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	acadia06_148
id	acadia06_148
authors	Cabrinha, Mark
year	2006
title	Synthetic Pedagogy
source	Synthetic Landscapes [Proceedings of the 25th Annual Conference of the Association for Computer-Aided Design in Architecture] pp. 148-149
doi	https://doi.org/10.52842/conf.acadia.2006.148
summary	As tools, techniques, and technologies expand design practice, there is likewise an innovation in design teaching shifting technology from a means of production and representation to a means of discovery and development. This has implications on studio culture and design pedagogy. Expanding the skills based notion of digital design from know-how, or know-how-to-do, toward know-for, or knowledge-for-action, forms a synthetic relationship between the skills necessary for action and the developing motivations of a young designer. This shifts digital design pedagogy to a medium of active inquiry through play and precision. As digital tools and infrastructure are now ubiquitous in most schools, including the increasing digital material exchange enabled through laser cutters, CNC routers, and rapid prototyping, this topic node presents research papers that engage technology not simply as tools to be taught, but as cognitive technologies which motivate and structure a design students knowledge, both tacit and explicit, in developing a digital and material, ecological and social synthetic environment. Digital fabrication, the Building Information Model, and parametric modeling have currency in architectural education today yet, beyond the instrumentality of teaching the tool, seldom is it questioned what the deeper motivations these technologies suggest. Each of these tools in their own way form a synthesis between representational artifacts and the technological impact on process weaving a wider web of materials, collaboration among peers and consultants, and engagement of the environment that the products of design are situated in.If it is true that this synthetic environment enabled by tools, techniques, and technologies moves from a representational model to a process model of design, the engagement of these tools in the design process is of critical importance in design education. What is the relationship between representation, simulation, and physical material in a digitally mediated design education? At the core of synthetic pedagogies is an underlying principle to form relationships of teaching architecture through digital tools, rather than simply teaching the tools themselves. What principles are taught through teaching with these tools, and furthermore, what new principles might these tools develop?
series	ACADIA
email
last changed	2022/06/07 07:54

_id	cf2009_poster_25
id	cf2009_poster_25
authors	Nembrini, Julien; Guillaume Labelle, Nathaniel Zuelzke, Mark Meagher and Jeffrey Huang
year	2009
title	Source Studio: Teaching Programming For Architectural Design
source	T. Tidafi and T. Dorta (eds) Joining Languages Cultures and Visions: CAADFutures 2009 CD-Rom
summary	The architectural studio framework presented here is based on the use of programming as central form generation reflexive medium (Schon, 1983). Its aim is to teach architectural design while introducing a different approach toward computer tools by enabling students to fully explore variations in their designs through the use of coding for form definition. It proposes the students to reflect on their design process through its confrontation to algorithmic formalization (Mitchell 1990). This results in exercising the synthetic re-thinking of their initial sketch intents to comply with the difficult task of fitting the language syntax. With the proliferation and constant replacement of computer tools among the architectural practice, a shift appears in the attitude towards introducing students to different tools: studio teaching is branded by specific software platforms advocated by the teaching team. A lack of generalized view, independent of commercial CAD software, is problematic for the definition of new teaching tools suited for this constantly evolving situation (Terzidis, 2006).
keywords	Programming, studio teaching, scripting, parametric design
series	CAAD Futures
type	poster
last changed	2009/07/08 22:12

_id	ascaad2006_paper13
id	ascaad2006_paper13
authors	Ambrose, Michael A.
year	2006
title	Plan is Dead: to BIM or not to BIM, that is the question
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	Drawing, modeling and the explicit abstraction embedded in the traditions and conventions of visual communication through composition and representation are fundamental to the how, why and what of architectural design. BIM presents simulation as an antiabstract means of visual communication that seeks to displace the discreet representation of plan, section and elevation with the intelligent object model. If plan is dead, the implication is that the value of abstraction is dead or dying as well. How can architectural education prepare students for digital practice with such an assault on the underlying role of abstract representation of formal and spatial constructs that constitute architecture? This paper explores a possible path for engaging digital media in education that explores the gap between design theory and digital practice. The investigation centers on ways of exploring architecture by developing teaching methods that reprioritize ways of seeing, thinking and making spatial design. Digital architectural education has great opportunity and risk in how it comes to terms with reconceptualizing design education as the profession struggles to redefine the media and methods of architectural deliverables in the age of BIM.
series	ASCAAD
email
last changed	2007/04/08 19:47

