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	sigradi2009_1158
id	sigradi2009_1158
authors	Tiani, André
year	2009
title	O Uso do Computador no Ensino de Projeto de Arquitetura: Análise Crítica da Produção dos Seminários SIGraDi e Projetar [The Use of Computer in Teaching Design Architecture: critical analysis of the production of Seminars SIGraDI and PROJETAR ]
source	SIGraDi 2009 - Proceedings of the 13th Congress of the Iberoamerican Society of Digital Graphics, Sao Paulo, Brazil, November 16-18, 2009
summary	This work, tied with the research line Education of Architecture, has as objective to reflect on the use of the computer in the education of architecture design in Brazil from the literature review of articles related to the subject published by Brazilian authors in the annals of the seminars SIGraDI and PROJETAR, in the period from 2000 to 2006. The analysis focuses on two issues: (a) the theoretical foundations and practices related to the processes and ways of rapprochement between the computer and the teaching of design, (b) the use of terminology and concepts related to the theme,
keywords	Ensino-aprendizagem; Projeto de Arquitetura; Projeto Auxiliado por Computador; SIGraDI; PROJETAR
series	SIGRADI
email
last changed	2016/03/10 10:01

_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	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	caadria2006_245
id	caadria2006_245
authors	CHOR-KHENG LIM
year	2006
title	TOWARDS A FRAMEWORK FOR DIGITAL DESIGN PROCESS: In terms of CAD/CAM fabrication
source	CAADRIA 2006 [Proceedings of the 11th International Conference on Computer Aided Architectural Design Research in Asia] Kumamoto (Japan) March 30th - April 2nd 2006, 245-252
doi	https://doi.org/10.52842/conf.caadria.2006.x.r2i
summary	This research aims to understand deeply the unique features of the CAD/CAM media tools and their applications, and come up with an initial framework of architectural design and construction process involving the use of CAD/CAM fabrication aids.
series	CAADRIA
email
last changed	2022/06/07 07:49

_id	ascaad2006_paper20
id	ascaad2006_paper20
authors	Chougui, Ali
year	2006
title	The Digital Design Process: reflections on architectural design positions on complexity and CAAD
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	These instructions are intended to guide contributors to the Second Architecture is presently engaged in an impatient search for solutions to critical questions about the nature and the identity of the discipline, and digital technology is a key agent for prevailing innovations in architectural design. The problem of complexity underlies all design problems. With the advent of CAD however, Architect’s ability to truly represent complexity has increased considerably. Another source that provides information about dealing with complexity is architectural theory. As Rowe (1987) states, architectural theory constitutes “a corpus of principles that are agreed upon and therefore worthy of emulation”. Architectural theory often is a mixed reflection on the nature of architectural design, design processes, made in descriptive and prescriptive terms (see Kruft 1985). Complexity is obviously not a new issue in architectural theory. Since it is an inherent characteristic of design problems, it has been dealt with in many different ways throughout history. Contemporary architects incorporate the computer in their design process. They produce architecture that is generated by the use of particle systems, simulation software, animation software, but also the more standard modelling tools. The architects reflect on the impact of the computer in their theories, and display changes in style by using information modelling techniques that have become versatile enough to encompass the complexity of information in the architectural design process. In this way, architectural style and theory can provide directions to further develop CAD. Most notable is the acceptance of complexity as a given fact, not as a phenomenon to oppose in systems of organization, but as a structuring principle to begin with. No matter what information modelling paradigm is used, complex and huge amounts of information need to be processed by designers. A key aspect in the combination of CAD, complexity, and architectural design is the role of the design representation. The way the design is presented and perceived during the design process is instrumental to understanding the design task. More architects are trying to reformulate this working of the representation. The intention of this paper is to present and discuss the current state of the art in architectural design positions on complexity and CAAD, and to reflect in particular on the role of digital design representations in this discussion. We also try to investigate how complexity can be dealt with, by looking at architects, in particular their styles and theories. The way architects use digital media and graphic representations can be informative how units of information can be formed and used in the design process. A case study is a concrete architect’s design processes such as Peter Eisenman Rem Koolhaas, van Berkel, Lynn, and Franke gehry, who embrace complexity and make it a focus point in their design, Rather than viewing it as problematic issue, by using computer as an indispensable instrument in their approaches.
series	ASCAAD
email
last changed	2007/04/08 19:47

_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
source	Synthetic Landscapes [Proceedings of the 25th Annual Conference of the Association for Computer-Aided Design in Architecture] pp. 213-227
doi	https://doi.org/10.52842/conf.acadia.2006.213
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	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

