Cumincad : CUMINCAD Papers : Search Results

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

PDF papers
References

Hits 1 to 20 of 538

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

_id	db60
authors	Af Klercker, J., Achten, H. and Verbeke, J.
year	2001
title	AVOCAAD - A First Step Towards Distance Learning?
doi	https://doi.org/10.52842/conf.ecaade.2001.269
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 269-274
summary	In the industrial world knowledge is developed very fast. As most countries are depending on employees with a high level of knowledge and skills the term ”Life Long Learning” has been formulated and the concept is more and more accepted. Institutions of higher education are more and more involved in creating supplementary education more independent of time and place. Distance learning was originally carried out by ordinary mail, which was slow but might then have been the only solution for people in remote places. With the Internet and e-mail the distance-learning concept has got a far better tool, for instance better interaction facilities. Architects and engineers in practise are deeply involved in solving the problems of the present projects. Education which is independent of time and place must be of great interest to both parties. The AVOCAAD project has created an education model for students to meet the possibilities of CAAD. The education model can be used in a curriculum at a school as well as for distance learning. Among the possible experiences from it, the one concerning distance learning might be the most important future application of the system in architectural education. This paper sketches the pedagogical background and gives examples from other areas of knowledge, where distance learning is already in use. We will put the question how the AVOCAAD concept meets the experiences from distance learning.
keywords	Distance Learning, Pedagogic, CAAD, E-Learning, AVOCAAD
series	eCAADe
email
last changed	2022/06/07 07:54

_id	3287
authors	Cheng, Nancy Yen-wen
year	2001
title	Evolution of Digital Design Teaching: A Course as Microcosm for Educational Issues
doi	https://doi.org/10.52842/conf.acadia.2001.013
source	ACADIA Quarterly, vol. 20, pp. 13-17
summary	Despite widespread use of computers in the architectural profession, computer use in architectural education remains uneven. The challenge to educators becomes apparent in examining the evolution of an introductory course. In four years, the teaching initiatives illuminate the crucial issues:* Content focus (what): computer techniques supporting design concepts, selection of design and communication applications / * Delivery techniques (how): - Organizing framework: staffing, course format - Teaching tools: web resources, online bulletin boards, online quizzes and gradebook. These efforts have produced gradual progress. Major successes include development of successful assignments and resources, balance of exercise types, and skill improvement through competency exams. On the other hand, addressing different skill levels, providing personal attention in an efficient way and overcoming equipment impediments remain a challenge. Outside the course, the overall curricular framework needs to be adjusted to prepare for and reinforce learning within the course. Results from initiatives inside and outside of the classroom are discussed.
series	ACADIA
email
last changed	2022/06/07 07:55

_id	7e02
authors	Elger, Dietrich and Russell, Peter
year	2002
title	The Virtual Campus: A new place for (lifelong) learning?
doi	https://doi.org/10.52842/conf.ecaade.2002.472
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. 472-477
summary	472 eCAADe 20 [design e-ducation] Modeling Real and Virtual Worlds Session 13 In the early spring of 2001 a collection of German universities founded a virtual faculty of architecture, which was named „Liquid Campus“. Current thinking about future forms of education in the field of architecture combined with over 4 years of experience with net-based design studios, led to questions about the future of existing universities, their buildings and their use. This problem was put to 43 students in the form of a design exercise to create a place for a virtual university. In the current situation, in which the administration of knowledge is more and more located on the internet, and even the so-called meeting places themselves can be virtualised through the help of video-conference-software, the exercise was to design a virtual campus in the framework and to carry out this design work in a simulation of distributed practice. Initial criticism of the project came from the students in that exemplary working methods were not described, but left for the students to discover on their own. The creation of a concept for the Liquid Campus meant that the participants had to imagine working in a world without the face to face contacts that form the basis (at present) of personal interaction. Additionally, the assignment to create or design possible links between the real and the virtual was not an easy task for students who normally design and plan real physical buildings. Even the tutors had difficulties in producing focused constructive criticism about a virtual campus; in effect the virtualisation of the university leads to a distinctive blurring of its boundaries. The project was conducted using the pedagogical framework of the netzentwurf.de; a relatively well established Internet based communication platform. This means that the studio was organised in the „traditional“ structure consisting of an initial 3 day workshop, a face to face midterm review, and a collective final review, held 3,5 months later in the Museum of Communication in Frankfurt am Main, Germany. In teams of 3 (with each student from a different university and a tutor located at a fourth) the students worked over the Internet to produce collaborative design solutions. The groups ended up with designs that spanned a range of solutions between real and virtual architecture. Examples of the student’s work (which is all available online) as well as their working methods are described. It must be said that the energy invested in the studio by the organisers of the virtual campus (as well as the students who took part) was considerably higher than in normal design studios and the paper seeks to look critically at the effort in relation to the outcomes achieved. The range and depth of the student’s work was surprising to many in the project, especially considering the initial hurdles (both social and technological) that had to overcome. The self-referential nature of the theme, the method and the working environment encouraged the students to take a more philosophical approach to the design problem. The paper explores the implications of the student’s conclusions on the nature of the university in general and draws conclusions specific to architectural education and the role of architecture in this process.
series	eCAADe
email
last changed	2022/06/07 07:55

_id	e9b1
authors	Heylighen, Ann and Neuckermans, Herman
year	2001
title	Destination: Practice – Towards a maintenance contract for the architect’s degree
doi	https://doi.org/10.52842/conf.acadia.2001.090
source	Reinventing the Discourse - How Digital Tools Help Bridge and Transform Research, Education and Practice in Architecture [Proceedings of the Twenty First Annual Conference of the Association for Computer-Aided Design in Architecture / ISBN 1-880250-10-1] Buffalo (New York) 11-14 October 2001, pp. 090-099
summary	Addressing the subject of Case-Based Reasoning (CBR) in architectural design, we present a Web-based design assistant for student- and professional architects called DYNAMO. Its main objective is to initiate and nurture the life-long process of learning from (design) experience as suggested by CBR’s cognitive model. Rather than adopting this model as such, DYNAMO extrapolates it beyond the individual by stimulating and intensifying several modes of interaction. One mode – the focus of this paper – concerns the interaction between the realm of design education and the world of practice. DYNAMO offers a platform for exchanging design efforts and insights, in the form of cases, between both parties, which perfectly chimes with the current tendency towards life-long learning and continuing education. Just like our university advises graduates to ‘Take a maintenance contract with your degree’, architecture schools may encourage recently qualified architects to subscribe to DYNAMO. To what extent the tool can fulfill this role of maintenance contract is discussed at the end of the paper, which reports on how DYNAMO was used and appreciated by professional architects at different levels of expertise.
keywords	Case-Based Reasoning, Web-Based Learning, Digital Repositories
series	ACADIA
email
last changed	2022/06/07 07:50

_id	b36d
authors	Lewis, Martin Lewis and Wojtowicz, Jerzy
year	2001
title	Design in the New Media - Digital Design Pedagogy at the SoA, University of British Columbia
doi	https://doi.org/10.52842/conf.ecaade.2001.256
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 256-261
summary	The idea of the Bauhaus education was born out of the conviction that designs for mass production and modern architecture needed a new fundamental design strategy. Today, seventy-five years later, the modern, basic design pedagogy needs to be revisited, as the impact of the Information Technology Revolution on design practice and education is now extensive. The illustrations and reflections on a modern curriculum for fundamental design and communication presented in this paper are derived from the authors’ introduction of the new media to design studios at UBC and from design practice. In the case of the nascent student of architecture, a different, rudimentary approach is required: one calling for the combining of the modern, basic design agenda with the introduction of the new media. The fundamental digital design pedagogy is young and not fully established. This is a considerable problem, since the practice and learning of architecture today is increasingly aided by and dependent upon digital media. Parallel to the traditional methods, the contemporary student of design is now obliged to engage new and dynamic conditions at the formative stage of his or her education. In the recent past, the computer was considered as just another device, requiring the development of mechanical techniques or skills. While those skills still have to be mastered, more recently in design education and practice, IT has become accepted as MEDIA - not just as a drafting or modeling tool. This process is perhaps due to the rapid dissemination of computing literacy and to the progressive accessibility and ease of use of IT. At UBC, Techniques and the Foundation Studio are introductory courses intended to make students engage the new media in parallel with, and complimentary to, established conventions in design.
keywords	Imagining, Communicating
series	eCAADe
email
last changed	2022/06/07 07:52

_id	48db
authors	Proctor, George
year	2001
title	CADD Curriculum - The Issue of Visual Acuity
doi	https://doi.org/10.52842/conf.ecaade.2001.192
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 192-200
summary	Design educators attempt to train the eyes and minds of students to see and comprehend the world around them with the intention of preparing those students to become good designers, critical thinkers and ultimately responsible architects. Over the last eight years we have been developing the digital media curriculum of our architecture program with these fundamental values. We have built digital media use and instruction on the foundation of our program which has historically been based in physical model making. Digital modeling has gradually replaced the capacity of physical models as an analytical and thinking tool, and as a communication and presentation device. The first year of our program provides a foundation and introduction to 2d and 3d design and composition, the second year explores larger buildings and history, the third year explores building systems and structure through design studies of public buildings, fourth year explores urbanism, theory and technology through topic studios and, during the fifth year students complete a capstone project. Digital media and CADD have and are being synchronized with the existing NAAB accredited regimen while also allowing for alternative career options for students. Given our location in the Los Angeles region, many students with a strong background in digital media have gone on to jobs in video game design and the movie industry. Clearly there is much a student of architecture must learn to attain a level of professional competency. A capacity to think visually is one of those skills and is arguably a skill that distinguishes members of the visual arts (including Architecture) from other disciplines. From a web search of information posted by the American Academy of Opthamology, Visual Acuity is defined as an ability to discriminate fine details when looking at something and is often measured with the Snellen Eye Chart (the 20/20 eye test). In the context of this paper visual acuity refers to a subject’s capacity to discriminate useful abstractions in a visual field for the purposes of Visual Thinking- problem solving through seeing (Arnheim, 1969, Laseau 1980, Hoffman 1998). The growing use of digital media and the expanding ability to assemble design ideas and images through point-and-click methods makes the cultivation and development of visual skills all the more important to today’s crop of young architects. The advent of digital media also brings into question the traditional, static 2d methods used to build visual skills in a design education instead of promoting active 3d methods for teaching, learning and developing visual skills. Interactive digital movies provide an excellent platform for promoting visual acuity, and correlating the innate mechanisms of visual perception with the abstractions and notational systems used in professional discourse. In the context of this paper, pedagogy for building visual acuity is being considered with regard to perception of the real world, for example the visual survey of an environment, a site or a street scene and how that visual survey works in conjunction with practice.
keywords	Curriculum, Seeing, Abstracting, Notation
series	eCAADe
email
last changed	2022/06/07 08:00

_id	5bcd
authors	Rügemer, Jörg
year	2001
title	Computer Generated Architectural Design: 160 custom-made Architectural data flow from schematic design into Computer Aided Manufacturing
doi	https://doi.org/10.52842/conf.ecaade.2001.288
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 288-292
summary	The paper constitutes the introduction of a new approach into architectural design methods at the Institute for Architectural Design and CAD. It describes the experience with regard to the learning process and explains the design studio experiment ‘160 custom-made’. The design method has been developed from different actual building procedures. ‘160 custom-made’ provokes the contradiction between a modernistic architectural approach (industrialized parts and series manufacturing) and computer based design and manufacturing processes which promise the realization of almost every imaginable architectural shape at no extra cost. The students visited several Companies in Germany, Switzerland and Austria, who demonstrated state-of-the-art-technology-manufacturing methods on various materials. This Computer Aided Manufacturing (CAM) process then became the basis for discovering a new way to speculate about solutions to a design problem. The project was described into computer aided modeling starting early in the design. In the beginning participants were asked to design an object using terms, images and ideas, entirely detached from architectural thinking and without the knowledge of the actual architectural goal. ‘Maya’, a three-dimensional modeling software, was introduced at the same time, which allowed participants to translate the analog data of their models into a digital model description. In the last project phase this knowledge was used to visualize the models with the computer; a programmatic task was added to the design as the students proceeded with the further development stages of the project. The group searched for ways to translate the produced data structures and to drive the Computer Aided Manufacturing (CAM) process. The easy building of quick models with this technology proved to be more difficult than expected. ‘160 custom-made’ participants were confronted with an entirely new method of designing due to the unusual procedures needed to handle digital data information in order to receive the desired output.
keywords	Computer Aided Manufacturing, Rapid Prototyping, Design Education, Digital Design Development, Data Structures
series	eCAADe
email
last changed	2022/06/07 07:56

_id	9d3d
authors	Silva, Neander F.
year	2001
title	The Structure of a CAAD Curriculum and the Nature of Design Process - An Experience Handling Contradictions
doi	https://doi.org/10.52842/conf.ecaade.2001.352
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 352-357
summary	Teaching CAAD in the context of a design task is an idea derived from the problem based learning, PBL, movement. However, a PBL curriculum has rarely been implemented in architectural education, let alone in CAAD education. The development and implementation of a feasible PBL CAAD curriculum is described in this paper.
keywords	Design Process, CAAD Education, Problem-Based Learning, Curriculum
series	eCAADe
email
last changed	2022/06/07 07:56

_id	5b64
authors	Stouffs, R., Venne, R.F., Sariyildiz, S. and Tunçer, B.
year	2001
title	Aspects and Technologies of E-learning in an Architectural Context
doi	https://doi.org/10.52842/conf.ecaade.2001.358
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 358-363
summary	The Web is assigned an increasingly important role as a medium for information and presentation, also in architectural education. Course websites may present course materials, handouts, and manuals online. Students create their own website as a showcase of their work, complementing their portfolio. With support from a database, course websites are commonly extended to allow for electronic submission and immediate presentation of the students’ work. Such websites may be further developed to support student collaboration and communication within the context of the course. The same tools can be provided to students in order to set up their own information environments to support groupwork. We envision this technology to become commonplace in educational environments, extending the current set of electronic information and communication tools available to students. Technological advances enable practitioners and students to make the design process more information-intensive, both in their own activities and in collaboration with others. For this purpose, it is important that students familiarize themselves with such technology and adopt it in ways that meet their needs and requirements. A flexible environment that provides them with the tools and means to adapt and apply this technology throughout the curriculum, supported by course specific e-learning offerings, is our ultimate goal. In this paper, we elaborate on the efforts at the faculty of architecture in integrating current digital initiatives into an e-learning environment and on extending this environment to support the entire architecture curriculum
keywords	E-Learning, Information Environment, Groupwork, Architectural Education
series	eCAADe
email
last changed	2022/06/07 07:56

_id	ascaad2004_paper12
id	ascaad2004_paper12
authors	Al-Qawasmi, Jamal
year	2004
title	Reflections on e-Design: The e-Studio Experience
source	eDesign in Architecture: ASCAAD's First International Conference on Computer Aided Architectural Design, 7-9 December 2004, KFUPM, Saudi Arabia
summary	The influence of digital media and information technology on architectural design education and practice is increasingly evident. The practice and learning of architecture is increasingly aided by and dependant on digital media. Digital technologies not only provide new production methods, but also expand our abilities to create, explore, manipulate and compose space. In contemporary design education, there is a continuous demand to deliver new skills in digital media and to rethink architectural design education in the light of the new developments in digital technology. During the academic years 2001-2003, I had the chance to lead the efforts to promote an effective use of digital media for design education at Department of Architecture, Jordan University of Science and Technology (JUST). Architectural curriculum at JUST dedicated much time for teaching computing skills. However, in this curriculum, digital media was taught in the form of "software use" education. In this context, digital media is perceived and used mainly as a presentation tool. Furthermore, Computer Aided Architectural Design and architectural design are taught in separate courses without interactions between the two.
series	ASCAAD
email
last changed	2007/04/08 19:47

_id	1543
authors	Bailey, Rohan O.
year	2001
title	A digital design coach for young designers
doi	https://doi.org/10.52842/conf.caadria.2001.311
source	CAADRIA 2001 [Proceedings of the Sixth Conference on Computer Aided Architectural Design Research in Asia / ISBN 1-86487-096-6] Sydney 19-21 April 2001, pp. 311-314
summary	It is the intention of this paper is to construct for the reader a suitable foundation on which to determine a digital design coach. It seeks to define this possibility by examining two ideas. The first is visual thinking, as used by designers in the process of design. The second idea, that of providing students with expert partners for the learning of design is supported by evidence from a variation on protocol analysis (developed by the author) and a related design studio conducted in New Zealand and Jamaica. Using these concepts in relation to recent advances in the development of digital tools the paper proposes what a digital coach may look like.
series	CAADRIA
email
last changed	2022/06/07 07:54

_id	898a
authors	Bay, J.H.
year	2002
title	Cognitive Biases and Precedent Knowledge in Human and Computer-Aided Design Thinking
doi	https://doi.org/10.52842/conf.caadria.2002.213
source	CAADRIA 2002 [Proceedings of the 7th International Conference on Computer Aided Architectural Design Research in Asia / ISBN 983-2473-42-X] Cyberjaya (Malaysia) 18–20 April 2002, pp. 213-220
summary	Cognitive biases (illusions) and potential errors can occur when using precedent knowledge for analogical, pre-parametric and qualitative design thinking. This paper refers largely to part of a completed research (Bay 2001) on how heuristic biases, discussed by Tversky and Kahneman (1982) in cognitive psychology, can affect judgement and learning of facts from precedents in architectural design, made explicit using a kernel of conceptual system (Tzonis et. al., 1978) and a framework of architectural representation (Tzonis 1992). These are used here to consider how such illusions and errors may be transferred to computer aided design thinking.
series	CAADRIA
email
last changed	2022/06/07 07:54

_id	avocaad_2001_10
id	avocaad_2001_10
authors	Bige Tunçer, Rudi Stouffs, Sevil Sariyildiz
year	2001
title	Facilitating the complexity of architectural analyses
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	It is common practice for architecture students to collect documents on prominent buildings relevant to their design task in the early stage of design. While practitioners can rely on a body of design experience of their own, during the process of a new design, students can only draw from the examples of success and failure from other architects. In the past, such precedent based learning was implicit in the master-apprentice relationship common in the educational system. Nowadays academics commonly no longer have the possibility to maintain an extensive design practice, and instead introduce important outside precedents to the students. Thus, the study of important historical precedents or designs plays an important role in design instruction and in the students’ design processes. While there is no doubt that the most effective outcome of such a study would be achieved when the student does entire the study herself, students also benefit from a collaboration with peers, where they form groups to do an analysis of various aspects of a same building or over a group of buildings. By integrating the respective results into a common, extensible, library, students can draw upon other results for comparisons and relationships between different aspects or buildings. The complexity this introduces is best supported in a computer medium.The Web offers many examples of architectural analyses on a wide variety of subjects. Commonly, these analyses consist of a collection of documents, categorized and hyperlinked to support navigation through the information space. More sophisticated examples rely on a database for storage and management of the data, and offer a more complex categorization of the information entities and their relationships. These studies present effective ways of accessing and browsing information, however, it is precluded within these analyses to distinguish and relate different components within the project documents. If enabled, instead, this would offer a richer information structure presenting new ways of accessing, viewing, and interpreting this information. Hereto, documents can be decomposed by content. This implies both expanding the document structure, replacing document entities by detailed substructures, and augmenting the structure’s relatedness with content information. The relationships between the resulting components make the documents inherently related by content.We propose a methodology to integrate project documents into a single model, and present an application for the presentation of architectural analyses in an educational setting. This approach provides the students with a simple interface and mechanisms for the presentation of an analysis of design precedents, and possibly their own designs. Since all the information is integrated within a single environment, students will benefit from each others’ studies, and can draw new conclusions across analyses and presentations from their peers.
series	AVOCAAD
email
last changed	2005/09/09 10:48

_id	2006_182
id	2006_182
authors	Bridges, Alan
year	2006
title	A Critical Review of Problem Based Learning in Architectural Education
doi	https://doi.org/10.52842/conf.ecaade.2006.182
source	Communicating Space(s) [24th eCAADe Conference Proceedings / ISBN 0-9541183-5-9] Volos (Greece) 6-9 September 2006, pp. 182-189
summary	There is limited research and discussion on pedagogical approaches in architectural education, simply because it is considered as one of the “unimportant” areas that researchers “do not bother studying” (Teymur, 2001). Problem Based Learning has been known to provide competent graduates in other professional disciplines, and, consequently, there have been attempts to utilise the same pedagogical approach in architectural education where PBL is seen as a potential solution to the problems encountered in architectural education. This paper critically reviews PBL implementations at TU Delft Netherlands and Newcastle University, N.S.W. Australia and draws conclusions with particular respect to the teaching of architectural computing
keywords	PBL; architecture; computing
series	eCAADe
email
last changed	2022/06/07 07:54

_id	ea46
authors	Colajanni B., Concialdi, S. and Pellitteri, G.
year	2001
title	Construction or Deconstruction: Which is the Best Way to Learn Architecture?
doi	https://doi.org/10.52842/conf.ecaade.2001.299
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 299-304
summary	The actual shift of the teaching methods from teacher-centred expository methods, to learner-centred exploratory ones. The educational goals are no more the construction of a solid theory knowledge from which the behaviour is driven. It is the acquisition of capabilities and skills directly related to the professional activity. The consequence is that the teacher has the task of endowing the student not only with a large amount of documentation but also with at least suggestions of the way to use it. One of these suggestions is the deconstruction (in a literal and not philosophical sense) as a way of investigating the structure of buildings. In a first phase in order to acquire, through generalisation a systematic knowledge of the way the parts of a building (their subsystems) contribute to the global architectural organism. In a second phase in order to explore buildings of special interest aiming at mastering their peculiar solutions. An example of this method is presented, limited to the spatial analysis only both for brevity sake and for particular difficulties presented.
keywords	Deconstruction, Learn Architecture, Learning By Experience
series	eCAADe
email
last changed	2022/06/07 07:56

_id	f97e
authors	Commission of the European Communities
year	2001
title	The e-learning action plan: designing tomorrow’s education
source	Communication from the Commission to the Council and the EuropeanParliament, COM(2001) 172 final, 28 March 2001
summary	The "eLearning: Designing tomorrow's education" initiative1 was adopted by the European Commission on 24 May 2000. Following up the conclusions of the Lisbon European Council, it set out the principles, objectives and lines of action of eLearning, defined as the use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration. The eLearning initiative was welcomed by the Ministers of Education and by the Feira European Council in June 2000. The eLearning initiative is part of the comprehensive eEurope Action Plan2, the aim of which is to allow Europe to exploit its strengths and overcome the barriers holding back the uptake of digital technologies. It also falls in with the Report on the concrete future objectives of education systems3 by adopting information and communication technology development as one of its objectives. The effectiveness of education systems depends entirely on the effectiveness of the approaches to teaching and learning. In order to be effective, the introduction of information and communication technologies will have to be accompanied by a far-reaching reorganisation of learning structures. The eLearning initiative is also of relevance for the candidate countries given the interest they have shown for the eEurope action plan.
series	other
last changed	2003/04/23 15:50

_id	caadria2006_545
id	caadria2006_545
authors	DIETRICH ELGER, ANDREAS DIECKMANN, PETER RUSSELL, THOMAS STACHELHAUS
year	2006
title	THE INTEGRATED DESIGN STUDIO: A VIEW BEHIND THE SCENES:Liquid Campus 3
doi	https://doi.org/10.52842/conf.caadria.2006.x.v4r
source	CAADRIA 2006 [Proceedings of the 11th International Conference on Computer Aided Architectural Design Research in Asia] Kumamoto (Japan) March 30th - April 2nd 2006, 545-548
summary	Over 10 months ending in July 2005, architecture students from Aachen, Karlsruhe and Weimar took part in a design studio that differed significantly from other studios in that the result of the studio was a 1:1 realisation of the design. This is part of an evolution of the virtual faculty of architecture “Liquid Campus”, founded in 2001, which has seen the complexity of the projects steadily rise and this continued in the Project “Ein Fest: Ein Dach”. The integrated studio is arranged to encourage an active, economic and transparent learning process, which encompasses design, communication and cooperation issues. The stated goal at the beginning of the two-semester process is to build and although only a few of the ideas are realised, all participants are involved in the realisation. In this case, the project was to create “roofs” for an open-air concert for 200,000 people in Karlsruhe, Germany. The planning was carried out using the Netzentwurf platform, with which the authors have several years experience.
series	CAADRIA
email
last changed	2022/06/07 07:50

_id	6a37
authors	Fowler, Thomas and Muller, Brook
year	2002
title	Physical and Digital Media Strategies For Exploring ‘Imagined’ Realities of Space, Skin and Light
doi	https://doi.org/10.52842/conf.acadia.2002.013
source	Thresholds - Design, Research, Education and Practice, in the Space Between the Physical and the Virtual [Proceedings of the 2002 Annual Conference of the Association for Computer Aided Design In Architecture / ISBN 1-880250-11-X] Pomona (California) 24-27 October 2002, pp. 13-23
summary	This paper will discuss an unconventional methodology for using physical and digital media strategies ina tightly structured framework for the integration of Environmental Control Systems (ECS) principles intoa third year design studio. An interchangeable use of digital media and physical material enabledarchitectural explorations of rich tactile and luminous engagement.The principles that provide the foundation for integrative strategies between a design studio and buildingtechnology course spring from the Bauhaus tradition where a systematic approach to craftsmanship andvisual perception is emphasized. Focusing particularly on color, light, texture and materials, Josef Albersexplored the assemblage of found objects, transforming these materials into unexpected dynamiccompositions. Moholy-Nagy developed a technique called the photogram or camera-less photograph torecord the temporal movements of light. Wassily Kandinsky developed a method of analytical drawingthat breaks a still life composition into diagrammatic forces to express tension and geometry. Theseschematic diagrams provide a method for students to examine and analyze the implications of elementplacements in space (Bermudez, Neiman 1997). Gyorgy Kepes's Language of Vision provides a primerfor learning basic design principles. Kepes argued that the perception of a visual image needs aprocess of organization. According to Kepes, the experience of an image is "a creative act ofintegration". All of these principles provide the framework for the studio investigation.The quarter started with a series of intense short workshops that used an interchangeable use of digitaland physical media to focus on ECS topics such as day lighting, electric lighting, and skin vocabulary tolead students to consider these components as part of their form-making inspiration.In integrating ECS components with the design studio, an nine-step methodology was established toprovide students with a compelling and tangible framework for design:Examples of student work will be presented for the two times this course was offered (2001/02) to showhow exercises were linked to allow for a clear design progression.
series	ACADIA
email
last changed	2022/06/07 07:51

_id	5de9
authors	Gavin, Lesley
year	2001
title	Online Learning in Multi-User Environments
source	Stellingwerff, Martijn and Verbeke, Johan (Eds.), ACCOLADE - Architecture, Collaboration, Design. Delft University Press (DUP Science) / ISBN 90-407-2216-1 / The Netherlands, pp. 59-64 [Book ordering info: m.c.stellingwerff@bk.tudelft.nl]
summary	Over the last 2 years the MSc Virtual Environments course in the Bartlett School of Graduate Studies has used a 3-dimensional on-line multi-user environment to explore the possibilities for the architectural design of virtual environments. The 'Bartlett' virtual world is established as the environment where students undertake group design projects. After an initial computer based face-to-face workshop, students work from terminals at home and around the university. Using avatar representations of themselves, tutors and students meet in the on-line environment. The environment is used for student group discussions and demonstrations, tutorials and as the virtual 'site' for their design projects. The 'Bartlett' world is currently open to every internet user and so often has 'visitors'. These visitors often engage in discussions with the students resulting in interesting dynamics in the teaching pattern. This project has been very successful and is particularly popular with the students. Observations made over the 2 years the project has been running have resulted in interesting reflections on both the role of architectural design in virtual environments and the use of such environments to extend the pedagogical structure used in traditional studio teaching. This paper will review the educational experience gained by the project and propose the ideal software environment for further development. We are now examining similar types of environments currently on the market with a view to adapting them for use as a distance learning medium.
series	other
email
last changed	2001/09/14 21:30

_id	37b4
authors	Gu, N. and Maher, M.L.
year	2001
title	Architectural design of a virtual campus
source	Y-T. Liu (ed.), Defining Digital Architecture, Dialogue, pp. 158-161
summary	The design of a virtual campus, while considering the role of technology in education, also can be influenced by the of place that more traditional architectural design provides. This approach need not result in a virtual campus that looks like a physical building, the main concept is to intricately link learning with an experience in a place with other people.
series	other
last changed	2003/04/23 15:50

For more results click below: