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	ijac20053201
id	ijac20053201
authors	Aitcheson, Robert; Friedman, Jonathan; Seebohm, Thomas
year	2005
title	3-Axis CNC Milling in Architectural Design
source	International Journal of Architectural Computing vol. 3 - no. 2, 161-180
summary	Physical scale models still have a role in architectural design. 3-axis CNC milling provides one way of making scale models both for study purposes and for presentation in durable materials such as wood. We present some types of scale models, the methods for creating them and the place in the design process that scale models occupy. We provide an overview of CNC milling procedures and issues and we describe the process of how one can creatively develop appropriate methods for milling different types of scale models and materials. Two case studies are presented with which we hope to convey not only the range of possible models that can be machined but also the way one creatively explores to arrive at appropriate milling strategies. Where apposite, we compare 3-axis CNC milling to newer technologies used for rapid prototyping but rapid prototyping is not a primary focus.
series	journal
more	http://www.multi-science.co.uk/ijac.htm
last changed	2007/03/04 07:08

_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_131
id	2005_131
authors	Bailey, Rohan
year	2005
title	Digital Tools for Design Learning
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
doi	https://doi.org/10.52842/conf.ecaade.2005.131
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	sigradi2005_355
id	sigradi2005_355
authors	Breutmann, Bernd; Mónica Inés Fernández, Ricardo Piégari, Roberto Guerrero, Adriane Borda Almeida da Silva, Neusa Rodrigues Félix, Alfredo Pina, Lore Huizi, Francisco José Serón Arbeloa, Pedro Latorre Andrés, Carlos Vaz de Carvalho, Marcelo Payssé Alvarez, Juan Pablo Portillo Burghi
year	2005
title	Project “Network Alfa T-GAME L3: teaching computer graphics and multimedia, long-life learning” - Institutional and interdisciplinary outreach university services.
source	SIGraDi 2005 - [Proceedings of the 9th Iberoamerican Congress of Digital Graphics] Lima - Peru 21-24 november 2005, vol. 1, pp. 355-361
summary	The T-GAME L3 project intends to establish the possibility of cooperation within institutions focusing activities in the realm of continuous development in the area of Digital Graphics by making use: of new technologies, methods and learning processes related to half-time distance and total distance teaching. The programs offered will be customized to each particular country and academic environment by sharing the digital teaching resources of the network members. This will allow an academic program of formative continuity. Based on the seminar’s subject, our visualization sense will be a basic component for a massive training of an educational program, proposing a model of institutional outreach university service. This will allow for the presentation of contents oriented to distance learning in the field of Architecture. [Full paper in Spanish]
series	SIGRADI
email
last changed	2016/03/10 09:47

_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	sigradi2005_714
id	sigradi2005_714
authors	Klinger, Kevin R.
year	2005
title	Augmented Vision: Digital Devices and Post-processing for Experiential Learning
source	SIGraDi 2005 - [Proceedings of the 9th Iberoamerican Congress of Digital Graphics] Lima - Peru 21-24 november 2005, vol. 2, pp. 714-719
summary	Today, digital devices and post-processing provide for rich mediated observations of places. When we observe the natural world through a digital lens, it alters perception and augments our understanding. Digital devices affect the observing reality through a bias of digital laws, thus participating by revealing layers of information concealed within the captured scene. This paper outlines strategies for digitally augmenting our innate powers of observation and facilitating critical experiential learning through digital visual notation. Digitally augmented observation techniques were tested during student and professor related travel/study with Ball State University. Examples of time-based motion capture such as serial digital photography, post processed image manipulation, and digital video/still collage with multimedia narrative will be used to illustrate how digitally enhanced augmented vision techniques render observation of the everyday world in new terms. Additionally, the paper points to a trajectory for future digital notes scholarship by examining the potential for innovative new pedagogies, and situating the discourse in relation to an existing body of scholarship on traditional visual notes.
series	SIGRADI
email
last changed	2016/03/10 09:54

