Cumincad : CUMINCAD Papers : Search Results

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

PDF papers
References

Hits 1 to 20 of 578

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

_id	sigradi2003_065
id	sigradi2003_065
authors	Rocha, Isabel Medero
year	2003
title	Da abstração à realidade: O modelo real e virtual como objeto de conhecimento durante o ateliê de projeto de arquitetura (From abstract to reality: the real and the virtual models as object of knowledge in the architectural design studio)
source	SIGraDi 2003 - [Proceedings of the 7th Iberoamerican Congress of Digital Graphics] Rosario Argentina 5-7 november 2003
summary	The work refers to educational-didactic proceed applied to the architectural project learning and introduces the chosen methodology and the obtained results with the experience of introducing practical and theorical contents, during the architectural design, that interferes straight to the architectural and context variations. The basic presuppose is that the use of digital environment as a tool requests the reflection and a deeper study of architectural knowledge as a discipline. This reflection appears in the insertion of an edification in a consolidated urban net, developing the typology and urban morphology concepts during the simulation of digital architectural and urban existent and proposed models.
keywords	Digital Architecture, three dimensional simulation, project process on the digital environment
series	SIGRADI
email
last changed	2016/03/10 09:59

_id	sigradi2004_169
id	sigradi2004_169
authors	Edison Pratini
year	2004
title	An experience on supporting the learning of technical graphics and improving visualization
source	SIGraDi 2004 - [Proceedings of the 8th Iberoamerican Congress of Digital Graphics] Porte Alegre - Brasil 10-12 november 2004
summary	This paper presents an experience of applying computer graphics, virtual reality and Internet resources in the teaching of technical graphics in engineering and design courses at the University of Brasilia, Brazil. Our motivation was the fact that most of the students have a lack of previous knowledge on the basis of drawings, resulting difficulties in both understanding and visualizing technical drawings. As an experimental method, we introduced VRML 3D modeling in addition to CAD and regular pencil-and-paper drawings study and practice. To better support learning, we first provided a website with animations and virtual reality resources, avoiding the usual textbook metaphor. Since 2003 we are providing a CD-ROM containing all the former website material which is updated each semester. This experience is intended to improve the learning in a way that motivates the students. Classes, website and CD-ROM material was conceived to take advantage of computers´ interactivity and animated resources.
keywords	Distance learning, interactivity, Internet, technical graphics, 3D modeling
series	SIGRADI
email
last changed	2016/03/10 09:51

_id	ecaade03_199_196_gatermann
id	ecaade03_199_196_gatermann
authors	Gatermann, Harald and Czerner, Juergen
year	2003
title	Modular E-Learning-Environment for Architecture
source	Digital Design [21th eCAADe Conference Proceedings / ISBN 0-9541183-1-6] Graz (Austria) 17-20 September 2003, pp. 199-202
doi	https://doi.org/10.52842/conf.ecaade.2003.199
summary	IMLAB (Interdisciplinary Modular Learning System for Architecture and Building Science) is a project, startet by three schools of architecture in Germany: a modular, digital and online-based system, which has the aim to collect and improve teaching elements from architectural schools around the world. The development of digital teaching materials at every single university is very expensive - so the idea is to motivate schools all over the world to contribute their teaching materials and teaching moduls. It could work like an architectural ""napster"". The initial development of this kind of teaching community was funded by the German Federal Ministry of Research as a research project. The momentary state of work is documentated on the following website: www.imlab.de. Unfortunately all the information is in German up to now - we will develop the english version as soon as possible. We do have interactive workshops and design-projects beetween different universities up to now (in Germany) and several contacts to international partners. We would like to use eCAADe 2003 as a platform for multiplying this idea and finding more partners from all over the World.
keywords	e-learning, modular, synchronous, asynchronous, knowledge-base
series	eCAADe
email
last changed	2022/06/07 07:51

