are considered. It is discovered that both types of representation are deeply linked to thought processes. They are linked to learning, the ability to use existing knowledge, and problem solving strategies. The links between representations, thought processes, and behavior are so deep that even eye movements are partly governed by representations. Choice of representations can affect limited cognitive resources like attention and short-term memory by forcing a person to try to utilize poorly organized information or perform 'translations' from one representation to another. The implications of this evidence are discussed. Based on these findings, a set of guidelines are presented, for digital representations which minimize drain of cognitive resources. These guidelines describe what sorts of characteristics and behaviors a representation should exhibit, and what sorts of information it should contain in order to accommodate and facilitate design. Current attempts to implement such representations are discussed.
series	journal paper
more	http://www.elsevier.com/locate/autcon
last changed	2003/05/15 21:22

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