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	a2b4
id	a2b4
authors	Rafi A, Khairul A, Samad A, Maizatul H, Mazlan M
year	2005
title	Improving spatial ability using a Web-based Virtual Environment (WbVE)
source	Automation in Construction
summary	Spatial ability is one of the cognitive means used in problem solving activities particularly when manipulating and processing visuo-spatial information. With the increasing use of network communication, conventional teaching and learning has shifted towards the development of network environments, online learning, real-time interaction and high quality multi-user collaboration. This paper presents our experiment using a Web-based Virtual Environment (WbVE) that has improved a group of pre-service teachers' spatial ability understanding for teaching Engineering Drawing for secondary school subjects. The experiment is carried out in Universiti Pendidikan Sultan Idris (UPSI) comprising of 98 pre-service teachers taking the Computer Aided-Design (CAD) course. Selected subjects were pre-tested at the beginning of the semester with spatial tests focusing on mental rotation and spatial visualization to provide the baseline measurement. A desktop WbVE, which was employed and tested in the CAD laboratories to improve their spatial ability for five weeks of instructional treatment, will be demonstrated. Post-testing of spatial tests revealed significantly the overall spatial ability improvements as measured by the test scores. This paper concludes with a discussion on the impact of WbVE spatial learning that will be used as a precedent in the development of the VE teaching and learning prototypes for secondary school in Malaysia.
keywords	Web-based virtual environment; engineering drawing; spatial learning
series	journal paper
type	normal paper
email
more	http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V20-4F9F8J7-1&_user=152310&_coverDate=12%2F31%2F2005&_alid=457968480&_rdoc=1&_fmt=summary&_orig=search&_cdi=5688&_sort=d&_docanchor=&view=c&_acct=C000012578&_version=1&_urlVersion=0&_userid=152310&md5=018e8748a940a11496dcbc2e65832452
last changed	2006/09/29 03:22

_id	sigradi2005_731
id	sigradi2005_731
authors	Albornoz Delgado, Humberto Ángel; Laura Talía Escalante Rodríguez, Leticia Gallegos Cazares
year	2005
title	Didactic Design: light and optics for preschool level
source	SIGraDi 2005 - [Proceedings of the 9th Iberoamerican Congress of Digital Graphics] Lima - Peru 21-24 november 2005, vol. 2, pp. 731-737
summary	Since 2003, we have been developing a pedagogic proposal and didactic material for teaching Light and Optics to kindergarden children that enhances the construction of the first scientific thinking schemes. The design (industrial and graphic) applied to this project has generated an educational product composed of 44 objects. These materials allow teaching concepts such as: combination of colors, light indispensable to see, formation of shadows and images are not objects. These have been developed as inciters of curiosity, capable to awake the innate restlessness of children, achieving to stimulate their creativity. The purpose is to explore knowledge and construct their own ideas; enrich their experiences and inquire a reality that was drawn grey and tedious, generating a process of manipulation-action and then representation-conceptualization. This product has been successfully used as a pilot test in a kindergarden, reflecting significant gains in students’ science learning. [Full paper in Spanish]
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	2005_131
id	2005_131
authors	Bailey, Rohan
year	2005
title	Digital Tools for Design Learning
doi	https://doi.org/10.52842/conf.ecaade.2005.131
source	Digital Design: The Quest for New Paradigms [23nd eCAADe Conference Proceedings / ISBN 0-9541183-3-2] Lisbon (Portugal) 21-24 September 2005, pp. 131-138
summary	There is growing consensus among architectural critics and educators that there exists an increasing divide between the worlds of architectural education and practice. New social and cultural norms, new materials, and current global concerns, like sustainability, have largely influenced the need for an improved balance/integration between design theory and practice. This places schools of architecture around the world under pressure to provide their graduates with the requisite skills that support responsible design characterized by good design thinking strategies. The Caribbean School of Architecture, in addition to being affected by this predicament, has other pressures on its educational offerings. The region’s lack of resources and particular social issues mandates that graduates of the school adopt a responsible attitude towards design in the region. A positive attitude to such issues as sustainability, energy conservation and community will only come about through an effective transmission of particular architectural knowledge that is relevant to the region. The challenge (globally and in the Caribbean), therefore, is the provision of an innovative and effective way of supporting the student master dialogue in studio, facilitating the transfer of “practical, appropriate knowledge” needed by students to create safe, purposeful and responsible architecture. This paper exists within the research paradigm of providing digital teaching tools to beginning students of architecture. This digital research paradigm seeks to move digital technology (the computer) beyond functioning as an instrumental tool (in visualization, representation and fabrication) to becoming a “Socratic machine” that provides an appropriate environment for design learning. Research funds have been allocated to the author to research and develop the information component of the tool with special reference to the Caribbean. The paper will report on the results of prior investigations, describe the reaction and appreciation of the students and conclude with lessons learnt for the further development of the teaching tool.
keywords	Design Education, Digital Design, Teaching Tools
series	eCAADe
email
last changed	2022/06/07 07:54

