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

PDF papers
References

Hits 1 to 20 of 618

Reformat results as: short short into frame detailed detailed into frame

_id	bfc2
authors	Bessone, Miriam and Mantovani, Graciela
year	1999
title	Integración del Medio Digital a la Enseñanza del Diseño Arquitectónico. Huellas de un Taller Experimental (Integration of Digital Media in the Teaching of Architectural Design. Tracks of an Experimental Studio)
source	III Congreso Iberoamericano de Grafico Digital [SIGRADI Conference Proceedings] Montevideo (Uruguay) September 29th - October 1st 1999, pp. 289-294
summary	This paper presents the searching of new building modes for the knowledge of design in curriculum workshops at Facultad de Arquitectura, Diseno y Urbanismo of the Universidad Nacional del Litoral the proposed “research action” program articulates longitudinally in the three cycles of the career, understanding architecture as metaknowledge within a new paradigm of subjectivity, complexity and multidimensionality. In other words, it is recognized a new scenery tending to modify didactic relations. This experimental field looks for conscientious equilibrium between “written culture/audiovisual culture”, and “analog instruments/digital media”. We focus our interest on the “machine interacting with and for men”, looking for harmonious synthesis through a new way of thinking, to allow “real progress”. For turning this idea into action, we organized an alternative and plural team-work in architecture. We called it “experimental workshop”. In this first level the students worked. On a preliminary plan of a “kindergarden”. They developed a divergent process through the 3D simulations (using the software 3DS MAX v2), scale models and sensible sketches. For conclusions, the paper addresses the characteristics of the pedagogic model used and the results achieved.
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	37d1
authors	Corona Martíne, Alfonso and Vigo, Libertad
year	1999
title	Before the Digital Design Studio
source	III Congreso Iberoamericano de Grafico Digital [SIGRADI Conference Proceedings] Montevideo (Uruguay) September 29th - October 1st 1999, pp. 247-252
summary	This paper contains some observations which derive from our work as Studio Professors . In the last years, studios are in a transition phase with the progressive introduction of computers in later stages of the design process. The initiative generally belongs to students rather than to studio masters, since the former are aware that a knowledge of CAD systems will make them able to get work in architects offices. It is the first few Studios that will guide the student in forming a conception of what is architecture . Therefore, we have observer more attentively the way in which he establishes his first competence as a designer. We believe it is useful to clarify design training before we can integrate computers into it. The ways we all learn to design and which we transmit in the Studio were obviously created a long time ago, when Architecture became a subject taught in Schools, no longer a craft to be acquired under a master. The conception of architecture that the student forms in his mind is largely dependent on a long tradition of Beaux-Arts training which survives (under different forms) in Modern Architecture. The methods he or she acquires will become the basis of his creative design process also in professional life. Computer programmes are designed to adapt into the stages of this design process simply as time saving tools. We are interested in finding out how they can become an active part in the creative process and how to control this integration in teaching. Therefore, our work deals mainly with the tradition of the Studio and the conditioning it produces. The next step will be to explore the possiblities and restrictions that will inevitably issue from the introduction of new media.
series	SIGRADI
email
last changed	2016/03/10 09:49

_id	3e04
authors	Montagu, A., Rodríguez Barros, D. and Chernobilsky, L.B.
year	1999
title	Design, Heuristics and Digital Media. An Experimental Pedagogic Approach to the Cultural Integration of Media
doi	https://doi.org/10.52842/conf.acadia.1999.178
source	Media and Design Process [ACADIA ‘99 / ISBN 1-880250-08-X] Salt Lake City 29-31 October 1999, pp. 178-191
summary	Globalization is a multidimensional process which impregnates all the facts and events of our present culture and, as a by-product of this situation, there is a set of complex relationships where "intuitive behavior plus knowledge and information technology" are central issues of the new pedagogic procedures of our times. In this paper we assume by "knowledge" the data obtained from a set of relationships oriented towards the "heuristic approach" from the point of view of "qualitative analysis" concepts (Muhr 91). Our main "provisional hypothesis" is to use this methodology to control the analysis-synthesis process as a continuous procedure during the design stages . One particular aspect of this view is going through the "informatic culture phenomena" which is the base of the present "turning point" of design procedures in most architectural and design schools around the world. This paper discusses how "media" is affecting the "design process" regarding three aspects: the conceptual, the instrumental and the representational one. These aspects are also affecting the cultural models and creating new paradigms in the way new design methodologies combine "heuristics procedures" with the growing set of computer graphics parameters.
series	ACADIA
email
last changed	2022/06/07 07:58