_id	cdc2008_243
id	cdc2008_243
authors	Loukissas, Yanni
year	2008
title	Keepers of the Geometry: Architects in a Culture of Simulation
source	First International Conference on Critical Digital: What Matters(s)? - 18-19 April 2008, Harvard University Graduate School of Design, Cambridge (USA), pp. 243-244
summary	“Why do we have to change? We’ve been building buildings for years without CATIA?” Roger Norfleet, a practicing architect in his thirties poses this question to Tim Quix, a generation older and an expert in CATIA, a computer-aided design tool developed by Dassault Systemes in the early 1980’s for use by aerospace engineers. It is 2005 and CATIA has just come into use at Paul Morris Associates, the thirty-person architecture firm where Norfleet works; he is struggling with what it will mean for him, for his firm, for his profession. Computer-aided design is about creativity, but also about jurisdiction, about who controls the design process. In Architecture: The Story of Practice, Architectural theorist Dana Cuff writes that each generation of architects is educated to understand what constitutes a creative act and who in the system of their profession is empowered to use it and at what time. Creativity is socially constructed and Norfleet is coming of age as an architect in a time of technological but also social transition. He must come to terms with the increasingly complex computeraided design tools that have changed both creativity and the rules by which it can operate. In today’s practices, architects use computer-aided design software to produce threedimensional geometric models. Sometimes they use off-the-shelf commercial software like CATIA, sometimes they customize this software through plug-ins and macros, sometimes they work with software that they have themselves programmed. And yet, conforming to Larson’s ideas that they claim the higher ground by identifying with art and not with science, contemporary architects do not often use the term “simulation.” Rather, they have held onto traditional terms such as “modeling” to describe the buzz of new activity with digital technology. But whether or not they use the term, simulation is creating new architectural identities and transforming relationships among a range of design collaborators: masters and apprentices, students and teachers, technical experts and virtuoso programmers. These days, constructing an identity as an architect requires that one define oneself in relation to simulation. Case studies, primarily from two architectural firms, illustrate the transformation of traditional relationships, in particular that of master and apprentice, and the emergence of new roles, including a new professional identity, “keeper of the geometry,” defined by the fusion of person and machine. Like any profession, architecture may be seen as a system in flux. However, with their new roles and relationships, architects are learning that the fight for professional jurisdiction is increasingly for jurisdiction over simulation. Computer-aided design is changing professional patterns of production in architecture, the very way in which professionals compete with each other by making new claims to knowledge. Even today, employees at Paul Morris squabble about the role that simulation software should play in the office. Among other things, they fight about the role it should play in promotion and firm hierarchy. They bicker about the selection of new simulation software, knowing that choosing software implies greater power for those who are expert in it. Architects and their collaborators are in a continual struggle to define the creative roles that can bring them professional acceptance and greater control over design. New technologies for computer-aided design do not change this reality, they become players in it.
email
last changed	2009/01/07 08:05

_id	cf2005_1_91_156
id	cf2005_1_91_156
authors	PLUME Jim and MITCHELL John
year	2005
title	A Multi-Disciplinary Design Studio using a Shared IFC Building Model
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. 445-454
summary	This paper reports on a multi-disciplinary building design studio where a shared IFC (Industry Foundation Classes) building model was employed to support a collaborative design process in a studio-teaching environment. This project began with the premise that the efforts over the past decade of the International Alliance for Interoperability (IAI) to develop a genuinely operational building model schema has resulted in a mature technology that is now ready to be applied. This design studio experience sought to test that premise. The paper discusses the background to the idea of design collaboration based on a shared building model, placing this current work within that context. We look at both the nature of design decision-making, as well as the process opportunities afforded by close multi-disciplinary collaboration and rapid feedback from design analysis. Although the work was undertaken in a teaching context, the paper does not discuss the pedagogical issue, but rather concentrates on the operational issues that are encountered when working with a shared building model during a design process. The paper concludes with a statement of the lessons learnt and strategies to be adopted in future projects of this nature.
keywords	collaborative design, industry foundation classes, shared building model, building information modelling, design studio
series	CAAD Futures
email
last changed	2006/11/07 07:27

_id	sigradi2005_478
id	sigradi2005_478
authors	Abdelhameed, Wael
year	2005
title	Digital-Media Impact on the Decision-Making Capability of Architects
source	SIGraDi 2005 - [Proceedings of the 9th Iberoamerican Congress of Digital Graphics] Lima - Peru 21-24 november 2005, vol. 1, pp. 478-482
summary	The underlying assumption of the research is that media the representational environments of architects’ design thoughts, have impact on the way by which architects practice design and develop their design capabilities. This research aims at exploring the interrelationship between the media used by the architect and the development that might occur in the Decision-Making capability.The role of digital media in the architectural design process has become exploration and suggestion of what is being made, rather than, illustration of what has been already made. Depending on primary data (a global questionnaire) and secondary data (synthesis of the previous research), the results have substantiated the observation that there has been positive impact of digital media settings on the Decision-Making capability of architects. The analysis reveals some detailed findings, which provide a better understanding of the subject matter.
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	sigradi2005_483
id	sigradi2005_483
authors	Abdelhameed, Wael
year	2005
title	Digital-Media Impact on the Representation Capability of Architects
source	SIGraDi 2005 - [Proceedings of the 9th Iberoamerican Congress of Digital Graphics] Lima - Peru 21-24 november 2005, vol. 1, pp. 483-489
summary	Architects draw to define design problems, to construct concepts, or to explore ideas. Representation not only connects various design activities and tasks, but also is utilized inside all these activities and tasks. Within the context of this research, the Design Capabilities of architects are defined as the skills used during the design process, including Conceptualization, Representation, Form Giving, Knowledge Building and Retrieving, and Decision-Making. Using representational techniques introduced by digital media during design development has altered what we can represent, perceive, and therefore conceive and imagine. Depending on primary data (a global questionnaire) and secondary data (synthesis of previous researches), the results of this investigation have substantiated that there has been a positive impact of digital media settings on the output of Representation capability of architects. The analysis reveals some detailed findings, which provide a better understanding of the subject matter.
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	caadria2005_a_7b_a
id	caadria2005_a_7b_a
authors	Abdullah, A.Q.M. ; Md. Emran Hossain, Md. Shabab Habib Khan
year	2005
title	Digital Perception, Development and Presentation in Architecture: a study of Bangladesh with global context
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. 255-267
doi	https://doi.org/10.52842/conf.caadria.2005.255
summary	In the recent past the computer has become an important tool in both the design and presentation media/method in architecture. In this paper digitalization in architectural practice and architectural education in both the global and Bangladesh contexts have been studied. A survey questionnaire was carried out to find how and to what extent available software are being used in Bangladesh for this purpose. Opinion, views, expectations of architects from leading architectural firms of Bangladesh were studied to understand the future prospect of this field in Bangladesh.
series	CAADRIA
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
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
doi	https://doi.org/10.52842/conf.ecaade.2005.287
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	2005_010
id	2005_010
authors	Aish, Robert
year	2005
title	From Intuition to Precision
source	Digital Design: The Quest for New Paradigms [23nd eCAADe Conference Proceedings / ISBN 0-9541183-3-2] Lisbon (Portugal) 21-24 September 2005, pp. 10-14
doi	https://doi.org/10.52842/conf.ecaade.2005.010
summary	Design has been described as making inspire decisions with incomplete information. True, we may use prior knowledge, we may even think we understand the causalites involved, but what really matters is exploration: of new forms, of new materials, and speculation about the response to the resulting effects. Essentially, this exploration has its own dynamics, involving intuition and spontaneity, and without which there is no design. But of course we all know that this is not the whole story. Design is different to 'craft'; to directly 'making' or 'doing'. It necessarily has to be predictive in order to anticipate what the consequence of the 'making' or 'doing' will be. Therefore we inevitably have to counter balance our intuition with a well developed sense of premeditation. We have to be able to reason about future events, about the consequence of something that has not yet being made. There is always going to be an advantage if this reasoning can be achieved with a degree of precision. So how can we progress from intuition to precision? What abstractions can we use to represent, externalize and test the concepts involved? How can we augment the cognitive processes? How can we record the progression of ideas? And, how do we know when we have arrived? Design has a symbiotic relationship with geometry. There are many design issues that are independent of any specific configurations. We might call these “pre-geometric” issues. And having arrived at a particular configuration, there may be many material interpretations of the same geometry. We might call these “post-geometric” issues. But geometry is central to design, and without appropriate geometric understanding, the resulting design will be limited. Geometry has two distinct components, one is a formal descriptive system and the other is a process of subjective evaluation.
series	eCAADe
email
last changed	2022/06/07 07:54

_id	2005_027
id	2005_027
authors	Akin, Ömer and Özkaya, Ipek
year	2005
title	Mixing Domains: Architecture plus Software Engineering
source	Digital Design: The Quest for New Paradigms [23nd eCAADe Conference Proceedings / ISBN 0-9541183-3-2] Lisbon (Portugal) 21-24 September 2005, pp. 27-35
doi	https://doi.org/10.52842/conf.ecaade.2005.027
summary	Software engineering is a multidisciplinary area of knowledge combining competence in computation with at least one other area of expertise, typically in the domain of the applications being created. A course offering for students of engineering, architecture and software engineering at Carnegie Mellon illustrates the challenges and opportunities of cross-domain instruction. These include ontology, problem taxonomies, and instruction strategies.
keywords	Computing education in AEC; requirement engineering
series	eCAADe
email
last changed	2022/06/07 07:54

_id	2005_331
id	2005_331
authors	Al-Douri, Firas A., Clayton, Mark J. and Abrams, Robin F.
year	2005
title	The Impact of 3D Digital Modeling on the 3D Design Aspects in Urban Design Plans
source	Digital Design: The Quest for New Paradigms [23nd eCAADe Conference Proceedings / ISBN 0-9541183-3-2] Lisbon (Portugal) 21-24 September 2005, pp. 331-340
doi	https://doi.org/10.52842/conf.ecaade.2005.331
summary	Some experts suggest that urban design plans in US cities may lack adequate coverage of the three-dimensional design aspects of the built environment. 3D digital models may help designers visualize and interact with design alternatives, large urban data sets, and 3D information more effectively, thus correcting this problem. Case studies of recent urban design plans that have used 3D digital models may indicate whether these technologies can increase the quality of the plan. This research discusses the role 3D urban models can play in supporting designers in addressing the 3D design aspects. A literature review focused on reviewing secondary sources to construct or adopt theoretical propositions against which the empirical data can be compared and contrasted. A case study involved investigating the methods with which 3D models have been used in developing a selected urban design plan. The content analysis of the case study refuted the premise that the plan would inadequately address 3D aspects and utilize 3D information, and indicated an effective usage of 3D modeling to analyze and represent most of the 3D and 2D information elements and issues. The results are consistent with a hypothesis that the effective usage of 3D modeling would result in the effective coverage of 3D information and issues. The effective usage of the model’s functionalities has improved the quality of the decision-making process through improving designers’ cognitive capabilities and providing a platform for communicating design ideas among and across design teams.
keywords	3D Modeling; Urban Design Plans; Digital Models; 3D Design Aspects
series	eCAADe
email
last changed	2022/06/07 07:54

_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	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	caadria2005_a_8c_b
id	caadria2005_a_8c_b
authors	Alejandro Arismendy Echeverri
year	2005
title	Time-based computer aided architectural research for mapping techniques in multicultural space re-definitions.
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. 444-450
doi	https://doi.org/10.52842/conf.caadria.2005.444
summary	This paper shall explore the process of research for the development of time-based computer aided applications as an alternative for mapping techniques. As part of an on going research, it was determined the necessity of implementing computer design strategies for time-based mapping due to the complexity and real-time variability of multicultural societies within its chrono-geo-ghraphical constrains for architectural space re-definitions.
series	CAADRIA
email
last changed	2022/06/07 07:54

_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	sigradi2005_400
id	sigradi2005_400
authors	Ambach, Barbara
year	2005
title	Diagraphics: an exposé of visual expression
source	SIGraDi 2005 - [Proceedings of the 9th Iberoamerican Congress of Digital Graphics] Lima - Peru 21-24 november 2005, vol. 1, pp. 400-404
summary	This exposé introduces preparations for a publication based on what I have found to be a ‘missing link’ in the library of educational source materials. The skills necessary to record and interpret the complexity of the architectural design process are often illusive. The sophistication of computer modeling and graphics applications only adds to the dilemma of making clear and concise decisions about how to communicate the essence of one’s design intent. The publication will define and illustrate five Diagraphic models of analysis. Each offers ways of seeing and understanding the idiosyncrasies of recording the design process. Gestures, Traces, Pulls, Morphs and Transits exemplify specific modes of visual expression and integrate both their diagrammatic and graphic nature. The distinctive aspects of each model enable the student of architecture to choose appropriate and meaningful techniques for visual expression. The publication will also illustrate current and historically relevant examples of diagrammatic expression. These examples show how diagrams have been flexible over time in adapting to the needs of newly forming conceptual models, spatial analysis and belief systems.
series	SIGRADI
email
last changed	2016/03/10 09:47

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