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	c78f
authors	Fischer, T. and Herr, C.M.
year	2001
title	Teaching Generative Design
source	Soddu, C., ed. (2001). The Proceedings of the Fourth International Conference on Generative Art 2001. Milan, Italy: Generative Design Lab, DiAP, Politechnico di Milano University
summary	Generative design, which integrates multidisciplinary types of expertise in unconventional ways, was reserved just until recently to experienced and highly autodidactic designers. However, growing recognition of the importance of generative design methodologies have resulted in a need to introduce theories and applications of generative design to undergraduate students as part of their design studies. This emerging educational field of generative design teaching currently lacks methodologies, teaching experience and introductory study material. Available textbooks related to algorithmic form generation, discussing algorithmic growth, artificial life, fi-actal images, emergent behaviour and the like have originated in the field of mathematics. This resource provides an abundance of examples and generative approaches but when adapted to design education, it poses great interdisciplinary challenges which are addressed in this paper. Experiences in generative design teaching are presented, focusing on the relation between algorithmic reproduction of nature (as emphasized by authors in the mathematical field) and innovation (as commonly emphasized in design education). This discussion leads to a derivation of pedagogic suggestions as early steps on the way towards theories and curricula of generative design teaching, addressed to curriculum planners, generative design teachers as well as novices of the field such as undergraduate students.
series	other
last changed	2003/04/23 15:50

_id	ga0129
id	ga0129
authors	Fischer, Thomas and Herr, Christiane M.
year	2001
title	Teaching Generative Design
source	International Conference on Generative Art
summary	Generative design, which integrates multidisciplinary types of expertise in unconventional ways, was reserved just until recently to experienced and highly autodidactic designers. However, growing recognition of the importance of generative design methodologies have resulted in a need to introduce theories and applications of generative design to undergraduatestudents as part of their design studies. This emerging educational field of generative design teaching currently lacks methodologies, teaching experience and introductory study material. Available textbooks related to algorithmic form generation, discussing algorithmic growth, artificial life, fractal images, emergent behaviour and the like have originated in the field of mathematics. This resource provides an abundance of examples and generative approaches but when adapted to design education, it poses great interdisciplinary challenges which are addressed in this paper. Experiences in generative design teaching are presented, focusing onthe relation between algorithmic reproduction of nature (as emphasized by authors in the mathematical field) and innovation (as commonly emphasized in design education). This discussion leads to a derivation of pedagogic suggestions as early steps on the way towards theories and curricula of generative design teaching, addressed to curriculum planners, generative design teachers as well as novices of the field such as undergraduate students.
series	other
email
more	http://www.generativeart.com/
last changed	2003/08/07 17:25

_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	30fc
authors	Alfredo, Andia
year	2001
title	Talleres por Internet: Evaluacion de La Experiencia colaborativa del "Internet Studios Constortium" [Online Studios: Evaluation of Collaborative Experience "Internet Studios Consortium"]
source	2da Conferencia Venezolana sobre Aplicación de Computadores en Arquitectura, Maracaibo (Venezuela) december 2001, pp. 110-115
summary	This paper explores the pedagogical use of Internet in design-studio teaching in architectural education. The findings are based on a three-year experience working in semester long projects in which large numbers of participants (from 35 to 300 students) from Miami, Santiago, Valparaiso, Buenos Aires, Rosario, Maracaibo, Caracas and Guayaquil collaborated using the Internet in various format. The majority of the collaboration has been accomplished by using low-bandwidth Internet communication such as Web publishing, Chat, Web3D, RealPlayer, IP videoconferencing, CAD software, and other technologies such as ISDN broadcasting. New grants, obtained from Global Crossing, Cisco, and Lucent Technologies, from the Ampath project at FIU, Miami, is supporting a new series of experimentation with high-bandwidth technologies on the Internet2 Abilene Network.
series	other
email
last changed	2003/11/21 15:15

_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	0f18
authors	Bailey, Rohan
year	2001
title	A Digital Design Coach for Young Designers
doi	https://doi.org/10.52842/conf.acadia.2001.330
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. 330-335
summary	The present use of digital media in architectural practice and education is primarily focused on representation, communication of ideas and production. Designers, however, still use pencil and paper to assist the early conception of ideas. Recently, research into providing digital tools for designers to use in conceptual designing has focused on enhancing or assisting the designer. Rarely has the computer been regarded as a potential teaching tool for design skills. Based on previous work by the author about visual thinking and the justification for a digital design assistant, the intention of this paper is to illustrate to the reader the feasibility of a digital design coach. Reference is made to recent advances in research about design computability. In particular, research by Mark Gross and Ellen Do with respect to their Electronic Cocktail Napkin project is used as a basis on which to determine what such a digital coach may look and feel like.
keywords	Design Education, Protocol Analysis, CADD, Sketching
series	ACADIA
email
last changed	2022/06/07 07:54

_id	8948
authors	Bertola Duarte, Rovenir
year	2001
title	AS APROXIMAÇÕES DO COMPUTADOR AO PROCESSO DE ENSINO/ APRENDIZADO DO PROJETO ARQUITETÔNICO (An Approach to Computing in the Teaching/Learning Proces in Architectural Project Design)
source	SIGraDi biobio2001 - [Proceedings of the 5th Iberoamerican Congress of Digital Graphics / ISBN 956-7813-12-4] Concepcion (Chile) 21-23 november 2001, pp. 207-209
summary	This article seeks to disclose part of the results obtained with the development of the master dissertation. (DUARTE [2], 2000) The several approach forms between the computers and the process teaching/learning of architectural design were investigated in this work, standing out, close moment the edict of MEC that regulated the introduction of the computers in the architecture schools in Brazil. Ten Brazilian schools of architecture were researched, through questionnaires and visits, in which four approach forms were detected, that were understood more deeply with a study of cases, highlighting: methods, supports, components and the teaching process and the design process built by the student.
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	da3a
authors	Borges Sanches, Thais and Leão de Amorim, Arivaldo
year	2001
title	AVALIAÇÃO DO USO DA SIMULAÇÃO COMPUTACIONAL EM PROJETOS DE ILUMINAÇÃO ARTIFICIAL (Evaluation of the Use of Computer Simulation for Artificial Illumination Projects)
source	SIGraDi biobio2001 - [Proceedings of the 5th Iberoamerican Congress of Digital Graphics / ISBN 956-7813-12-4] Concepcion (Chile) 21-23 november 2001, pp. 95-97
summary	This paper tries to evaluate the quantitative e qualitative aspects of the uses of the computational simulation for the analysis of enclosed environments light designs, and its feasibility in teaching in Architectural and Urbanism courses. The importance of this paper is associated with the determining of the illumination levels and its effects. Simulations were made with the Lightscape software in a specific room and their results were compared with the experimental measurements taken in that place. From this comparison it was possible to make the analysis of the software characteristics and to evaluate the advantages or disadvantages of its uses. The results confirm its feasibility as a tool for illumination simulation and its adequate uses in the teaching of environmental comfort. The good correlation achieved in visual effects derived from the lighting design and also the information of values related to illuminance and luminance for the simulated space support this affirmative.
series	SIGRADI
email
last changed	2016/03/10 09:47

_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	b405
authors	Chiu, M.-L., Lin, Y.-M., Lee, C.-H. and Tsai, P.-H.
year	2001
title	Teaching rapid prototyping in cad studios for creative design
doi	https://doi.org/10.52842/conf.caadria.2001.307
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. 307-310
summary	This paper is intended to study the characteristics of digital tools and applying the rapid prototyping (RP) technology to the architectural design studio. The examples and experience of using RP are presented.
series	CAADRIA
email
last changed	2022/06/07 07:55

_id	5d15
authors	Clayton, M.J., Song, Y., Han, K., Darapureddy, K., Al-Kahaweh, H. and Soh, I.
year	2001
title	Data for Reflection: Monitoring the Use of Web-Based Design Aids
doi	https://doi.org/10.52842/conf.acadia.2001.142
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. 142-152
summary	Web technology provides a new way of generating information about design processes. By monitoring student use of Web-based design aids, it is possible to collect empirical, quantitative evidence regarding the time and sequence of activities in design. The research team has undertaken several software development projects to explore these concepts. In one project, students can use a Web browser running alongside CAD software to access a cost database and evaluate their designs. In a second project, students use a browser to record their time expenditures. They can better document, plan and predict their time needs for a project and better manage their efforts. In a third project, students record the rationale supporting their design decisions. The information is stored in databases and HTML files and is hyperlinked into the CAD software. Each tool provides facilities to record key information about transactions. Interactions are documented with student identification, time of activity, and kind of activity. The databases of empirical information tracking student activity are a unique substantiation of design process that can feed back into teaching and the creation of ever better design tools.
keywords	Design Methods, Empirical, Web, Cost Estimating, Time Management
series	ACADIA
email
last changed	2022/06/07 07:56

_id	d1a6
authors	Corona Martínez, A., Vigo, L. and Folchi, A.
year	2001
title	SEMINARIO/TALLER DE INVESTIGACION PROYECTUAL ESTRUCTURA DE TALLER ACTIVO PARA LA ENSEÑANZA E INVESTIGACIÓN PROYECTUAL ARQUITECTÓNICA ASISTIDO POR TÉCNOLOGÍAS DIGITALES (Research Seminar/Workshop on the Structure of Active Design Studios for Training and Research on Computer Aided Design)
source	SIGraDi biobio2001 - [Proceedings of the 5th Iberoamerican Congress of Digital Graphics / ISBN 956-7813-12-4] Concepcion (Chile) 21-23 november 2001, pp. 227-228
summary	In a previous paper (SiGradi 2000) we presented a design approach based upon the architectural research that regarded digital technologies as a subordinated tool to architectural design. From that starting point and from various research experiences, we have re-oriented certain guidelines and latter developed specific techniques that can be used both for teaching and for the professional practice of architecture. Through the use of paradigmatic and hermeneutic techniques developed ad hoc, architectural projects are developed in a three-stage sequence: a) development of a narrative framework; b) analysis based on object oriented programming thechniques; and c) digital development of the preliminary design. We believe that the positive aspects of the inclusion of these idea-centered techniques to the digital realm unifies and extends the architectural knowledge and strengthens its conception.
series	SIGRADI
email
last changed	2016/03/10 09:49

_id	cf2011_p051
id	cf2011_p051
authors	Cote, Pierre; Mohamed-Ahmed Ashraf, Tremblay Sebastien
year	2011
title	A Quantitative Method to Compare the Impact of Design Mediums on the Architectural Ideation Process.
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. 539-556.
summary	If we compare the architectural design process to a black box system, we can assume that we now know quite well both inputs and outputs of the system. Indeed, everything about the early project either feasibility studies, programming, context integration, site analysis (urban, rural or natural), as well as the integration of participants in a collaborative process can all be considered to initiate and sustain the architectural design and ideation process. Similarly, outputs from that process are also, and to some extent, well known and identifiable. We are referring here, among others, to the project representations or even to the concrete building construction and its post-evaluation. But what about the black box itself that produces the ideation. This is the question that attempts to answer the research. Currently, very few research works linger to identify how the human brain accomplishes those tasks; how to identify the cognitive functions that are playing this role; to what extent they operate and complement each other, and among other things, whether there possibly a chain of causality between these functions. Therefore, this study proposes to define a model that reflects the activity of the black box based on the cognitive activity of the human brain. From an extensive literature review, two cognitive functions have been identified and are investigated to account for some of the complex cognitive activity that occurs during a design process, namely the mental workload and mental imagery. These two variables are measured quantitatively in the context of real design task. Essentially, the mental load is measured using a Bakan's test and the mental imagery with eyes tracking. The statistical software G-Power was used to identify the necessary subject number to obtain for significant variance and correlation result analysis. Thus, in the context of an exploratory research, to ensure effective sample of 0.25 and a statistical power of 0.80, 32 participants are needed. All these participants are students from 3rd, 4th or 5th grade in architecture. They are also very familiar with the architectural design process and the design mediums used, i.e., analog model, freehand drawing and CAD software, SketchUp. In three experimental sessions, participants were asked to design three different projects, namely, a bus shelter, a recycling station and a public toilet. These projects were selected and defined for their complexity similarity, taking into account the available time of 22 minutes, using all three mediums of design, and this in a randomly manner to avoid the order effect. To analyze the two cognitive functions (mental load and mental imagery), two instruments are used. Mental imagery is measured using eye movement tracking with monitoring and quantitative analysis of scan paths and the resulting number and duration of participant eye fixations (Johansson et al, 2005). The mental workload is measured using the performance of a modality hearing secondary task inspired by Bakan'sworks (Bakan et al.; 1963). Each of these three experimental sessions, lasting 90 minutes, was composed of two phases: 1. After calibrating the glasses for eye movement, the subject had to exercise freely for 3 minutes while wearing the glasses and headphones (Bakan task) to get use to the wearing hardware. Then, after reading the guidelines and criteria for the design project (¬± 5 minutes), he had 22 minutes to execute the design task on a drawing table allowing an upright posture. Once the task is completed, the subject had to take the NASA TLX Test, on the assessment of mental load (¬± 5 minutes) and a written post-experimental questionnaire on his impressions of the experiment (¬± 10 minutes). 2. After a break of 5-10 minutes, the participant answered a psychometric test, which is different for each session. These tests (¬± 20 minutes) are administered in the same order to each participant. Thus, in the first experimental session, the subject had to take the psychometric test from Ekstrom et al. (1978), on spatial performance (Factor-Referenced Cognitive Tests Kit). During the second session, the cognitive style is evaluated using Oltman's test (1971). Finally, in the third and final session, participant creativity is evaluated using Delis-Kaplan test (D-KEFS), Delis et al. (2001). Thus, this study will present the first results of quantitative measures to establish and validate the proposed model. Furthermore, the paper will also discuss the relevance of the proposed approach, considering that currently teaching of ideation in ours schools of architecture in North America is essentially done in a holistic manner through the architectural project.
keywords	design, ideation process, mental workload, mental imagery, quantitative mesure
series	CAAD Futures
email
last changed	2012/02/11 19:21

_id	4533
authors	Datta, S., Morison, D. and Roberts, K.
year	2001
title	Pedagogical Templates: A Comparative Study of Higher Order Reflective Making, Playful Design Learning Forum
source	Adelaide University School of Architecture, Landscape Architecture and Urban Design, Adelaide
summary	Schon's notion of reflection-in-action implies a constructivist process of learning, especially valid in the teaching of professional disciplines such as architecture. Action becomes the instrument of conjecture and learning arises in the context of reflection upon the act. Such a process of interleaving action and reflection constitutes a "higher-order" process of reflective making. Research in design studies has shown that strategies for making differ markedly between professional and novitiate designers. Further, such studies have shown that skilled designers employ past experience and precedents to create context for new problem situations. To address the lack of context in novitiate learning situations, we propose the use of "pedagogical templates" for the promotion of "higher-order" strategies in design learning contexts for supporting beginning design students. We focus on the use of digital media, specifically for the design, implementation and delivery of constructive learning situations. This paper presents the use of a pedagogical template in the creation of constructivist contexts for two complementary courses, a traditional design studio and a computermodelling course at Deakin University. The resulting implications for design learning and the integration of physical and digital forms of making through the use of a pedagogical template are discussed.
series	other
last changed	2003/04/23 15:50

_id	diss_duarte
id	diss_duarte
authors	Duarte, J. P.
year	2001
title	Customizing mass housing: a discursive grammar for Siza’s Malagueira houses
source	PhD dissertation, Department of Architecture, Massachusetts Institute of Technology, Cambridge, Mass
summary	This thesis proposes a process of providing mass-customized housing based on computer-aided design and production systems. It focuses on the design part, which mainly consists of an interactive system for the generation of design solutions based on a mathematical model called discursive grammar. A discursive grammar includes a shape grammar, a description grammar, and a set of heuristics. The shape grammar provides the rules of formal composition, whereas the description grammar describes the design from other relevant viewpoints. The set of heuristics is used to guide the generation of designs by comparing the description of the evolving design with the description of the desired house. The generation of a design proceeds first by producing a design brief from the user-prompted requirements and then by finding a solution that satisfies this brief. Search is largely deterministic, which decreases the amount of time required to find a solution, thereby making it reasonable to develop Web-based implementations. The proposed model enables an enduring designer's dream, that of the mass customization of housing. The model is illustrated with a case study that includes a shape grammar developed for the houses designed by the architect Alvaro Siza at Malagueira, a description grammar based on the Portuguese housing regulations, and a set of heuristics inferred after a set of experiments. In these experiments, designers were asked to generate houses based on the Malagueira grammar for specific clients. It is argued that this discursive grammar provides a rigorous method for understanding and teaching Siza's design process and that similar grammars could be developed for other styles. A Web page for explaining the grammar and generating new designs on-line was developed as a prototype.
series	thesis:PhD
email
last changed	2005/09/09 12:58

_id	ga0125
id	ga0125
authors	Galanter, Philip
year	2001
title	Foundations of Generative Art Systems - a hybrid survey and studio class for graduate students
source	International Conference on Generative Art
summary	The Interactive Telecommunications Program is a well known professional master's program for artists interested in new media, and is part of the Tisch School of the Arts...informally known as the "NYU Film School". ITP graduates are very much in demand, and can be found in creative leadership positions throughout the multimedia industry. For two years the author has taught a class exclusively focused on generative art. This talk willoutline the structure of the class, discuss the challenges and rewards of teaching such an eclectic and interdisciplinary mix of topics, and show examples of student work.
series	other
email
more	http://www.generativeart.com/
last changed	2003/08/07 17:25

_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	b07d
authors	Gero, J.S., Chase, S. and Rosenman, M. (Eds.)
year	2001
title	CAADRIA 2001 [Conference Proceedings]
doi	https://doi.org/10.52842/conf.caadria.2001.
source	Proceedings of the Sixth Conference on Computer Aided Architectural Design Research in Asia / ISBN 1-86487-096-6 / Sydney 19-21 April 2001, 506 p.
summary	Computer-aided architectural design research and teaching has a long history going back to the 1960s. However, the last ten years has seen a dramatic upsurge in activity brought about by factors such as the increasing use of CAD systems in practice, the increase in computer literacy generally and perhaps, equally importantly, the development and widespread use of the World Wide Web. The CAADRIA conference series provides a forum for the presentation and exchange of ideas and experiences in CAAD, particularly focussed on Asian research and teaching. This, the proceedings of the Sixth International Conference on Computer-Aided Architectural Design Research and Teaching in Asia, presents 57 (31 long and 26 short) papers. The 57 papers were selected from the 114 submissions following a blind review of extended abstracts. Each submission was reviewed by two referees and the decision to accept was based on a committee's assessment of all the submissions. The final papers were assessed to determine if the reviewers' recommendations had been complied with. The authors of the selected papers represent 17 countries, making this an international as well as an Asian conference.
series	CAADRIA
email
more	http://www.caadria.org
last changed	2022/06/07 07:51

_id	7054
authors	Gibson, Ian and Kvan, Thomas
year	2001
title	The use of Rapid Prototyping for Architectural Concept Modelling
source	Proc. 2nd Annual Conf. on Rapid Technologies, Rapid Product Development Association of South Africa, 14-15 November, 2001, pp. 27-35
summary	This paper describes how Rapid Prototyping technology has been integrated into a conceptual design course in the Department of Architecture in The University of Hong Kong. Students have been using this technology for nearly 3 years now and the demand for models and the range and complexity of the models is ever increasing. A number of factors have been found to be of general interest; including the constraints of technology used; the use of colour; material and texture; and applications. Some observations on use of software are also included. As a result of this program; a large research project is now looking into the differences in the teaching of design and conceptual modelling to Architectural and Mechanical Engineering students.
keywords	Rapid Prototyping; Architectural Design; Learning
series	other
email
last changed	2002/11/15 18:29

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