_id	2005_287
id	2005_287
authors	Achten, Henri and Reymen, Isabelle
year	2005
title	Structured Reflection as a Means to Deepen Understanding of CAAD
doi	https://doi.org/10.52842/conf.ecaade.2005.287
source	Digital Design: The Quest for New Paradigms [23nd eCAADe Conference Proceedings / ISBN 0-9541183-3-2] Lisbon (Portugal) 21-24 September 2005, pp. 287-294
summary	In this paper we outline a strategy of structured reflection to improve reflection by students in a course on the implication of CAAD, design theory, and design methodology. Earlier editions of the course showed that students often did not evolve their learning beyond a checklist level. Reflection is an important mechanism to improve learning from design situations. After a consideration of the main approaches to design reflection, we take up Schön’s notion of reflection and provide support for structured reflection in CAAD education, based on earlier experiences with structured question lists in a civil engineering course. Findings after the first year’s run show a deeper level of reflection on a more elaborate level.
keywords	Structured Reflection, CAAD, Education
series	eCAADe
email
last changed	2022/06/07 07:54

_id	ascaad2012_003
id	ascaad2012_003
authors	Elseragy, Ahmed
year	2012
title	Creative Design Between Representation and Simulation
source	CAAD \| INNOVATION \| PRACTICE [6th International Conference Proceedings of the Arab Society for Computer Aided Architectural Design (ASCAAD 2012 / ISBN 978-99958-2-063-3], Manama (Kingdom of Bahrain), 21-23 February 2012, pp. 11-12
summary	Milestone figures of architecture all have their different views on what comes first, form or function. They also vary in their definitions of creativity. Apparently, creativity is very strongly related to ideas and how they can be generated. It is also correlated with the process of thinking and developing. Creative products, whether architectural or otherwise, and whether tangible or intangible, are originated from ‘good ideas’ (Elnokaly, Elseragy and Alsaadani, 2008). On one hand, not any idea, or any good idea, can be considered creative but, on the other hand, any creative result can be traced back to a good idea that initiated it in the beginning (Goldschmit and Tatsa, 2005). Creativity in literature, music and other forms of art is immeasurable and unbounded by constraints of physical reality. Musicians, painters and sculptors do not create within tight restrictions. They create what becomes their own mind’s intellectual property, and viewers or listeners are free to interpret these creations from whichever angle they choose. However, this is not the case with architects, whose creations and creative products are always bound with different physical constraints that may be related to the building location, social and cultural values related to the context, environmental performance and energy efficiency, and many more (Elnokaly, Elseragy and Alsaadani, 2008). Remarkably, over the last three decades computers have dominated in almost all areas of design, taking over the burden of repetitive tasks so that the designers and students can focus on the act of creation. Computer aided design has been used for a long time as a tool of drafting, however in this last decade this tool of representation is being replaced by simulation in different areas such as simulation of form, function and environment. Thus, the crafting of objects is moving towards the generation of forms and integrated systems through designer-authored computational processes. The emergence and adoption of computational technologies has significantly changed design and design education beyond the replacement of drawing boards with computers or pens and paper with computer-aided design (CAD) computer-aided engineering (CAE) applications. This paper highlights the influence of the evolving transformation from Computer Aided Design (CAD) to Computational Design (CD) and how this presents a profound shift in creative design thinking and education. Computational-based design and simulation represent new tools that encourage designers and artists to continue progression of novel modes of design thinking and creativity for the 21st century designers. Today computational design calls for new ideas that will transcend conventional boundaries and support creative insights through design and into design. However, it is still believed that in architecture education one should not replace the design process and creative thinking at early stages by software tools that shape both process and final product which may become a limitation for creative designs to adapt to the decisions and metaphors chosen by the simulation tool. This paper explores the development of Computer Aided Design (CAD) to Computational Design (CD) Tools and their impact on contemporary design education and creative design.
series	ASCAAD
email
more	http://www.ascaad.org/conference/2012/papers/ascaad2012_003.pdf
last changed	2012/05/15 20:46

