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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	b34d
authors	Russell, P., Kohler, N., Forgber, U., Koch, V. and Rügemer, J.
year	1999
title	Interactive Representation of Architectural Design: The Virtual Design Studio as an Architectural Graphics Laboratory
doi	https://doi.org/10.52842/conf.ecaade.1999.459
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 459-465
summary	This paper introduces the Virtual Design Studio (VDS), an internet based design studio environment established by ifib. VDS transfers lessons learned through research projects in the field of Computer Supported Co-operative Work (CSCW) being carried out at ifib into design education. By training for interdisciplinary co-operation within the design process, the students will become better prepared for the flexibility and co-operability required in planning situations. Increasing the communication and co-operation in the planning process can be achieved through the implementation of IT based virtual workspaces. In the design studio setting, this is done through the use of available internet software and technologies. The methodology of the VDS is briefly described including specific assignments intended to focus student investigations into specific areas including the representation of their work using the world wide web. The pedagogical expectations are discussed and anecdotal evidence precedes an general evaluation of the teaching method. The authors postulate that one of the unintended by-products of the studio is the evolution of an effective use of interactivity in the presentation of design concepts, ideas and solutions. A handful of student work is presented to describe the different approaches taken in using the world wide web (WWW) to display project work. A description of the local evolution (VDS specific) of graphical methods and technologies is followed by a comparison with those used in traditional settings. Representation is discussed with focus on the ability of the WWW to replace, augment or corrupt other methods of presentation. The interactive nature of web based presentations induces alterations to the narration of architectural work and can enhance the spatial perception of design space. Space Perception can be enabled through geometrically true VRML representations, the inclusion of auditory sensations, the abstraction of representation through the use of advertising techniques as well as the introduction of non-linear narrative concepts. Examples used by students are shown. A critical assessment of these new representational methods and the place of current new media within the context of architectural representation is discussed.
keywords	Virtual Design Studio, Architectural Graphics, Teaching
series	eCAADe
email
last changed	2022/06/07 07:56

_id	988d
authors	Russell, Peter and Forgber, Uwe
year	2000
title	The E-Talier: Inter-university Networked Design Studios
doi	https://doi.org/10.52842/conf.ecaade.2000.045
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. 45-50
summary	The widespread infiltration of internet based variations of traditional areas of society (e-commerce, e-business, e-mail etc.) will not spare the halls of academia in its propagation. The term courseware is well nigh 20 years old and considerable research and development has been done in bringing network based distributed courses to university consortiums including those in architecture and civil engineering. Indeed, the European Commission has recently approved funding for a 3-year web-based virtual university of architecture and construction technology: the WINDS project led by the University of Ancona. Such attempts to create e-courses are largely an extension of typical courseware where the syllabus is quantified and divided into lessons for use by the students alone or in conjunction with their tutors and professors. This is quite adequate in conveying the base knowledge of the profession. However, the tenants of being an architect or engineer involve the deft use of that unwieldy named and deliciously imprecise tool called "design". Teaching design sooner or later involves the design studio: a pedagogically construed environment of simulation intended to train, not teach the skills of designing. This is fundamentally different from normal courseware. A network based design studio (Etalier) must be able to reflect the nature of learning design. Design studios typically involve specifically chosen design problems, researched supporting information to assist design decisions, focussed discussions, individual consultation and criticism, group criticism, public forums for presentation discussion and criticism as well as a myriad of informal undocumented communication among the students themselves. So too must an Etalier function. Essentially, it must allow collaboration through communication. Traditional barriers to collaboration include language, culture (both national and professional) and distance. Through the internet's capricious growth and the widespread use of English as a second language, the largest hurdle to attaining fruitful collaboration is probably cultural. In the case of an Etalier in a university setting, the cultural difficulties arise from administrative rules, the pedagogical culture of specific universities and issues such as scheduling and accreditation. Previous experiments with virtual design studios have demonstrated the criticality of such issues. The proposed system allows participating members to specify the degree and breadth with which they wish to partake. As opposed to specifying the conditions of membership, we propose to specify the conditions of partnership. Through the basic principal of reciprocity, issues such as accreditation and work load sharing can be mitigated. Further, the establishment of a studio market will allow students, tutors and professors from participating institutions to partake in studio projects of their choosing in accordance with their own constraints, be they related to schedule, expertise, legal or other matters. The paper describes these mechanisms and some possible scenarios for collaboration in the Etalier market.
keywords	e-Studio, Virtual Design Studio, Courseware, CSCW
series	eCAADe
email
more	http://www.uni-weimar.de/ecaade/
last changed	2022/06/07 07:56

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