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	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	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	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	ga0015
id	ga0015
authors	Daru, R., Vreedenburgh, E. and Scha, R.
year	2000
title	Architectural Innovation as an evolutionary process
source	International Conference on Generative Art
summary	Traditionally in art and architectural history, innovation is treated as a history of ideas of individuals (pioneers), movements and schools. The monograph is in that context one of the most used forms of scientific exercise. History of architecture is then mostly seen as a succession of dominant architectural paradigms imposed by great architectural creators fighting at the beginning against mainstream establishment until they themselves come to be recognised. However, there have been attempts to place architectural innovation and creativity in an evolutionary perspective. Charles Jencks for example, has described the evolution of architectural and art movements according to a diagram inspired by ecological models. Philip Steadman, in his book "The Evolution of Designs. Biological analogy in architecture and the applied arts" (1979), sketches the history of various biological analogies and their impact on architectural theory: the organic, classificatory, anatomical, ecological and Darwinian or evolutionary analogies. This last analogy "explains the design of useful objects and buildings, particularly in primitive society and in the craft tradition, in terms of a sequence of repeated copyings (corresponding to inheritance), with small changes made at each stage ('variations'), which are then subjected to a testing process when the object is put into use ('selection')." However, Steadman has confined his study to a literature survey as the basis of a history of ideas. Since this pioneering work, new developments like Dawkins' concept of memes allow further steps in the field of cultural evolution of architectural innovation. The application of the concept of memes to architectural design has been put forward in a preceding "Generative Art" conference (Daru, 1999), showing its application in a pilot study on the analysis of projects of and by architectural students. This first empirical study is now followed by a study of 'real life' architectural practice. The case taken has a double implication for the evolutionary analogy. It takes a specific architectural innovative concept as a 'meme' and develops the analysis of the trajectory of this meme in the individual context of the designer and at large. At the same time, the architect involved (Eric Vreedenburgh, Archipel Ontwerpers) is knowledgeable about the theory of memetic evolution and is applying a computer tool (called 'Artificial') together with Remko Scha, the authoring computer scientist of the program who collaborates frequently with artists and architects. This case study (the penthouse in Dutch town planning and the application of 'Artificial') shall be discussed in the paper as presented. The theoretical and methodological problems of various models of diffusion of memes shall be discussed and a preliminary model shall be presented as a framework to account for not only Darwinian but also Lamarckian processes, and for individual as well as collective transmission, consumption and creative transformation of memes.
keywords	evolutionary design, architectural innovation, memetic diffusion, CAAD, penthouses, Dutch design, creativity, Darwinian and Lamarckian processes
series	other
more	http://www.generativeart.com/
last changed	2003/08/07 17:25

_id	2b39
authors	Duarte, Rovenir Bertola
year	2000
title	O Uso do Computador no Ensino de Projeto: (por) uma Avaliação (Or Use do Computer nonEnsino de Project: (by) uma Avaliaction)
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. 361-363
summary	The computer approaches to the discipline of project near the fifties, with the idea that all the systems and processes can be object of mathematical simulation. However in the last times, the computers were used more in drawings than in the projects, “CADrafting is uncommon (...) and CADesign is almost nonexistent...” (STEVEN, 1991). At the same time it happened a surprising approach with to architecture schools. It stimulated more methodological approaches, and the subject moved, placing the computer as element transformer. The computers have really been changing the production and generation of documents, but the question is if it has been altering the method or process of elaboration of ideas. After so much search in direction to the computers it is time of thinking what was gotten with them and the problems that accompanies him. The work search to discuss the subjects where the computer influences in the learning and the students’ development.
series	SIGRADI
email
last changed	2016/03/10 09:50

_id	7e01
authors	Earl Mark
year	2000
title	A Prospectus on Computers Throughout the Design Curriculum
doi	https://doi.org/10.52842/conf.ecaade.2000.077
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. 77-83
summary	Computer aided architectural design has spread throughout architecture schools in the United States as if sown upon the wind. Yet, the proliferation alone may not be a good measure of the computer’s impact on the curriculum or signify the true emergence of a digital design culture. The aura of a relatively new technology may blind us from understanding its actual place in the continuum of design education. The promise of the technology is to completely revolutionize design; however, the reality of change is perhaps rooted in an underlying connection to core design methods. This paper considers a transitional phase within a School reviewing its entire curriculum. Lessons may be found in the Bauhaus educational program at the beginning of the 20 th century and its response to the changing shape of society and industry.
keywords	Pedagogy, Computer Based Visualization, Spatial and Data Analysis Methods, Interdisciplinary Computer Based Models
series	eCAADe
email
more	http://www.uni-weimar.de/ecaade/
last changed	2022/06/07 07:55

_id	b5f3
authors	Johnson, Brian R.
year	2000
title	Sustaining Studio Culture: How Well Do Internet Tools Meet the Needs of Virtual Design Studios?
doi	https://doi.org/10.52842/conf.ecaade.2000.015
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
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	0beb
authors	Koch, Volker and Russell, Peter
year	2000
title	VuuA.Org: The Virtual Upperrhine University of Architecture
doi	https://doi.org/10.52842/conf.ecaade.2000.023
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. 23-25
summary	In 1998, architecture schools in the three nation region of the upper Rhine came together to undertake a joint design studio. With the support of the Center for Entrepeneurship in Colmar, France, the schools worked on the reuse of the Kuenzer Mill situated near Herbolzheim, Germany. The students met jointly three times during the semester and then worked on the project at their home universities usng conventional methods. This project was essential to generating closer ties between the participating students, tutors and institutions and as such, the results were quite positive. So much so, that the organisers decided to repeat the exercise one year later. However, it became clear that although the students had met three times in large groups, the real success of a co-operative design studio would require mechanisms which allow far more intimate interaction among the participants, be they students, teachers or outside experts. The experiences from the Netzentwurf at the Institut für Industrielle Bauproduktion (ifib) showed the potential in a web based studio and the addition of ifib to the three nation group led to the development of the VuuA platform. The first project served to illuminate the the differences in teaching concepts among the partner institutions and their teaching staff as well as problems related to the integration of students from three countries with two languages and four different faculties: landscape architecture, interior design, architecture and urban planning. The project for the Fall of 1999 was the reuse of Fort Kléber in Wolfisheim by Strasbourg, France. The students again met on site to kick off the Semester but were also instructed to continue their cooperation and criticism using the VuuA platform.
keywords	Virtual Design Studio, CSCW, International Cooperation, Planning Platform
series	eCAADe
email
more	http://www.vuua.org
last changed	2022/06/07 07:51

_id	687c
authors	Kosco, Igor
year	1999
title	How the World Became Smaller
doi	https://doi.org/10.52842/conf.ecaade.1999.230
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 230-237
summary	The world of computers became fruitful and independent before the new millennium started. New technologies and methods are giving us new tools and possibilities every day as well as the challenge how to use them. The advantage of architecture and namely of architects teaching at the universities or schools is remarkable: new techniques reflect the education, research and practice - and what is important - by one person. The links between practice and university from the point of view: how the computer technologies and CAAD influences methods of designing, managing and collaboration are very important in both directions. It grows with the number of students who left university with good computer skills on one side and number of architectural and engineering offices using computers on the other. Networks and Internet enables to exchange data but also experiences. Internet itself is not only a tool for surfing and enjoying or the source of information, but preferably like a powerful tool for collaboration, workgroups, virtual studios or long distance education. This paper describes experiences from research and educational projects between Slovak Technical University, IUG Grenoble, University of Newcastle and others and their influence on architectural education and practice.
keywords	Long-Distance Education, Research, Practice
series	eCAADe
email
last changed	2022/06/07 07:51

_id	d28a
authors	Kvan, Thomas
year	2000
title	Collaborative design: what is it?
source	Automation in Construction, 9:4, July 2000, pp. 409-415
summary	Collaborative activities are an important application of computer technology now that telecommunications infrastructure has been established to support it. There are many students in schools of architecture who are undertaking collaborative projects using the Internet and many practices who work together exchanging files and interacting on shared digital models. Software vendors are developing tools to support such collaboration. But what are we doing? What is the nature of collaboration and what are the implications for tools that support this work?
keywords	Collaboration; Pedagogy; Virtual Studio
series	journal paper
email
last changed	2002/11/15 18:29

_id	d5a7
authors	Mark, E., Martens, B. and Oxman, R.
year	2002
title	Round Table Session on “Theoretical and Experimental Issues in the Preliminary Stages of Learning/Teaching CAAD”
doi	https://doi.org/10.52842/conf.ecaade.2002.205
source	Connecting the Real and the Virtual - design e-ducation [20th eCAADe Conference Proceedings / ISBN 0-9541183-0-8] Warsaw (Poland) 18-20 September 2002, pp. 205-212
summary	According to eCAADe’s mission, the exchange and collaboration within the area of computer aided architectural design education and research, while respecting the pedagogical and administrative approaches in the different schools and countries, can be regarded as a core activity. The current education session follows up on a round table discussion held at eCAADe 2000 in Weimar, Germany, which was continued in the form of a plenary session at eCAADe 2001, focusing on sharing ideas on a more progressive curriculum under the topic “The Ideal Computer Curriculum”. The primary objective for the 2002 education session is to engage participants in an active discussion, not the longer format presentation of prepared positions. The round-table itself is limited to short opening statements so as to ensure time is allowed for viewpoints to be exchanged and for the conference attendees to weigh in on the issues discussed. The panel will critique current patterns teaching of computer aided design in schools of architecture, a review of past practices with the potential for guiding future direction.
series	eCAADe
email
last changed	2022/06/07 07:59

_id	8892
authors	Maver, T.W.
year	1983
title	CAAD in Onderwijs en Onderzoek [CAAD in Teaching and Design]
source	Proceedings of THE-CAAD3 Symposium, Eindhoven
summary	Students currently in schools of architecture will be at the peak of their careers around the year 2000. The pressure on the schools to provide an education and training which will stand the student in good stead between now and then is considerable. In an increasing number of departments of architecture and building science, importance is being placed on the concept of modelling: i.e. the development and use of models of the operational behaviour and aesthetic character of design proposals which will allow appraisal of how real buildings will performing the real world.
series	other
email
last changed	2003/06/08 23:01

_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	95e9
authors	Monteiro de Menezes, Alexandre
year	2000
title	O uso do computador no ensino de desenho de representação nas Escolas de Arquitetura Brasileiras (The Use of Computers for Teaching Representation Drawings in Brazilians Schools of Architecture)
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. 374-376
summary	This paper studies the computer in teaching drawings in architecture schools. To accomplish it differences are set between expression and representation drawings and three periods are analyzed from the perspective of historical evolution of representation drawing and relationship with architects. The first period is Renaissance and we focus on the appearance of the Perspective Method. The second is the VVIII century and the development of the Projective Method. The third is the XX century and the advent of graphic computation. The information technology in architecture course must be regarded as issue for the entire institution. We conclude that the challenge for Architecture Schools is to create ways of using computer in the architectural project process. This research show that the possibilities of teaching break away with the importance given to the projective drawing and setting the three dimensional environment as the starting point for the process of architectonic creation.
series	SIGRADI
email
last changed	2016/03/10 09:55

_id	2e50
authors	Ozersay, Fevzi and Szalapaj, Peter
year	1999
title	Theorising a Sustainable Computer Aided Architectural Education Model
doi	https://doi.org/10.52842/conf.ecaade.1999.186
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 186-195
summary	The dogmatic structure of architectural education has meant that the production and application of new educational theories, leading to educational models that use computer technology as their central medium of education, is still a relatively under-explored area. Partial models cannot deliver the expected bigger steps, but only bits and pieces. Curricula developments, at many schools of architecture, have been carried out within the closed circuit manner of architectural education, through expanding the traditional curricula and integrating computers into them. There is still no agreed curriculum in schools of architecture, which defines, at least conceptually, the use of computers within it. Do we really know what we are doing? In the words of Aart Bijl; 'If I want to know what I am doing, I need a separate description of my doing it, a theory' [Bijl, 1989]. The word 'sustainability' is defined as understanding the past and responding to the present with concern for the future. Applying this definition to architectural education, this paper aims to outline the necessity and the principles for the construction of a theory of a sustainable computer aided architectural education model, which could lead to an architectural education that is lasting.
keywords	Architectural Education, Educational Theories, Computers, Sustainable Models
series	eCAADe
email
last changed	2022/06/07 08:00

_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	bf97
authors	Roberts, Andrew and Counsell, John
year	1999
title	The BEATL Project: Embedding Appropriate CAL in the Teaching of Architecture
doi	https://doi.org/10.52842/conf.ecaade.1999.334
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 334-340
summary	This paper is based upon the premise that Computer Aided Learning (CAL) has been poorly integrated into schools of Architecture and it identifies some of the barriers that have prevented this. The Built Environment Appropriate Technology for Learning (BEATL) project aims to promote a climate of change within which these barriers can be crossed. The focus of BEATL is on providing a framework within which technology assisted teaching can be adopted for particular elements of taught courses through a process of module pairing, and collaboration between Built Environment faculties at three UK Universities. The paper discusses the early stages of the Project and outlines the methodologies developed for embedding and transferring innovations between institutions, the support of 'Educational Technology Officers' and the evaluation strategies being utilised. Early results indicate the benefits of a focus on a individual element rather than a whole module and that generic innovations tend to be more successfully transferred than 'off the shelf' Computer Aided Learning products.
keywords	CAL, Integration, Transferability, Collaboration
series	eCAADe
email
last changed	2022/06/07 07:56

_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
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last changed	2005/09/09 10:48

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