_id	acadia05_078
id	acadia05_078
authors	Fox, Michael and Hu, Catherine
year	2005
title	Starting From The Micro: A Pedagogical Approach to Designing Interactive Architecture
doi	https://doi.org/10.52842/conf.acadia.2005.078
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. 78-93
summary	The paper outlines a pedagogical approach whereby a number of technology-intensive skills can be quickly learned to a level of useful practicality through a series of discrete, yet cumulative explorations with the design goal of creating intelligently responsive architectural systems. The culmination of such explorations in creating full-scale interactive architectural environments leads to a relatively unexplored area of negotiation whereby individual systems must necessarily manage environmental input to mediate a behavioural output. The emerging area of interactive architecture serves as a practical means for inventing entirely new ways of developing spaces, and the designing and building environments that address dynamic, flexible and constantly changing needs. Interactive architecture is defined here as spaces and objects that can physically re-configure themselves to meet changing needs. The central issues explored are human and environmental interaction and behaviours, embedded computational infrastructures, kinetic and mechanical systems and physical control mechanisms. Being both multidisciplinary and technology-intensive in nature, architects need to be equipped with at least a base foundational knowledge in a number of domains in order to be able to develop the skills necessary to explore, conceive, and design such systems. The teaching methods were carried out with a group of undergraduate design students who had no previous experience in mechanical engineering, electronics, programming, or kinetic design with the goal of creating a responsive kinetic system that can demonstrate physical interactive behaviours on an applicable architectural scale. We found the approach to be extremely successful in terms of psychologically demystifying unfamiliar and often daunting technologies, while simultaneously clarifying the larger architectural implications of the novel systems that had been created. The authors summarize the processes and tools that architects and designers can utilize in creating and demonstrating of such systems and the implications of adopting a more active role in directing the development of this new area of design.
series	ACADIA
email
last changed	2022/06/07 07:50

_id	sigradi2205_725
id	sigradi2205_725
authors	Haque, Mohammed E.
year	2005
title	DESKTOP VIRTUAL ENVIRONMENTS IN CONSTRUCTION EDUCATION
source	SIGraDi 2005 - [Proceedings of the 9th Iberoamerican Congress of Digital Graphics] Lima - Peru 21-24 november 2005, vol. 2, pp. 725-730
summary	In construction science, classroom oriented education remains the preferred mode of teaching. Alternative methods such as field trips, use of 3D drawings, and physical models often supplement and enhance the understanding of students. In addition to the risks involved with field trips, designated sites may not be at the particular stage of construction during the academic semester, or the construction sequence may not be fast enough to demonstrate the multiple facets during field visits. Considerable pedagogical advantages can be achieved by the integration of IT and visualization tools in teaching construction engineering/technology. The objective of this research was to develop a desktop virtual environment using 3D, animations, virtual reality and walkthrough of construction processes of steel, concrete, and lightwood structures. These visualization techniques can be valuable aids not only in teaching in the classroom but also an effective self-directed tool for open learning via the web.
series	SIGRADI
type	normal paper
email
last changed	2016/03/10 09:53

_id	cf2005_2_61_192
id	cf2005_2_61_192
authors	HOLZER Dominik, TANG Jiwu, XIE Mik2 and BURRY Mark
year	2005
title	Design Using Evolutionary Optimisation and Associative Geometry
source	Learning from the Past a Foundation for the Future [Special publication of papers presented at the CAAD futures 2005 conference held at the Vienna University of Technology / ISBN 3-85437-276-0], Vienna (Austria) 20-22 June 2005, pp. 243-254
summary	This paper describes the usage of parametric design and evolutionary optimisation techniques in architect-engineer collaborations. It discusses the apparent challenges in setting up a trans-disciplinary working-platform that cuts across profession-specific boundaries and negotiates between the otherwise distinct work-methodologies through the use of intelligent CAAD applications. Two approaches to architectural form finding have been combined in this research. The first, parametric design, uses a proprietary package as a key element to the organisation and reorganisation of architectural design. By doing so, it is providing it with intrinsic flexibility allowing designers to go beyond form and accommodate performance data for versioning. The second, ESO (Evolutionary Structural Optimisation), is an engineering tool based on the use of finite element analysis (FEA) capable of optimising the formal geometry of an object to obtain minimum volume under even stress-distribution through an iterative design process. In undertaking this research it became apparent that different levels of resolution need to be addressed in the form-finding process in order to investigate the full potential of the interactive use of parametric design and evolutionary optimisation. The case studies reflect this diversity and demonstrate more successes, limitations and future challenges within the transdisciplinary, collaborative effort.
keywords	associative geometry, evolutionary structural optimisation, architect engineer collaboration, finite element analysis
series	CAAD Futures
email
last changed	2005/05/05 07:06

_id	ascaad2014_023
id	ascaad2014_023
authors	Al-Maiyah, Sura and Hisham Elkadi
year	2014
title	Assessing the Use of Advanced Daylight Simulation Modelling Tools in Enhancing the Student Learning Experience
source	Digital Crafting [7th International Conference Proceedings of the Arab Society for Computer Aided Architectural Design (ASCAAD 2014 / ISBN 978-603-90142-5-6], Jeddah (Kingdom of Saudi Arabia), 31 March - 3 April 2014, pp. 303-313
summary	In architecture schools, where the ‘studio culture’ lies at the heart of students’ learning, taught courses, particularly technology ones, are often seen as secondary or supplementary units. Successful delivery of such courses, where students can act effectively, be motivated and engaged, is a rather demanding task requiring careful planning and the use of various teaching styles. A recent challenge that faces architecture education today, and subsequently influences the way technology courses are being designed, is the growing trend in practice towards environmentally responsive design and the need for graduates with new skills in sustainable construction and urban ecology (HEFCE’s consultation document, 2005). This article presents the role of innovative simulation modelling tools in the enhancement of the student learning experience and professional development. Reference is made to a teaching practice that has recently been applied at Portsmouth School of Architecture in the United Kingdom and piloted at Deakin University in Australia. The work focuses on the structure and delivery of one of the two main technology units in the second year architecture programme that underwent two main phases of revision during the academic years 2009/10 and 2010/11. The article examines the inclusion of advanced daylight simulation modelling tools in the unit programme, and measures the effectiveness of enhancing its delivery as a key component of the curriculum on the student learning experience. A main objective of the work was to explain whether or not the introduction of a simulation modelling component, and the later improvement of its integration with the course programme and assessment, has contributed to a better learning experience and level of engagement. Student feedback and the grade distribution pattern over the last three academic years were collected and analyzed. The analysis of student feedback on the revised modelling component showed a positive influence on the learning experience and level of satisfaction and engagement. An improvement in student performance was also recorded over the last two academic years and following the implementation of new assessment design.
series	ASCAAD
email
last changed	2016/02/15 13:09

_id	sigradi2005_743
id	sigradi2005_743
authors	Albornoz Delgado, Humberto Ángel; Leticia Gallegos Cazares
year	2005
title	Science teaching with technology (ECIT)
source	SIGraDi 2005 - [Proceedings of the 9th Iberoamerican Congress of Digital Graphics] Lima - Peru 21-24 november 2005, vol. 2, pp. 743-748
summary	There is an evident need to improve the teaching of sciences. Therefore the ECIT Web page has been designed to assist the teaching of physics, chemistry and biology to secondary students. Considering technology as a mean and not as an end for teaching, the “ECIT Model” was developed following pedagogic as well as design criteria. Its’ implementation requires a specific classroom outline, the use of certain technological tools and an efficient interface, to achieve a working environment (not only digital) of action and learning. The application has been successful and progress has been remarkable in students´ conceptual development in all the subjects. [Full paper in Spanish]
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	sigradi2005_321
id	sigradi2005_321
authors	Almeida da Silva, Adriane Borda; Ana Lúcia Pinho Lucas, Ricardo Silveira
year	2005
title	Defining a process of design and learning of digital graphics by means of distance education
source	SIGraDi 2005 - [Proceedings of the 9th Iberoamerican Congress of Digital Graphics] Lima - Peru 21-24 november 2005, vol. 1, pp. 321-326
summary	This paper describes and analyses the teaching/learning approach which progressively is being established in the context of the Digital Graphics Post-Graduation Course. The method used has, basically, generated educational situations able to increase the self-learning capacity of the students; develop skills for collaborative activities to build the knowledge and overtake the limits of time and space imposed by traditional educational systems. The theoretical references adopted to draw the didactic situations are explained, these situations include more and more moments of distance learning, synchronous or asynchronous, redefining the attitude of lecturers and students. This work points out the introduction of a tutor, an agent to promote interactions among student/lecturer/object of knowledge; and the investment on production of didactic material specific to digital graphics is emphasized between lecturers and students, exploring collaborative activities to the distance learning modality. [Full paper in Portuguese]
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	ascaad2006_paper29
id	ascaad2006_paper29
authors	Bennadji, A. and A. Bellakha
year	2006
title	Evaluation of a Higher Education Self-learning Interface
source	Computing in Architecture / Re-Thinking the Discourse: The Second International Conference of the Arab Society for Computer Aided Architectural Design (ASCAAD 2006), 25-27 April 2006, Sharjah, United Arab Emirates
summary	This paper is a follow-up to a previous paper published in ASCAAD 2004 (A. Bennadji et al 2005). The latter reported on CASD (Computer Aided Sustainable Design) a self-learning educational interface which assists the various building’s actors in their design with a particular attention to the aspect of energy saving. This paper focuses on the importance of software evaluation and how the testing is done to achieve a better human-machine interaction. The paper will go through the summative evaluation of CASD, presents the output of this evaluation and addresses the challenge facing software developers: how to make an interface accessible to all users and specifically students in higher education.
series	ASCAAD
email
last changed	2007/04/08 19:47

_id	sigradi2005_749
id	sigradi2005_749
authors	Bessone, Miriam; Susana Garramuño de Galuzzi
year	2005
title	Design education, technology and visualization
source	SIGraDi 2005 - [Proceedings of the 9th Iberoamerican Congress of Digital Graphics] Lima - Peru 21-24 november 2005, vol. 2, pp. 749-754
summary	University faculty -adult culture- work from the logic that goes through their speech, didactic model and strategies, providing special links with: the aim of knowledge, transmission mechanisms and technological medium. Students -young culture- receive and deal with knowledge mechanisms from a new logic. In a multimedia framework they establish interpretations using technological medium from semantic decodification. Young graduates, assistants, studio leaders -intermediate culture- coming from traditional learning models with acquired abilities in digital media, are a “potential interface” between both cultures. The impact between fields and cultures implies limitations and risks that may encourage change. A discourse about “new didactic configurations” from the point of view of these three cultures makes possible the exploration of other ways of teaching. Therefore the articulation of teacher-student interrelations and media promotes the development of teaching-learning techniques. [Full paper in Spanish]
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	sigradi2005_300
id	sigradi2005_300
authors	Cavieres, Andrés P.; Marcelo Quezada G.
year	2005
title	Analysis of the possibilities offered by the application of parametric modeling technologies in the design processes shared between architects and industrial designers: The prefabricated house case.
source	SIGraDi 2005 - [Proceedings of the 9th Iberoamerican Congress of Digital Graphics] Lima - Peru 21-24 november 2005, vol. 1, pp. 300-303
summary	Traditionally, the teaching of digital design systems has been focused on the operative learning of software. However, this almost exclusively technical approach has leaded to a partial view of these systems, as well suited platforms to exploration of project’s possibilities. Consequently their relevance as a base for project representation and therefore as a useful instrument for conceptual exploration for design and experimental research of their processes have been undervalued. On the other hand, this restrictive perspective results in an important waste of the teaching possibilities lying in CAD software related with interdisciplinary teamwork. The following academic experience obeys to a new insight of how to teach these tools, based upon problem solving in Design by interdisciplinary students work teams from Architecture and Industrial Design. In this bet, the learning process is flexible, shared and collaborative, according to the requirements of each project, powered by the commitment of facing common goals. [Full paper in Spanish]
series	SIGRADI
email
last changed	2016/03/10 09:48

_id	cf2005_1_62_226
id	cf2005_1_62_226
authors	CHENG, Nancy Yen-wen and MCKELVEY Andrew
year	2005
title	LEARNING DESIGN PROCESS WITH DIGITAL SKETCHING: COPYING GRAPHIC PROCESSES FROM ANIMATIONS AND STORYBOARDS
source	Computer Aided Architectural Design Futures 2005 [Proceedings of the 11th International Conference on Computer Aided Architectural Design Futures / ISBN 1-4020-3460-1] Vienna (Austria) 20–22 June 2005, pp. 291-300
summary	This paper examines the effectiveness of animated versus non-animated drawings as teaching tools. Data was collected by comparing how architectural design students given an animation versus those given a static, six-panel storyboard are able to learn processes in a space-planning design problem. All subjects were given an example of an expert design drawing, asked to put the design steps in order, and then to follow those steps in performing a similar design problem. Their responses were recorded with a digital pen-on-paper system that automatically generates vector animations. The animations can then be immediately viewed on a computer for stroke-by-stroke review. Finally, each student’s animation was analysed in terms of design process steps and compared with the expert example. While those given animations performed only marginally better on the survey of steps, they were better able to imitate the order of expert steps. Furthermore, reviewing the examples by computer revealed common errors that students could modify for more successful design strategies. The following discussion examines methods for researching design process with the digital pen, along with shortcomings, advantages and directions for further study.
keywords	teaching, with technology, sketching, design teaching, digital pPen-based computing
series	CAAD Futures
type	normal paper
email
last changed	2007/10/22 06:58

_id	ijac20053104
id	ijac20053104
authors	Fischer, Thomas
year	2005
title	Teaching Programming for and with Microcontroller-Enhanced Physical Models
source	International Journal of Architectural Computing vol. 3 - no. 1, 57-74
summary	As processes of use, interaction and transformation take center stage in various fields of design, electronic sensors, controllers, displays and actuators can significantly enhance the value of physical models. These technologies allow the development of novel computer interfaces for new kinds of interaction with virtual models, and in the future they can be expected to play an important role in the development of new types of active building components and materials for automated construction and dynamic runtime adaptations of inhabitable environments. However, embedding programmed logic into physical objects involves skills outside the traditional domains of expertise of designers and model makers and confronts them with a steep learning curve. The wide variety of alternative technologies and development tools available in this area has a particularly disorienting effect on novices. However, some early experiences suggest that mastery of this learning curve is easily within reach, given some basic introduction, guidance and support. To assist design students in acquiring a basic level of programming knowledge, better educational programming tools are still required. It is the intent of this paper to provide designers and educators with a starting point for explorations into this area as well as to report on the development of an educational approach to electronics programming called haptic programming.
series	journal
email
more	http://www.multi-science.co.uk/ijac.htm
last changed	2007/03/04 07:08

_id	sigradi2005_240
id	sigradi2005_240
authors	Hernández, Silvia Patricia
year	2005
title	Educational hypermedia: designing with confusion, discovery and video games
source	SIGraDi 2005 - [Proceedings of the 9th Iberoamerican Congress of Digital Graphics] Lima - Peru 21-24 november 2005, vol. 1, pp. 240-244
summary	The aim of this work is to present some reflexions raised when designing teaching materials in hypermedia formats for architecture. We plan to work with the essential notions for design, creation and use of hypermedia technology in either traditional and/or distance learning. While doing this, we will go deep in the use of some tools of hypermedia design. We will go from formal models such as abstraction, taking as an example the use of video games, to interface elements. We will present different concepts that should be applied in the design of hypermedia; they help in assisting the user to discover and to increase his knowledge. We intend to promote an effective user. We aim to assess design emphasizing the ludic experience, according to what exists in the market and to the two works on hypermedia design from the author." [Full paper in Spanish]
series	SIGRADI
last changed	2016/03/10 09:53

_id	caadria2005_b_3b_c
id	caadria2005_b_3b_c
authors	Hong-Sheng Chen, Chi-Hua, Li
year	2005
title	What Makes an Effective Case in Case-based Learning? : Our Debates at a Constructivist Teaching Studio
doi	https://doi.org/10.52842/conf.caadria.2005.071
source	CAADRIA 2005 [Proceedings of the 10th International Conference on Computer Aided Architectural Design Research in Asia / ISBN 89-7141-648-3] New Delhi (India) 28-30 April 2005, vol. 2, pp. 71-78
summary	Case-based learning was adopted in a constructivist teaching studio. In this experimental class, teachers and students used cases for mutual learning in many ways. A significant question was debated in this class: “What makes an effective case in case-based learning?” This investigation studies students’ active construction of the meaning. The answer at the didactic teaching class will be quite different from ours. However, this investigation seeks to share our discussion and experience about this topic.
series	CAADRIA
email
last changed	2022/06/07 07:50

_id	cf2005_2_14_39
id	cf2005_2_14_39
authors	HYUN-AH Choi and HAN-JONG Jun
year	2005
title	A Design Model Using Mutation Shape Emergence
source	Learning from the Past a Foundation for the Future [Special publication of papers presented at the CAAD futures 2005 conference held at the Vienna University of Technology / ISBN 3-85437-276-0], Vienna (Austria) 20-22 June 2005, pp. 41-50
summary	The ability to recognize properties and characteristics unforeseen in the early stage of design, namely shape emergence, is considered one of vital aspects of human visual perception in creative thinking. This study aims at developing a design model by using an extended theory of shape emergence, mutation shape emergence which we call. The first part of this paper describes the definition of mutational emergent shapes clearly. In the second part, possibility of discovering mutational emergent shapes will be explored through protocol analysis. On the basis of the results of these efforts, we will examine closely the cognitive mechanism to discover mutational emergent shapes. In the last stage, based on our results we propose a design model for understanding the cognitive process implications for training architects.
keywords	creativity, design process, mutational emergent shapes, design model
series	CAAD Futures
email
last changed	2005/05/05 07:06

_id	cf2005_1_42_119
id	cf2005_1_42_119
authors	IORDANOVA Ivanka and TIDAFI Temy
year	2005
title	Using Historical Know-how to Model Design References
source	Computer Aided Architectural Design Futures 2005 [Proceedings of the 11th International Conference on Computer Aided Architectural Design Futures / ISBN 1-4020-3460-1] Vienna (Austria) 20–22 June 2005, pp. 197-206
summary	The main purpose of this paper is to demonstrate that new computer and communication technology has the potential to change architectural education in a positive way, based on previous experiences and learning from the past. This research is based on two historical aspects that we bring together in order to propose a new didactic method and material for architectural education: the first one consists in finding obsolete architectural training practices and reconsidering them from a modern point of view; the second one proposes using precedents in a new constructive way in situation of teaching architectural conception in studio. This historical approach, combined with architectural design studio observations, has lead to an outline of a prototype of a digital assistant for teaching architectural design. Some aspects of its functioning are here discussed.
keywords	architectural education, reference modeling, digital design studio
series	CAAD Futures
email
last changed	2006/11/07 07:27

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