_id	sigradi2003_009
id	sigradi2003_009
authors	Giordano, R., Falco, C., Pieragostini, P. and Osella, M.
year	2003
title	Migración Digital y Transformación Curricular en la Enseñanza del Diseño y del Arte (Digital Migration and Curricular Transformation in the Teaching of Design and Art)
source	SIGraDi 2003 - [Proceedings of the 7th Iberoamerican Congress of Digital Graphics] Rosario Argentina 5-7 november 2003
summary	The National University of the Litoral UNL, Santa Fe, Argentina, through its policies of Distance Education at the moment has the possibility of approaching novel educative strategies taking advantage of the satellite technology, the telematics networks, the television, the cd-rom, the electronic mail, computer science, elearning, the video, among other resources. This way, they harness and they assure realization of learning and education processes, the development of capacities and competitions, and the update of knowledge to people who do not need to attend an educative centre; what avoids the uprooting and increases the possibilities of access to the world of the work within its own community.
series	SIGRADI
email
last changed	2016/03/10 09:52

_id	ecaade03_161_192_grunau
id	ecaade03_161_192_grunau
authors	Grunau, Jens-Peter
year	2003
title	A different approach to planning and design - Combining a planning theory in architectual design with elearning.
source	Digital Design [21th eCAADe Conference Proceedings / ISBN 0-9541183-1-6] Graz (Austria) 17-20 September 2003, pp. 161-164
doi	https://doi.org/10.52842/conf.ecaade.2003.161
summary	We have developed a rather uncommon way of understanding and teaching architectual design and the use of computers in this process: Our idea consists in defining the design process not only as finding a nice shape for an object like a building or a new car. We see designing and planning as the ""art"" of solving complex problems. This implies, that the design process is not the mere use of methods or tools to solve a given problem, but the process of understanding the roots of the problem and finding a suitable and often alternative and unusual solution. The way we teach this process is enhanced by the use of computers and webbased applications. In this paper we will describe the key elements of the planning and design theory used as well as the methods for teaching these ideas to graduate students. Lastly, we point out the experience that came from the practical implementation.
keywords	Approach to Planning and Design, e-learning, course-design, educational design, computer supported collaborative work
series	eCAADe
email
more	http://www.igp.uni-stuttgart.de
last changed	2022/06/07 07:51

_id	ecaade03_547_138_ibrahim
id	ecaade03_547_138_ibrahim
authors	Ibrahim, M., Krawczyk, R. and Schipporeit, G.
year	2003
title	CAD Smart Objects: Potentials and Limitations
source	Digital Design [21th eCAADe Conference Proceedings / ISBN 0-9541183-1-6] Graz (Austria) 17-20 September 2003, pp. 547-552
doi	https://doi.org/10.52842/conf.ecaade.2003.547
summary	For many years, CAD software depended on entity objects that were manipulated and interpreted by the user as meaningful symbols. These entities only represented the geometrical aspect of the design, but never had knowledge of what they are, or how to behave. With the new CAD systems, this concept has changed into the smart CAD objects. The smart objects will automatically provide all the data related to it: geometry, materials, specifications, price, as well as manufacturers and theoretically any related data. Creating new objects is not an easy straightforward job, and requires more programming skills than previously needed. Taking into consideration the relative difficulties in learning to modify and create new CAD objects, this might lead to a new branch of learning, as the architecture students might not only need to learn how to use the CAD packages but also how to program it in a way that makes them capable of doing what they want rather than doing what the package allow them to do.
keywords	Objects; object oriented programming
series	eCAADe
email
more	http://www.iit.edu/~Ibramag
last changed	2022/06/07 07:50

_id	caadria2003_c5-3
id	caadria2003_c5-3
authors	Kalay, Yehuda E. and Jeong, Yongwook
year	2003
title	Collaborative Design Simulation Game
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. 745-758
doi	https://doi.org/10.52842/conf.caadria.2003.745
summary	Collaboration is an is an important aspect of the architect's education. However, it is not amenable to the traditional project-based learning pedagogy that works so well for developing form-making skills, because it can only be revealed when the number of participants exceed a certain threshold, and when actions made by others affect the individual's design decisions. The advent of on-line, multi-player games provides an opportunity to explore interactive collaborative design pedagogies. Their abstraction helps focus attention on the core issues of the simulated phenomenon, while the playful nature of a game, as opposed to 'work,' encourages immersion and role playing that contribute to the learning process. This paper describes an on-line game for simulating design collaboration. It espouses to simulate, exercise, and provide a feel for the social dimension of collaboration, by embedding mutual dependencies that encourage players to engage each other-in adversarial or collaborative manner-to accomplish their goals. Specifically, it is intended to help students understand what is collaboration, why it is necessary, and how it is done. The game is modeled after popular board games like Scrabble and Monopoly: players build 'houses' made of colored cubes on a site shared with other players.' A carefully constructed set of rules awards or deducts points for every action taken by a player or by his/her neighbors. The rules were constructed in such a manner that players who collaborate (in a variety of ways) stand to gain more points than those who do not. The player with the most points 'wins.'
series	CAADRIA
email
last changed	2022/06/07 07:52

_id	acadia03_018
id	acadia03_018
authors	Kalay, Yehuda E. and Jeong, Yongwook
year	2003
title	Collaborative Design Process Simulation Game
source	Connecting >> Crossroads of Digital Discourse [Proceedings of the 2003 Annual Conference of the Association for Computer Aided Design In Architecture / ISBN 1-880250-12-8] Indianapolis (Indiana) 24-27 October 2003, pp. 133-141
doi	https://doi.org/10.52842/conf.acadia.2003.133
summary	Collaboration is an important aspect of the architect’s education. However, it is not amenable to the traditional project-based learning pedagogy that works so well for developing form-making skills. Being a process, rather than a product, it cannot be revealed by judging the results alone, which is often how form-making skills are taught and judged. Rather, the process of collaboration is only evident when the number of the participants exceeds a certain threshold, and when actions taken by other participants affect an individual’s on-going design decisions. The advent of on-line, multi-player simulation games provides an analogy and an opportunity to explore interactive collaborative design pedagogies. Their abstract nature helps focus attention on the core issues of the simulated phenomenon, while the playful nature of a game, as opposed to “work,” encourages immersion and role playing that contribute to the learning process. This paper describes an on-line game for simulating the design collaboration process. It espouses to simulate, exercise, and provide a feel for the social dimension of collaboration, by embedding mutual dependencies that encourage players to engage each other—in adversarial or collaborative manners—to accomplish their goals. Specifically, it is intended to help students understand what collaboration is, why it is necessary, and how it is done. The game is modeled after popular board games like Scrabble and Monopoly: players build “houses” made of colored cubes on a site shared with other players. Actions taken by one player immediately affect his/her neighbors. A carefully constructed set of rules awards or deducts points for every action taken by a player and by his/her neighbors. The rules were constructed in such a manner that players who collaborate (in a variety of ways) stand to gain more points than those who do not. The player with the most points “wins.”
series	ACADIA
email
last changed	2022/06/07 07:52

_id	ijac20031407
id	ijac20031407
authors	Kalay, Yehuda E.; Jeong, Yongwook
year	2003
title	A Collaborative Design Simulation Game
source	International Journal of Architectural Computing vol. 1 - no. 4
summary	Collaboration is an is an important aspect of the architect's education. However, it is not amenable to the traditional project-based learning pedagogy that works so well for developing form-making skills, because it can only be revealed when the number of participants exceed a certain threshold, and when actions made by others affect the individual's design decisions. The advent of on-line, multi-player games provides an opportunity to explore interactive collaborative design pedagogies. Their abstraction helps focus attention on the core issues of the simulated phenomenon, while the playful nature of a game, as opposed to 'work,' encourages immersion and role playing that contribute to the learning process. This paper describes an on-line game for simulating design collaboration. It espouses to simulate, exercise, and provide a feel for the social dimension of collaboration, by embedding mutual dependencies that encourage players to engage each other - in adversarial or collaborative manner - to accomplish their goals. Specifically, it is intended to help students understand what is collaboration, why it is necessary, and how it is done. The game is modeled after popular board games like Scrabble and Monopoly: players build 'houses' made of colored cubes on a site shared with other players.' A carefully constructed set of rules awards or deducts points for every action taken by a player or by his/her neighbors. The rules were constructed in such a manner that players who collaborate (in a variety of ways) stand to gain more points than those who do not. The player with the most points 'wins.'
series	journal
email
more	http://www.multi-science.co.uk/ijac.htm
last changed	2007/03/04 07:08

