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	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	403f
authors	Clark, Steve and Maher, Mary Lou
year	2001
title	The Role of Place in Designing a Learner Centred Virtual Learning Environment
source	Proceedings of the Ninth International Conference on Computer Aided Architectural Design Futures [ISBN 0-7923-7023-6] Eindhoven, 8-11 July 2001, pp. 187-200
summary	There are numerous approaches and tools for creating a virtual learning environment. The most common approach is to provide a repository of learning materials on a network to facilitate the distribution of the course content and to supplement this material with communications software such as email and bulletin boards. In this paper we highlight the role of place in creating a learning experience and its relevance to current learning theories. Architectural design becomes an important consideration when virtual learning environments are considered places. We present a framework for guiding the development of virtual learning environments that shows how place and design can combine with learning theories and technology. Finally, we draw on our experience in developing a virtual campus and virtual design studios to demonstrate how place and design can be the basis for virtual learning environments.
keywords	Virtual Place, Virtual Learning Environments, Design Studio
series	CAAD Futures
email
last changed	2006/11/07 07:23

_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
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
doi	https://doi.org/10.52842/conf.ecaade.2014.1.343
wos	WOS:000361384700034
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.
keywords	Augmented reality; pedagogy; learning journey; exploration
series	eCAADe
email
last changed	2022/06/07 07:55

_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
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
doi	https://doi.org/10.52842/conf.caadria.2006.x.v4r
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	8862
authors	Elger, Dietrich and Russell, Peter
year	2001
title	Net-based Architectural Design: The Difficult Path from the Presentation of Architectural Design in the World Wide Web to Teamwork in Virtual Planning Offices: A Field Report
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 371-375
doi	https://doi.org/10.52842/conf.ecaade.2001.371
summary	In the last 18 months, students from the Institute for Industrial Building Production (ifib) have undertaken six design projects as so-called Netzentwurf (“Net- Design”) studios in collaboration with different universities in Europe. These studios have used a web-based collaboration platform established at an independent web site and use didactical methods for web based design collaboration established over the past four years at ifib. A total of some 500 students have been involved in these projects and all have used the common platform to carry out their presentation and communication work.
keywords	Virtual Design Studio, Collaboration, CSCW, Architectural Graphics
series	eCAADe
email
last changed	2022/06/07 07:55

_id	7e02
authors	Elger, Dietrich and Russell, Peter
year	2002
title	The Virtual Campus: A new place for (lifelong) learning?
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
doi	https://doi.org/10.52842/conf.ecaade.2002.472
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	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
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 256-261
doi	https://doi.org/10.52842/conf.ecaade.2001.256
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	ecaade2007_114
id	ecaade2007_114
authors	Olmos, Francisco
year	2007
title	Training Programs for Art and Design Learning in the Virtual Studio
source	Predicting the Future [25th eCAADe Conference Proceedings / ISBN 978-0-9541183-6-5] Frankfurt am Main (Germany) 26-29 September 2007, pp. 639-646
doi	https://doi.org/10.52842/conf.ecaade.2007.639
summary	Computers are very common drawing tools at university design studios but their potential as training tools in arts and design has not been explored in depth. In arts and design the learning process is based on ‘knowing in action’ (Schön 1983). Therefore, training is the keystone of the learning process in arts and design. This action takes the form of a reflective practice based on the manipulation of a media where each media has its own possibilities, its own limits in communicating design ideas or artistic concepts. With the introduction of digital media in the design studio, it is expected that reflective practices in design learning will experience a qualitative change. However, currently there is little understanding of how to use the digital and virtual media in a design studio as a learning tool (Szalapaj 2001), nor of the use of design training programs. In this paper the use of training programs in an experimental design course at a university level, is discussed. This experience was carried out as a PhD research experiment at the Faculty of Architecture and Arts of the Universidad de Los Andes in Merida, Venezuela. The training programs discussed here were designed for an eight week introductory design course in a virtual design studio. The programs were written in VRML and conceived as a virtual design training environment. Each program was designed for a specific design exercise, based on a learning strategy and an interactivity model proposed for object manipulation in design training. A comparative analysis of the data gathered from the course was made of training exercises done with a Cad program and with the training programs and crossing information with other sources. The experiment shows that the training programs, their learning strategy and the interactivity model proposed were successful in guiding the scope of the design exercises during the training process.
keywords	E-learning, virtual studio, design training, virtual environment
series	eCAADe
email
last changed	2022/06/07 08:00

_id	48db
authors	Proctor, George
year	2001
title	CADD Curriculum - The Issue of Visual Acuity
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 192-200
doi	https://doi.org/10.52842/conf.ecaade.2001.192
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	c0f5
authors	Russell, Peter
year	2001
title	Creating Place in the Virtual Design Studio
source	Proceedings of the Ninth International Conference on Computer Aided Architectural Design Futures [ISBN 0-7923-7023-6] Eindhoven, 8-11 July 2001, pp. 231-242
summary	The current wave of attempts to create virtual design studios has demonstrated a wide range of didactical as well as computational models. Through work performed over the past year, an evolution of many of these concepts has been created which fosters a sense of place. This aspect of place has to do with identity and community rather than with form and space. Initial virtual design studio projects were often merely a digital pin-up board, which enabled distributed and asynchronous criticism and review. However, the web sites were more analogous to a directory than to the studio setting of an upper level design problem. The establishment of a truly distributed design studio in the past year, which involved design teams spread over three universities (not parallel to one another) led to the need for an independent place to share and discuss the student's work. Previous virtual design studios have also established web sites with communication facilities, but one was always alone with the information. In order to enhance this virtual design studio and to give it a sense of place, a studio platform that serves as a console for participants was developed. The console is a front end to a dynamic database which mediates information about the participants, their work, timetables and changes to the dynamic community. Through a logon mechanism, the presence of members is traceable and displayed. When a member logs onto the console, other members currently online are displayed to the participant. An online embedded talk function allows informal impromptu discussions to occur at a mouseclick, thus imitating ways similar to the traditional design studio setting. Personal profiles and consultation scheduling constitute the core services available. Use of the platform has proven to be well above expected levels. The students often used the platform as a meeting place to see what was going on and to co-ordinate further discussions using other forums (videoconferences, irc chats or simple telephone conversations. Surveys taken at the end of the semester show a strong affinity for the platform concept in conjunction with a general frustration in pursuing collaboration with low bandwidth communication channels.
keywords	Virtual Environments, Virtual Design Studio, Internet Utilisation
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	5da8
authors	Tokman, Leyla Y.
year	2001
title	Collaborative e-Design
source	DCNET'2000: Design Computing on the Net'2000, Organized by Key Centre of Design Computing and Cognition, University of Sydney ve the International Journal of Design Computing
summary	In early 1900’s, successful architects who have a strong influencewith not only their ideas on architecture but also their own work gave desk criticism ‘the form of one-on-one conversation’ in their atelier or studio. Being in these studios was a big opportunity for limited number of accepted students. The architectural education in the first half of 1900’s has many other parallels to education from the other professions. Developments in computer technology have been created a new medium in architectural design and education since 1960’s. Today, Computer technology and communication technology together (Information Technology- IT) help architects and students communicate ideas. This is a big opportunity for architecture candidates in 1990’s comparing with the candidates in 1900âs. One of the main changes is desk criticism from ‘the form of one-on-one conversation’ to ‘the form of multiple consultants’. That means today, not only students but also professionals can develop projects together with any adviser/ partner at any time and at any place where IT can be accessible. Moreover, This collaboration for synchronous - asynchronous studies in virtual environments also brings the equal opportunity to the students from not only developed countries but also developing countries. Students and professionals can share and enhance different ideas, progression of design decisions in educational view and practice view. In this study, some experiences will be shared on design computing and also some new visions/ conceptual models of design computing in collaborative environments will be offered.
keywords	Collaborative Design, Computing, Information Technology, Participation, Opportunity, Network, Team Design
series	journal paper
email
more	http://www.arch.usyd.EDU.AU/kcdc/journal/vol3/dcnet/tokman
last changed	2003/05/15 21:45

_id	viswa
id	viswa
authors	Viswanadha,Kameshwari
year	2001
title	Digital Charrette: A Web Based Tool to Supplement the Admission Procedure to Graduate Architectural Degree Programs
source	Texas A&M University
summary	The NAAB (National Architectural Accrediting Board Inc.), as an evaluator of architectural education in the United States has established both graduate architectural curriculum criteria and student performance criteria expected to be fulfilled by the student at the time of graduation. To fulfill these standards set by the NAAB, the graduate selection committees of architecture schools require the ability to predict graduate design studio performance of the applicants. The high percentage of international applicants suggests the necessity of a standardized evaluation tool. This research presents a standardized web based testing environment titled Digital Charrete‚ that would contribute towards the fair evaluation of applicants to graduate architectural degree programs. Spatial ability is related to Design and Visualization skills‚, a part of the NAAB criteria, and also associated with design studio performance of architecture students. The Digital Charrette is a VRML environment within which spatial exercises are administered. It is designed to supplement the current admission procedure, and would enable the selection of students with greater potential to perform well in graduate architectural design studios. This research is also an attempt to understand the implications of using virtual three-dimensional environments for such testing purposes. The ability of this web based tool to predict student performance in architectural design studios is investigated. Finally, the user reactions to testing in a virtual three-dimensional environment and timed tasks are included in this study. Analysis of the results showed that the test takers thought the Digital Charrette was a good evaluator of their spatial ability. The study population showed a preference for paper-based media in the pre-task analysis. A huge percentage of the study population found the Digital Charrette Œfun to do‚ and Œchallenging‚. The major drawback of this study was that the VRML environment was unable to render itself for testing purposes in a way that the medium would not hinder the test takers‚ performance. This may also be considered a cause for a relatively smaller percentage of success amongst test takers. The study population however unanimously considered the concept of the Digital Charrette, i.e. testing in virtual environments, significant to evaluation of architecture students.
keywords	Architectural Education
series	thesis:MSc
email
last changed	2003/12/06 08:18

_id	7897
authors	Achten, Henri and De Vries, Bauke
year	2001
title	Multiple Sketch Users in DDDoolz
source	Stellingwerff, Martijn and Verbeke, Johan (Eds.), ACCOLADE - Architecture, Collaboration, Design. Delft University Press (DUP Science) / ISBN 90-407-2216-1 / The Netherlands, pp. 153-162 [Book ordering info: m.c.stellingwerff@bk.tudelft.nl]
summary	This paper presents DDDoolz, a desktop-VR three-dimensional voxel sketchtool. DDDoolz is developed in the Design Systems Group to explore the use of Virtual Reality technology in the early design stage. The aim is to offer a sketch-like environment in VR with an unobtrusive interface. The paper presents DDDoolz, how it is used in education and with partners in architectural practice, and some future developments. As an extension to current functionality, the possibility of multiple users at the same time will be developed in the system for the {ACCOLADE} workshop.
series	other
email
last changed	2001/09/14 21:30

_id	7e52
authors	Achten, Henri
year	2001
title	Normative Positions in Architectural Design - Deriving and Applying Design Methods
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 263-268
doi	https://doi.org/10.52842/conf.ecaade.2001.263
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	9c0c
authors	Af Klercker, Jonas and HenrichsÈn, Jan
year	2001
title	Can simulations in VE support architects in solving complex design problems?
source	Stellingwerff, Martijn and Verbeke, Johan (Eds.), ACCOLADE - Architecture, Collaboration, Design. Delft University Press (DUP Science) / ISBN 90-407-2216-1 / The Netherlands, pp. 77-82 [Book ordering info: m.c.stellingwerff@bk.tudelft.nl]
summary	Building design is facing development of industrialization of the production on the one hand and more complex 'One of a Kind' products on the other. This will be for rebuilding of a large stock of existing buildings and what can be left to new production. In both cases the results of the design process have to be solid to guarantee a successful product. In both cases an integrated and careful design process is absolutely crucial. The demands on the built environment make the systems of buildings more and more complex and have to be handled by a lot of different expertise. To avoid the 'Relay Race' of today the design teams of tomorrow must work much more integrated. To make integrated solutions, which means simultaneous constrains on all systems, the experts of different fields have to understand more of how all engaged systems relate and influence each other. Communication then consists of complex situations and processes that have to be understood and related to reality. In this aspect a multidimensional Virtual Environment interface has advantages and has been successfully used in design processes in other industries. In this paper the problems that have to be studied are for example Methodical, Conceptual, Technical and Process economical.
series	other
email
last changed	2001/09/14 21:30

_id	4b30
authors	Ahmad Rafi, M.E. and Mohd Fazidin, J.
year	2001
title	ARMY WAR GAME SIMULATION (AWAS) system - Utilising architectural knowledge in virtual environments
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. 435-438
doi	https://doi.org/10.52842/conf.caadria.2001.435
summary	This research briefly examines the importance of collaborative design in developing a multi-user, multi-tiered, networked and real-time information base system. Aspects such as navigation, interaction, communication, movements (objects or virtual camera), control, level of details, spatial design and virtual spaces will be explained to show their importance in the development of virtual world. This paper will further explore the aspects of collaborative design in the context of Army War Game Simulation System (AWAS). A generic collaborative design-based framework will be demonstrated to simulate the overall operations of a war in command-control structure of the force.
series	CAADRIA
email
last changed	2022/06/07 07:54

_id	avocaad_2001_18
id	avocaad_2001_18
authors	Aleksander Asanowicz
year	2001
title	The End of Methodology - Towards New Integration
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	The present paper is devoted to the deliberation on the genesis and development of designing from the point of view of the potential use of computers in the process. Moreover, it also presents the great hopes which were connected with the use of the systematic designing methods in the 1960’s, as well as the great disappointment resulting from the lack of concrete results. At this time a great deal of attention was paid to the process of design as a branch of a wider process of problem-solving. Many people believed that the intuitive methods of design traditionally used by architects were incapable of dealing with the complexity of the problems to be solved. Therefore, the basic problem was the definition of a vertical structure of the designing process, which would make it possible to optimise each process of architectural design. The studies of design methodology directed at the codification of the norms of actions have not brought about any solutions which could be commonly accepted, as the efforts to present the designing process as a formally logical one and one that is not internally “uncontrary” from the mathematical point of view, were doomed to fail. Moreover, the difficulties connected with the use of the computer in designing were caused by the lack of a graphic interface, which is so very characteristic of an architect’s workshop. In result, the methodology ceased to be the main area of the architect’s interest and efforts were focused on facilitating the method of the designer’s communication with the computer. New tools were created, which enabled both the automatic generation of diversity and the creation of forms on the basis of genetic algorithms, as well as the presentation of the obtained results in the form of rendering, animation and VRML. This was the end of the general methodology of designing and the beginning of a number of methods solving the partial problems of computer-supported design. The present situation can be described with the words of Ian Stewart as a “chaotic run in all directions”. An immediate need for new integration is felt. Cyber-real space could be a solution to the problem. C-R-S is not a virtual reality understood as an unreal world. Whilst VR could be indeed treated as a sort of an illusion, C-R-S is a much more realistic being, defining the area in which the creative activities are taking place. The architect gains the possibility of having a direct contact with the form he or she is creating. Direct design enables one to creatively use the computer technology in the designing process. The intelligent system of recognising speech, integrated with the system of virtual reality, will allow to create an environment for the designer – computer communication which will be most natural to the person. The elimination of this obstacle will facilitate the integration of the new methods into one designing environment. The theoretical assumptions of such an environment are described in the present paper.
series	AVOCAAD
email
last changed	2005/09/09 10:48

_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	7c56
authors	Alvarado, R.G., Parra Marquez, J.C. and Vildosola, G.V.
year	2001
title	Qualitative contribution of a vr-system to architectural design: Why we failed?
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. 423-427
doi	https://doi.org/10.52842/conf.caadria.2001.423
summary	The paper exposes the development of a Virtual-Reality system for modeling timber structures, and evaluations with students about its contribution to the architectural project.
series	CAADRIA
email
last changed	2022/06/07 07:54

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