_id	0c63
authors	Montagu, Arturo, Rodriguez Barros, Diana and Chernobilsky, Lilia B.
year	1999
title	Design, Qualitative Analysis and Digital Media: An Experimental Pedagogic Approach to the Cultural Evaluation and Integration of Media
doi	https://doi.org/10.52842/conf.ecaade.1999.127
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 127-135
summary	Globalization is a multidimensional process which impregnates all the facts and events of our present culture and, as a by-product of this situation, there is a set of complex relationships where "intuitive behavior plus knowledge and information technology" are central issues of the new pedagogic procedures of our times. In this paper we assume by "knowledge" the data obtained from a set of relationships orientated towards the "heuristic approach" from the point of view of "qualitative analysis" concepts (Muhr 91). Our main "provisional hypothesis" is to use this methodology to control the analysis-synthesis process as a continuous procedure during the design stages. One particular aspect of this view is going through the "informatic culture phenomena" which is the base of the present "turning point" of design procedures in most of the architectural and design schools around the world. This paper discusses how "media" is affecting the "design process" regarding three aspects: the conceptual, the instrumental and the representational one. These aspects are affecting also the cultural models and creating new paradigms in the way how new design methodologies combine "heuristics procedures" with the growing set of computer graphics parameters.
keywords	Architecture, Design, Qualitative Analysis, Digital Media
series	eCAADe
email
last changed	2022/06/07 07:58

_id	b7ff
authors	Mullins, Michael and Van Zyl, Douw
year	2000
title	Self-Selecting Digital Design Students
doi	https://doi.org/10.52842/conf.ecaade.2000.085
source	Promise and Reality: State of the Art versus State of Practice in Computing for the Design and Planning Process [18th eCAADe Conference Proceedings / ISBN 0-9523687-6-5] Weimar (Germany) 22-24 June 2000, pp. 85-88
summary	Recent years have seen the increasing use of digital media in undergraduate architectural education at UND, and which has been fuelled by students themselves taking up the tools available to practising architects. This process of self-selection may hold valuable lessons for the development of architectural curricula. An experimental design studio offered as an elective to UND undergraduates in 1999 has indicated that the design work produced therein, most often differed remarkably from the previous work of the same students using only traditional media. In so far as digital environments rapidly provide new and strange objects and images for students to encounter, those students are driven to interpret, transform or customise that environment in innovative ways, thereby making it their own. It is clear that the full integration of digital environments into architectural education will profoundly effect the outcomes of student work. We have observed that some self-selecting students struggle in expressing ideas through repre-sentative form in traditional studios. The question arises whether these students are "onto something" which they intuitively understand as better suited to their abilities, or whether in fact they are see digital tools as a means to avoid those areas in design in which they experience difficulties. Through observation of a group of "self-selectors" the authors attempt to lead useful generalisations; to develop a theory and method for facilitators to deal with specific students; and to work toward the development of suitable curricula for these cases.
keywords	Architectural Education, Digital Media, Learning Styles
series	eCAADe
email
more	http://www.uni-weimar.de/ecaade/
last changed	2022/06/07 07:59

_id	3815
authors	Qaqish, Ra’ed
year	2001
title	VDS/DDS Practice Hinges on Interventions and Simplicity - A Case Study of Hard Realism vs. Distorted Idealism
doi	https://doi.org/10.52842/conf.ecaade.2001.249
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 249-255
summary	This paper reports on a contemporary and laborious ongoing experimental work initiated during the establishment of a new Virtual/Digital design studio “VDS” in Sept. 1999 by CAAD tutors at University of Petra “UOP”. The new VDS/DDS now works as an experimental laboratory to explore several solutions to problems of efficiency in design teaching as a new digital design studio paradigm, in tandem with CAD/Design staff, DS environment, materials and facilities. Two groups of graduating level students participated as volunteers in this experiment. The first group was comprised of three fifth-year architectural design students while the second group was comprised of two fourth-year interior design students. The media currently in use are ArchiCAD 6.5 as a design tool along with CorelDraw 9 as a presentational tool, running on Pentium III computers. The series of experiments evaluated the impression on architectural design studio tuition requirements arising from the changes brought about by the implementation of the new CAD pedagogical approach (VDS/DDS) at UOP. The findings echo several important key issues in tandem with CAAD, such as: the changes brought about by the new design strategies, adaptation in problem solving decision-making techniques, studio employment in terms of environment, means and methods. Other issues are VDS/DDS integration schemes carried out by both students and staff as one team in design studio practice on one hand and the curriculum on the other. Finally, the paper discusses the negative impact of conventional design studio hardliner teaching advocates and students alike whose outlook and impressions undermine and deplete effective CAAD integration and obstruct, in many instances, the improvement of such experiments in a VDS environment.
keywords	Design Studio Strategies, Problem Solving Decisions, Transformation And Integration Policies
series	eCAADe
email
last changed	2022/06/07 08:00

_id	c05b
authors	Senagala, M.
year	1999
title	An Epistemological and Systems Approach to Digital Technology Integration in Architectural Curriculum
doi	https://doi.org/10.52842/conf.acadia.1999.016
source	Media and Design Process [ACADIA ‘99 / ISBN 1-880250-08-X] Salt Lake City 29-31 October 1999, pp. 16-26
summary	Architectural institutions around the world have been faced with the question of digital technology integration for the last one decade. Numerous attempts have been made by those institutions to utilize and harness the new technology by trial and error methods. Although much has been said and done about the computer as a tool and a medium, there is a great paucity of well-considered and holistic theoretical frameworks that have been successfully applied in architectural curricula. The emergence of digital technology as an environment and as an overarching system has NOT been a much understood or acknowledged fact. This lack of systemic wisdom, in the digital technology integration process, is always punished by the system. In this paper, I intend to 1.) Outline the epistemological, philosophical, pedagogical and operational issues of digital technology integration efforts undertaken at Kansas State University. 2.) Meditate a systemic and holistic framework of principles, paradigms, proposals and strategies from a systems point of view that could be applied at other educational institutions. In contradistinction to the analytical, hierarchical and prosthetic approaches frequently adapted by the architectural institutions, I propose a systems approach and an ecological paradigm to understand and comprehensively integrate digital technology with architectural curricula. While many of the ideas brought under the framework may not be new, the framework itself is a new proposition. The framework draws heavily from Jean-François Lyotard’s postmodern pedagogical work, Deleuze and Guattari’s post-structural notions of “rhizome”, and Gregory Bateson’s expositions of ecological and systems approach.
series	ACADIA
email
last changed	2022/06/07 07:56

_id	dd16
authors	Gibson, Kathleen
year	1999
title	STUDIO @ CORNELL
doi	https://doi.org/10.52842/conf.acadia.1999.018.2
source	ACADIA Quarterly, vol. 18, no. 2, pp. 18-21
summary	Unique to the interior design program at Cornell University is a planned pedagogical approach requiring equal emphasis toward manual and digital graphic communication at the freshman level. Prior to 1998, computer-based instruction only occurred at the junior year of study. Recognizing that cultural and symbolic biases against digital media were formally being instituted by curriculum policy, faculty searched for a new perspective. Central to success was the removal of illogically placed boundaries, both mental and physical. In response, students are now encouraged to cultivate a fluid dexterity between traditional and digital methods, at times using various skills concurrently for design analysis and representation (Figures 1, 2, 3, 4, 5, 6, 7). Course content for DEA115 ranges from basic orthographic drafting, paraline projection, and perspective drawing to color rendering and composition. Students utilize a full range of media: pencil, ink, marker, pastel, AutoCAD, 3DS/ MAX, and Photoshop in this graphics studio. Course meetings total six contact hours per week, constituting a three credit hour class. Assignments are purposefully created to shatter digital myths. For example, instead of a standard, rote drafting exercise, AutoCAD is used to explore design ideas through systemic object manipulation (Figures 8, 9).
series	ACADIA
last changed	2022/06/07 07:51

_id	161c
authors	Juroszek, Steven P.
year	1999
title	Access, Instruction, Application: Towards a Universal Lab
doi	https://doi.org/10.52842/conf.ecaade.1999.141
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 141-150
summary	In January 1998, the Montana State University School of Architecture embarked upon an initiative to successfully integrate computer technology into its design curriculum. At that time only a handful of student computers could be found in the design studio. By January 1999 over 95 students have and use computers in their courses. The increase in computer access and use is occurring through a five-phase initiative called the Universal Lab-a school-wide commitment to the full integration of computer technology into all design studios, support courses and architectural electives. The Universal Lab uses the areas of Access, Instruction and Application as the vehicles for appropriate placement and usage of digital concepts within the curriculum. The three-pronged approach allows each instructor to integrate technology using one, two or all three areas with varying degrees of intensity. This paper presents the current status of the Universal Lab-Phase I and Phase II-and describes the effect of this program on student work, course design and faculty instruction.
keywords	Design, Access, Instruction, Application, Integration
series	eCAADe
email
last changed	2022/06/07 07:52

_id	a25e
authors	Loy, Hollis A.
year	1999
title	Foundation for a Thorough CAAD Education
doi	https://doi.org/10.52842/conf.ecaade.1999.301
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 301-308
summary	The birth and development of computing is considered by most as one of the greatest technological achievements of the twentieth century. Since the integration of computers in the built environment, over two decades ago, computing methods developed into efficient designing and calculating tools. In contrast, accelerating advancements in computing technology have created generation gaps amongst architects. There are inexperienced, novice, intermediate and advanced computer-capable architects. If each group was asked to define CAAD, some would still describe it as a computer program for technical draughting. Others may define CAAD (Computer Aided Architectural Design) as a vast array of digital media in CAD, multimedia and DTP, assisting architects in compiling visual presentations. Currently, most architectural schools are capable of instructing most, if not all, facets of CAAD (2D & 3D CAD, model rendering, photo montage, brochure layouts, etc.). However, this knowledge is accumulated at random throughout the course of study. "Computer Graphics for Architects" is the latest educational development in Europe bridging generation gaps with senior architects and serving as an introductory CAAD seminar to beginning architecture students. This book and lecture presents a gallery of recent architectural CAD, multimedia, and DTP presentations practiced in Europe´s second largest architectural firm. The terminology is user-friendly and its content concentrates on responding to the most often posed questions by CAAD beginners relating to: (1) Terminology (2) Appearance (3) Time Consumption (4) Cost Techniques introduced are independent of any platform. The goal is to summarize quickly and effectively the countless possibilities of presentations applicable in architecture practice. "Computer Graphics for Architects" provides a direction for future presentations and motivates students to excel in CAAD.
series	eCAADe
email
last changed	2022/06/07 07:59

_id	d438
authors	Moloney, Jules
year	1999
title	Charcoal, Bits and Balsa: Cross Media Tactics in the Foundation Design Studio
doi	https://doi.org/10.52842/conf.ecaade.1999.110
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 110-115
summary	This paper investigates the space between the computer and traditional design media. The focus is the identification of strategies for extending creativity in the foundation year design studio via tactics of cross media working. The integration of computers into the design studio are described within a particular drawing culture at the University of Auckland. Creativity is related to a pedagogy of 'pattern' developed by M. Linzey. The cross media tactics are based on practical adaptation of the advantages of computing to the context of the foundation design studio (12 weeks / 80 students / 24 computers)
keywords	Education, Media, Studio, Creativity
series	eCAADe
email
last changed	2022/06/07 07:58

_id	13f7
authors	QaQish, Ra'Ed K.
year	1999
title	Evaluation as a Key Tool to Bridge CAAD and Architecture Education
doi	https://doi.org/10.52842/conf.ecaade.1999.279
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 279-285
summary	This paper reports on the findings of a study carried out at Glasgow University which proposes a framework for the evaluation of architecture curriculum once integrated with CAAD. This study investigated the evaluation of CAAD teaching methods (CTM) and the effectiveness of CAAD integration (CI) and explored CAAD employment suitability in the design studio, and what influences does it have on the design process tuition using the Kirkpatrick model as a vehicle. The related CAAD evaluation variables investigated were: CAAD Tutor, Course Materials & Contents, Class Environment, Use of Media, Delivery Methodologies, Administrative Briefs, and Overall Effectiveness of CAAD event. Several other variables investigated were the levels of students' performance, attitudes, knowledge, new-stand, creativity and skills. The paper covered briefly some of the findings of the case studies acquired over two years at MSA; both observations and questionnaire surveys were used as methods of data collection. Evaluation deficiency postulates the weaknesses of CAAD in architecture schools. Evaluation of CAAD tuition should be a fundamental approach to address CAAD integration efficiency and problems, to achieve effectiveness and productivity amongst architecture schools.
keywords	Evaluation, Integration, Effectiveness
series	eCAADe
email
last changed	2022/06/07 08:00

_id	2092
authors	Voigt, Andreas and Linzer, Helena
year	1999
title	The Digital City
source	III Congreso Iberoamericano de Grafico Digital [SIGRADI Conference Proceedings] Montevideo (Uruguay) September 29th - October 1st 1999, pp. 438-442
summary	Information-transfer and -management, quality of planning, efficiency in decision-finding and public relations make for the continuous challenges in space-related planning. The integration of the "computer" - an essential tool of modern times - throughout the process of urban and regional planning, particularly regarding city development is a present-day challenge. A "Computer Aided City Development" calls for modular structuring taking the specialized requirements of a up-to-date city development into account as well as integrating suited simulation techniques and media effectively in the planning process in line with the respective state of the art. The present research project was aimed at structuring modular fields of application for "Computer Aided City Development" on the basis of the general framework conditions of regional and urban planning and city development. Paying regard to the "ecological-dynamical" city development the pilot project "The Digital City" puts planning modules of "Computer Aided City Development" to use in a selected transection of the urban area of Vienna (area around UNO-City, Wagramer Straße). By means of a digital, three-dimensional work-as-executed model the urban-spatial development possibilities in variants can be subjected to a spatial discussion throughout workshops making interactive use of a high-speed graphic computer. Furthemore, this pilot project was also dedicated to trying new forms of cooperation between science and administration
keywords	Computer Graphics in Design and Planning, Urban Design, Urban Planning
series	SIGRADI
email
last changed	2016/03/10 10:02

_id	26e4
authors	Da Rosa Sampaio, Andrea
year	1999
title	Design Thinking Proces and New Paradigms of Graphic Expression (Design Thinking Proces and New Paradigms of Graphic Expression)
source	III Congreso Iberoamericano de Grafico Digital [SIGRADI Conference Proceedings] Montevideo (Uruguay) September 29th - October 1st 1999, pp. 68-73
summary	It is undeniable that infotechnology has brought significant changes into architectural representation. Whether these changes has altered design conception proccess or are only media matters, is a discussion concerned with the role of graphic expression in architects designs. Is it just a language, or a design thinking tool, fully engaged with the formal solution? Thus, the investigation of the role of represententional systems in the design thinking proccess and the analysis of their intrinsic relationship will approach traditional methods facing the widespread use of Computer Aided Design. There are polemics about the issue: on the one hand, seductive simulations and a plethora of rendering choices available, on the other hand, impersonal expression, to name a few arguments for and against CAD use. Computers have not replaced the straight reciprocity between the acts of conceiving and drawing, between mind and image, which results in manual sketches, quite effective in embodying a design idea. Yet, we have to admit that manipulating complex forms such as Gehry's Guggenheim Museum quickly would not be feasible before CAD advent. We have been faced with new paradigms challenging the graphic expression of architects and urban designers. Besides the consequences of this new reality to design thinking, a crucial point to be stressed at this discussion is the possibility of achieving a balance between the cherished mind-hand intimacy and the available technological resources.
keywords	Traditional Representation, Design Thinking, CAD
series	SIGRADI
email
last changed	2016/03/10 09:50

_id	sigradi2005_097
id	sigradi2005_097
authors	Luhan, Gregory A.
year	2005
title	At Full-Scale \| From Installation to Inhabitation
source	SIGraDi 2005 - [Proceedings of the 9th Iberoamerican Congress of Digital Graphics] Lima - Peru 21-24 november 2005, vol. 1, pp. 97-102
summary	In 1999, the University of Kentucky (then the College of Architecture, now the College of Design-School of Architecture) established a Digital Design Studio to combine the strong tradition of handcrafting in the existing design program with those technologically sophisticated tools shaping the profession for the 21st century. Over a six-year period, this all-digital design studio has developed from a pedagogical model for developing new different ways of seeing and making architecture to a proof-of-concept real-world experience to coalesce state-of-the-art visualization techniques with current expectations of practice. Creating dynamic links between students, industry, and the profession has enabled the School of Architecture to provide leadership for practicing architects, to create an effective dialogue between industrial and design professionals, and to incorporate successfully leading-edge design pedagogy with the more technological applications that will shape the future of architecture practice. The materials presented here reflect a sequence of comprehensive digital projects produced under my direction from 1999 through 2005.
series	SIGRADI
email
last changed	2016/03/10 09:55

_id	422f
authors	Morozumi, M., Shounai, Y., Homma, R., Iki, K. and Murakami, Y.
year	1999
title	A Group Ware for Asynchronous Design Communication and Project Management
doi	https://doi.org/10.52842/conf.caadria.1999.171
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. 171-180
summary	The number of Virtual Design Studio experiment that used WWW (Digital Pin-up Board) and e-mail for a synchronous communication, is rapidly increasing. There is no doubt that those media are quite helpful, but it also became clear that writing and managing pages of DPB require extra work for designers and technical staff to proceed with collaborative design. To make VDS a popular approach of collaborative design, developing convenient tools to support writing and managing pages of DPB has become inevitable. This paper discusses a prototype of group ware that supports asynchronous design communication with DPB: GW-Notebook that can be used with common web browsers on net-PCs.
series	CAADRIA
email
last changed	2022/06/07 07:59

_id	f9f7
authors	Mullins, Michael
year	1999
title	Forming, Planning, Imaging and Connecting
doi	https://doi.org/10.52842/conf.ecaade.1999.178
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 178-185
summary	This paper sets out to define aspects of the architectural design process, using historical precedent and architectural theory, and tests the relationship of those aspects to the application of computers in architectural design, particularly in an educational context. The design process sub-sets are defined as: Forming, Planning, Imaging and Connecting. Historical precedents are uncovered in Classical, Modern, Postmodern and Contemporary architecture. The defined categories of the design process are related to current usages of computers in architectural education towards elucidating the strengths and weaknesses of digital media in those areas. Indications of their concurrent usage in digital design will be demonstrated in analysis of design studio programs presented at recent ACADIA conferences. An example of a current design studio programme set at the School of Architecture University of Natal, South Africa in which the above described categories give an underlying structure to the introduction of 3D digital modelling to undergraduates through design process. The definition of this set of design activities may offer a useful method for other educators in assessing existing and future design programs where digital tools are used.
keywords	Design-Process, Digital-Media, Design-Programmes
series	eCAADe
email
last changed	2022/06/07 07:59

_id	c056
authors	Tsou, Jin-Yeu and Chow, Benny
year	1999
title	Team Orientated Knowledge Construction for Architectural Education
doi	https://doi.org/10.52842/conf.ecaade.1999.292
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 292-300
summary	Information Technology is always more accessible when we trying to imagine what the IT could be actually used. This situation is even more noticeable in the architecture field, and there are various technologies that have failed on delivering urgent needed education quality. Meanwhile, the tradition architecture education is evolving rapidly under the concepts of problem-based approach, knowledge reconstruction, and self-guided learning. "Education without institutional boundary" happens everyday in the classroom, and multi-direction learning modes have replaced the traditional single-direction teaching approach. The role of IT in the curriculum of architectural design education has become a subject of debate, scrutiny and experimentation in architectural schools. This paper will first outline the theory of applying team-oriented knowledge construction approach into studio teaching, the setup of our integrated digital design media environment is introduced; organization issue regarding the team formation and studio coordination is discussed; case studies are illustrated for demonstrating the methodology applied; and the student feedback is summarized to analysis the effectiveness of the approach.
keywords	Multimedia, CD-ROM, Problem-Based Learning, Team-Orientated Learning, Constructivist Learning
series	eCAADe
email
last changed	2022/06/07 07:57

_id	avocaad_2001_09
id	avocaad_2001_09
authors	Yu-Tung Liu, Yung-Ching Yeh, Sheng-Cheng Shih
year	2001
title	Digital Architecture in CAD studio and Internet-based competition
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	Architectural design has been changing because of the vast and creative use of computer in different ways. From the viewpoint of designing itself, computer has been used as drawing tools in the latter phase of design (Mitchell 1977; Coyne et al. 1990), presentation and simulation tools in the middle phase (Liu and Bai 2000), and even critical media which triggers creative thinking in the very early phase (Maher et al. 2000; Liu 1999; Won 1999). All the various roles that computer can play have been adopted in a number of professional design corporations and so-called computer-aided design (CAD) studio in schools worldwide (Kvan 1997, 2000; Cheng 1998). The processes and outcomes of design have been continuously developing to capture the movement of the computer age. However, from the viewpoint of social-cultural theories of architecture, the evolvement of design cannot be achieved solely by designers or design processes. Any new idea of design can be accepted socially, culturally and historically only under one condition: The design outcomes could be reviewed and appreciated by critics in the field at the time of its production (Csikszentmihalyi 1986, 1988; Schon and Wiggins 1992; Liu 2000). In other words, aspects of design production (by designers in different design processes) are as critical as those of design appreciation (by critics in different review processes) in the observation of the future trends of architecture.Nevertheless, in the field of architectural design with computer and Internet, that is, so-called computer-aided design computer-mediated design, or internet-based design, most existing studies pay more attentions to producing design in design processes as mentioned above. Relatively few studies focus on how critics act and how they interact with designers in the review processes. Therefore, this study intends to investigate some evolving phenomena of the interaction between design production and appreciation in the environment of computer and Internet.This paper takes a CAD studio and an Internet-based competition as examples. The CAD studio includes 7 master's students and 2 critics, all from the same countries. The Internet-based competition, held in year 2000, includes 206 designers from 43 counties and 26 critics from 11 countries. 3 students and the 2 critics in the CAD studio are the competition participating designers and critics respectively. The methodological steps are as follows: 1. A qualitative analysis: observation and interview of the 3 participants and 2 reviewers who join both the CAD studio and the competition. The 4 analytical criteria are the kinds of presenting media, the kinds of supportive media (such as verbal and gesture/facial data), stages of the review processes, and interaction between the designer and critics. The behavioral data are acquired by recording the design presentation and dialogue within 3 months. 2. A quantitative analysis: statistical analysis of the detailed reviewing data in the CAD studio and the competition. The four 4 analytical factors are the reviewing time, the number of reviewing of the same project, the comparison between different projects, and grades/comments. 3. Both the qualitative and quantitative data are cross analyzed and discussed, based on the theories of design thinking, design production/appreciation, and the appreciative system (Goodman 1978, 1984).The result of this study indicates that the interaction between design production and appreciation during the review processes could differ significantly. The review processes could be either linear or cyclic due to the influences from the kinds of media, the environmental discrepancies between studio and Internet, as well as cognitive thinking/memory capacity. The design production and appreciation seem to be more linear in CAD studio whereas more cyclic in the Internet environment. This distinction coincides with the complementary observations of designing as a linear process (Jones 1970; Simon 1981) or a cyclic movement (Schon and Wiggins 1992). Some phenomena during the two processes are also illustrated in detail in this paper.This study is merely a starting point of the research in design production and appreciation in the computer and network age. The future direction of investigation is to establish a theoretical model for the interaction between design production and appreciation based on current findings. The model is expected to conduct using revised protocol analysis and interviews. The other future research is to explore how design computing creativity emerge from the process of producing and appreciating.
series	AVOCAAD
email
last changed	2005/09/09 10:48

_id	20ab
authors	Yakeley, Megan
year	2000
title	Digitally Mediated Design: Using Computer Programming to Develop a Personal Design Process
source	Massachusetts Institute of Technology, Department of Architecture
summary	This thesis is based on the proposal that the current system of architectural design education confuses product and process. Students are assessed through, and therefore concentrate on, the former whilst the latter is left in many cases to chance. This thesis describes a new course taught by the author at MIT for the last three years whose aim is to teach the design process away from the complexities inherent in the studio system. This course draws a parallel between the design process and the Constructionist view of learning, and asserts that the design process is a constant learning activity. Therefore, learning about the design process necessarily involves learning the cognitive skills of this theoretical approach to education. These include concrete thinking and the creation of external artifacts to develop of ideas through iterative, experimental, incremental exploration. The course mimics the Constructionist model of using the computer programming environment LOGO to teach mathematics. It uses computer programming in a CAD environment, and specifically the development of a generative system, to teach the design process. The efficacy of such an approach to architectural design education has been studied using methodologies from educational research. The research design used an emergent qualitative model, employing Maykut and Morehouses interpretive descriptive approach (Maykut & Morehouse, 1994) and Glaser and Strausss Constant Comparative Method of data analysis (Glaser & Strauss, 1967). Six students joined the course in the Spring 1999 semester. The experience of these students, what and how they learned, and whether this understanding was transferred to other areas of their educational process, were studied. The findings demonstrated that computer programming in a particular pedagogical framework, can help transform the way in which students understand the process of designing. The following changes were observed in the students during the course of the year: Development of understanding of a personalized design process; move from using computer programming to solve quantifiable problems to using it to support qualitative design decisions; change in understanding of the paradigm for computers in the design process; awareness of the importance of intrapersonal and interpersonal communication skills; change in expectations of, their sense of control over, and appropriation of, the computer in the design process; evidence of transference of cognitive skills; change from a Behaviourist to a Constructionist model of learning Thesis Supervisor: William J. Mitchell Title: Professor of Architecture and Media Arts and Sciences, School of Architecture and Planning
series	thesis:PhD
last changed	2003/02/12 22:37

For more results click below: