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	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	caadria2003_b3-1
id	caadria2003_b3-1
authors	Stipech, Alfredo and Morahan, Thomas
year	2003
title	Digital Media Its Incorporation into the Education of Architects and Graphic Designers
doi	https://doi.org/10.52842/conf.caadria.2003.397
source	CAADRIA 2003 [Proceedings of the 8th International Conference on Computer Aided Architectural Design Research in Asia / ISBN 974-9584-13-9] Bangkok Thailand 18-20 October 2003, pp. 397-410
summary	Here we introduce a pedagogic experience in the Universidad Nacional del Litoral, Santa Fe, Argentina. It has begun about ten years ago, with the first intents of incorporating the computer into the design and teaching process , until current days with the setting of a Class for Introduction to Digital Media (IMD), as an obligatory subject in the first course of careers such as Architecture and Urbanism (AU) and Graphic Design of Visual Communication (DGCV). The introduction of "Computing Science" in this university resembled the process of other Universities (Pentill‰ Hannu, 2001), Today we can see that this was not adjusted to the necessities of these professions neither in the educational process nor in the professional production. In our case we will address particular experiences that enabled us to evolve in a pedagogic model towards the concept of Digital Media (DM) that we currently practice.
series	CAADRIA
email
last changed	2022/06/07 07:56

_id	bf54
authors	Vásquez De Velasco, Guillermo
year	2002
title	The Computer is to Blame - The Disruptive Potential of a CAD Curriculum in an Architecture / Curriculum
doi	https://doi.org/10.52842/conf.ecaade.2002.050
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. 50-54
summary	In 2001 “DesignIntelligence” and the “Almanac of Architecture and Design” conducted a survey in which they interviewed over 800 leading U.S. architecture firms. The fundamental question was: “In your firm’s hiring experience within the past five years, which schools do you feel have best prepared students for the architecture profession?” This survey produces one of the most respected rankings of schools of architecture in the U.S., but in addition to that critical question, the survey gathers data on a number of additional parameters that are of fundamental importance on why some schools are doing better than others. If we compare current figures with figures of previous years we see that our students are improving in their computer skills at the same time that they are loosing ground in other skills and fields of knowledge. For a non-inquisitive mind the reason is simple: “Our students are too busy working on the computer and are failing to put attention to other important stuff”. This paper makes an attempt to understand the problem from a fair perspective and highlight ways in which our growth in the field of CAD, and the pervasive presence of computer technology in our classrooms, can be used to enhance our teaching / learning capabilities in fields that are currently failing to achieve excellence.
series	eCAADe
email
last changed	2022/06/07 07:58

_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	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	bd13
authors	Martens, B., Turk, Z. and Cerovsek, T.
year	2001
title	Digital Proceedings: Experiences regarding Creating and Using
doi	https://doi.org/10.52842/conf.ecaade.2001.025
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 25-29
summary	This paper describes the developments of the CUMINCAD database since 1999 when it was first presented and some statistical information, how the service is being used. CUMINCAD started as a bibliographic database storing meta information about CAADrelated publications. Recently, full texts are being added. The process of creation of electronic copies of papers in pdf-format is described as well as decisions which were taken in this context. Over the last two years 20.000 users visited CUMINCAD. We present a brief analysis of their behavior and interaction patterns. This and the forthcoming possibility of a full-text-search will open up a new perspective for CAAD-research.
keywords	CAAD-Related Publications, Web-Based Bibliographic Database, Searchable Index, Retrospective CAAD Research, Purpose Analysis
series	eCAADe
email
last changed	2022/06/07 07:59

_id	7134
id	7134
authors	Penttilä, Hannu (Ed.)
year	2001
title	Architectural Information Management [Conference Proceedings]
doi	https://doi.org/10.52842/conf.ecaade.2001
source	19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1 / Helsinki (Finland) 29-31 August 2001, 578 p.
summary	Several common phrases, such as “information society” or “virtual reality” point out the fact that information technology, digital tools and numerous different services via various communication networks have become crucially important factors of our western lifestyle and living environment. The trends of the society reflects naturally the working environments of the construction field, architectural discipline being amongst them. It is almost inconceivable to even imagine an architect without computer-based tools anymore. This evolutional development process has, from historical perspective, only recently started. The process is constantly evolving and rapidly increasing our possibilities to use and enjoy these modern digital fruits. The sometimes unpredictable and rapid changes in our working environment should make architects nervous about the impacts of the changes. All those delicate methods and collective traditions of the several thousand year architectural discipline(!), just simply cannot be transferred into the digital realm in a few decades. Researchers and teachers should very carefully, but still open mindedly, critically explore, analyse and adjust the so-called “modern technology” into the world of architecture, construction, design, planning – and education. We are not just “endusers”, It is we, in fact, who should define what, where and how are we willing to use it(IT). The value of information is constantly growing in our society, and in the future it will evidently be even more so. The value of information is quite hard to define with measurable or agreed concepts, but information evidently contains value-factors. The information which the architects are creating, modifying and manipulating, contains essential and valuable core data concerning the whole built environment of our society. It affects the physical surroundings of our society, in which we will be living for decades – hence, the information has a historical basis. The architectural core information also very strongly affects the quality of life of our fellow citizens – consequently, it has deep social meaning. The essentials of architectural information relies on the tradition of centuries – hence, it clearly has acknowledged cultural values, which are also extremely difficult to quantify. So how could architectural information be described? The information covers a wide range of heterogeneous concepts, items, values, methods, tools, materials, true facts, rumours, intuition and knowledge, plus a multitude of yet undefined or unpredictable factors, which still have to be watched and prepared for. Since the information deals with common and general subjects, it should also be described with common and general concepts. On the other hand as the information is also concerned with the minutiae of specific projects, the architectural information should also be described with well identified and unique entities. With our digital tools we handle all information – including architectural – more and more digitally. We have to handle and manipulate information currently as digital data, which could be understood the ”raw material” of architectural information. Digital data becomes valuable information, when some kind of meaning or purpose to somebody can be attributed to it. In the early gloomy days of ”digital architecture” in the 1960’s and 1970’s, researchers tried to describe architectural artefacts and even design process mathematically. The details of architectural information were quite difficult to describe with binary alphanumeric information of main-frame machines. The architects’ tools development then led to a trend where architects could better represent and visualize the design objects digitally. The widespread and common use of 2D-drawing and 3D-modelling tools is still a very strong trend within our discipline. In fact it is “the way” the majority of architectural information is managed today. During the last 15–20 years, so-called conceptual modelling or product data modelling, done in various technical and construction field research units worldwide, has from one viewpoint clarified the basis and essence of architectural information. Hence, it’s not only CAD-software application development, but also elementary and theoretical research that gives us valuable help to survive among the ever growing seas of terabits of data in the future to come. Architectural information is something that simply cannot be described just with DWG-drawings or dummy scanned photographs any more. Although drawings and photos may contain very important bits of architectural documentation, we need ntimes more “complexity layers”, concepts and tools to manage and understand the essence of architectural information today. A proper way to manage the data we are working with, has to cover the whole architectural discipline. The methods and tools also have to be valid and flexible for several decades in the future.
keywords	Information Management & Data Structuring, Education & Curricula, Modeling & City Planning
series	eCAADe
email
more	http://www.hut.fi/events/ecaade/
last changed	2022/06/07 07:49

_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	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	6ddf
authors	Bessone, B., Mantovani, G. and Galuzzi, S.
year	2001
title	SEIS AÑOS DE EXPERIENCIA ENTRE LO ANÁLOGO Y LO DIGITAL (Six Years of Experience Between the Analogue and the Digital)
source	SIGraDi biobio2001 - [Proceedings of the 5th Iberoamerican Congress of Digital Graphics / ISBN 956-7813-12-4] Concepcion (Chile) 21-23 november 2001, pp. 179-182
summary	This paper intends to contribute Architecture I Experimental Workshops for a basis of knowledge, coming up from experimenting and investigating on pedagogical strategies, during the last decades of technological media changes. A temporal cutting sustained by two specific situations is proposed. Students´ processes: Beginners in ´96 are thesists now and learning result are evaluated. Educators´ processes: An interdisciplinary group including different subjects and skills was formed. A “Preliminary Test” checking methodological instruments was considered. After having done appropiate changes, traditional design processes were compared with new ones in order to continue with the Investigating Program.
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	54c0
authors	Cabezas, M., Mariano, C., Oliva, G. and Oliva, S.
year	2001
title	New Technologies Applied toTraining - Evaluation of a New Teaching Methodology for the Descriptive Geometry
doi	https://doi.org/10.52842/conf.ecaade.2001.275
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 275-281
summary	The purpose of this paper is to point out the most relevant aspects of an experience which gathers research processes and teaching practices at a University level, activities in which the authors hereof have been involved for many years. Even though this question has already been widely discussed – being its analysis extremely broad and varied – it is still quite interesting. This issue deals with the incorporation of new technologies in the teaching and learning processes and in the case of this specific experience, it refers to its trial implementation in the classroom.
keywords	Evaluation, Teaching, Geometry, Informatics
series	eCAADe
email
last changed	2022/06/07 07:54

_id	3934
authors	Cabezas, M., Mariano, C., Oliva, G. and Oliva, S.
year	2001
title	EVALUACIÓN DE UNA METODOLOGÍA DE ENSEÑANZA DE LA GEOMETRÍA DESCRIPTIVA (Evaluation of a Methodology for the Teaching of Descriptive Geometry)
source	SIGraDi biobio2001 - [Proceedings of the 5th Iberoamerican Congress of Digital Graphics / ISBN 956-7813-12-4] Concepcion (Chile) 21-23 november 2001, pp. 204-206
summary	The purpose of this paper is to point out the most relevant aspects of an experience which gathers research processes and teaching practices at a University level, activities in which the authors hereof have been involved for many years. Even though this question has already been widely discussed – being its analysis extremely broad and varied – it is still quite interesting. This issue deals with the incorporation of new technologies in the teaching and learning processes and in the case of this specific experience, it refers to its trial implementation in the classroom.
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	1b32
authors	Da Conceição Garcia, Cláudia and De Souza Tenorio, Gabriela
year	2001
title	UMA REFLEXÃO SOBRE PROPOSTA PEDAGÓGICA DO ENSINO DA COMPUTAÇÃO GRÁFICA NO CURSO DE ARQUITETURA E URBANISMO (A Reflection on a Pedagogical Proposal for Teaching Computer Graphics in an Architecture and Urbanism Course)
source	SIGraDi biobio2001 - [Proceedings of the 5th Iberoamerican Congress of Digital Graphics / ISBN 956-7813-12-4] Concepcion (Chile) 21-23 november 2001, pp. 224-226
summary	In the last few years, the use of computers methods on architecture and urban undergraduate courses have been a matter of criticism. Many professors and lectures argue that computers have not contributed for students creativity development. This paper presents a proposal for a graphic computing course of the Faculdade de Arquitetura e Urbanismo of the Universidade de Brasília that aims to use computer in a creative manner. During the last 5 years, faculties from applied architecture computing from our institute have applied new pedagogical strategies to lecture this course. We intend to use this tool not only to express and represent architecture projects, but also to evaluate the development of architecture and urban projects. Our experience on this topic allowed the development of a methodological procedure that focus on the architecture and urban projects and not on the graphic computing software.
series	SIGRADI
email
last changed	2016/03/10 09:50

_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	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	f85d
authors	Geraedts, Rob P and Pollalis, Spiro N.
year	2001
title	Remote Teaching in Design Education - Educational and Organizational Issues and Experiences
doi	https://doi.org/10.52842/conf.ecaade.2001.305
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 305-310
summary	The Department of Real Estate and Project Management (BMVB) of the Faculty of Architecture at the Delft University of Technology has been working closely with Professor Spiro N. Pollalis of Harvard University, Graduate School of Design in Cambridge, USA since 1991. His case-based interactive seminars about the management of the design & construction process have been highly appreciated by many generations of students. In Spring 2000, Pollalis suggested to extend the scope of his involvement by introducing a remote teaching component, the subject of his research in the last few years. As Information and Communication Technology (ICT) in the Design and Construction Industry is part of his lectures, it was appropriate to provide the students with a first hand experience on the subject. In the following experiment, the teacher would remain in his office at Harvard while the interactive work and discussion sessions with 130 students in a full lecture room would take place in Delft as planned. The consequences this experiment has had for the course, for the techniques and facilities used, how teachers and students experienced these, and which conclusions and recommendations can be made, are the topics of this paper.
keywords	Remote Teaching, Design & Construction Education, And ICT
series	eCAADe
last changed	2022/06/07 07:51

_id	2004_444
id	2004_444
authors	Ham, Jeremy J. and Dawson, Anthony
year	2004
title	Managing Digital Resources for Design Education
doi	https://doi.org/10.52842/conf.ecaade.2004.444
source	Architecture in the Network Society [22nd eCAADe Conference Proceedings / ISBN 0-9541183-2-4] Copenhagen (Denmark) 15-18 September 2004, pp. 444-450
summary	This paper outlines the evolution of digital management systems used in the School of Architecture and building at Deakin University from 2001 to the present. These systems have been implemented to support a curriculum development programme in the design, construction and computing units. Two school-based information management systems are discussed in depth: low-tech network submission system and Bentley Systems Inc’s ProjectWise. Early experiences in using a universitybased system are also reported on. Lessons learnt from three years experience in managing digital resources for design education have informed the development of a growing digital culture in the architectural and construction management curricula. Whilst digital curriculum design and management systems supporting this curriculum have been developed effectively in this school, full optimization of IT to enhance design education is reliant on fundamental changes within traditional academic culture.
keywords	Digital Management, Digital Curriculum, Design Education
series	eCAADe
last changed	2022/06/07 07:50

_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	avocaad_2001_20
id	avocaad_2001_20
authors	Shen-Kai Tang
year	2001
title	Toward a procedure of computer simulation in the restoration of historical architecture
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	In the field of architectural design, “visualization¨ generally refers to some media, communicating and representing the idea of designers, such as ordinary drafts, maps, perspectives, photos and physical models, etc. (Rahman, 1992; Susan, 2000). The main reason why we adopt visualization is that it enables us to understand clearly and to control complicated procedures (Gombrich, 1990). Secondly, the way we get design knowledge is more from the published visualized images and less from personal experiences (Evans, 1989). Thus the importance of the representation of visualization is manifested.Due to the developments of computer technology in recent years, various computer aided design system are invented and used in a great amount, such as image processing, computer graphic, computer modeling/rendering, animation, multimedia, virtual reality and collaboration, etc. (Lawson, 1995; Liu, 1996). The conventional media are greatly replaced by computer media, and the visualization is further brought into the computerized stage. The procedure of visual impact analysis and assessment (VIAA), addressed by Rahman (1992), is renewed and amended for the intervention of computer (Liu, 2000). Based on the procedures above, a great amount of applied researches are proceeded. Therefore it is evident that the computer visualization is helpful to the discussion and evaluation during the design process (Hall, 1988, 1990, 1992, 1995, 1996, 1997, 1998; Liu, 1997; Sasada, 1986, 1988, 1990, 1993, 1997, 1998). In addition to the process of architectural design, the computer visualization is also applied to the subject of construction, which is repeatedly amended and corrected by the images of computer simulation (Liu, 2000). Potier (2000) probes into the contextual research and restoration of historical architecture by the technology of computer simulation before the practical restoration is constructed. In this way he established a communicative mode among archeologists, architects via computer media.In the research of restoration and preservation of historical architecture in Taiwan, many scholars have been devoted into the studies of historical contextual criticism (Shi, 1988, 1990, 1991, 1992, 1995; Fu, 1995, 1997; Chiu, 2000). Clues that accompany the historical contextual criticism (such as oral information, writings, photographs, pictures, etc.) help to explore the construction and the procedure of restoration (Hung, 1995), and serve as an aid to the studies of the usage and durability of the materials in the restoration of historical architecture (Dasser, 1990; Wang, 1998). Many clues are lost, because historical architecture is often age-old (Hung, 1995). Under the circumstance, restoration of historical architecture can only be proceeded by restricted pictures, written data and oral information (Shi, 1989). Therefore, computer simulation is employed by scholars to simulate the condition of historical architecture with restricted information after restoration (Potier, 2000). Yet this is only the early stage of computer-aid restoration. The focus of the paper aims at exploring that whether visual simulation of computer can help to investigate the practice of restoration and the estimation and evaluation after restoration.By exploring the restoration of historical architecture (taking the Gigi Train Station destroyed by the earthquake in last September as the operating example), this study aims to establish a complete work on computer visualization, including the concept of restoration, the practice of restoration, and the estimation and evaluation of restoration.This research is to simulate the process of restoration by computer simulation based on visualized media (restricted pictures, restricted written data and restricted oral information) and the specialized experience of historical architects (Potier, 2000). During the process of practicing, communicates with craftsmen repeatedly with some simulated alternatives, and makes the result as the foundation of evaluating and adjusting the simulating process and outcome. In this way we address a suitable and complete process of computer visualization for historical architecture.The significance of this paper is that we are able to control every detail more exactly, and then prevent possible problems during the process of restoration of historical architecture.
series	AVOCAAD
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last changed	2005/09/09 10:48

_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
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last changed	2005/09/09 10:48

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