Cumincad : CUMINCAD Papers : Search Results

CumInCAD is a Cumulative Index about publications in Computer Aided Architectural Design
supported by the sibling associations ACADIA, CAADRIA, eCAADe, SIGraDi, ASCAAD and CAAD futures

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_id	ce1b
authors	Kvan, Th., Lee, A. and Ho, L.
year	2000
title	Anthony Ng Architects Limited: Building Towards a Paperless Future
source	Case Study and Teaching Notes number 99/65, 10 pages, distributed by HKU Centre for Asian Business Cases, Harvard Business School Publishing (HBSP) and The European Case Clearing House (ECCH), June 2000
summary	In early 1997; Mr. Anthony Ng; managing director of Anthony Ng Architects Ltd.; was keenly looking forward to a high-tech; paperless new office; which would free his designers from paperwork and greatly improve internal and external communication – a vision that he had had for a couple of years. In 1996; he brought on board a friend and expert in Internet technology to help him realise his vision. In July 1997; his company was to move into its new office in Wan Chai. Their plan was to have in place an Intranet and a web-based document management system when they moved into the new office. But he had to be mindful of resulting changes in communication patterns; culture and expectations. Resistance from within his company was also threatening to ruin the grand plan. Several senior executives were fiercely opposed to the proposal and refused to read a document off a computer screen. But Ng knew it was an important initiative to move his practice forward. Once the decision was made there would be no chance to reconsider; given the workload demands of the new HK$12 billion project. And this decision would mark a watershed in the company’s evolution. This case study examines the challenges and implications of employing IT to support an architectural office.
keywords	IT In Practice; Professional Practice; Archives
series	other
email
last changed	2002/11/15 18:29

_id	4cd1
authors	Abdelmawla, S., Elnimeiri, M. and Krawczyk, R.
year	2000
title	Structural Gizmos
doi	https://doi.org/10.52842/conf.acadia.2000.115
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. 115-121
summary	Architects are visual learners. The Internet has enabled interactive learning tools that can be used to assist in visual thinking of structural concepts, especially at the introductory levels. Here, we propose a visual approach for understanding structures through a series of interactive learning modules, or ’gizmos’. These gizmos, are the tools that the student may use to examine one structural concept at a time. Being interactive, they offer many more possibilities beyond what one static problem can show. The approach aims to enhance students’ visual intuition, and hence understanding of structural concepts and the parameters affecting design. This paper will present selected structural gizmos, how they work, and how they can enhance structural education for architects.
series	ACADIA
email
last changed	2022/06/07 07:54

_id	b088
authors	Al-Qawasmi, Jamal
year	2000
title	Learning Virtually: A Paradigm Shift in Design Education
doi	https://doi.org/10.52842/conf.caadria.2000.123
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. 123-133
summary	We still think of architectural design education in terms of a "classroom" paradigm, that is, of an instructor teaching design skills to a class of students in a face-to-face format. However, emerging communication and collaboration technologies have created tremendous new opportunities to distribute students and faculty, while maintaining a close personal contact. This paper discusses and characterizes several aspects of the evolving paradigm of teaching design made possible by the ability to work in shared virtual environments.
series	CAADRIA
email
last changed	2022/06/07 07:54

_id	456a
authors	Alvarado, R.G., Parra, J.C., Vergara, R.L. and Chateau, H.B.
year	2000
title	Architectural References to Virtual Environments Design
doi	https://doi.org/10.52842/conf.ecaade.2000.151
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. 151-155
summary	Based on a comparison between the perception of digital and real construction, the development of virtual systems and the review of additional sources, this paper states some differences between the design of virtual environments and architectural spaces. Virtual-reality technologies provide advanced capabilities to simulate real situations, and also to create digital worlds not referred to physical places, such as imaginary landscapes or environments devoted to electronic activities, like entertainment, learning or commerce. Some on-line services already use 3D-stages, resembling building halls and domestic objects, and several authors have mentioned virtual modeling as a job opportunity to architects. But it will argue in this paper that the design of those environments should consider their own digital characteristics. Besides, the use of virtual installations on networks impells a convergence with global media, like Internet or TV. Virtual environments can be a 3Devolution of communicational technologies, which have an increasing participation in culture, reaching a closer relationship to contemporary architecture.
keywords	Virtual Environments, Spatial Perception, Design Methodology
series	eCAADe
email
more	http://www.uni-weimar.de/ecaade/
last changed	2022/06/07 07:54

_id	7da7
authors	Benedetti, Cristina and Salvioni, Giulio
year	1999
title	The Use of Renewable Resource in Architecture: New Teaching Methodologies
doi	https://doi.org/10.52842/conf.ecaade.1999.751
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 751-756
summary	The program is organized into four parts. Each is very much connected, both logically and methodologically, so that the unit as a whole consists of a content and method of access that are not divided up. This method is not in a chronological order that simply goes in one direction, rather it allows the user to "refer back", in real time and in different directions. For the simple purpose of explanation, the sections of the program are listed as follows: (-) "Basic information" concerns the basics of bioclimatic and timber architecture. Without this knowledge, the other two sections would be difficult to understand; (-) "Actual buildings throughout the world"; give examples of architectural quality; they concretize the basics of bioclimatic and timber architecture; (-) "Students' Masters Theses", that follow on from the basic information and the learning experience "in the field", and guided by the lecturer, have a critical approach to actual buildings throughout the world. (-) A multimedia data-sheet organized to ensure a clear and straightforward presentation of information about the construction products. It relies on a tab-based navigation interface that gives users access to eight different stacked windows.
keywords	Architecture, Multimedia, Timber, Bioclimatic, Classification
series	eCAADe
email
last changed	2022/06/07 07:54

_id	8948
authors	Bertola Duarte, Rovenir
year	2001
title	AS APROXIMAÇÕES DO COMPUTADOR AO PROCESSO DE ENSINO/ APRENDIZADO DO PROJETO ARQUITETÔNICO (An Approach to Computing in the Teaching/Learning Proces in Architectural Project 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. 207-209
summary	This article seeks to disclose part of the results obtained with the development of the master dissertation. (DUARTE [2], 2000) The several approach forms between the computers and the process teaching/learning of architectural design were investigated in this work, standing out, close moment the edict of MEC that regulated the introduction of the computers in the architecture schools in Brazil. Ten Brazilian schools of architecture were researched, through questionnaires and visits, in which four approach forms were detected, that were understood more deeply with a study of cases, highlighting: methods, supports, components and the teaching process and the design process built by the student.
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	5227
authors	Bessone, Miriam and Mantovani, Graciela
year	2000
title	Procesos Proyectuales Alternativos: em el Inicio del Aprendizaje del Diseño Arquitectonico (Alternative Design Processes: At an Early Stage in the Learning of Architectural 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. 364-366
summary	Building of knowledge and the traditional methods to approach it are changed by new technologies. The coexistence of two cultures, one of them based on written text and the other multitextual, are presented as an interesting exploring field. Accordingly, improvement in building of design learning, “new logics of perception” and “new projectable logics, are the main challenges to be addressed in a Research - Action Programme in harmonious interaction between both cultures and their instruments (analogous and digitals). Recognizing the existence of fields teachers are not trained in, an interaction teacher - pupil in didactic strategies is considered to be necessary.
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	2fb3
authors	Bhavnani, S.K.
year	2000
title	Designs Conducive to the Use of Efficient Strategies
source	Proceedings of DIS'00, (2000), 338-345
summary	Studies on the widespread inefficient use of complex computer applications have suggested that users need to learn efficient strategies in addition to learning how to use tools. This paper argues that our growing understanding of strategic knowledge can be used to guide designers develop systems which are conducive to the use of efficient strategies. The paper first describes ten general strategies which appear to be useful across three computer application domains. Next, the paper discusses the functionalities required to execute the ten strategies, and what makes them conducive to strategy use. An analysis of six major computer applications in three domains reveals that these functionalities are not consistently offered, and how their absence directly affects the performance of complex tasks. The analysis leads to questions related to the generality of the results, the problem of featurism, and how strategy-conducive systems could facilitate the transfer of knowledge across applications. The paper concludes by briefly describing how we intend to use the strategy framework to develop analysis methods for designers and trainers.
keywords	Strategy; Strategic Knowledge; Efficiency; Design; Training
series	other
email
last changed	2003/11/21 15:16

_id	4e0a
authors	Bouchlaghem, N., Sher, W. and Beacham, N.
year	2000
title	Computer Imagery and Visualization in Civil Engineering Education
source	Journal of Computing in Civil Engineering, Vol. 14, No. 2, April 2000, pp. 134-140
summary	Higher education institutions in the United Kingdom have invested significantly in the implementation of communication and information technology in teaching, learning, and assessment of civil and building engineering—with mixed results. This paper focuses on the use of digital imagery and visualization materials to improve student understanding. It describes ways in which these materials are being used in the civil and building engineering curriculum, and, in particular, how distributed performance support systems (DPSS) can be applied to make more effective use of digital imagery and visualization material. This paper centers on the extent to which DPSS can be used in a civil and building vocational and continuing professional development context by tutors in the form of an electronic course delivery tool and by students in the form of an open-access student information system. This paper then describes how a DPSS approach to education is being adopted at Loughborough University as part of the CAL-Visual project. After highlighting the main aims and objectives of the project and describing the system, this paper discusses some of the issues encountered during the design and implementation of a DPSS and presents some preliminary results from initial trials.
keywords	Computer Aided Instruction; Engineering Education; Imaging Techniques; Information Systems; Professional Development
series	journal paper
last changed	2003/05/15 21:45

_id	cef3
authors	Bridges, Alan H.
year	1992
title	Computing and Problem Based Learning at Delft University of Technology Faculty of Architecture
doi	https://doi.org/10.52842/conf.ecaade.1992.289
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 289-294
summary	Delft University of Technology, founded in 1842, is the oldest and largest technical university in the Netherlands. It provides education for more than 13,000 students in fifteen main subject areas. The Faculty of Architecture, Housing, Urban Design and Planning is one of the largest faculties of the DUT with some 2000 students and over 500 staff members. The course of study takes four academic years: a first year (Propaedeuse) and a further three years (Doctoraal) leading to the "ingenieur" qualification. The basic course material is delivered in the first two years and is taken by all students. The third and fourth years consist of a smaller number of compulsory subjects in each of the department's specialist areas together with a wide range of option choices. The five main subject areas the students may choose from for their specialisation are Architecture, Building and Project Management, Building Technology, Urban Design and Planning, and Housing. The curriculum of the Faculty has been radically revised over the last two years and is now based on the concept of "Problem-Based Learning". The subject matter taught is divided thematically into specific issues that are taught in six week blocks. The vehicles for these blocks are specially selected and adapted case studies prepared by teams of staff members. These provide a focus for integrating specialist subjects around a studio based design theme. In the case of second year this studio is largely computer-based: many drawings are produced by computer and several specially written computer applications are used in association with the specialist inputs. This paper describes the "block structure" used in second year, giving examples of the special computer programs used, but also raises a number of broader educational issues. Introduction of the block system arose as a method of curriculum integration in response to difficulties emerging from the independent functioning of strong discipline areas in the traditional work groups. The need for a greater level of selfdirected learning was recognised as opposed to the "passive information model" of student learning in which the students are seen as empty vessels to be filled with knowledge - which they are then usually unable to apply in design related contexts in the studio. Furthermore, the value of electives had been questioned: whilst enabling some diversity of choice, they may also be seen as diverting attention and resources from the real problems of teaching architecture.
series	eCAADe
email
last changed	2022/06/07 07:54

_id	ga0023
id	ga0023
authors	Brotzu, PierPaolo and Maiocchi, Marco
year	2000
title	A Generative Approach to Variations in Production Processes
source	International Conference on Generative Art
summary	Many work procedures in generating various types of products (such as execution of recipes for food, work operation for leather, procedures for conservation of vegetables, factory workmanship processes, etc) are characterised by precise procedural steps. Each step can be defined, at the proper detail level, in terms of kind of operations, input conditions, output results; then, a complete procedure can be exploited as a set of partially ordered steps of such a kind of functions. The formalisation of such a steps allows to evaluate procedures devoted to the same goal, introducing metrics for comparing them in terms of originality or imitation. Furtherly, a contextual analysis of different procedures devoted to similar goals allows to verify possible variations in the procedures, introducing innovation and changes on the basis of the available examples. The changes can be automated through proper algorithms, just using techniques of learning by examples, in the respect of verifiable constraints. The results can be verified, and used again as a new enriched experienced basis to improve the innovation procedures. The paper will describe the approach for the analysis and the description, will propose an experienced metric, and will show examples of generation of new innovative methods based on the automated analysis of successful examples. All the practical examples will be expressed in cooking recipes, described, compared in terms of plagiarism with properly defined metrics, improved with automatic generation based on experience and examples, properly checked and validated.
series	other
more	http://www.generativeart.com/
last changed	2003/08/07 17:25

_id	9384
authors	Burry, M., Datta, S. and Anson, S.
year	2000
title	Introductory Computer Programming as a Means for Extending Spatial and Temporal Understanding
doi	https://doi.org/10.52842/conf.acadia.2000.129
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. 129-135
summary	Should computer programming be taught within schools of architecture? Incorporating even low-level computer programming within architectural education curricula is a matter of debate but we have found it useful to do so for two reasons: as an introduction or at least a consolidation of the realm of descriptive geometry and in providing an environment for experimenting in morphological time-based change. Mathematics and descriptive geometry formed a significant proportion of architectural education until the end of the 19th century. This proportion has declined in contemporary curricula, possibly at some cost for despite major advances in automated manufacture, Cartesian measurement is still the principal ‘language’ with which to describe building for construction purposes. When computer programming is used as a platform for instruction in logic and spatial representation, the waning interest in mathematics as a basis for spatial description can be readdressed using a left-field approach. Students gain insights into topology, Cartesian space and morphology through programmatic form finding, as opposed to through direct manipulation. In this context, it matters to the architect-programmer how the program operates more than what it does. This paper describes an assignment where students are given a figurative conceptual space comprising the three Cartesian axes with a cube at its centre. Six Phileban solids mark the Cartesian axial limits to the space. Any point in this space represents a hybrid of one, two or three transformations from the central cube towards the various Phileban solids. Students are asked to predict the topological and morphological outcomes of the operations. Through programming, they become aware of morphogenesis and hybridisation. Here we articulate the hypothesis above and report on the outcome from a student group, whose work reveals wider learning opportunities for architecture students in computer programming than conventionally assumed.
series	ACADIA
email
last changed	2022/06/07 07:54

_id	8802
authors	Burry, Mark, Dawson, Tony and Woodbury, Robert
year	1999
title	Learning about Architecture with the Computer, and Learning about the Computer in Architecture
doi	https://doi.org/10.52842/conf.ecaade.1999.374
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 374-382
summary	Most students commencing their university studies in architecture must confront and master two new modes of thought. The first, widely known as reflection-in-action, is a continuous cycle of self-criticism and creation that produces both learning and improved work. The second, which we call here design making, is a process which considers building construction as an integral part of architectural designing. Beginning students in Australia tend to do neither very well; their largely analytic secondary education leaves the majority ill-prepared for these new forms of learning and working. Computers have both complicated and offered opportunities to improve this situation. An increasing number of entering students have significant computing skill, yet university architecture programs do little in developing such skill into sound and extensible knowledge. Computing offers new ways to engage both reflection-in-action and design making. The collaboration between two Schools in Australia described in detail here pools computer-based learning resources to provide a wider scope for the education in each institution, which we capture in the phrase: Learn to use computers in architecture (not use computers to learn architecture). The two shared learning resources are Form Making Games (Adelaide University), aimed at reflection-in-action and The Construction Primer (Deakin University and Victoria University of Wellington), aimed at design making. Through contributing to and customising the resources themselves, students learn how designing and computing relate. This paper outlines the collaborative project in detail and locates the initiative at a time when the computer seems to have become less self-consciously assimilated within the wider architectural program.
keywords	Reflection-In-Action, Design Making, Customising Computers
series	eCAADe
email
last changed	2022/06/07 07:54

_id	6756
authors	Butler, K.S., Rincón, H., Maria Lane, K. and Brand, R.
year	2001
title	Construyendo una ciudad sostenible en la frontera: planificación de la ciudad de Colombia, Nuevo León, México [Constructing A Sustainable City In the Border: Planning of the City of Colombia, Nuevo León, Mexico ]
source	2da Conferencia Venezolana sobre Aplicación de Computadores en Arquitectura, Maracaibo (Venezuela) december 2001, pp. 194-203
summary	The policy rationale for promotion of urban development in the Mexico-Texas borderland of Nuevo León is likely to be sustained and even strengthened. The University of Texasí participation in new town planning for Colombia spans at least three hierarchical levels with students, faculty members, practitioners and government officials joining efforts. At the ìstudio levelî, students completed a comprehensive landscape assessment for portions of the future city using GPS surveying and GIS database and modeling. Graduate students, using field data, updated 2000 maps/shapefiles, and spatial modeling as an analysis tool, created a series of spatial models to produce useful information about the study areaís inherent suitability for agriculture, human settlement and preservation. This work culminated in a research symposium, planning charrette, refinement of land use and infrastructure assumptions, and the development of masterplan elements for the future city. In contrast to the professional firm, the project provides unique opportunities for intensive learning and applied research that contribute to the ecological, social and economic well-being of new cities and developing regions,
keywords	USA-Mexico Border; Sustainable Development; Regional Planning; Arch View
series	other
email
last changed	2003/02/14 08:29

_id	1206
authors	Cabezas, M., Mariano, C., Mitolo, S. and Oliva, S.
year	1999
title	Transformaciones en el Proceso Enseñanza-Aprendizaje de la Geometría Descriptiva con la Apliacación de los Medios Digitales (Transformations in the Teaching/Learning Process of Descriptive Geometry with the Aplplication of Digital Media)
source	III Congreso Iberoamericano de Grafico Digital [SIGRADI Conference Proceedings] Montevideo (Uruguay) September 29th - October 1st 1999, pp. 347-348
summary	The insert of the digital technologies in the atmosphere Áulico has left generalizing in a significant way. An example constitutes it the high percentage of students that they manifested general knowledge in the software handling in the introductory course of visual communication, as well as the voluntary presentation of practical works developed with digital means. The necessity of an answer to the requirements that arise of the students sinks to the certainty of a pedagogic compatibility among the matter to try and the teaching attended by the personal computer that would increase the Iconidad and the understanding of a topic of certain complexity like it is the geometry of the space. An educational program designed for the teaching of the Sistema Monge whose general characteristics were presented in the II Ibero-American Seminar of Digital Graph and that it will be applied as experience pilot in the course 2000, it will allow us to respond to the following queries: what place it will be given to the educational program in the formation process in connection with the other pedagogic means.
series	SIGRADI
email
last changed	2016/03/10 09:47

_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	a9b0
authors	Cha, Myung Yeol and Gero, John
year	1999
title	Style Learning: Inductive Generalisation of Architectural Shape Patterns
doi	https://doi.org/10.52842/conf.ecaade.1999.629
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 629-644
summary	Art historians and critics have defined the style as common features appeared in a class of objects. Abstract common features from a set of objects have been used as a bench mark for date and location of original works. Common features in shapes are identified by relationships as well as physical properties from shape descriptions. This paper will focus on how the computer recognises common shape properties from a class of shape objects to learn style. Shape representation using schema theory has been explored and possible inductive generalisation from shape descriptions has been investigated.
keywords	Style, Inductive Generalisation, Knowledge Representation, Shape
series	eCAADe
email
last changed	2022/06/07 07:55

_id	0dc3
authors	Chambers, Tom and Wood, John B.
year	1999
title	Decoding to 2000 CAD as Mediator
doi	https://doi.org/10.52842/conf.ecaade.1999.210
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 210-216
summary	This paper will present examples of current practice in the Design Studio course of the BDE, University of Strathclyde. The paper will demonstrate an integrated approach to teaching design, which includes CAD among other visual communication techniques as a means to exploring design concepts and the presentation of complex information as part of the design process. It will indicate how the theoretical dimension is used to direct the student in their areas of independent study. Projects illustrated will include design precedents that have involved students in the review and assessment of landmarks in the history of design. There will be evidence of how students integrate DTP in the presentation of site analysis, research of appropriate design precedents and presentation of their design solutions. CADET underlines the importance of considering design solutions within the context of both our European cultural context and of assessing the environmental impact of design options, for which CAD is eminently suited. As much as a critical method is essential to the development of the design process, a historical perspective and an appreciation of the sophistication of communicative media will inform the analysis of structural form and meaning in a modem urban context. Conscious of the dynamic of social and historical influences in design practice, the student is enabled "to take a critical stand against the dogmatism of the school "(Gadamer, 1988) that inevitably insinuates itself in learning institutions and professional practice.
keywords	Design Studio, Communication, Integrated Teaching
series	eCAADe
email
last changed	2022/06/07 07:56

_id	0898
authors	Chastain, Thomas and Elliott, Ame
year	2000
title	Cultivating design competence: online support for beginning design studio
source	Automation in Construction 9 (1) (2000) pp. 83-91
summary	A primary lesson of a beginning design studio is the development of a fundamental design competence. This entails acquiring skills of integration, projection, exploration, as well as critical thinking––forming the basis of thinking "like a designer". Plaguing the beginning architectural design student as she develops this competence are three typical problems: a lagging visual intelligence, a linking of originality with creativity, and the belief that design is an act of an individual author instead of a collaborative activity.We believe that computation support for design learning has particular attributes for helping students overcome these problems. These attributes include its inherent qualities for visualization, for explicitness, and for sharing. This paper describes five interactive multi-media exercises exploiting these attributes which were developed to support a beginning design studio. The paper also reports how they have been integrated into the course curriculum.
series	journal paper
more	http://www.elsevier.com/locate/autcon
last changed	2003/05/15 21:22

_id	64be
authors	Chien, Sheng-Fen
year	2000
title	A Pilot Study of Using Generative Systems in Architectural Design Process
doi	https://doi.org/10.52842/conf.caadria.2000.135
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. 135-144
summary	This paper presents a pilot study about impacts that a generative system may have on the architectural design process. The study contains two empirical experiments. The generation experiment studies how experienced and novice designers will utilize such a design system. The formulation/generation experiment observes the problem formulation and solution generation behaviors of less experienced designers. Results of these experiments highlight two issues that require further investigations: 1) domain expertise and modes of interaction that concerns the implementation of future generative systems; and 2) learning through interaction that addresses the use of generative systems in education.
series	CAADRIA
email
last changed	2022/06/07 07:55

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