_id	sigradi2006_e160c
id	sigradi2006_e160c
authors	Andrade, Max and Cheng, Liang-Yee
year	2006
title	Diretrizez Geométricas de Auxílio ao Processo de Projeto de Edifícios Residenciais [Geometrical Guidelines to Aid the Design of Floor Plants of Residential Buildings]
source	SIGraDi 2006 - [Proceedings of the 10th Iberoamerican Congress of Digital Graphics] Santiago de Chile - Chile 21-23 November 2006, pp. 243-247
summary	This paper discusses the basic principles of a geometric method to aid the design process of residential buildings. It makes part of the initial phases of a research whose aim is to develop a computer system to aid the sketching and evaluation of floor plant design of multi-storied residential buildings. The fundamental idea of the research is the existence of some basic patterns of floor plants that reflect the designer’s mental models in this category of building. The models are regarding the usage of the space such as forms and dimensions, the elements for the circulation and the external skins. During the design process, architects work on each one of these models to generate the sketches of the floor plant layout. Generally, the layout of an apartment in multi-storied buildings depends basically on the internal dynamics of the users without the complex relationship with the neighborhood environment as in the case of houses. In this way, it would be easier to identify, to organize and to associate the mental models of multi-storied buildings on geometric basis, which, in their turns, might be effectively used as inputs for the layout planning of new design. By applying the geometric basis, the architects may reduce the universe of feasible alternatives into a small group of heuristic solutions that can be described by using few simple guidelines. In addition to this, the geometric bases of the existing buildings might be used to build a knowledge-based system to aid the architectural design. The objective of this paper is to show some initial results of the research obtained from a survey and the case studies of form, dimensions and topology of existing buildings. To limit the scope of the discussion, only residential buildings with two to three bedrooms are considered. At first, a survey of plants of residential buildings with two and three bedrooms, in Brazil, is carried out. In the next step, the dimensions, shape, external skin perimeter, circulation system and accessibility are analyzed. Finally, typical topologies of the building are investigated.
keywords	Design process; geometric method; residential buildings
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	2006_818
id	2006_818
authors	Angulo, Antonieta
year	2006
title	Communication in the Implementation of a Metacognitive Strategy for Learning to Design
source	Communicating Space(s) [24th eCAADe Conference Proceedings / ISBN 0-9541183-5-9] Volos (Greece) 6-9 September 2006, pp. 818-825
doi	https://doi.org/10.52842/conf.ecaade.2006.818
summary	This paper describes an instructional communication strategy that makes use of time-based media techniques (story boarding and animation) in order to empower design studios with means to promote their students’ awareness on the acquisition of metacognitive knowledge and skills. This paper highlights the importance of including the communication of the design processes in the evaluation of learning outcomes. Moreover, the paper proposes that the students should be made constantly aware of their design processes and how effective are the methods they use. It is in this state of awareness that metacognitive knowledge is acquired: knowing how to learn to design. We can cultivate, exploit and enhance the capabilities of design learners, making them more confident and independent as learners as they understand what they need to know and what kind of strategies might work for different design problems and learning opportunities. In the development of an instructional strategy to accomplish this learning goal, the paper proposes it may be possible and potentially beneficial to transfer current metacognitive support strategies from a course on computer visualization techniques to the design studios. The paper elaborates on how these communication strategies could be transferred and implemented in a design studio setting. The results of a recent controlled experiment and considerations about the cognitive style of design students will be used in the preparation of recommendations for future full scale implementations in early design studios.
keywords	Design learning; metacognitive learning strategy; time-based media
series	eCAADe
email
last changed	2022/06/07 07:54

_id	sigradi2006_e165b
id	sigradi2006_e165b
authors	Angulo, Antonieta
year	2006
title	Optimization in the Balance between the Production Effort of E-learning Tutorials and their related Learning Outcome
source	SIGraDi 2006 - [Proceedings of the 10th Iberoamerican Congress of Digital Graphics] Santiago de Chile - Chile 21-23 November 2006, pp. 122-126
summary	This paper provides evidence on the level of media richness that may be cost effective in the development of e-learning tutorials for teaching and learning computer visualization techniques. For such a purpose the author provides an analysis of low-cost / high-impact media rich products, the effort and cost required in their development and the measurement of related learning outcomes. Circa twenty years of R&D of multimedia and hypermedia applications for instruction have demonstrated the benefits of communicating relevant information to learners using engaging media. Based on this evidence, this paper assumes that due to the cognitive style of design students, the instructional packages for learning computer techniques for design visualization that are rich in media content, tend to be more effective. Available visualization technologies make the development of e-learning tutorials feasible and apparently the logical way to implement our instructional packages. However the question in the development of e-learning tutorials becomes a more strategic one when we are called to reach a level of optimization between producing a package with a basic standard, namely; text & still-graphic based tutorials, or a state-of-the-art package that is based on video demonstrations (more than enough?) that can accommodate the students’ learning requirements and also our production costs. The costs include the human resources (instructor, producers, assistants and others) and the material resources (hardware and software, copies, and others) involved in the creation of the e-learning tutorials. The key question is: What is good enough, and what is clearly superfluous? In order to confirm our hypothesis and propose a relevant balance between media richness and learning effectiveness, this paper describes an experiment in the use of two different levels of media richness as used to deliver instructions on the production of computer animations for design visualization. The students recruited for this experiment were fairly familiarized with the use of 3D modeling concepts and software, but had no previous knowledge of the techniques included in the tutorials; in specific; camera animation procedures. The students, separated in two groups, used one of the two methods; then they proceeded to apply their newly acquired skills in the production of an animation without using the help of any external means. The assessment of results was based on the quality of the final product and the students’ performance in the recall of the production procedures. Finally an interview with the students was conducted on their perception of what was accomplished from a metacognitive point of view. The results were processed in order to establish comparisons between the different levels of achievement and the students’ metacognitive assessment of learning. These results have helped us to create a clear set of recommendations for the production of e-learning tutorials and their conditions for implementation. The most beneficial characteristics of the two tested methods in relation to type of information, choice of media, method of information delivery, flexibility of production/editorial tools,! and overall cost of production, will be transferred into the development of a more refined product to be tested at larger scale.
keywords	e-learning tutorials; media richness; learning effectiveness; cognitive style; computer visualization techniques
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	acadia06_158
id	acadia06_158
authors	Barrow, Larry R.
year	2006
title	Digital Design and Making 30 Years After
source	Synthetic Landscapes [Proceedings of the 25th Annual Conference of the Association for Computer-Aided Design in Architecture] pp. 158-177
doi	https://doi.org/10.52842/conf.acadia.2006.158
summary	Current design studio pedagogy is undergoing significant change as the means and methods of ideation, representation and making evolve with digital tools; Computer-Aided-Design-Computer-Aided-Manufacturing (CADCAM) remains a contentious topic among many studio instructors and faculty in the academy. Computing is now nearing ubiquity; many processes and products have seen significant evolutionary trends, if not revolutionary transformations; this is no less the case in the academic and firm design studio. The impact of “digital” media and CADCAM, in the design-make process, remains obscure and formally unknown.In this paper, we will review our research and findings from the work of three students; two current students who were in our Digital Design II (DDII) spring 2006 course and the third student, the writer, will reflect on “design and making” from a “pre-architecture” and pre-studio/pre-computer (CADCAM) perspective of ‘making’ thirty-three years ago. The research findings provide universal precepts pertinent to current thinking about emerging studio pedagogy. Our findings suggest that computing technology should be introduced at the outset of design education for the beginning student in basic design studio; and moreover, advanced designers can partner with “digital” tools to ideate and realize their, heretofore unrepresentable and unconstructable, ideas in the early stages of design using CADCAM.
series	ACADIA
email
last changed	2022/06/07 07:54

_id	sigradi2006_e159b
id	sigradi2006_e159b
authors	Barrow, Larry
year	2006
title	Digital Design Pedagogy - Basic Design - CADCAM Space Box Exploration
source	SIGraDi 2006 - [Proceedings of the 10th Iberoamerican Congress of Digital Graphics] Santiago de Chile - Chile 21-23 November 2006, pp. 127-130
summary	This proposed paper will highlight the work of a “pre-architecture” graduate student’s work produced in a “Digital Design II” course in Spring 06. This student has a bachelor’s degree in Architectural Technologies and hopes to attend a “professional” degree program in architecture after completing our Master of Science degree program. The student entered our “pre / post-professional” graduate program as a means of learning more about design, technology and architecture. This provided a rare opportunity to do “research” in the area of digital technology in the early formative phases of a new architecture / design students development. The student chose to study “shadows” as a means of design inquiry. The primary focus of the work was the study of various “4” x 4” x 4” “space-cubes.” The student was given various “design” constraints, and “transformative” operations for the study of positive-negative space relationships, light+shadows, and surface as a means of gaining in-sight to form. The CADCAM tools proved to be empowering for the student’s exploration and learning. With the recent emergence of both more user-friendly hardware and software, we are seeing a paradigm shift in design “ideation.” This is attributed to the evolving human-computer-interface (HCI) that now allows a fluidic means of creative design ideation, digital representation and physical making. Computing technology is now infusing early conceptual design ideation and allowing designers, and form, to follow their ideas. The argument will be supported with primary evidence generated in our pedagogy and research that has shown the visualization and representational power of emerging 2D and 3D CADCAM tools. This paper will analyze the basic “digital design” process used by the writer’s student. Architectural form concepts, heretofore, impossible to model and represent, are now possible due to CADCAM. Emerging designers are integrating “digital thinking” in their fundamental conceptualization of form. These creative free-forms are only feasible for translation to tectonic form using digital design-make techniques. CADCAM tools are empowering designers for form exploration and design creativity. Current computing technology is now infusing the creative design process; the computer is becoming a design “partner” with the designer and is changing form and architecture; thus, we are now seeing unprecedented design-make creativity in architecture.
keywords	Basic Design; CADCAM; Digital Design; Virtual 3D Models; Physical 3D Printed Models
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	acadia06_489
id	acadia06_489
authors	Bonswetch, T., Kobel, D., Gramazio, F., Kohler, M.
year	2006
title	The Informed Wall: applying additive digital fabrication techniques on architecture
source	Synthetic Landscapes [Proceedings of the 25th Annual Conference of the Association for Computer-Aided Design in Architecture] pp. 489-495
doi	https://doi.org/10.52842/conf.acadia.2006.489
summary	In this work in progress report we present the results of a four week design studio with graduate students as part of a broader research project on investigating digital additive fabrication processes and their implications on architectural design.In a simple test arrangement we realized the digital design and additive fabrication of two by three meters brick walls. The use of bricks, being the primary module for construction, and at a relatively coarse resolution, allowed us to concentrate on the design of completely programmed walls encompassing material-dependent parameters. The resulting prototypes depict the great potential of the integration of the design and the fabrication process. Non-standardized solutions can be easily accomplished as the design data is directly used to control the fabrication process. In using an additive digital fabrication process, a novel architectural product of the kind “brick wall” emerged, which could not have been conceived or fabricated manually.
series	ACADIA
email
last changed	2022/06/07 07:54

_id	ijac201715302
id	ijac201715302
authors	Borges de Vasconselo, Tássias and David Sperling
year	2017
title	From representational to parametric and algorithmic interactions: A panorama of Digital Architectural Design teaching in Latin America
source	International Journal of Architectural Computing vol. 15 - no. 3, 215-229
summary	This study focuses on the context of graphic representation technologies and digital design on Architectural teaching in Latin America. From categories proposed by Oxman and Kotnik and through a mapping study framed by a systematic review in CumInCAD database, it is presented a panorama of the state-of-art of the digital design on Architectural teaching in the region, between 2006 and 2015. The results suggest a context of coexistence of representational interaction and parametric interaction, as well as a transition from one to another and the emergence of the first experiments in algorithmic interaction. As this mapping shows an ongoing movement toward Digital Architectural Design in Latin America in the last decade, and points out its dynamics in space in time, it could contribute to strengthen a crowdthinking network on this issue in the region and with other continents.
keywords	Computer-aided architectural design, Digital Architectural Design teaching, interaction with digital media, levels of design computability, Latin America, mapping study
series	journal
email
last changed	2019/08/07 14:03

_id	acadia06_411
id	acadia06_411
authors	Campbell, Cameron
year	2006
title	Digital Design Pedagogy Setting the Foundation for Digital Design in the Architecture Curriculum
source	Synthetic Landscapes [Proceedings of the 25th Annual Conference of the Association for Computer-Aided Design in Architecture] pp. 411-417
doi	https://doi.org/10.52842/conf.acadia.2006.411
summary	In this paper I will present the work of developing a digital media foundation course that addresses this need to give design students a digital design foundation that crosses over many design disciplines and navigates the inter-relationships of various software packages. These considerations do not preclude students from engaging in the analog-digital debate. Instead, the students become informed participants in understanding the differences, benefits, and liabilities of the mediums. Furthermore, by addressing digital technology at an early stage, the digital divide in architectural education is reduced, and more students have the opportunity to fold digital technology into their foundations of methodologies.
series	ACADIA
email
last changed	2022/06/07 07:54

_id	caadria2006_187
id	caadria2006_187
authors	CHI-HSIN LIANG, TENG-WEN CHANG
year	2006
title	TOWARD A PLAYFUL DESIGN ENVIRONMENT - DIGAME
source	CAADRIA 2006 [Proceedings of the 11th International Conference on Computer Aided Architectural Design Research in Asia] Kumamoto (Japan) March 30th - April 2nd 2006, 187-196
doi	https://doi.org/10.52842/conf.caadria.2006.x.d3o
summary	Computer game has the potential that helps us to realize the design. However, these particularities still has not been found and organized under the circumstance of combining computer game and designing process. We will develop from the point of the computing that discuss how to use game elements to create a suitable digital design environment. Therefore, the problem is how to let a designing process as a game playing? And the objective is providing a prototype for playful design environment called DiGame (Design in Game) for discovering the game issues within the design. The implementation of DiGame is described in details.
series	CAADRIA
email
last changed	2022/06/07 07:49

_id	ascaad2006_paper16
id	ascaad2006_paper16
authors	Davey, Jon Daniel
year	2006
title	Musing Heideggerian Cyberspace
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	Where we do we make our “being?” Since our existence [being-there = Dasein] is the original place of intelligibility, fundamental ontology must clarify the conditions of having any understanding which itself belongs to the entity called Dasein. Today Dasein in increasing becoming more and more digital, in fact all activity is digital or becoming digital in one mode or another, it’s ubiquitous! On the pragmatic side corporate architecture as well as its daily interaction and transaction are all digital. With the advent of games as well as webmasters using VRML or some equivalent of it posses the questions and concerns as who will design the digital domains, graphic artists, IT personnel, game developers and where will we make our being? As architects and designers where will our “digital gesamtkunstwerk” be? Making places for human inhabitation in a nonphysical space raises interesting questions concerning presence, authenticity, adaptability, orientation, and suspension of disbelief. What kind of activities can be supported by nonphysical spaces? What will it take to support them in a socially and psychologically appropriate manner? And WHO will design them? On the applied side this ontological view is demonstrated in an Interior Design Corporate Office Design Studio that has been taught for a decade wherein students are required to develop an ECommerce, a business deemed to succeed including the Corporate Office, facility program, space planning, corporate image, interiors, graphics, webpage, and logo. The semester project has one unique design stipulation: The one major design requirement is that the “feel” of the reception has the same “feel” as the website. A phenomenological sameness…all work is accomplished with a plethora of digital media. This design process is still in its infancy.
series	ASCAAD
email
last changed	2007/04/08 19:47

_id	eaea2005_000
id	eaea2005_000
authors	Dechène, Sigrun und Manfred Walz (Eds.)
year	2006
title	Motion, E-Motion and Urban Space
source	Proceedings of the 7th European Architectural Endoscopy Association Conference / ISBN-10: 3-00-019070-8 - ISBN-13: 978-3-00-019070-4, 260 p.
summary	Simulating the development and the image of architecture and urban design means to show how the environment of the future and the living conditions could develop. At the same time it is part of our task to explain our work to local people and to the public and to passion skills in methods, instruments and knowledge in planning to the next generation of architects, planners and last but not least to discuss and to renew them once more for ourselves. Our aim was also to reflect what we have done since starting the look through the key-hole of endoscopy. Meanwhile this look has been completed since the beginnings in 1993 much more by computer and monitor. It is not the question to take the endoscope or the computer as a methodical and instrumental approach. Nowadays we normally decide to take the endoscope and the computer. In preparing the conference and the workshop we thought that this should now also be the moment not only to inform each other and the participants on methods, tools and best practices in simulating and designing the environment but also to focus on the social and human consequences of perception, movement and use the present urban spaces and the urban space in future. So we proposed the theme “MOTION, E-MOTION and URBAN SPACE” and we invited a scientific expert in experimental psychology to give us some serious reflections and one or another hint on our research themes and methods. The contributions and discussions in the conference showed that the proposal has not only been accepted but has also been completed and enriched especially concerning the theme urban space, it’s processes of usage and it‘s atmosphere. Also in the themes of endoscopy and the research on modelling urban spaces and architecture, meanwhile nearly “traditional” ones, remarkable results were presented and discussed. A very important point of contributions and the following discussions was how to present our subjects to the interested public and to improve our own internal exchange. An object could be to enforce the research tasks in researching together even more.
series	EAEA
email
more	http://info.tuwien.ac.at/eaea
last changed	2008/04/29 20:46

_id	caadria2006_545
id	caadria2006_545
authors	DIETRICH ELGER, ANDREAS DIECKMANN, PETER RUSSELL, THOMAS STACHELHAUS
year	2006
title	THE INTEGRATED DESIGN STUDIO: A VIEW BEHIND THE SCENES:Liquid Campus 3
source	CAADRIA 2006 [Proceedings of the 11th International Conference on Computer Aided Architectural Design Research in Asia] Kumamoto (Japan) March 30th - April 2nd 2006, 545-548
doi	https://doi.org/10.52842/conf.caadria.2006.x.v4r
summary	Over 10 months ending in July 2005, architecture students from Aachen, Karlsruhe and Weimar took part in a design studio that differed significantly from other studios in that the result of the studio was a 1:1 realisation of the design. This is part of an evolution of the virtual faculty of architecture “Liquid Campus”, founded in 2001, which has seen the complexity of the projects steadily rise and this continued in the Project “Ein Fest: Ein Dach”. The integrated studio is arranged to encourage an active, economic and transparent learning process, which encompasses design, communication and cooperation issues. The stated goal at the beginning of the two-semester process is to build and although only a few of the ideas are realised, all participants are involved in the realisation. In this case, the project was to create “roofs” for an open-air concert for 200,000 people in Karlsruhe, Germany. The planning was carried out using the Netzentwurf platform, with which the authors have several years experience.
series	CAADRIA
email
last changed	2022/06/07 07:50

_id	2006_810
id	2006_810
authors	Dokonal, Wolfgang and Knight,Michael
year	2006
title	Pen or PC? - Is Sketching essential to architectural design?
source	Communicating Space(s) [24th eCAADe Conference Proceedings / ISBN 0-9541183-5-9] Volos (Greece) 6-9 September 2006, pp. 810-817
doi	https://doi.org/10.52842/conf.ecaade.2006.810
summary	This paper reports on an ongoing student architectural design project that is investigating the differing effects of the use of PC’s or Pens in the design process. We are interested to see whether designing wholly on the computer with a volume modeling software would produce differing results to a traditional design process with a strong basis in 2D sketching. To minimize the influence of the participants previous experience in either the use of PC’s or the pen, we have been working with very young students that have not yet gone through a traditional training on architectural design and CAAD software. This is one of the key aspects of our experimental procedure. We have found that recent software developments in the field of CAAD clearly have and will influence the way architects design and brings the computer as a design tool to the “normal architect”. Until very recently the computer was seen as a design tool almost solely for “computer geeks” in the profession, the majority of architects still using it mainly as a drafting machine or to produce visualizations of their projects after a more ‘conventional’ design process had finished. It is now very clear to us that the ongoing change in technology will have a profound effect on the way all of us will work in future undertaking architectural design. It is an important question for every school of architecture what effect these developments will have on our teaching methods and the curricula. We use the above mentioned ongoing educational project to find out about the benefits and risks of using the computer as a design tool for first year students.
keywords	Early Design stages; Collaborative Design; Sketching
series	eCAADe
email
last changed	2022/06/07 07:55

_id	acadia06_068
id	acadia06_068
authors	Elys, John
year	2006
title	Digital Ornament
source	Synthetic Landscapes [Proceedings of the 25th Annual Conference of the Association for Computer-Aided Design in Architecture] pp. 68-78
doi	https://doi.org/10.52842/conf.acadia.2006.068
summary	Gaming software has a history of fostering development of economical and creative methods to deal with hardware limitations. Traditionally the visual representation of gaming software has been a poor offspring of high-end visualization. In a twist of irony, this paper proposes that game production software leads the way into a new era of physical digital ornament. The toolbox of the rendering engine evolved rapidly between 1974-1985 and it is still today, 20 years later the main component of all visualization programs. The development of the bump map is of particular interest; its evolution into a physical displacement map provides untold opportunities of the appropriation of the 2D image to a physical 3D object.To expose the creative potential of the displacement map, a wide scope of existing displacement usage has been identified: Top2maya is a scientific appropriation, Caruso St John Architects an architectural precedent and Tord Boonje’s use of 2D digital pattern provides us with an artistic production precedent. Current gaming technologies give us an indication of how the resolution of displacement is set to enter an unprecedented level of geometric detail. As modernity was inspired by the machine age, we should be led by current technological advancement and appropriate its usage. It is about a move away from the simplification of structure and form to one that deals with the real possibilities of expanding the dialogue of surface topology. Digital Ornament is a kinetic process rather than static, its intentions lie in returning the choice of bespoke materials back to the Architect, Designer and Artist.
series	ACADIA
email
last changed	2022/06/07 07:55

_id	2006_670
id	2006_670
authors	Fricker, Pia and Alexandre Kapellos
year	2006
title	Digital Interaction in Urban Structure - Reflection : Six years and still scanning
source	Communicating Space(s) [24th eCAADe Conference Proceedings / ISBN 0-9541183-5-9] Volos (Greece) 6-9 September 2006, pp. 670-673
doi	https://doi.org/10.52842/conf.ecaade.2006.670
summary	The focus in our elective course for Master Students of Architecture is the following: in parallel to a more traditional way of analysing urban structures, how can the application of multimedia technology, networking and the integration of interactive computer applications lead to a different approach? The objective of our teaching and research project is to find out in what ways urban structure and specific features of a city can be represented by interactive interfaces and the use of CNC technology. Our attitude is based on small-scale approach: the sum of these microanalyses gives us the broader picture, the system or mechanisms of the city. We do not dive into the city but emerge from it. This reflection leads to a new understanding in the organisation of complex urban structures, highlighting and revealing different connections and relationships, thus giving a different final image.
keywords	Abstract Types of Spatial Representation; Interaction – Interfaces; Innovative Integration of Multimedia Technology; Digital Design Education
series	eCAADe
email
last changed	2022/06/07 07:50

_id	ijac20064207
id	ijac20064207
authors	Hanna, Raid; Barber, Tony
year	2006
title	Digital Processes in Architectural Design:A Case Study of Computers and Creativity
source	International Journal of Architectural Computing vol. 4 - no. 2, 95-120
summary	This paper describes the results of a statistical-experimental investigation into the relationship between three variables: design cognition, the computer as a problem solving medium and 'creativity'. The hypothesis put forward suggests a directional link between the use of 'CAAD as a cognitive design medium' and 'levels' of creativity in the design process. The hypothesis was tested statistically using first year architecture students as research design subjects. In order to place the research within a context, develop a thesis and identify 'operational' measures for variables, a literature search with special emphasis on 'creativity' was conducted. The statistical findings did confirm that levels of architectural 'creativity' in the design process and in the final product were somehow affected by the use of CAAD. Ideation fluency and originality, as 'creativity' indicators, correlated positively with CAAD as a cognitive medium with coefficients 3 0.5. The statistics from subjects- group design- revealed that computers' power of visualisation, slicing and Boolean operations has helped spatial ability and could eventually help novice designers to venture and create complex objects more than they would normally do with conventional media.
series	journal
last changed	2007/03/04 07:08

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