Cumincad : CUMINCAD Papers : Search Results

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

PDF papers
References

Hits 1 to 20 of 625

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

_id	sigradi2006_c129b
id	sigradi2006_c129b
authors	Abad, Gabriel; Adriane Borde; Mónica Fuentes; Virginia Agrielav; Adriana Granero and Jacqueline Fernández
year	2006
title	Producción colaborativa de material de enseñanza-aprendizaje de Gráfica Digital con aportes multidisciplinarios [Collaborative production for taught-learning materials for digital graphic with multidisciplinary contributions]
source	SIGraDi 2006 - [Proceedings of the 10th Iberoamerican Congress of Digital Graphics] Santiago de Chile - Chile 21-23 November 2006, pp. 117-121
summary	For a contribution to problem solving processes at different areas, this paper presents the use of Digital Graphics as a knowledge object for a distance teaching/learning workshop. At the Learning Management System, different theoretical subjects with supporting tools were proposed, and exercises requiring collaborative work. An specific didactic situation using available technologies at Internet for 3D modelling, combined with satellite images and geographic information program was proposed. The final works were then shared by a 3D models repository. As a complement of this experience and in relation with their professional work, every student proposed a new didactic situation including Learning Objects, sharing them with the others members of the group, through conceptual maps built up in a co-operative way.
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	2006_464
id	2006_464
authors	Mullins, Michael; Tadeja Zupancic, Christian Kühn, Paul Coates and Orhan Kipcak
year	2006
title	V I PA: A virtual campus for virtual space design
doi	https://doi.org/10.52842/conf.ecaade.2006.464
source	Communicating Space(s) [24th eCAADe Conference Proceedings / ISBN 0-9541183-5-9] Volos (Greece) 6-9 September 2006, pp. 464-469
summary	The conceptual design of virtual spaces is creating new places in which to live and work. In consequence, new opportunities for work and employment are opening up for architects as well as for architectural educators. In response to this challenge, VIPA, a transnational virtual campus is currently being developed; it contains an e-learning and research platform for European architectural schools with a focus on virtual space design. The virtual campus integrates administrative, curricular, and communicative infrastructures, interactive, multimedia 3-D contents, and pedagogical considerations in respect of the aims, content and technologies employed. Virtual campuses are already established at most universities in the European Community, yet surprisingly e-learning is not yet widespread in architectural schools in Europe. E-learning is arguably still in an initial research phase; although there are best practice examples where e-learning is already replacing traditional study forms in other teaching disciplines. However, it has been found that although all the universities involved in the VIPA project have been involved in e-learning projects for many years, there is a considerable resistance to e-learning as being equally effective as traditional face-to-face studio teaching. Given the new virtual conditions of space design however, new contexts for learning are increasingly relevant. University curricula have developed out of local competencies, networks of teachers and researchers. These local factors need to be woven into the fabric of a transnational VIPA curriculum and supported with organizational layout, platform, user interfaces and their features. Participants will offer existing courses in virtual space design, as well as developing new ones. This offers the option for both present and future participants to adjust the VIPA courseware to suit local curricula demands, while offering a large range of courses and knowledge. An additional feature of VIPA is thus as a platform for curricula development in virtual space design. The paper reports on the VIPA project’s aims, pedagogical problems, solutions, course content and methods; it will describe prototype results from participating universities and include perspectives on its future application.
keywords	Architectural Education; E-Learning; Virtual Space
series	eCAADe
email
last changed	2022/06/07 07:59

