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	b53b
authors	Woodbury, R.F., Shannon, S.J. and Radford, A.D.
year	2001
title	Games in Early Design Education. Playing with Metaphor
source	Proceedings of the Ninth International Conference on Computer Aided Architectural Design Futures [ISBN 0-7923-7023-6] Eindhoven, 8-11 July 2001, pp. 201-214
summary	Play and design can be put into metaphorical relation. To do so is to let each inform the other. As part of a larger project, we have used the metaphor of play in creating and using learning resources for early design education. In doing so, it became apparent that the entailments of play, the other metaphors that both frame and are framed by play, needs to be better understood. We discuss seven metaphors related to play: games, exploration, balance of forces, tactility, intrinsic reward, embodiment and rules and how we use these in learning games.
keywords	Design, Learning, Play, Games, Metaphor, Computer-Aided Design, Digital Media.
series	CAAD Futures
email
last changed	2006/11/07 07:22

_id	68f0
id	68f0
authors	Talbott K, Snyder G and Dicker J
year	2006
title	Design + Virtual Modeling: Course Integration on a Large Scale
source	Marjanovic I and Robinson C (eds) Intersections: Design Education and Other Fields of Inquiry, Proceedings of the 22nd National Conference on the Beginning Design Student, Ames, Iowa, April 2006, 309-313
summary	Starting in 2001 a group of faculty at the University of Wisconsin – Milwaukee School of Architecture and Urban Planning undertook a three year effort to integrate introductory studio with introductory computer-aided design. Each year 160 incoming sophomores begin their first design studio. They also receive a laptop computer and begin concurrent enrollment in an introductory computer course entitled Virtual Modeling. Students participate in studio projects, computer assignments, hand drawing tutorials, computer tutorials, studio course lectures and computer course lectures. This takes the dedicated effort of four faculty members and five graduate teaching assistants. The goals of this paper are 1) to describe the evolution of this large-scale integration effort, 2) to identify key success factors, and 3) to describe the impact on our students’ beginning design education. The paper provides a balanced perspective by discussing both benefits and challenges. It begins with more concrete information and moves gradually into deeper issues.
keywords	pedagogy, design studio, collaboration, curriculum
series	other
type	normal paper
email
last changed	2006/08/13 06:49

_id	avocaad_2001_16
id	avocaad_2001_16
authors	Yu-Ying Chang, Yu-Tung Liu, Chien-Hui Wong
year	2001
title	Some Phenomena of Spatial Characteristics of Cyberspace
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	"Space," which has long been an important concept in architecture (Bloomer & Moore, 1977; Mitchell, 1995, 1999), has attracted interest of researchers from various academic disciplines in recent years (Agnew, 1993; Benko & Strohmayer, 1996; Chang, 1999; Foucault, 1982; Gould, 1998). Researchers from disciplines such as anthropology, geography, sociology, philosophy, and linguistics regard it as the basis of the discussion of various theories in social sciences and humanities (Chen, 1999). On the other hand, since the invention of Internet, Internet users have been experiencing a new and magic "world." According to the definitions in traditional architecture theories, "space" is generated whenever people define a finite void by some physical elements (Zevi, 1985). However, although Internet is a virtual, immense, invisible and intangible world, navigating in it, we can still sense the very presence of ourselves and others in a wonderland. This sense could be testified by our naming of Internet as Cyberspace -- an exotic kind of space. Therefore, as people nowadays rely more and more on the Internet in their daily life, and as more and more architectural scholars and designers begin to invest their efforts in the design of virtual places online (e.g., Maher, 1999; Li & Maher, 2000), we cannot help but ask whether there are indeed sensible spaces in Internet. And if yes, these spaces exist in terms of what forms and created by what ways?To join the current interdisciplinary discussion on the issue of space, and to obtain new definition as well as insightful understanding of "space", this study explores the spatial phenomena in Internet. We hope that our findings would ultimately be also useful for contemporary architectural designers and scholars in their designs in the real world.As a preliminary exploration, the main objective of this study is to discover the elements involved in the creation/construction of Internet spaces and to examine the relationship between human participants and Internet spaces. In addition, this study also attempts to investigate whether participants from different academic disciplines define or experience Internet spaces in different ways, and to find what spatial elements of Internet they emphasize the most.In order to achieve a more comprehensive understanding of the spatial phenomena in Internet and to overcome the subjectivity of the members of the research team, the research design of this study was divided into two stages. At the first stage, we conducted literature review to study existing theories of space (which are based on observations and investigations of the physical world). At the second stage of this study, we recruited 8 Internet regular users to approach this topic from different point of views, and to see whether people with different academic training would define and experience Internet spaces differently.The results of this study reveal that the relationship between human participants and Internet spaces is different from that between human participants and physical spaces. In the physical world, physical elements of space must be established first; it then begins to be regarded as a place after interaction between/among human participants or interaction between human participants and the physical environment. In contrast, in Internet, a sense of place is first created through human interactions (or activities), Internet participants then begin to sense the existence of a space. Therefore, it seems that, among the many spatial elements of Internet we found, "interaction/reciprocity" Ñ either between/among human participants or between human participants and the computer interface Ð seems to be the most crucial element.In addition, another interesting result of this study is that verbal (linguistic) elements could provoke a sense of space in a degree higher than 2D visual representation and no less than 3D visual simulations. Nevertheless, verbal and 3D visual elements seem to work in different ways in terms of cognitive behaviors: Verbal elements provoke visual imagery and other sensory perceptions by "imagining" and then excite personal experiences of space; visual elements, on the other hand, provoke and excite visual experiences of space directly by "mapping".Finally, it was found that participants with different academic training did experience and define space differently. For example, when experiencing and analyzing Internet spaces, architecture designers, the creators of the physical world, emphasize the design of circulation and orientation, while participants with linguistics training focus more on subtle language usage. Visual designers tend to analyze the graphical elements of virtual spaces based on traditional painting theories; industrial designers, on the other hand, tend to treat these spaces as industrial products, emphasizing concept of user-center and the control of the computer interface.The findings of this study seem to add new information to our understanding of virtual space. It would be interesting for future studies to investigate how this information influences architectural designers in their real-world practices in this digital age. In addition, to obtain a fuller picture of Internet space, further research is needed to study the same issue by examining more Internet participants who have no formal linguistics and graphical training.
series	AVOCAAD
email
last changed	2005/09/09 10:48

_id	11b4
authors	Hall, Theodore W.
year	2001
title	2001: An Acadia Odyssey
doi	https://doi.org/10.52842/conf.acadia.2001.006
source	ACADIA Quarterly, vol. 20, pp. 6-7
summary	ACADIA marked the dawn of its third decade last October, at its 21st annual conference, the 20th anniversary of its birth. If the numbers seem inconsistent at first, recall that the association was born at its 1st conference, its 0th anniversary, in 1981. Of the twenty-four founding members, only a few are still active. I joined at the third conference, in 1983, and I’ve never met half the founders. Perhaps they never expected the association to last two years, let alone two decades. In the meantime, an entire generation has come of age and begun to take the reins. ACADIA is alive and well, thank you very much.
series	ACADIA
email
last changed	2022/06/07 07:50

_id	9e31
authors	Osman, Yasser
year	2001
title	The Use of Tools in the Creation of Form: Frank (L. Wright & O. Gehry)
doi	https://doi.org/10.52842/conf.acadia.2001.044
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. 044-051
summary	This paper is a study of shape, attempting to understand the effect of Computer Aided Architecture Drafting and Design on the Geometry of Form. This is a part of a larger question: When the tool of presentation changes, does the form generated change as well? The study is in two main parts: 1 Comparing two Guggenheim Museums. 2 Re-Modeling Bilbao Museum. The final questions are: why does form become more complex? How do architects use tools to obtain more complexity? What Computer Aided Architecture Design programs let architects achieve more complexity? For an architect, is the motivation to demonstrate a set of 3D geometric operations sufficient to generate complex assemblies, and are there other possible operations needed?
keywords	Form, Tool, Digital, Model
series	ACADIA
email
last changed	2022/06/07 08:00

_id	cf2011_p115
id	cf2011_p115
authors	Pohl, Ingrid; Hirschberg Urs
year	2011
title	Sensitive Voxel - A reactive tangible surface
source	Computer Aided Architectural Design Futures 2011 [Proceedings of the 14th International Conference on Computer Aided Architectural Design Futures / ISBN 9782874561429] Liege (Belgium) 4-8 July 2011, pp. 525-538.
summary	Haptic and tactile sensations, the active or passive exploration of our built surroundings through our sense of touch, give us a direct feeling and detailed information of space, a sense of architecture (Pallasmaa 2005). This paper presents the prototype of a reactive surface system, which focuses its output on the sense of touch. It explains how touch sensations influence the perception of architecture and discusses potential applications that might arise from such systems in the future. A growing number of projects demonstrate the strong impact of interaction design on the human senses and perception. They offer new ways of sensing and experiencing architectural space. But the majority of these interaction concepts focus on visual and auditory output-effects. The sense of touch is typically used as an input generator, but neglected as as a potential receiver of stimuli. With all the possibilities of sensors and micro-devices available nowadays, there is no longer a technical reason for this. It is possible to explore a much wider range of sense responding projects, to broaden the horizon of sensitive interaction concepts (Bullivant 2006). What if the surfaces of our surroundings can actively change the way it feels to touch them? What if things like walls and furniture get the ability to interactively respond to our touch? What new dimensions of communication and esthetic experience will open up when we conceive of tangibility in this bi-directional way? This paper presents a prototype system aimed at exploring these very questions. The prototype consists of a grid of tangible embedded cells, each one combining three kinds of actuators to produce divergent touch stimuli. All cells can be individually controlled from an interactive computer program. By providing a layering of different combinations and impulse intensities, the grid structure enables altering patterns of actuation. Thus it can be employed to explore a sort of individual touch aesthetic, for which - in order to differentiate it from established types of aesthetic experiences - we have created the term 'Euhaptics' (from the Greek ŒµœÖ = good and Œ¨œÄœÑœâ = touch, finger). The possibility to mix a wide range of actuators leads to blending options of touch stimuli. The sense of touch has an expanded perception- spectrum, which can be exploited by this technically embedded superposition. The juxtaposed arrangement of identical multilayered cell-units offers blending and pattern effects of different touch-stimuli. It reveals an augmented form of interaction with surfaces and interactive material structures. The combination of impulses does not need to be fixed a priori; it can be adjusted during the process of use. Thus the sensation of touch can be made personally unique in its qualities. The application on architectural shapes and surfaces allows the user to feel the sensations in a holistic manner ‚Äì potentially on the entire body. Hence the various dimensions of touch phenomena on the skin can be explored through empirical investigations by the prototype construction. The prototype system presented in the paper is limited in size and resolution, but its functionality suggests various directions of further development. In architectural applications, this new form of overlay may lead to create augmented environments that let inhabitants experience multimodal touch sensations. By interactively controlling the sensual patterns, such environments could get a unique ‚Äútouch‚Äù for every person that inhabit them. But there may be further applications that go beyond the interactive configuration of comfort, possibly opening up new forms of communication for handicapped people or applications in medical and therapeutic fields (Grunwald 2001). The well-known influence of touch- sensations on human psychological processes and moreover their bodily implications suggest that there is a wide scope of beneficial utilisations yet to be investigated.
keywords	Sensitive Voxel- A reactive tangible surface
series	CAAD Futures
email
last changed	2012/02/11 19:21

_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	ddss2004_d-77
id	ddss2004_d-77
authors	Tangari, L., M. Ottomanelli, and D. Sassanelli
year	2004
title	The Project Planning of Urban Decongestion
source	Van Leeuwen, J.P. and H.J.P. Timmermans (eds.) Developments in Design & Decision Support Systems in Architecture and Urban Planning, Eindhoven: Eindhoven University of Technology, ISBN 90-6814-155-4, p. 77-92
summary	This study introduces a methodology for the evaluation, among a set of possible plans and/or policies, of a transport system which could reduce the effects of the network congestion on an urban area. Hence it is proposed a procedure which contains a new element compared with the current methodologies that is the final user’s evaluation of the examined system by turning to the application of the contingent valuation method, a technique like stated preferences. The approach we propose is based on the necessity for a determination of an optimal solution to the urban congestion to be established on the politic acceptability by the final user. Solutions which result virtually feasible for a public administration both on a technique and economic point of view often meet hostility by individuals. Consequently, it would be interesting for policy makers to adopt a process of valuation which could let to understand the user’s sensitivity and hostility towards specific configurations of the system, chosen as solution to decongestion (traffic calming, roadpricing, auto-free zones) and consequently to make less unpleasant the strategy to be carried out to control congestion (Harrington et al., 2001). In this way, a user does not judge the implementation of a set of projects made by a decision-maker as imposition and he is willing to pay in order to fulfil the chosen scenario. Finally we describe an application of the proposed methodology relating the definition of the integrated transport system in the metropolitan area of Bari, chief town of Apulia.
keywords	Contingent Valuation, Transportation Planning, Urban Decongestion
series	DDSS
last changed	2004/07/03 22:13

_id	7e52
authors	Achten, Henri
year	2001
title	Normative Positions in Architectural Design - Deriving and Applying Design Methods
doi	https://doi.org/10.52842/conf.ecaade.2001.263
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 263-268
summary	This paper presents a recently finished course of eight weeks where CAAD skills, design methodology, and architectural theory are combined to discuss possible perspectives on the use of the computer in design, and its influence on architecture. In the course, three contemporary architects were studied; Peter Eisenman, Ben van Berkel, and Greg Lynn. Each was discussed on aspects of ontology (which are the elements of discourse), design method (design process and organization of the process), and the use of the computer (techniques and approaches). These were linked with design theory, architectural theory, and CAD-theory. The reflection on the work of the architects resulted in a number of design methods for each architect. The design methods were adapted to the available technologies in the university as well as to the scope of the exercise, since the period of eight weeks for an exercise cannot compete with design processes in practice that take many participants and much time. The students then applied the design methods to a design task: student housing and an exhibition pavilion on the campus area of the university. The task was so devised, that students could focus on either architectural or urban design level with one of the design methods. Also, the choice of architects and accompanying design methods was made in such a way that students with low, medium, and advanced computer skills could take part in the course and exercise. In a workshop held at the Czech Technical University (CVUT) in Prague, the same procedure was used in a one-week period for a different design task, but in an otherwise almost identical setting with respect to the CAAD software used. The methods and material were easily transferred to the other setting. The students were able to cope with the task and produced surprising results in the short time span available. The paper will provide an overview of the course, discuss the pedagogical implications of the work, and discuss how this particular work can be generalized to incorporate other architects and approaches.
keywords	CAAD: Design Methods, Pedagogy
series	eCAADe
email
last changed	2022/06/07 07:54

_id	f95f
authors	Angulo, A.H., Davidson, R.J. and Vásquez de Velasco, G.P.
year	2001
title	Digital Visualization in the Teaching of Cognitive Visualization
doi	https://doi.org/10.52842/conf.acadia.2001.292
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. 292-301
summary	Professional design offices claim that our graduates have difficulties with their free-hand perspective drawing skills. This fact, which has become obvious over the last 5 years, is parallel to a clear tendency towards the use of 3-dimensional digital imagery in the projects of our students. Frequently, faculty tends to blame the computer for the shortcomings of our students in the use of traditional media, yet there is no clear evidence on the source of the blame. At a more fundamental level, the visualization skills of our students are questioned. This paper will explain how faculty teaching design communication techniques, with traditional and digital media, are working together in the development of a teaching methodology that makes use of computers in support of our student’s training on cognitive visualization skills, namely; “The Third-Eye Method”. The paper describes the Third-Eye Method as an alternative to traditional methods. As evidence of the benefits offered by the Third-Eye Method, the paper presents the results of testing it against traditional methods among freshman students. At the end, the paper draws as conclusion that computers are not the main source of the problem but a potential solution.
keywords	Pedagogy, Visualization, Media
series	ACADIA
email
last changed	2022/06/07 07:54

_id	acadia23_v3_129
id	acadia23_v3_129
authors	Ayres, Phil
year	2023
title	Sensitive Scaffolds – Cultivating Spatio-temporal Dialogues with Living Complexes
source	ACADIA 2023: Habits of the Anthropocene: Scarcity and Abundance in a Post-Material Economy [Volume 3: Proceedings of the 43rd Annual Conference for the Association for Computer Aided Design in Architecture (ACADIA) ISBN 979-8-9891764-1-0]. Denver. 26-28 October 2023. edited by A. Crawford, N. Diniz, R. Beckett, J. Vanucchi, M. Swackhamer 24-32.
summary	Thank you to the ACADIA team for extending the invitation to come here. For me, it's a really fantastic moment to reconnect with the ACADIA community. I've been dipping in and out of it since -- I think my first ACADIA was in Savannah, Georgia. Does anyone remember what year that was? 2001? 2002? I've been dipping in and out. And I really see this community as a model. You know, we could talk about the Mississippi and how it meanders, and passages of energy and matter and information begin to change. And the ACADIA community meanders across these different territories, but somehow it maintains its particular identity. And that identity, I think, is shrouded within ideals of sharing -- knowledge sharing -- and within a kind of creative design research, you know, rigor, which I find really fascinating.
series	ACADIA
type	keynote
email
last changed	2024/04/17 13:59

_id	a469
authors	Brown, Andre and Berridge, Phil
year	2001
title	Games One : Two : Three A triangle of virtual game scenarios for architectural collaboration
source	Stellingwerff, Martijn and Verbeke, Johan (Eds.), ACCOLADE - Architecture, Collaboration, Design. Delft University Press (DUP Science) / ISBN 90-407-2216-1 / The Netherlands, pp. 95-120 [Book ordering info: m.c.stellingwerff@bk.tudelft.nl]
summary	This paper is split into three parts, each of which deals with different aspects of, and approaches to, the collaboration process. Each of the approaches shares a common root in an aspect of games or gaming. Together the three approaches represent a tripartite attack on the spectrum of problems that need to be addressed to achieve successful collaboration. The first technique is dealt with in Game One One. This deals with the issue of encouraging collaboration. It is based on work using a role playing game scenario and is intended to allow construction industry professionals and clients to develop a common framework for discussion. It originally existed as a paper based game and is now being tested in a web-based environment. Game Two is based on work that has evolved from contemporary game and meeting place environments that have been attracting attention recently. Here internet-based three-dimensional worlds are used as a virtual replacement of real spaces and participants meet as avatars. In the architectural context we have investigated the potential for application of such 3D worlds as meeting, and discussion places where architectural information and ideas can be exchanged. In Game Three we take the idea that currently, virtual environments are still rather uncomfortable and unnatural in terms of human interaction, and in particular in the way that we move around and display architectural scenes. We develop the idea that games software incorporates techniques that make the representation of animated, interactive 3D architectural environments computationally efficient. We have augmented the software used in games environments and have considered how we construct architectural models and man-machine interfaces to improve the effectiveness of such environments in an architectural context.
series	other
email
last changed	2001/09/14 21:30

_id	ecaade2014_153
id	ecaade2014_153
authors	David Morton
year	2014
title	Augmented Reality in architectural studio learning:How Augmented Reality can be used as an exploratory tool in the design learning journey
doi	https://doi.org/10.52842/conf.ecaade.2014.1.343
source	Thompson, Emine Mine (ed.), Fusion - Proceedings of the 32nd eCAADe Conference - Volume 1, Department of Architecture and Built Environment, Faculty of Engineering and Environment, Newcastle upon Tyne, England, UK, 10-12 September 2014, pp. 343-356
summary	The boundaries of augmented reality in the academic field are now being explored at an ever increasing level. In this paper we present the initial findings of an educational project focusing on the use of augmented reality in the design process of an architectural student. The study seeks to evaluate the use of AR as a tool in the design stages, allowing effective exploration of spatial qualities of design projects undertaken in the studio. The learning process is guided by the exploration and detection of a design idea in both form and function, with the virtual environment providing a dynamic environment (Mantovani, 2001). This is further reflected in the constructivist theory where the learning processes use conceptual models, which are used to create incremental stages that become the platform to attain the next [Winn, 1993]. The additional benefit of augmented reality within the learning journey is the ability of the students to visually explore the architectural forms they are creating in greater depth.
wos	WOS:000361384700034
keywords	Augmented reality; pedagogy; learning journey; exploration
series	eCAADe
email
last changed	2022/06/07 07:55

_id	ecaade2015_217
id	ecaade2015_217
authors	Davis, Felecia and Dumitrescu, Delia
year	2015
title	What and When Is the Textile? Extending the Reach of Computation through Textile Expression
doi	https://doi.org/10.52842/conf.ecaade.2015.2.417
source	Martens, B, Wurzer, G, Grasl T, Lorenz, WE and Schaffranek, R (eds.), Real Time - Proceedings of the 33rd eCAADe Conference - Volume 2, Vienna University of Technology, Vienna, Austria, 16-18 September 2015, pp. 417-426
summary	The authors of this article argue for 'making time appear' in computational materials and objects so that it can be used to help people become aware of their relation to their environments. [Hallnäs & Redström 2001] As more computational and responsive materials come into play when designing architectural spaces designers might consider opening up the dimension of time to 'make time appear' rather than disappear. [Hallnäs & Redström 2001] Computational materials are materials which transform expression and respond to inputs read by computer programs. Making time appear can have many uses particularly in applications where people can be helped by the awareness of unfolding of time, where the temporality is linked to transformative body experience rather than project efficiency or collapsing distance. If architects, designers, engineers and others could begin to consider and use time as a way to promote reflection then it would be possible to design materials which could expand human thinking through the material itself.
wos	WOS:000372316000048
series	eCAADe
email
more	https://mh-engage.ltcc.tuwien.ac.at/engage/ui/watch.html?id=44daf674-70d7-11e5-8041-1b36fa35af4a
last changed	2022/06/07 07:56

_id	f1c4
authors	Holmgren, S., Rüdiger, B. and Tournay, B.
year	2001
title	The 3D-City Model – A New Space
doi	https://doi.org/10.52842/conf.ecaade.2001.430
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 430-435
summary	We have worked with the construction and use of 3D city models for about ten years. This work has given us valuable experience concerning model methodology. In addition to this collection of knowledge, our perception of the concept of city models has changed radically. In order to explain this shift in paradigms we begin by describing some of the concrete models we have made, showing the relationship between model structure (methodology and content) and model use. We also describe the projects we are working on at present in order to illustrate new ideas concerning the potential development of 3D city models.
keywords	Digital 3D City Model, Urban Regeneration, Participatory Design, On Line Community
series	eCAADe
email
last changed	2022/06/07 07:50

_id	6eec
authors	Kvan, Thomas
year	2001
title	The Pedagogy of Virtual Design Studios
source	Automation in Construction 10:3, 2001, pp. 345-354
summary	Virtual Design Studios are proliferating as schools of architecture experiment with the technology of the Internet. Discussions about Virtual Designs Studios typically focus on technological issues – which hardware; what software – or environments – MOOs; ftp. Recently; some papers have been written on the perceptual issues and the social aspects of remote design collaborations; thus contributing to some of the contextual issues within which virtual studios are conducted. This paper contributes another perspective; presenting a review of the pedagogical issues raised in a VDS. It examines the difficulties and opportunities that present themselves in teaching a Virtual Design Studio.
keywords	CSCW; Collaborative Design; Virtual Studio; Design Pedagogy
series	journal paper
email
last changed	2002/11/15 18:29

_id	9de9
authors	Laakso, Mikko
year	2001
title	Practical Navigation in Virtual Architectural Environments
source	Helsinki University of Technology, Espoo, Finland
summary	The interest towards virtual reality (VR) and virtual environments (VE) is growing all the time. The applications being developed for VE run a wide spectrum, from games to business planning. This thesis concentrates on navigation in virtual architectural environments, movement in worlds that are very similar to our own. Navigation in a virtual world should be practical, intuitive and simple. Unfortunately, it is very often far from that - for some reason the usability issues in VEs have been usually left with little attention. Currently it is easy for a user to get lost and disoriented when traveling in a VE. This situation must change, navigating through virtual environments can no longer be considered a task reserved for the experts only. 3D-worlds and architectural applications for the common user require new, intuitive interface techniques. This thesis addresses issues related to both physical and cognitive aspects of navigation as well as theoretical models that bind them together. In the technology survey of this thesis, the virtual environment technology is presented. Different visual display systems, new input devices and some 3D user interface design aspects are described. The literature survey section discusses the main issues concerning navigation theory. The two parts of navigation, travel and wayfinding, are described in detail. The major challenges are discussed and some solutions and various research results are presented. A major part of the thesis consists of the description of HCNav, a new navigation system developed by the author. The system was constructed for use in the virtual room at Helsinki University of Technology. The purpose of HCNav is to provide a very intuitive and practical navigation interface. Three new experimental input devices, namely custom wand, data glove and speech recognition system, were tested. Another important part of the work is to evaluate the effectiveness of the HCNav system. A usability test was conducted to determine if the use of HCNav was actually improving navigation performance. Twelve subjects participated in a test where HCNav was compared with a traditional navigation software used previously in the virtual room. The experiment setup has been described and the results analyzed. The results are promising and show that the navigation methods adopted in HCNav are clearly better.
keywords	Virtual Environments, Navigation, Usability
series	thesis:MSc
last changed	2003/02/12 22:37

_id	4a1a
authors	Laird, J.E.
year	2001
title	Using Computer Game to Develop Advanced AI
source	Computer, 34 (7), July pp. 70-75
summary	Although computer and video games have existed for fewer than 40 years, they are already serious business. Entertainment software, the entertainment industry's fastest growing segment, currently generates sales surpassing the film industry's gross revenues. Computer games have significantly affected personal computer sales, providing the initial application for CD-ROMs, driving advancements in graphics technology, and motivating the purchase of ever faster machines. Next-generation computer game consoles are extending this trend, with Sony and Toshiba spending $2 billion to develop the Playstation 2 and Microsoft planning to spend more than $500 million just to market its Xbox console [1]. These investments have paid off. In the past five years, the quality and complexity of computer games have advanced significantly. Computer graphics have shown the most noticeable improvement, with the number of polygons rendered in a scene increasing almost exponentially each year, significantly enhancing the games' realism. For example, the original Playstation, released in 1995, renders 300,000 polygons per second, while Sega's Dreamcast, released in 1999, renders 3 million polygons per second. The Playstation 2 sets the current standard, rendering 66 million polygons per second, while projections indicate the Xbox will render more than lOO million polygons per second. Thus, the images on today's $300 game consoles rival or surpass those available on the previous decade's $50,000 computers. The impact of these improvements is evident in the complexity and realism of the environments underlying today's games, from detailed indoor rooms and corridors to vast outdoor landscapes. These games populate the environments with both human and computer controlled characters, making them a rich laboratory for artificial intelligence research into developing intelligent and social autonomous agents. Indeed, computer games offer a fitting subject for serious academic study, undergraduate education, and graduate student and faculty research. Creating and efficiently rendering these environments touches on every topic in a computer science curriculum. The "Teaching Game Design " sidebar describes the benefits and challenges of developing computer game design courses, an increasingly popular field of study
series	journal paper
last changed	2003/04/23 15:50

_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	a606
authors	Leão de Amorim, Arivaldo and Pereira, Gilberto Corso
year	2001
title	ATELIÊ COOPERATIVO DE SIMULAÇÃO DIGITAL EM ARQUITETURA E URBANISMO (Colaborative Studio for Architecture and Urbanism Digital Simulation)
source	SIGraDi biobio2001 - [Proceedings of the 5th Iberoamerican Congress of Digital Graphics / ISBN 956-7813-12-4] Concepcion (Chile) 21-23 november 2001, pp. 124-126
summary	Cooperative Atelier of Digital Simulation is a teaching proposal in that information technologies will be used intensively in the process of architectural design, particularly computer technologies for habitat simulation. In the first learning group, a experimental one - that should begin in the semester 2001.2, the computer will be used as an instrument for modeling, information management (spatial or not), making presentations, evaluation of alternatives and taking decisions, as well as for communication between the students’ teams and teachers of FAUFBA and, of other institutions that come to be integrating the project. The computer technologies could stand for the development of cooperative works. This paper synthesizes the proposal of creation of an optional discipline for students of Architecture and Urbanism.
series	SIGRADI
email
last changed	2016/03/10 09:54

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