_id	ec9c
authors	Kvan, Th., Wong, J.T.H. and Vera, A.H.
year	2003
title	THE CONTRIBUTION OF STRUCTURAL ACTIVITIES TO SUCCESSFUL DESIGN
source	International Journal of Computer Applications in Technology , 16:2/3, pp. 122-126
summary	Examining case studies in design teaching and their analysis; we identify the role of structural activities and other solution searching activities in design learning and problem solving. The case studies follow students working on the same problem under two conditions – one group is taught using traditional face-to-face teaching while the other group is additionally supported by a text-based web board. The design activities of two students were followed in each condition through a semester; followed by in-depth interviews at the end of semester. The results show that cases with above average design work involved more structural activities than the mediocre cases. It also showed that design problem dissections are more organized in the better cases. These successful cases engaged in textual expression of their design solutions. Computer tools for design should therefore support multiple representations of design work.
keywords	Structure Activity; Representation; Text; Models; Teaching; Learning
series	journal paper
type	normal paper
email
last changed	2004/09/24 14:39

_id	ascaad2007_036
id	ascaad2007_036
authors	Pratini, E.F.
year	2007
title	Experimental Tools for the Teaching of Technical Graphics and Improving Visualization
source	Em‘body’ing Virtual Architecture: The Third International Conference of the Arab Society for Computer Aided Architectural Design (ASCAAD 2007), 28-30 November 2007, Alexandria, Egypt, pp. 457-468
summary	This paper presents an updated evaluation of an experience of applying computer graphics, virtual reality and Internet resources in the teaching of technical graphics at the University of Brasilia, Brazil. It differs from a previous paper (Pratini, 2004) for the addition of an overview of the course, the context and the new teaching methodology. It is an extended, more detailed paper, which includes examples, and closes with some results of surveys on the didactic material and the methodology. Our motivation for this experiment is the fact that most of the students have a lack of previous knowledge on the basis of drawings, resulting difficulties in both understanding and visualizing technical drawings. In this experiment, we introduced VRML 3D modeling in addition to CAD and regular pencil-and-paper drawings study and practice. To support the learning of this broad knowledge not present in the technical graphics bibliography, we first provided a website with animations and virtual reality resources. Since 2003 we are providing a CD-ROM containing all the former website material which is updated each semester. At the present time, the CD-ROM contains almost all the needed didactic material and software for the one semester technical graphics course. This experience was intended to improve and to support learning in a way that motivates the students, young people who are used to play video and computer games. Classes, website and CD-ROM material were conceived to take advantage of computers´ interactivity and animated resources. The use of computers´ technology and new media to support the learning resulted a new methodology and several new unanswered questions.
series	ASCAAD
email
last changed	2008/01/21 22:00

_id	avocaad_2003_19
id	avocaad_2003_19
authors	Rudi Stouffs, Maia Engeli and Bige Tunçer
year	2003
title	Mediated discourse as a form of architectonic intervention
source	LOCAL VALUES in a NETWORKED DESIGN WORLD - ADDED VALUE OF COMPUTER AIDED ARCHITECTURAL DESIGN, Stellingwerff, Martijn and Verbeke, Johan (Eds.), (2004) DUP Science - Delft University Press, ISBN 90-407-2507-1.
summary	We are currently exploring the concept of mediated discourse in relation to an architectonic intervention and urban transformation project in an educational project and elective course. Led by faculty and artists, students are offered the ability to experiment with various media in the design and development of a multidisciplinary discourse. A web-based elearning environment also allows the students’ activities to form part of a larger discourse that takes place among all participants, including the public. In this paper, we describe the concept of mediated discourse and the various dimensions we distinguish, we present the educational project and its various aspects and participants’ roles, we consider the internationalisation of this educational project in a future instance of the course, and we describe the characteristics of the web environment in the context of an educational and software development project for a multimedia learning environment to support group work and discourse.
keywords	Architecture, Local values, Globalisation, Computer Aided Architectural Design
series	AVOCAAD
email
last changed	2006/01/16 21:38

_id	ecaade03_509_167_silva
id	ecaade03_509_167_silva
authors	Silva, Neander F. and Lima, Ecilamar M.
year	2003
title	Assessing The Effectiveness of CAAD Education: A value-added approach
source	Digital Design [21th eCAADe Conference Proceedings / ISBN 0-9541183-1-6] Graz (Austria) 17-20 September 2003, pp. 509-512
doi	https://doi.org/10.52842/conf.ecaade.2003.509
summary	We have developed and implemented in our school a post-graduate CAAD course, over the last five years, which has been structured according to some problembased learning features, with the emphasis falling on the needs of the design process involved rather than on software categories. The development and implementation of such curriculum has been described in our early work. We describe in this paper part of the process of assessing the effectiveness of such approach, particularly through the use of value-added methods.
keywords	Post-grad Education; Assessment; Value-added, Problem-based learning
series	eCAADe
email
more	http://www.unb.br/fau/pos_graduacao/especializacao/
last changed	2022/06/07 07:56

_id	caadria2003_c1-1
id	caadria2003_c1-1
authors	Tsou, J.-Y., Chow, B. and Lam, S.
year	2003
title	Integrating Scientific Visualization into the Architectural Curriculum for Teaching Environmental Technology and Building Performance
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. 133-144
doi	https://doi.org/10.52842/conf.caadria.2003.133
summary	The research team completed a three-year project funded by the Teaching Development Grant (TDG), which aims to explore, develop, and support a long-term strategy to apply scientific visualization to teach the core architectural curriculum in environmental technology and building performance design. An interinstitutional collaboration was formed to draw on the knowledge and experience of colleagues in related disciplines to develop innovative teaching pedagogy and resources. The project has made a great impact in improving the teaching and learning environment in our department. In the concerned area, and in this paper, we would like to discuss the methodology and computational environment developed and highlight the findings in the following areas: Contribute to the development of curriculum of Technics studio, New curriculum on performance-based design and planning, Collaboration with other design schools and professional institutions, and Evaluation method for the project development.
series	CAADRIA
email
last changed	2022/06/07 07:57

_id	f8f7
id	f8f7
authors	Bhzad Sidawi
year	2003
title	The pattern of Internet use for information management by architectural practices in the UK
source	Cardiff University, Welsh School of Architecture Cardiff, UK
summary	In recent history, architects have experienced problems related to the use and management of new innovations. The Internet presents one such challenge. It offers considerable expansion in types of communication and sources of business information and connects people and businesses around the globe. As is argued in this research, these services could play a positive role in architectural practice. This research examines the use of the Internet by architectural practices in UK in order to reveal how aware they are of the opportunities it presents, the extent to which they are taking advantage of them, and the problems they are experiencing. A field study was conducted of two types of practices: RIBA private practices and local authority practices. A number of research tools were used to inspect how these practices are using the Internet to manage various types of information that used and produced in the practice, namely: the acquisition of web information, the exchange of the practice’s information through the web and the presentation of the practice’s information on the web. Explanations for the results were sought by correlating variables from the questionnaire study, using simple statistical tests. The field study shows that many Internet services are unpopular among architects, and that practices have problems in adopting and using the technology. The pace at which the Internet is being absorbed and accepted by practices is slow. The study suggests that possible causes are: the little knowledge of users’ about IT, the poor resources of the practice, and old or imperfect Internet installations and the absence of the Internet support to the architect’s activities. The research argues that there are a number of links between these negative factors which make the practice unable to utilize the Internet and to manage the practice’s information through the Internet. To break these links, the research suggests that practices should adopt a specific management strategy to promote more utilization of Internet services in the office and to manage information. Practices need to make certain changes to the way they manage the Internet and work with it, if they plan to integrate the Internet more successfully into their practice. The research discusses techniques for improving practice management which would help practices to digest Internet technology and to use it more effectively in the practice.
keywords	Internet, Architectural practices, Information management, Communications
series	thesis:PhD
type	normal paper
email
last changed	2006/11/03 23:29

_id	c5c5
id	c5c5
authors	Calderon, C., Cavazza M. and Diaz, D.
year	2003
title	A NEW APPROACH TO VIRTUAL DESIGN FOR SPATIAL CONFIGURATION PROBLEMS,
source	7th IEEE International Information Visualisation Conference, London, UK, 16-17 July 2003. http://www.graphicslink.demon.co.uk/IV03/
summary	In this paper, we present a new framework for the use of Virtual Reality (VR) in engineering design for configuration applications. Traditional VR systems support the visual exploration of a design solution but do not assist the user in exploring alternative solutions based on domain knowledge. Extending previous work in the area of Intelligent Virtual Environment, we propose an intelligent configuration system based on constraint logic programming (CLP), integrated in a real-time 3D graphic environment. This type of integration facilitates the expression of design knowledge in the VE and enables the user to interactively solve and/or refine a spatial configuration problem. In the system described in this paper, the user can visually explore configurations, but his interaction with objects of the configuration problem triggers new cycles of constraint propagation from the modified configuration to produce a new compatible solution.
keywords	Virtual Reality, Virtual Design
series	other
type	normal paper
email
last changed	2005/12/02 11:31

_id	acadia03_036
id	acadia03_036
authors	Gerzso, J. Michael
year	2003
title	On the Limitations of Shape Grammars: Comments on Aaron Fleisher’s Article “Grammatical Architecture?”
source	Connecting >> Crossroads of Digital Discourse [Proceedings of the 2003 Annual Conference of the Association for Computer Aided Design In Architecture / ISBN 1-880250-12-8] Indianapolis (Indiana) 24-27 October 2003, pp. 279-287
doi	https://doi.org/10.52842/conf.acadia.2003.279
summary	Shape grammars were introduced by Gips and Stiny in 1972. Since then, there have been many articles and books written by them and their associates. In 1992, Aaron Fleisher, a professor at the School of Planning, MIT, wrote a critique of their work in an article titled “Grammatical Architecture?” published in the journal Environment and Planning B. According to him, Gips, Stiny and later Mitchell, propose a hypothesis that states that shape grammars are presumed to represent knowledge of architectural form, that grammars are “formable,” and that there is a visual correspondence to verbal grammar. The strong version of “the hypothesis requires that an architectural form be equivalent to a grammar.” Fleisher considers these hypotheses unsustainable, and argues his case by analyzing the differences between language, and architecture, and by dealing with the concepts of lexicons, syntax and semantics. He concludes by stating that architectural design is negotiated in two modalities: the verbal and the visual, and that equivalences are not at issue; they do not exist. If there is such thing as a language for design, it would provide the means to maintain a discussion of the consequences in one mode, of the state and conditions of the other. Fleisher’s observations serve as the basis of this paper, a tribute to him, and also an opportunity to present an outline to an alternate approach or hypothesis to shape grammars, which is “nonlinguistic” but “generative,” in the sense that it uses production rules. A basic aspect of this hypothesis is that the only similarity between syntactic rules in language and some rules in architecture is that they are recursive.
series	ACADIA
last changed	2022/06/07 07:51

_id	caadria2003_c3-4
id	caadria2003_c3-4
authors	Maneesatid, Preecha and Szalapaj, Peter
year	2003
title	The Role of CAD in Environmental Building Science
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. 487-502
doi	https://doi.org/10.52842/conf.caadria.2003.487
summary	The fundamental requirement of all building design is the provision of shelter from the external climate and, if possible, the modification of environmental factors generated by this climate to create an internal environment suitable for human comfort. The environmental design strategies of modifying climate derive from the requirements of creating human comfort in buildings, using the elements of the natural climate which vary throughout the year depending upon the prevailing climatic conditions. Environmental Building Science (EBS) research and practice has investigated various techniques to increase architects' performance in environmental building design. These technical design options are also available to architects to take advantage of the external environment. Most environmental design techniques rely on convectional forms of passive environmental design, and building material and system. But it hardly begins to address the more complex demands of environmental building design issues in the buildings. Particularly, testing environmental design techniques against physical models requires much input data which is not available in the early design stages, and is time consuming to use. This forces architects to work with many design parameters that are not compatible with their activities. It is consequently difficult to observe the interrelation of design techniques with design development. The most important role of Computer Aided Design (CAD) is to integrate wider varieties of input data requirements, modelling with EBS properties, output representations with EBS knowledge and assistance tools for optimisation tasks in environmental design issues.
series	CAADRIA
email
last changed	2022/06/07 07:59

_id	avocaad_2003_10
id	avocaad_2003_10
authors	Sevil Sariyildiz, Ozer Ciftcioglu, Bige Tunçer and Rudi Stouffs
year	2003
title	Knowledge Model for Cultural Analogy in Design and Design Education
source	LOCAL VALUES in a NETWORKED DESIGN WORLD - ADDED VALUE OF COMPUTER AIDED ARCHITECTURAL DESIGN, Stellingwerff, Martijn and Verbeke, Johan (Eds.), (2004) DUP Science - Delft University Press, ISBN 90-407-2507-1.
summary	Almost every architect uses analogy while designing. The source of inspiration is nature, technology, geometry, etc., besides the influence of the work of other architects. Analogy in architecture has a close relationship with culture as well. Culture is a dynamic occurrence and evolves by the influence of many aspects such as technological, economical, environmental and social. In the process of design, architects built op knowledge from their own experience and designs, but also from the other designers work. Usually, architects develop this quality and ability during the education, and later by trial and error methodwhile practising the design. This is habitually done based on own conscience, intuition and experience.The developments in ICKT (Information, Communication and Knowledge Technology) as a part of broader technological developments and the ongoing globalisation, influences the culture as a dynamic process and therefore the architecture.. It is necessary to make these influences explicit for their embedding in architectural design education of young professionals. This can be achieved by transferring the resulting knowledge to a knowledge model by using intelligent modelling techniques. The operational aspects of design analogies to be implemented in education, research and the daily practice of designing architects need attention. This paper discusses the operational aspects of cultural analogy in design by using an intelligent computational modelling approach.
keywords	Architecture, Local values, Globalisation, Computer Aided Architectural Design, ICKT, Architectural Design, Analogy, Culture, Design Education, Multiculturalism, Intelligent Modelling Techniques
series	AVOCAAD
email
last changed	2006/01/16 21:38

_id	acadia05_254
id	acadia05_254
authors	Sheil, Bob and Leung, Chris
year	2005
title	‘Kielder Probes’ – bespoke tools for an indeterminate design process
source	Smart Architecture: Integration of Digital and Building Technologies [Proceedings of the 2005 Annual Conference of the Association for Computer Aided Design In Architecture / ISBN 0-9772832-0-8] Savannah (Georgia) 13-16 October 2005, pp. 254-259
doi	https://doi.org/10.52842/conf.acadia.2005.254
summary	Sixteen (makers) are a group of practicing architects, academics, designers and makers who assemble when key questions surrounding design, fabrication, use and adaptability in architecture emerge. Initially, the group was formed out of a motivation to engage as designers with the physical and tactile aspects of production without a dependency upon drawing. Now, in the post digital age, the age of digital fabrication, boundaries between drawing and making, between the designer and the maker, have dissolved. Consequently sixteen(makers) work is now engaged with questions of knowledge transfer, expertise, and innovation where modes of investigation are equally embedded within in the analogue and the digital world. This article relates to our latest ongoing work which is due for completion in 2005/06. The work has been developed as a specific response to the award of an architectural residency by the Art and Architecture Partnership at Kielder Park, Northumbria, England. From the outset, it has not been a requirement of the residency that an outcome is identified early on. In fact, as I write, the outcome remains open. Presented with an extraordinary site and coinciding with a time of rapid change the work has begun by exploring a design process that is adaptable, indeterminate, and informed by site conditions. In October 2003, sixteen(makers) were awarded an architecture residency by The Art and Architecture Programme at Kielder (AAPK) of Northumbria, UK. This organization is well known for commissioning works such as the ‘Belvedere’ by Softroom and the ‘Skyspace’ by James Turrell. Coordinated by Peter Sharp, AAPK consists of a number of large public bodies, including The Forestry Commission, Northumbrian Water and Tyndale District Council. Together they manage a land area of 62,000 ha’s centred on the UK’s largest reservoir and surrounded on all sides by one of Europe’s largest managed forests.
series	ACADIA
email
last changed	2022/06/07 07:56

For more results click below: