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	791f
id	791f
authors	Stellingwerff, M. C.
year	2005
title	VIRTUAL CONTEXT - INVESTIGATING THE CHARACTERISTICS AND OPPORTUNITIES OF DIGITAL VISUALISATION MEDIA FOR SITUATED APPROACHES TO ARCHITECTURAL DESIGN IN AN URBAN ENVIRONMENT
source	Delft University Press
summary	This research initiative addresses the issue of Design in relation to Virtual Context. Central to this study are the innovative potentials and instrumental opportunities of computer based media techniques, capable of generating interactive models and changing perspectives for the benefit of urban and architectural design. The ambition was to not only make a contribution to the existing body of knowledge concerning digital technologies and their applications, but explore theoretical conditions which might help define and stimulate further study. From the outset, the focus was on furthering the opportunities for computer based representation media in creative design. On the basis of a series of explorative studies the subject of this research was targeted: the issue of Design in Context, or more specifically: Design(ing) in a Virtual Context. During the process there was a marked shift in the conception of the subject from – more or less immersive – VR technologies in the direction of approaches which might be expected to become readily available in practice and education and could be effective in actual design processes. This insight also brought about a shift in emphasis from realism per-se towards creating a sense of situatedness. The design representation system which was developed was intended to not just allow for one type of model view, but to afford an array of different views, from which the designer would be able to choose freely, depending on the phase and focus of design as well as personal preferences. A series of interface prototypes and support tools were developed especially and successively tested experimentally. For the intended final design driven experimental study, different virtual context models were considered. Eventually, an integral – purely fictitious – design ‘environment’ was constructed in the computer, so that the workings of the proposed system and its components would be tested systematically. A conscious choice was made for an in depth study, on a relatively modest scale, which would a certain amount of mutual involvement between designer and researcher, to confront the participants with the finer aspects of the proposed system in a relatively short time and to gather detailed data. A half dozen design professionals were invited to participate in a closely monitored experimental exercise. The results of this study therefore do not offer straightforward, indisputable facts, to be considered representative for the design community as a whole, but indicate that the working methods of the individual designers – when discovering aspects of the site, developing and presenting proposals and reflecting on the qualities of represented designs – tend to vary considerably. For this reason the interactive representation system proved to be of value. Participants could express different view preferences, with more or less realistic image modes being used in different phases of their design developments, with varying experiences of situatedness. Some of the design professionals participants were very appreciative of the system’s opportunities, others tended to be more ‘set in their ways’. The results of this experimental study indicate that there may particularly be opportunities for interface applications which are able to function interactively, offering individual designers – as well as others involved in evaluating design proposals – a variety of tools with which to approach specific design artefacts in their changing contexts. Virtual models can play not only an important role as a ‘reminder’ for the designer but also to other parties playing an active role in the design and implementation processes. Interactive environment models are not only promising as exploration tools for existing sites, but could be valuable to test the impact of a design on its location. This could be especially interesting if the site is difficult or impossible to visit or as yet a virtual construction. In addition such an approach might be beneficial for objective comparison and evaluation of design proposals in competitions and in education as well as in on-line collaborative design projects where the context is still in the process of being developed.
series	thesis:PhD
type	normal paper
email
more	http://www.bk.tudelft.nl/users/stelling/internet/
last changed	2005/03/02 22:40

_id	cf2011_p051
id	cf2011_p051
authors	Cote, Pierre; Mohamed-Ahmed Ashraf, Tremblay Sebastien
year	2011
title	A Quantitative Method to Compare the Impact of Design Mediums on the Architectural Ideation Process.
source	Computer Aided Architectural Design Futures 2011 [Proceedings of the 14th International Conference on Computer Aided Architectural Design Futures / ISBN 9782874561429] Liege (Belgium) 4-8 July 2011, pp. 539-556.
summary	If we compare the architectural design process to a black box system, we can assume that we now know quite well both inputs and outputs of the system. Indeed, everything about the early project either feasibility studies, programming, context integration, site analysis (urban, rural or natural), as well as the integration of participants in a collaborative process can all be considered to initiate and sustain the architectural design and ideation process. Similarly, outputs from that process are also, and to some extent, well known and identifiable. We are referring here, among others, to the project representations or even to the concrete building construction and its post-evaluation. But what about the black box itself that produces the ideation. This is the question that attempts to answer the research. Currently, very few research works linger to identify how the human brain accomplishes those tasks; how to identify the cognitive functions that are playing this role; to what extent they operate and complement each other, and among other things, whether there possibly a chain of causality between these functions. Therefore, this study proposes to define a model that reflects the activity of the black box based on the cognitive activity of the human brain. From an extensive literature review, two cognitive functions have been identified and are investigated to account for some of the complex cognitive activity that occurs during a design process, namely the mental workload and mental imagery. These two variables are measured quantitatively in the context of real design task. Essentially, the mental load is measured using a Bakan's test and the mental imagery with eyes tracking. The statistical software G-Power was used to identify the necessary subject number to obtain for significant variance and correlation result analysis. Thus, in the context of an exploratory research, to ensure effective sample of 0.25 and a statistical power of 0.80, 32 participants are needed. All these participants are students from 3rd, 4th or 5th grade in architecture. They are also very familiar with the architectural design process and the design mediums used, i.e., analog model, freehand drawing and CAD software, SketchUp. In three experimental sessions, participants were asked to design three different projects, namely, a bus shelter, a recycling station and a public toilet. These projects were selected and defined for their complexity similarity, taking into account the available time of 22 minutes, using all three mediums of design, and this in a randomly manner to avoid the order effect. To analyze the two cognitive functions (mental load and mental imagery), two instruments are used. Mental imagery is measured using eye movement tracking with monitoring and quantitative analysis of scan paths and the resulting number and duration of participant eye fixations (Johansson et al, 2005). The mental workload is measured using the performance of a modality hearing secondary task inspired by Bakan'sworks (Bakan et al.; 1963). Each of these three experimental sessions, lasting 90 minutes, was composed of two phases: 1. After calibrating the glasses for eye movement, the subject had to exercise freely for 3 minutes while wearing the glasses and headphones (Bakan task) to get use to the wearing hardware. Then, after reading the guidelines and criteria for the design project (¬± 5 minutes), he had 22 minutes to execute the design task on a drawing table allowing an upright posture. Once the task is completed, the subject had to take the NASA TLX Test, on the assessment of mental load (¬± 5 minutes) and a written post-experimental questionnaire on his impressions of the experiment (¬± 10 minutes). 2. After a break of 5-10 minutes, the participant answered a psychometric test, which is different for each session. These tests (¬± 20 minutes) are administered in the same order to each participant. Thus, in the first experimental session, the subject had to take the psychometric test from Ekstrom et al. (1978), on spatial performance (Factor-Referenced Cognitive Tests Kit). During the second session, the cognitive style is evaluated using Oltman's test (1971). Finally, in the third and final session, participant creativity is evaluated using Delis-Kaplan test (D-KEFS), Delis et al. (2001). Thus, this study will present the first results of quantitative measures to establish and validate the proposed model. Furthermore, the paper will also discuss the relevance of the proposed approach, considering that currently teaching of ideation in ours schools of architecture in North America is essentially done in a holistic manner through the architectural project.
keywords	design, ideation process, mental workload, mental imagery, quantitative mesure
series	CAAD Futures
email
last changed	2012/02/11 19:21

_id	cf2005_1_93_166
id	cf2005_1_93_166
authors	KOCATURK, Tuba and VELTKAMP, Martijn
year	2005
title	Interdisciplinary Knowledge Modelling for Free-Form Design – An Educational Experiment
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. 465-474
summary	The recent advances in digital design media and digital fabrication processes have introduced formal and procedural effects on the conception and production of architecture. In order to bridge the individual concepts and processes of multiple design disciplines, intensive cross-disciplinary communication and information exchange starting from the very early stages of design is necessary. A web-based database for design learning and design teaching named BLIP is introduced. In this framework, cross-disciplinary domain knowledge becomes explicit to be taught and transferred in Free-Form Design research and education. BLIP proposes a conceptual map through which the user can construct structured representations of concepts and their relationships. These concepts are high-level abstractions of formal, structural and production related concepts in Free-Form design development. BLIP is used for formalizing, organizing and representing conceptual maps of the three domains and facilitates information and knowledge sharing in collaborative conceptual design in context. The paper introduces the application together with its application in two educational design experiments.
keywords	collaborative design, constraint based design, design process, digital design education, free-form design
series	CAAD Futures
email
last changed	2006/11/07 07:27

_id	2005_173
id	2005_173
authors	Leeuwen, Jos van, Gassel, Frans van and Otter, Ad den
year	2005
title	Collaborative Design in Education
doi	https://doi.org/10.52842/conf.ecaade.2005.173
source	Digital Design: The Quest for New Paradigms [23nd eCAADe Conference Proceedings / ISBN 0-9541183-3-2] Lisbon (Portugal) 21-24 September 2005, pp. 173-180
summary	Collaboration in design can take place in a physical, social space, in a distributed or virtual environment, or in a combination of both. Design teams use a range of ICT means to support both synchronous and asynchronous communication. While these tools are designed to facilitate collaboration, the collaboration process still requires planning and organisation in a social context, which are activities that students and professionals need to learn. In current practice there is a need for designers and design managers who have the competences to collaborate in design and to organise distributed collaboration processes. At the department of Architecture, Building, and Planning at Eindhoven University of Technology, we have developed a course on Collaborative Design in the Master of Science curriculum. This course addresses both the organisational, social, and technical issues of collaboration in design. The paper introduces the objectives and educational methods used in this course. It describes the experiences of both teachers and students that were gained now that the course was taught in three subsequent years.
keywords	Collaborative Design, Multi-disciplinary Design, Computer Support for Collaborative Working, Education, Design Management
series	eCAADe
email
last changed	2022/06/07 07:52

_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	2005_037
id	2005_037
authors	Côté, Pierre, Léglise, Michel and Estévez, Daniel
year	2005
title	Virtual Architecture as Representation for Creative Design Process - Through a Collaborative eDesign Studio
doi	https://doi.org/10.52842/conf.ecaade.2005.037
source	Digital Design: The Quest for New Paradigms [23nd eCAADe Conference Proceedings / ISBN 0-9541183-3-2] Lisbon (Portugal) 21-24 September 2005, pp. 37-45
summary	Using Virtual Architecture (VA) as a general scheme for representations to sustain the reflection activities involved in the design process can help students to initiate creative design ideas. Because of its implicit abstract nature, VA can be used, to represent original ideas or processes, or well-known architectural theories to articulate design ideas. Furthermore, VA as a mean of expression, turn out to be a source of inspiration for students who perceive it as medium with very few limits with which to develop, explore and express their design intuitions. A recent collaborative edesign studio experience is reported to illustrate the benefit observed. Using three examples out of ten student projects, we show how designs and design process have been characterized by those virtual representations. In fall semester 2004, the edesign studio took place between the Schools of Architecture of Toulouse and Université Laval in Québec. VA was both an academic and a studio topic at Laval while the other school students had a traditional design task to tackle, namely the rehabilitation of Chapou University Residences for students in Toulouse. Students from both schools composed each edesign team. In addition, three common architectural themes were web-documented and introduced to both classes: room, as defined by Louis Kahn: “a space which knows what it wants to be is a room”; color, as an architectural medium in dialectic with structure; and body-space relationships, as articulated by Gilles Deleuze and its projection to cyberspace. From the edesign studio results, we are arguing that virtual architecture should be looked at not only as new domain to be investigated by architects and taught in academic studios but also as a new medium of design to develop and explore design intuitions through virtual representations.
keywords	Virtual Architecture; Virtual Representations; Medium; eDesign; Design by Collaboration
series	eCAADe
email
last changed	2022/06/07 07:56

_id	2005_000
id	2005_000
authors	Duarte, José Pinto, Ducla-Soares, Gonçalo and Sampaio, A. Zita (Eds.)
year	2005
title	Digital Design: The Quest for New Paradigms
doi	https://doi.org/10.52842/conf.ecaade.2005
source	23nd eCAADe Conference Proceedings [ISBN 0-9541183-3-2], Lisbon (Portugal) 21-24 September 2005, 880 p.
summary	As the field of computer-aided design evolved over the last thirty years or so, it has witnessed five changes of emphasis in research direction. In the first stage, the use of computers in architecture focused on the development of Computer Aided Design (CAD), that is, systems that simulated the use of drafting tools, and research was mainly concerned with the satisfaction of designers' ergonomic needs. In the second stage, there were efforts to use computer tools in non-graphical aspects of designing, such as the use of Data Base Management Systems (DBMS) in the quantity survey of buildings. The concern was to satisfy the cognitive needs of designers by focusing on the way information and knowledge were perceived, acquired, stored, and processed. In the third stage, the focus shifted to the development of realistic models of buildings to permit the assessment of design proposals. In the fourth stage, the focus was on studies concerned with the encoding of architectural knowledge into design tools (KBMS), and the discussion was whether to go towards design automation or design supporting tools. In the fifth stage, with the advent of the Internet and the development of communication tools, research became focused on the collaborative and social aspects of design activity. In recent years, research also became concerned with the exploration of the physical implications of digital media in the production of artefacts. Today, there is a vast range of research interests and approaches, but the quest for new, unifying paradigms continues.
series	eCAADe
type	normal paper
email
more	http://www.ecaade.org
last changed	2022/06/07 07:49

_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	sigradi2005_310
id	sigradi2005_310
authors	Malveira de Araujo, Tereza Cristina; Angela Maria Gabriella Rossi
year	2005
title	Virtual design studio: Vygostky and virtual interaction
source	SIGraDi 2005 - [Proceedings of the 9th Iberoamerican Congress of Digital Graphics] Lima - Peru 21-24 november 2005, vol. 1, pp. 310-314
summary	As the Web grows in the Education area, the new Information and Communication Technologies have been introduced to improve quality in remote education, and more interaction among students through a collaborative environment that helps the learning process. In architecture, many experiences have occurred among schools, giving their students the opportunity to experience this new reality. Like a virtual “field trip”, students with different cultures and oriented under different methodologies, have the opportunity to be part of an inter-institutional group to design together. The social-history theories of Lev Vygotsky (1896-1934), Russian psychologist that dedicated his life to education, seams to fit the new forms of virtual interaction among students. The aim of this article is to introduce the Vygotsky´s theories and its suitability as a pedagogical support to the Virtual Design Studios in architectural schools. [Full paper in Portuguese]
series	SIGRADI
email
last changed	2016/03/10 09:55

_id	2005_189
id	2005_189
authors	Morozumi, Mitsuo, Murakami, Yuji, Homma, Riken, Onishi, Yasunobu, Kotani, Ryuya and Oda, Shinya
year	2005
title	Web-based Communication System for Studio-Centered Design Education
doi	https://doi.org/10.52842/conf.ecaade.2005.189
source	Digital Design: The Quest for New Paradigms [23nd eCAADe Conference Proceedings / ISBN 0-9541183-3-2] Lisbon (Portugal) 21-24 September 2005, pp. 189-196
summary	There have been many successful examples of Virtual Design Studio projects that have used a variety of network communication technologies, showing that interaction among participants enhances performance of the design team. However, the application of VDS techniques to a design studio program conventionally conducted in a studio space still seems to be limited, even though there is a clear need to improve interactions among students and teaching staff. The authors developed web-based groupware, GW-Notebook, and application techniques for a design studio program to enhance interaction in class hours in a studio space and also in off-studio hours, in which members work in separate locations. This paper discusses a model of communication and interaction in a collaborative design studio program conducted in a studio space. It also considers the major features of the developed system, the environment, and method of system usage in different teaching styles, and finally reviews performances of the latest system tested at junior collaborative design studio.
keywords	Studio Teaching; Communication; Collaboration; Groupware
series	eCAADe
email
last changed	2022/06/07 07:59

_id	ijac20053101
id	ijac20053101
authors	Schieck, Ava Fatah; Penn, Alan; Mottram, Chiron; Strothmann, Andreas; Ohlenburg, Jan; Broll, Wolfgang; Aish, Francis; Attfield, Simon
year	2005
title	Interactive Space Generation through Play Exploring the Role of Simulation on the Design Table
source	International Journal of Architectural Computing vol. 3 - no. 1, 3-26
summary	In this paper we report on recent developments in the use of simulation as an aspect of design decision support for architecture and planning. This research is based on ARTHUR (Augmented Round Table for Architecture and Urban Planning). Although real time simulation has been incorporated in design support systems, little attention has been given to the simulation of pedestrian movement in collaborative AR based systems. Here we report on user evaluation tests of the ARTHUR system, which are focused on the effect of real time pedestrian simulation on the way pairs of designers work together.These tests suggest that the integration of simulated pedestrian movement on the design table plays a critical role in exploring possible design solutions and encourages different and new ways of thinking about design problems. Donald Schon's concept of the reflection-in-action provide a useful framework for interpreting these results.
series	journal
more	http://www.multi-science.co.uk/ijac.htm
last changed	2007/03/04 07:08

_id	2005_125
id	2005_125
authors	Schoch, Odilo
year	2005
title	Applying a Digital Chain in Teaching CAAD and CAAM
doi	https://doi.org/10.52842/conf.ecaade.2005.125
source	Digital Design: The Quest for New Paradigms [23nd eCAADe Conference Proceedings / ISBN 0-9541183-3-2] Lisbon (Portugal) 21-24 September 2005, pp. 125-129
summary	This paper describes a successful approach in teaching caad and the use of state-of-the art caad-technologies in postgraduate architectural education. Since it’s first set up in the year 2002, variations of this curriculum were applied on an annual basis. Its main characteristic is the efficient transfer of knowledge and practical use of more than 10 central techniques in CAAD/CAAM (computer aided architectural manufacturing) within the tight period of 6 months. Recipients were international postgraduate students from the field of architecture and related disciplines. Their studies were a full-time course lasting 12 months with six months modular introduction and 6 months individual and group thesis works.
keywords	Teaching, Collaborative Design, CNC Production, Mass Customisation, Education & Practice, User Participation, Web-based Design
series	eCAADe
email
last changed	2022/06/07 07:57

_id	cf2005_2_42_182
id	cf2005_2_42_182
authors	SHIH Wingly
year	2005
title	CAVE as Crit-Space
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. 161-170
summary	This paper proposes a virtual environment system developed for multiple user interaction and communication. The system features benefits of natural communication among users in a shared physical space and totally interaction with digital media within a shared virtual space. The implementation of the system reveals the future possibility to develop CAVE as multimedia communication system in the collaborative design evaluation environment or design jury.
keywords	CAVE, groupware, multiple interaction
series	CAAD Futures
email
last changed	2005/05/05 07:06

_id	2005_373
id	2005_373
authors	Ucelli, Giuliana, Conti, Giuseppe and De Amicis, Raffaele
year	2005
title	Shape Knowledge Embedded in a Collaborative Virtual Design Environment for Architectural Design
doi	https://doi.org/10.52842/conf.ecaade.2005.373
source	Digital Design: The Quest for New Paradigms [23nd eCAADe Conference Proceedings / ISBN 0-9541183-3-2] Lisbon (Portugal) 21-24 September 2005, pp. 373-381
summary	VR-based design environment have been traditionally not connected to companies’ design repositories and knowledge management systems. Till now these tools are mainly used for the initial exploration of innovative and original three-dimensional spaces and curves. Our approach encourages the use of VRbased design environments as design tools from where to reuse design solutions and to access design information, which are stored in internal repositories. This vision goes towards the development of a VR-based integrated design platform. Further, today’s knowledge management systems show evident limitations when dealing with multimedia files and 3D models. In order to overcome this limitation a framework for embedding in our VR-based design environment a Knowledge Management system for multimedia content has been developed and it is here described. Our solution implies the use of annotation languages such as the recent MPEG7 ISO/IEC (Multimedia Content Description Interface) standard for metadata, which is based on the XML language. Data types handled in our system are multimedia formats including text, audio, video, images, and 3D models. The main contribution of our research activity is in providing an innovative and original approach for supporting the design process, which takes advantage both of the visualization and design capabilities of virtual reality technology and of the reuse of design solutions directly in VE, through the retrieval of 3D models and multimedia data from various sources.
keywords	Virtual Reality, Collaborative Architectural Design, Design Reuse, Content Retrieval
series	eCAADe
email
last changed	2022/06/07 07:57

_id	caadria2005_a_8b_b
id	caadria2005_a_8b_b
authors	Wingly Shih
year	2005
title	VR-CAVE as a multimodal interaction environment
doi	https://doi.org/10.52842/conf.caadria.2005.413
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. 1, pp. 413-420
summary	This research focused on building a software system on VR-CAVE for multiple users’ interaction with various media, alongside simultaneous communication amongst users. While all users interact with virtual objects in VR-CAVE concurrently, by means of several kinds of input device, including conventional mouse and keyboard, PDAs, mobile phones and laptops, users can communicate with each other through the most natural way at the same time. The system prototype was implemented and still in development for extension on the strength of supporting more input device and media formats. Further research would make VR-CAVE not only a representing tool, but a platform for design communication and evaluation, or a collaborative design environment.
series	CAADRIA
email
last changed	2022/06/07 07:57

_id	2005_639
id	2005_639
authors	Zupancic Strojan, Tadeja and Mullins, Michael
year	2005
title	Excellence Criteria of Science in Architecture
doi	https://doi.org/10.52842/conf.ecaade.2005.639
source	Digital Design: The Quest for New Paradigms [23nd eCAADe Conference Proceedings / ISBN 0-9541183-3-2] Lisbon (Portugal) 21-24 September 2005, pp. 639-646
summary	The relation of the architectural community to the generally established scientific rules always seems to be problematic. The same refers to the general trend of increasing quantity by neglecting quality at the same time. Nevertheless, the present situation of the rising quantification in comparison to the wider context calls for special attention. The extent of socio-spatial consequences requires the identification of the wider system references, useful to introduce the lacking cultural criteria into the general evaluation system. Combined with the identification of the ‘scientific’ level in architecture, this could change the perception that architectural design lacks its scientific tradition. Both may stimulate architects to take their own scientific traditions more seriously, enhancing the tradition itself. The paper contributes to the discussion about the excellence criteria of science in architecture with the explanation of the ‘formal’ proofs of relevance and vitality of architectural research to replace the favoritised ‘impact factor’ differentiation, where it is still (or even more intensively) taken as the key criterion of research excellence.
keywords	Database Systems, Communication, Collaborative Design, Prediction and Evaluation
series	eCAADe
type	normal paper
email
last changed	2022/06/07 07:57

_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	ac12
id	ac12
authors	Akin, Ö.; R. Krishnamurti, K.P. Lam (eds)
year	2005
title	Generative CAD Systems
source	Singapore: Carnegie Mellon University, 2005
summary	In the new millennium, Computer Aided Design has emerged as the most potent technological innovation in design. As BIM promises to integrate design tasks vertically and horizontally through graceful data exchange, new frontiers appear to researchers and practitioners as potential watershed events of the next decade. Generative approaches, a venerable engagement of computational design, is emerging as one of these. The proceedings of the Generative CAD Symposium held at Carnegie Mellon University, both summarizes the three decades of work in this area and reveals the beginnings of research and application expected in this domain. After all, will designers be able to effortlessly and intelligently generate potential design solutions that respond to appropriate design requirements and designers’ intentions?
series	book
type	normal paper
email
more	http://www.andrew.cmu.edu/user/oa04/publications_books.html
last changed	2008/09/04 07:18

_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	2005_163
id	2005_163
authors	Balakrishnan, Bimal, Kalisperis, Loukas N. and Muramoto, Katsuhiko
year	2005
title	Evaluating Workflow and Modeling Strategies of Pen Computing in the Beginning Architectural Design Studio
doi	https://doi.org/10.52842/conf.ecaade.2005.163
source	Digital Design: The Quest for New Paradigms [23nd eCAADe Conference Proceedings / ISBN 0-9541183-3-2] Lisbon (Portugal) 21-24 September 2005, pp. 163-170
summary	This paper investigates the impact of Tablet PCs on the workflow in an undergraduate design studio. We examined how well the students adapted the Tablet PC into their day-to-day design work and evaluated the appropriateness of the Tablet PC as a common digital tool used in an architectural design studio. This research involved observation of student behavior during the semester and the conducting of a survey measuring various aspects of the students’ use of the computers. A more specific goal was to compare the effectiveness of the pen versus the mouse as input devices for a three-dimensional modeling task in terms of both task time and strategies. Our assumption was that a change in input mode would affect the strategies and the performance. The results of a within-subjects, repeated-measures experiment carried out to elicit differences in input devices are discussed.
keywords	Digital Design Education; Human-Computer Interaction; 3D Modeling; Pen Computing; Task Analysis
series	eCAADe
email
last changed	2022/06/07 07:54

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