_id	caadria2006_633
id	caadria2006_633
authors	WAN-YU LIU
year	2006
title	THE EMERGING DIGITAL STYLE: Attention shift in architectural style recognition
doi	https://doi.org/10.52842/conf.caadria.2006.x.g4f
source	CAADRIA 2006 [Proceedings of the 11th International Conference on Computer Aided Architectural Design Research in Asia] Kumamoto (Japan) March 30th - April 2nd 2006, 633-635
summary	“Style” has long been an important index to observe the design thinking of designers in architecture. Gombrich (1968) defined style as a particular selection from the alternatives when doing things; Ackerman (1963) considered that a distiguishable ensemble of certain characteristics we call a style; Schapiro (1961) pointed out that style is constant forms, and sometimes the constant elements, qualities and expression; Kirsch (1998), Cha and Gero (1999) thought of style as a form element and shape pattern. As Simon and others referred to, style emerged from the process of problem solving, Chan (1994, 2001) ever devised a serious of experiments to set up the operational definitions of style, further five factors that relate to generating styles. Owing to that the greater part of sketches and drawings in the design process couldn’t be replaced by computer-aided design systems (Eisentraut, 1997), designers must shift between different problem-solving methods while facing different design problems. The purpose in this research is to discuss the influences of computer usage on style generation and style recognition: The employment of certain procedural factors that occurred in the design processes that using conventional media is different from the ones that using computer media? Do personal styles emerge while designers shifting between different media in the design processes? Does any unusual phenomenon emerge while accustomed CAD-systems designers recognizing a style?
series	CAADRIA
email
last changed	2022/06/07 07:49

_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	2006_818
id	2006_818
authors	Angulo, Antonieta
year	2006
title	Communication in the Implementation of a Metacognitive Strategy for Learning to Design
doi	https://doi.org/10.52842/conf.ecaade.2006.818
source	Communicating Space(s) [24th eCAADe Conference Proceedings / ISBN 0-9541183-5-9] Volos (Greece) 6-9 September 2006, pp. 818-825
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_c159e
id	sigradi2006_c159e
authors	Aroztegui Massera, Carmen
year	2006
title	Aprendiendo del cine: Evaluación de códigos formales y estrategias narrativas en una instalación de video. [Learning from the movie: Formal codes and narrative strategies in a video installation]
source	SIGraDi 2006 - [Proceedings of the 10th Iberoamerican Congress of Digital Graphics] Santiago de Chile - Chile 21-23 November 2006, pp. 415-419
summary	Architectural animations often evidence limitations when trying to get across our design intensions in terms of the experiencing of a place. When architects design a space, they propose not only geometry and space functionality, All in all, any architectural design implies a way of experiencing the space. But how can we communicate it? Narrative films developed - in the last century - communication conventions that allow the audience to feel transported to the time and place of the movie. However, architects have barely introduced these conventions into their animations. The objective of this paper is to review two examples - a scene on a film and a video installation- that could help architects to use film codes creatively in when communicating the experiencing of a place.
series	SIGRADI
email
last changed	2016/03/10 09:47

_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	sigradi2006_e048c
id	sigradi2006_e048c
authors	Beck, Mateus Paulo; Brener, Rafael; Giustina, Marcelo and Turkienicz, Benamy
year	2006
title	Light and Form in Design – A Computational Approach
source	SIGraDi 2006 - [Proceedings of the 10th Iberoamerican Congress of Digital Graphics] Santiago de Chile - Chile 21-23 November 2006, pp. 254-257
summary	Shape perception is strongly influenced by the reciprocal relation between light and form. Computational applications can increase the number of design alternatives taking into account possible variations in the relation between light and form. The aim of this study is to discuss a pedagogical experience carried out with 5th semester architectural students, based on a series of exercises prior to the term project. The exercises were concerned with the relation between light and form from an aesthetical point of view and should be understood as examples for the use of computers as tools to creatively accelerate the process of design and learning. The paper is divided in five parts. The first one describes the conceptual background for the exercises, a descriptive method for the identification of light effects in architectural objects based on ideas of shape emergence. The exercises’ methodology is explained in the second part, referring to the use of computational applications in 3-dimensional modeling, material and light simulation. The methodology includes different phases: –creation of bi-dimensional compositions according to symmetry operations; –creation of a minimal living space assigning functions to spaces originated from the former composition; –analysis of the impact of light on the form and spaces created; –alteration of form and materials creating new light effects considering the functions related to the spaces. The exercises alternate work in computational environment in two and three dimensions with the use of mockups, lamps and photography. In the third part the results –student’s design steps– are described. In the fourth part the results are analyzed and some conclusions are outlined in the fifth and last part. The use of emergent forms combined with computational tools has proved to be an effective way to achieve an accelerated understanding of the impact of light on forms as demonstrated by the evolution of the students work during the term and by their final results concerning the term project.
keywords	Architectural Design; Lighting; Design Simulation; Virtual Environment
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	2006_182
id	2006_182
authors	Bridges, Alan
year	2006
title	A Critical Review of Problem Based Learning in Architectural Education
doi	https://doi.org/10.52842/conf.ecaade.2006.182
source	Communicating Space(s) [24th eCAADe Conference Proceedings / ISBN 0-9541183-5-9] Volos (Greece) 6-9 September 2006, pp. 182-189
summary	There is limited research and discussion on pedagogical approaches in architectural education, simply because it is considered as one of the “unimportant” areas that researchers “do not bother studying” (Teymur, 2001). Problem Based Learning has been known to provide competent graduates in other professional disciplines, and, consequently, there have been attempts to utilise the same pedagogical approach in architectural education where PBL is seen as a potential solution to the problems encountered in architectural education. This paper critically reviews PBL implementations at TU Delft Netherlands and Newcastle University, N.S.W. Australia and draws conclusions with particular respect to the teaching of architectural computing
keywords	PBL; architecture; computing
series	eCAADe
email
last changed	2022/06/07 07:54

_id	ijac20064101
id	ijac20064101
authors	Cheng, Nancy Yen-Wen
year	2006
title	Learning design sketching from animations and storyboards
source	International Journal of Architectural Computing vol. 4 - no. 1, 1-17
summary	A digital pen-and-paper system that generates stroke-by-stroke animations was used to compare the perception of interactive animations versus printed storyboards. Design students studied a space-planning example as either an animation or a storyboard and then emulated the example in doing a similar problem. Students viewing the animations rather than the storyboards performed marginally better in terms of matching the example steps and meeting design quality criteria. Students may understand the process of design sketching, but may lack the skills to copy the steps. Emulating the solution requires both cognitive skills and graphic facility. While beginners could logically organize spatial adjacencies, they often radically resized required program areas to streamline geometry. After organizing building spaces, they lacked the graphic conventions to articulate architectural features, so they could not copy refinement steps. Subjects at all levels used approximately the same number of strokes, with more productive sketching from advanced subjects.
keywords	Teaching with Technology; Sketching; Design Teaching; Pen-Based Computing
series	journal
email
more	http://www.ingentaconnect.com/content/mscp/ijac/2006/00000004/00000001/art00002
last changed	2007/03/04 07:08

_id	sigradi2006_c161a
id	sigradi2006_c161a
authors	Corona Martínez, Alfonso and Vigo, Libertad
year	2006
title	Archinet-MetaUniversidad: Proyecto ALFA en Fase3 para integración transversal [Archinet-MetaUniversity: Alfa Project on Phase 3 for Transversal Integration]
source	SIGraDi 2006 - [Proceedings of the 10th Iberoamerican Congress of Digital Graphics] Santiago de Chile - Chile 21-23 November 2006, pp. 52-55
summary	Archinet Meta-University: Alfa-Project Phase three for transversal integration, According to the call for papers for Sigradi 2006, this work seeks the dissemination of the actions that have been developed in the first year of the Alfa-Project Meta University, Phase 3. This phase consists of the interchange of students and professors. We present a sample of the teaching/learning experiences, leaving aside the formal and bureaucratic aspects of the program. The use of CAD, digital media and multimedia resources in the student projects and research is an important factor for the success of the experience-The network includes eight schools of architecture: Strathclyde in Scotland; Seville in Spain; Sint- Lucas in Brussels, Belgium and TU/E in Eindhoven, Netherlands and four Latin American Schools: Federal University of Rio de Janeiro, Brazil, Universidad de Belgrano in Buenos Aires, Argentina, Echeverria Institute in Havana, Cuba and the PU.Catholic University in Santiago, Chile.
series	SIGRADI
email
last changed	2016/03/10 09:49

_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
doi	https://doi.org/10.52842/conf.caadria.2006.x.v4r
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
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	sigradi2006_c056b
id	sigradi2006_c056b
authors	Díaz Bonilla, Jaime; Marchant, Hernán and Vergara, Mariana
year	2006
title	Hacia una lógica de incorporación de los Medios Digitales en la Enseñanza Proyectual [Towards a logical involvement of digital medias in the projective taught]
source	SIGraDi 2006 - [Proceedings of the 10th Iberoamerican Congress of Digital Graphics] Santiago de Chile - Chile 21-23 November 2006, pp. 142-146
summary	This work shows the development of a digital aids incorporation strategy for the improvement of teaching and learning in the areas of architecture, urbanism, design and geography. Its objective is to present a logical construction for the implementation of formative and computer-based support that allows the development and upkeep of cross-disciplinary and collaborative processes.
series	SIGRADI
email
last changed	2016/03/10 09:50

_id	sigradi2006_c192b
id	sigradi2006_c192b
authors	Fernández, Mónica Inés and Piegari, Ricardo Gustavo
year	2006
title	Una experiencia en modalidad e-learning para el aprendizaje en arquitectura. Nuevas prácticas y actores en el mundo digital. [An experience in e-learning modality for the learning in architecture. New practices and actors in the digital world]
source	SIGraDi 2006 - [Proceedings of the 10th Iberoamerican Congress of Digital Graphics] Santiago de Chile - Chile 21-23 November 2006, pp. 147-152
summary	As members of the Network ALFA-T-GAMEL3: Teaching computer Graphics And MultimEdia, LifeLongLearning, focused on the “Management of university outreach services”, and making use of the new digital technologies and to the instruction and pedagogic methods related to e-learning modality, the International Seminar “Digital Image and Sound.” has been organized, thus materializing a Pilot Course comprising four subjects and six workshops. For our course: “Digital Representation of Architecture”, an investigation was conducted about the transformations of teaching in the digital world for the learning of Architecture, focusing on the practices and players involved in this modality, as well as on the technologies involved in the coordination and distribution of knowledge. The main objectives of the paper were: revalorization of the format adopted by the practices related to the teaching/learning process in e-l, the contribution of the different “players” and the possibilities of the LMS as support platforms in the virtual campus.
series	SIGRADI
email
last changed	2016/03/10 09:51

_id	2006_884
id	2006_884
authors	Grasl, Thomas; Christoph Falkner and Christian Kühn
year	2006
title	Easy access classes for three-dimensional generative design - Using a collaborative environment for e-learning
doi	https://doi.org/10.52842/conf.ecaade.2006.884
source	Communicating Space(s) [24th eCAADe Conference Proceedings / ISBN 0-9541183-5-9] Volos (Greece) 6-9 September 2006, pp. 884-889
summary	Part of an EU funded project to develop a “VIrtual campus for virtual space design Provided for European Architects (VIPA)” was the implementation of a practical run at the Vienna University of Technology. Therein we attempted to evaluate some of the concepts and technologies which were intended for the e-learning platform. After briefly introducing the didactical background, this paper concentrates on the technological setup accompanying the course. Especially the use of Croquet as an immersive three-dimensional environment to teach generative design is highlighted; its strengths and weaknesses in supporting our envisioned didactical concept are analysed. The practical run and its evaluation by the participating students are described, as well as some of the student work performed during and after the course. Concluding remarks elaborating on problems encountered in the software setup and in our didactical concept, followed by the description of future work to amend the above mentioned pitfalls, will mark the end.
keywords	collaborative environment; croquet; generative design; learning platform, virtual space design
series	eCAADe
email
last changed	2022/06/07 07:51

_id	acadia06_213
id	acadia06_213
authors	Guidera, Stan G.
year	2006
title	BIM applications in Design Studio An integrative approach Developing Student Skills with Computer Modeling
doi	https://doi.org/10.52842/conf.acadia.2006.213
source	Synthetic Landscapes [Proceedings of the 25th Annual Conference of the Association for Computer-Aided Design in Architecture] pp. 213-227
summary	This paper proposes a reductionist approach to the integration of software used in professional practice with course activities associated with design studio. This proscriptive strategy emphasizes the use of task-specific software features to support specific aspects of design project activities and learning outcomes. The rationale of this strategy is discussed followed by case studies that review the application of a reductionist approach to building information modeling software in a third year studio and a design foundation course.
series	ACADIA
email
last changed	2022/06/07 07:51

_id	caadria2006_053
id	caadria2006_053
authors	HALIL ERHAN
year	2006
title	LEARNING FROM MASTERS: ACADEMIC APPRENTICESHIP MODEL FOR COMPUTATIONAL DESIGN EDUCATION
doi	https://doi.org/10.52842/conf.caadria.2006.x.i3p
source	CAADRIA 2006 [Proceedings of the 11th International Conference on Computer Aided Architectural Design Research in Asia] Kumamoto (Japan) March 30th - April 2nd 2006, 53-61
summary	Education is taking a new shape for the emerging needs of society. A considerable number of schools and disciplines are adapting active and cooperative learning to foster critical thinking and cognitive skill gaining. Design computation discipline also has to search for new models in education and experiment with these to evolve. This paper presents the current status in other disciplines. The lessons learned are used to develop the Academic Apprenticeship Model for teaching design computation courses.
series	CAADRIA
email
last changed	2022/06/07 07:50

_id	236c
id	236c
authors	Hamuy Pinto, Eduardo; Galaz Lorca, Mirtha
year	2008
title	Evaluación de Participación e Interacción en LMS MOODLE [Assessment of Participation and Interaction in LMS MOODLE]
source	SIGraDi 2008 - [Proceedings of the 12th Iberoamerican Congress of Digital Graphics] La Habana - Cuba 1-5 December 2008, pp. 164-167.
summary	Learning Management Systems (LMS) embody spaces that combine Virtual Classrooms, learning communities, repositories of educational resources and communication devices. The use by faculty members and students, in a campus containing the schools of Architecture, Design and Geography, of Open Source LMS MOODLE, during the years 2005-2006, was assessed. An analysis of the Digital Vestiges, the metadata in the logs database, distinguished between the levels of informative and communicational interaction. The results draw attention to a trend, similar to previous measurements in Latin America, of more use of ICT educational resources for informational purposes than communicational interactions between teachers and students.
keywords	LMS, MOODLE, Meaningful Interactions
series	SIGRADI
type	normal paper
email
last changed	2016/03/10 09:53

_id	sigradi2006_c026b
id	sigradi2006_c026b
authors	Hamuy Pinto, Eduardo; Quezada M., Marcelo and Vico, Mauricio
year	2006
title	Estrategias Didácticas para la Implementación de Recursos de Comunicación y Colaboración con el Sistema Moodle, en el Acompañamiento de los Procesos de Aprendizaje de Talleres de Diseño [Moodle base communication and collaboration didactic strategies in the implementation of the resources for Learning Process in the Design Studio]
source	SIGraDi 2006 - [Proceedings of the 10th Iberoamerican Congress of Digital Graphics] Santiago de Chile - Chile 21-23 November 2006, pp. 153-157
series	SIGRADI
email
last changed	2016/03/10 09:53

For more results click below: