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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	b09a
authors	Ceccato, C., Falk, L. and Fischer, Th.
year	2000
title	The Silk Road: An Interactive Online Encyclopaedia as a Foundation for Networked Education in Design
source	SIGraDi’2000 - Construindo (n)o espacio digital (constructing the digital Space) [4th SIGRADI Conference Proceedings / ISBN 85-88027-02-X] Rio de Janeiro (Brazil) 25-28 september 2000, pp. 50-54
summary	This paper describes a multidisciplinary design studio project conducted in Spring 2000 titled “The Silk Road”. The studio is an implementation of an innovative initiative in design education known as Networked Education in Design (NED) and is a further component in a series of on-line, interactive design studios under development at the Hong Kong Polytechnic University School of Design. NED is an educational philosophy, a pedagogical strategy encompassing several different aspects of Internet and Intranet communications, multimedia and shared learning environments, with the goal to decentralise the campus experience, enhance the local-global academic dialogue, and create an interdisciplinary, extendable and flexible virtual learning environment. In the case illustrated here, NED was manifested as an “Electronic Encyclopaedia” exercise designed to provide a universally applicable body of knowledge for students to use in design studios within their field of study, resulting in a rich and diverse body of work which in its disciplinary diversity manifested a common epistemological root.
series	SIGRADI
email
last changed	2016/03/10 09:48

_id	988d
authors	Russell, Peter and Forgber, Uwe
year	2000
title	The E-Talier: Inter-university Networked Design Studios
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
doi	https://doi.org/10.52842/conf.ecaade.2000.045
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

_id	bc3e
authors	Falk, L., Ceccato, C. Hu, C. Wong, P. and Fischer, T.
year	2000
title	Towards a Networked Education in Design. A First Manifestation through the "Virtual Design Company" Studio
source	CAADRIA 2000 [Proceedings of the Fifth Conference on Computer Aided Architectural Design Research in Asia / ISBN 981-04-2491-4] Singapore 18-19 May 2000, pp. 157-167
doi	https://doi.org/10.52842/conf.caadria.2000.157
summary	This paper presents a learning concept known as (a) Networked Education in Design (NED). In the case illustrated here, NED was developed as a new type of "virtual learning studio" simply called the Virtual Design Company (VDC).
series	CAADRIA
email
last changed	2022/06/07 07:56

_id	b4c4
authors	Carrara, G., Fioravanti, A. and Novembri, G.
year	2000
title	A framework for an Architectural Collaborative Design
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. 57-60
doi	https://doi.org/10.52842/conf.ecaade.2000.057
summary	The building industry involves a larger number of disciplines, operators and professionals than other industrial processes. Its peculiarity is that the products (building objects) have a number of parts (building elements) that does not differ much from the number of classes into which building objects can be conceptually subdivided. Another important characteristic is that the building industry produces unique products (de Vries and van Zutphen, 1992). This is not an isolated situation but indeed one that is spreading also in other industrial fields. For example, production niches have proved successful in the automotive and computer industries (Carrara, Fioravanti, & Novembri, 1989). Building design is a complex multi-disciplinary process, which demands a high degree of co-ordination and co-operation among separate teams, each having its own specific knowledge and its own set of specific design tools. Establishing an environment for design tool integration is a prerequisite for network-based distributed work. It was attempted to solve the problem of efficient, user-friendly, and fast information exchange among operators by treating it simply as an exchange of data. But the failure of IGES, CGM, PHIGS confirms that data have different meanings and importance in different contexts. The STandard for Exchange of Product data, ISO 10303 Part 106 BCCM, relating to AEC field (Wix, 1997), seems to be too complex to be applied to professional studios. Moreover its structure is too deep and the conceptual classifications based on it do not allow multi-inheritance (Ekholm, 1996). From now on we shall adopt the BCCM semantic that defines the actor as "a functional participant in building construction"; and we shall define designer as "every member of the class formed by designers" (architects, engineers, town-planners, construction managers, etc.).
keywords	Architectural Design Process, Collaborative Design, Knowledge Engineering, Dynamic Object Oriented Programming
series	eCAADe
email
more	http://www.uni-weimar.de/ecaade/
last changed	2022/06/07 07:55

_id	9a1e
authors	Clayton, Mark J. and Vasquez de Velasco, Guillermo
year	1999
title	Stumbling, Backtracking, and Leapfrogging: Two Decades of Introductory Architectural Computing
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 151-158
doi	https://doi.org/10.52842/conf.ecaade.1999.151
summary	Our collective concept of computing and its relevance to architecture has undergone dramatic shifts in emphasis. A review of popular texts from the past reveals the biases and emphases that were current. In the seventies, architectural computing was generally seen as an elective for data processing specialists. In the early eighties, personal computers and commercial CAD systems were widely adopted. Architectural computing diverged from the "batch" world into the "interactive" world. As personal computing matured, introductory architectural computing courses turned away from a foundation in programming toward instruction in CAD software. By the late eighties, Graphic User Interfaces and windowing operating systems had appeared, leading to a profusion of architecturally relevant applications that needed to be addressed in introductory computing. The introduction of desktop 3D modeling in the early nineties led to increased emphasis upon rendering and animation. The past few years have added new emphases, particularly in the area of network communications, the World Wide Web and Virtual Design Studios. On the horizon are topics of electronic commerce and knowledge markets. This paper reviews these past and current trends and presents an outline for an introductory computing course that is relevant to the year 2000.
keywords	Computer-Aided Architectural Design, Computer-Aided Design, Computing Education, Introductory Courses
series	eCAADe
email
last changed	2022/06/07 07:56

_id	d1a6
authors	Corona Martínez, A., Vigo, L. and Folchi, A.
year	2001
title	SEMINARIO/TALLER DE INVESTIGACION PROYECTUAL ESTRUCTURA DE TALLER ACTIVO PARA LA ENSEÑANZA E INVESTIGACIÓN PROYECTUAL ARQUITECTÓNICA ASISTIDO POR TÉCNOLOGÍAS DIGITALES (Research Seminar/Workshop on the Structure of Active Design Studios for Training and Research on Computer Aided Design)
source	SIGraDi biobio2001 - [Proceedings of the 5th Iberoamerican Congress of Digital Graphics / ISBN 956-7813-12-4] Concepcion (Chile) 21-23 november 2001, pp. 227-228
summary	In a previous paper (SiGradi 2000) we presented a design approach based upon the architectural research that regarded digital technologies as a subordinated tool to architectural design. From that starting point and from various research experiences, we have re-oriented certain guidelines and latter developed specific techniques that can be used both for teaching and for the professional practice of architecture. Through the use of paradigmatic and hermeneutic techniques developed ad hoc, architectural projects are developed in a three-stage sequence: a) development of a narrative framework; b) analysis based on object oriented programming thechniques; and c) digital development of the preliminary design. We believe that the positive aspects of the inclusion of these idea-centered techniques to the digital realm unifies and extends the architectural knowledge and strengthens its conception.
series	SIGRADI
email
last changed	2016/03/10 09:49

_id	85ab
authors	Corrao, Rossella and Fulantelli, Giovanni
year	1999
title	Architects in the Information Society: The Role of New Technologies
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 665-671
doi	https://doi.org/10.52842/conf.ecaade.1999.665
summary	New Technologies (NTs) offer us tools with which to deal with the new challenges that a changing society or workplace presents. In particular, new design strategies and approaches are required by the emerging Information Society, and NTs offer effective solutions to the designers in the different stages of their professional life, and in different working situations. In this paper some meaningful scenarios of the use of the NTs in Architecture and Urban Design are introduced; the scenarios have been selected in order to understand how the role of architects in the Information Society is changing, and what new opportunities NTs offer them. It will be underlined how the telematic networks play an essential role in the activation of virtual studios that are able to compete in an increasingly global market; examples will be given of the use of the Web to support activities related to Urban Planning and Management; it will be shown how the Internet may be used to access strategic resources for education and training, and sustain lifelong learning. The aforesaid considerations derive from a Web-Based Instruction system we have developed to support University students in the definition of projects that can concern either single buildings or whole parts of a city. The system can easily be adopted in the other scenarios introduced.
keywords	Architecture, Urban Planning , New Technologies, World Wide Web, Education
series	eCAADe
email
last changed	2022/06/07 07:56

_id	0cc1
authors	Dave, Bharat and Danahy, John
year	2000
title	Virtual study abroad and exchange studio
source	Automation in Construction 9 (1) (2000) pp. 57-71
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	journal paper
more	http://www.elsevier.com/locate/autcon
last changed	2003/05/15 21:22

_id	5477
authors	Donath, D., Kruijff, E., Regenbrecht, H., Hirschberg, U., Johnson, B., Kolarevic, B. and Wojtowicz, J.
year	1999
title	Virtual Design Studio 1998 - A Place2Wait
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 453-458
doi	https://doi.org/10.52842/conf.ecaade.1999.453
summary	This article reports on the recent, geographically and temporally distributed, intercollegiate Virtual Design Studio based on the 1998 implementation Phase(x) environment. Students participating in this workshop had to create a place to wait in the form of a folly. This design task was cut in five logical parts, called phases. Every phase had to be finished within a specific timeframe (one day), after which the results would be stored in a common data repository, an online MSQL database environment which holds besides the presentations, consisting of text, 3D models and rendered images, basic project information like the descriptions of the phases and design process visualization tools. This approach to collaborative work is better known as memetic engineering and has successfully been used in several educational programs and past Virtual Design Studios. During the workshop, students made use of a variety of tools, including modeling tools (specifically Sculptor), video-conferencing software and rendering programs. The project distinguishes itself from previous Virtual Design Studios in leaving the design task more open, thereby focusing on the design process itself. From this perspective, this paper represents both a continuation of existing reports about previous Virtual Design Studios and a specific extension by the offered focus. Specific attention will be given at how the different collaborating parties dealt with the data flow and modification, the crux within a successful effort to cooperate on a common design task.
keywords	Collaborative design, Design Process, New Media Usage, Global Networks
series	eCAADe
email
last changed	2022/06/07 07:55

_id	837b
authors	Elger, Dietrich and Russell, Peter
year	2000
title	Using the World Wide Web as a Communication and Presentation Forum for Students of Architecture
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. 61-64
doi	https://doi.org/10.52842/conf.ecaade.2000.061
summary	Since 1997, the Institute for Industrial Building Production (ifib) has been carrying out upper level design studios under the framework of the Netzentwurf or Net-Studio. The Netzentwurf is categorized as a virtual design studio in that the environment for presentation, criticism and communication is web based. This allows lessons learned from research into Computer Supported Cooperative Work (CSCW) to be adapted to the special conditions indigenous to the architectural design studio. Indeed, an aim of the Netzentwurf is the creation and evolution of a design studio planing platform. In the Winter semester 1999-2000, ifib again carried out two Netzentwurf studios. involving approximately 30 students from the Faculty of Architecture, University of Karlsruhe. The projects differed from previous net studios in that both studios encompassed an inter-university character in addition to the established framework of the Netzentwurf. The first project, the re-use of Fort Kleber in Wolfisheim by Strasbourg, was carried out as part of the Virtual Upperrhine University of Architecture (VuuA) involving over 140 students from various disciplines in six institutions from five universities in France, Switzerland and Germany. The second project, entitled "Future, Inc.", involved the design of an office building for a scenario 20 years hence. This project was carried out in parallel with the Technical University Cottbus using the same methodology and program for two separate building sites.
keywords	Virtual Design Studios, Architectural Graphics, Presentation Techniques
series	eCAADe
email
more	http://www.uni-weimar.de/ecaade/
last changed	2022/06/07 07:55

_id	1eac
authors	Garner, S.
year	2000
title	Is Sketching Still Relevant in Virtual Design Studios?
source	Proceedings of DCNet, Sydney
summary	Sketching, as a particular subset of drawing, has for a long time, been valued within design activity. Although they can appear rough, inaccurate or incomplete, sketches have been presented as both valuable output from, and evidence of, essential activity in designing by individuals and groups. This paper reflects on this value and asks whether sketching is relevant today, given the advances in computing and communications technology seen in modern virtual design environments. Is it time to let go of the metaphor of drawing or can this ancient human capability still tell us something relevant for the improvement of the virtual design studio? While freehand line drawings may not have the same importance in current virtual design studios the support of incompleteness, ambiguity and shared meaning in solution-focused and problem-focused thinking remains essential. The paper proposes that attention to 'graphic acts' has improved our understanding of sketching within collaborative designing. A particular type of fast, transitory 'thumbnail' sketch would appear to be important. If this is so then attention to its modern counterpart in the latest 3D, multi-user, immersive virtual design studios is overdue if they are to support the cognitive processes of creativity vital to design.
series	other
last changed	2003/04/23 15:50

_id	63b9
authors	Jabi, Wassim
year	2000
title	Visualizing and Investigating Architectural Space Using Spherical Panoramic Imaging
source	Emerging Technologies and Design: The Intersection of Design and Technology, Proceedings of the 2000 ACSA Technology Conference, Massachusetts Institute of Technology, Cambridge, Massachusetts, July 14-17, 2000
summary	This paper reports on the use of immersive spherical imaging techniques to document, visualize and investigate architectural space. This technology can be used in the classrooms and design studios to augment traditional instructional and design investigation tools. As opposed to cylindrical imaging found in the popular QuickTime VR format, spherical imaging provides a 360-degree view in all directions – horizontally and vertically. The ability to capture and display a full sphere can be crucial for many interior architectural spaces. Spherical panoramas can originate from real, synthetic or hybrid source images. In addition to the ability to embed links to web pages or other panoramas, a unique feature of this technology allows the viewer to navigate through a scene as well as pause at any point and view the space in all directions. In addition, the technology allows the user to sketch over the scene in an intelligent manner such that the sketched artifacts rotate correctly when the target view shifts. The software also integrates with collaborative tools to allow synchronous viewing of shared panoramas over the Internet. These features allow for a truly immersive and interactive experience of the space that can be quite useful in a design studio setting. Finally, this paper describes ongoing efforts to integrate this technology with an interactive web-based, databasedriven virtual slide tray system for the storage, sorting, and display of multimedia content.
keywords	Spherical Panoramic Imaging
series	other
email
last changed	2002/03/05 19:55

_id	8d90
authors	Johnson, Brian R.
year	2000
title	Between Friends: Support of Workgroup Communications
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. 41-49
doi	https://doi.org/10.52842/conf.acadia.2000.041
summary	The web offers both business and academic users potential benefits from on-line collaboration. Online education presents universities with a means of handling the “baby boom echo” without expanding physical campuses (Carnevale 2000). Business “extranets” allow greater coordination amongst team members on projects where the cast of players involves experts in different locations. Both involve substituting computer-mediated communications (CMC) for traditionally face-to-face communications. Over the past several years, the author has deployed several of the available CMC technologies in support of small group interaction in academic and administrative settings. These technologies include email, video conferencing, web publication, web bulletin boards, web databases, mailing lists, and hybrid web BBS/email combinations. This paper reflects on aspects of embodied human interaction and the affordances of current CMC technology, identifying opportunities for both exploitation and additional development. One important but under-supported aspect of work group behavior is workspace awareness, or peripheral monitoring. The Compadres web-based system, which was developed to support workspace awareness among distributed workgroup members, is described. These findings are relevant to those seeking to create online communities: virtual design studios, community groups, distributed governance organizations, and workgroups formed as parts of virtual offices.
series	ACADIA
email
last changed	2022/06/07 07:52

_id	b5f3
authors	Johnson, Brian R.
year	2000
title	Sustaining Studio Culture: How Well Do Internet Tools Meet the Needs of Virtual Design Studios?
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. 15-22
doi	https://doi.org/10.52842/conf.ecaade.2000.015
summary	The Internet beckons seductively to students. The prospect of nearly instantaneous communication with acquaintances spread across the face of the earth is alluring. The ease with which rich graphical content can be made available to the world is stunning. The possibility of a design being seen by friends, family, and famous architects is tantalizing. Faculty are drawn by the potent synergy and learning that can be found in the opposition and cooperation of different cultural roots. It is probable that entire design studio sequences will be offered through distance-learning programs in the near future. Is that a good idea? Much has been written about "virtual design studios" in architecture schools and "virtual offices" in practice. Most offices have largely or totally abandoned drafting boards in favor of digital tools of production. Yet, regarding design, Ken Sanders, author of The Digital Architect, and Manager of Information Services at Zimmer Gunsul Frasca Partnership (ZGF), of Portland, Oregon, has written "we still make an effort to locate project teams together and always will". Production CAD work requires different kinds of interaction than design and design instruction. The experiments have been invaluable in developing strategies for use of the Internet as a component of a design studio series, but rarely depend entirely on use of the Internet for all course communications. In fact, most describe fairly isolated efforts to augment some aspect of traditional design environments using Internet tools (ftp, email, web). A few have implemented new pedagogic or collaboration paradigms (e.g., ETH’s phase(x)). This paper considers the traditional design studio in terms of formal and informal activities, characterizes the major Internet technologies with regard to the resulting interaction issues. In particular, it describes an area of informal work group communications that appears to be ill-supported with existing tools. The paper goes on to describe a web-based collaboration tool which was developed to address the need for less formal communication. The context for this development is the concept of a fully distributed collaboration environment with particular attention to questions of informal communication. Finally, it describes how the tool was deployed in an experimental "web studio" setting and student responses to use of the tool.
keywords	Virtual Design Studio, Collaboration, Online Communities, Web Tools
series	eCAADe
email
more	http://www.uni-weimar.de/ecaade/
last changed	2022/06/07 07:52

_id	161c
authors	Juroszek, Steven P.
year	1999
title	Access, Instruction, Application: Towards a Universal Lab
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 141-150
doi	https://doi.org/10.52842/conf.ecaade.1999.141
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	03af
authors	Kvan, Th., Schmitt, G., Maher, M.L. and Cheng, N.
year	2000
title	Teaching Architectural Design in Virtual Studios
source	Computing in Civil and Building Engineering, Renate Fruchter, Feniosky Pena-Mora and W. M. Kim Roddis, ASCE 2000, pp. 162–169
summary	Virtual studios have provided a valuable content in which to explore and test approaches to both collaborative design and pedagogy. While there has been extensive earlier experience in virtual campuses; not least that at The Open University in England; virtual design studios have explored a different nature of collaboration and interaction; shedding light on a new range of tasks and methods. These lessons have been applied in many fields. For example; the lessons have been used to understand the nature of collaboration. Most directly; they have been applied to the context of teaching design and understanding better how students learn to design. The change in technology can open up new opportunities in what is taught; not only how it is taught. Most broadly; they have been taken in to consideration in the creation of virtual campuses for broader university teaching. All these aspects are explored in this paper.
keywords	Pedagogy; Learning; Virtual Studio; Collaboration
series	journal paper
email
last changed	2002/11/15 18:29

_id	4d8d
authors	Kvan, Thomas
year	2000
title	Teaching Architecture, Learning Architecture. Technology in Support of Design Learning
source	CAADRIA 2000 [Proceedings of the Fifth Conference on Computer Aided Architectural Design Research in Asia / ISBN 981-04-2491-4] Singapore 18-19 May 2000, pp. 181-190
doi	https://doi.org/10.52842/conf.caadria.2000.181
summary	In the many years of conferences on the teaching of computer skills or application of computers in design studios, we see discussions about the needs, methods and benefits of teaching the use of computer tools. A few of the papers review how students learn but none report how computer tools can be directly beneficial to the student's learning of design. This paper reviews design learning and illustrates how computer tools have been used to support learning.
series	CAADRIA
email
last changed	2022/06/07 07:52

_id	fa3a
authors	Kvan, Thomas
year	2000
title	Technology in Support of Design Learning
source	Computing in Civil and Building Engineering, Renate Fruchter, Feniosky Pena-Mora and W. M. Kim Roddis, ASCE, pp. 1148-1155
summary	In the many years of conferences on the teaching of computer skills or application of computers in design studios; we see discussions about the needs; methods and benefits of teaching the use of computer tools. A few of the papers review how students learn but none report how computer tools can be directly beneficial to the student’s learning of design. This paper reviews design learning and illustrates how computer tools have been used to support learning.
keywords	Pedagogy; Learning; Virtual Studio
series	journal paper
email
last changed	2002/11/15 18:29

_id	e345
authors	Marx, John
year	2000
title	A proposal for alternative methods for teaching digital design
source	Automation in Construction 9 (1) (2000) pp. 19-35
summary	Computers have the potential to radically change the process of architectural design, and match more closely the formal aspirations of contemporary designers. What, then, should be the direction educators take in response to the opportunities created by the use of computers in the design process? There are, perhaps, two obvious methods of teaching Digital Design at a university level; a course adjunct to a design studio, or a course offered independently of a design studio.The computer is a facilitator of design ideas, but by itself, is not a creator of content. The primary responsibility of the design studio is the creation of content. It is the implementation of theory and critical analysis which should be the core concern of studio instruction. Given the limited time students are exposed to design studio it would seem appropriate, then, that the digital tools, which facilitate the design process, be taught separately, so as not to dilute the design studios importance. Likewise, this separation should allow the student to concentrate attention on Digital Design as a comprehensive process, beginning with initial massing studies and ending with high resolution presentation drawings. The burden of learning this new process is difficult as well as time consuming. Students are generally struggling to learn how to design, much less to design on the computer. In addition, the current lack of digital skills on the part of design faculty makes it difficult to create a level of consistency in teaching digital design. Compounding these problems is the cost to architectural departments of providing hardware and software resources sufficient to have a computer on every studio desk.
series	journal paper
more	http://www.elsevier.com/locate/autcon
last changed	2003/05/15 21:22

_id	b7ff
authors	Mullins, Michael and Van Zyl, Douw
year	2000
title	Self-Selecting Digital Design Students
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
doi	https://doi.org/10.52842/conf.ecaade.2000.085
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
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more	http://www.uni-weimar.de/ecaade/
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