_id	acadia06_317
id	acadia06_317
authors	Lee, E. S., Hong, S., Johnson, Brian R.
year	2006
title	Context Aware Paper-Based Review Instrument A Tangible User Interface for Architecture Design Review
source	Synthetic Landscapes [Proceedings of the 25th Annual Conference of the Association for Computer-Aided Design in Architecture] pp. 317-327
doi	https://doi.org/10.52842/conf.acadia.2006.317
summary	We describe the design and implementation of a prototype computer-supported collaborative work (CSCW) environment for review of architectural construction documents. This environment utilizes a novel plain-paper tangible interface that supports shared activity such as review of construction documents using an “over the shoulder” computational assistant called CAPRI.Despite the increasing use of computers, work in most architecture firms still largely revolves around paper drawings. Architects structure their work around paper instead of digital representations for reasons of legal liability and tradition, as well as technical limitations. While hardcopy is intuitive, dense, and easy to access, it lacks direct connection to the wide range of design knowledge increasingly available in interactive design environments. This lack is felt most acutely during design review processes, when the designer or reviewer is often called upon to consult and consider holistically a variety of supporting (backing) documents, a task which requires focused attention and a good memory, if errors are to be avoided.Our prototype system enables multiple reviewers to interact equally with a paper construction document using a tangible interface to query detail and backing data from a project knowledge base. We believe this will decrease the reviewer’s cognitive load by bringing design data to them in a contextual and timely way. In doing so, we believe errors will be caught sooner and mistakes reduced.
series	ACADIA
email
last changed	2022/06/07 07:51

_id	c7e6
id	c7e6
authors	Loemker, Thorsten Michael
year	2006
title	Digital Tools for Sustainable Revitalization of Buildings - Finding new Utilizations through Destructive and Non-Destructive Floor Space Relocation
source	Proceedings of the International Conference on Urban, Architectural and Technical Aspects of the Renewal of the Countryside IV., Bratislava, May 2006
summary	In 1845 Edgar Allan Poe wrote the poem “The Raven”, an act full of poetry, love, passion, mourning, melancholia and death. In his essay “The Theory of Composition” which was published in 1846 Poe proved that the poem is based on an accurate mathematical description. Not only in literature are structures present that are based on mathematics. In the work of famous musicians, artists or architects like Bach, Escher or Palladio it is evident that the beauty and clarity of their work as well as its traceability has often been reached through the use of intrinsic mathematic coherences. If suchlike structures could be described within architecture, their mathematical abstraction could supplement “The Theory of Composition” of a building. This research focuses on an approach to describe layout principles of existing buildings in the form of mathematical rules. Provided that “design” is in principle a combinatorial problem, i.e. a constraint-based search for an overall optimal solution of a design problem, two exemplary methods will be described to apply new utilizations to existing buildings through the use of these rules.
series	other
type	normal paper
email
last changed	2008/10/13 14:06

_id	ascaad2006_paper7
id	ascaad2006_paper7
authors	Lömker, Thorsten M.
year	2006
title	Designing with Machines: solving architectural layout planning problems by the use of a constraint programming language and scheduling algorithms
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	In 1845 Edgar Allan Poe wrote the poem “The Raven”, an act full of poetry, love, passion, mourning, melancholia and death. In his essay “The Theory of Composition” which was published in 1846 Poe proved that the poem is based on an accurate mathematical description. Not only in literature are structures present that are based on mathematics. In the work of famous musicians, artists or architects like Bach, Escher or Palladio it is evident that the beauty and clarity of their work as well as its traceability has often been reached through the use of intrinsic mathematic coherences. If suchlike structures could be described within architecture, their mathematical abstraction could supplement “The Theory of Composition” of a building. This research focuses on an approach to describe principles in architectural layout planning in the form of mathematical rules that will be executed by the use of a computer. Provided that “design” is in principle a combinatorial problem, i.e. a constraint-based search for an overall optimal solution of a design problem, an exemplary method will be described to solve problems in architectural layout planning. Two problem domains will be examined: the design of new buildings, as well as the revitalization of existing buildings. Mathematical and syntactical difficulties that arise from the attempt to extract rules that relate to the process of building design will be pointed out. To avoid conflicts relating to theoretical subtleness a customary approach has been chosen in this work which is adopted from Operations Research. In this approach design is a synonym for planning, which could be described as a systematic and methodical course of action for the analysis and solution of current or future problems. The planning task is defined as an analysis of a problem with the aim to prepare optimal decisions by the use of mathematical methods. The decision problem of a planning task is represented by an optimization model and the application of an efficient algorithm to aid finding one or more solutions to the problem. The basic principle underlying the approach presented herein is the understanding of design in terms of searching for solutions that fulfill specific criteria. This search will be executed by the use of a constraint programming language, which refers to mathematical as well as to integer and mixed integer programming. Examples of architectural layout problems will be presented that can be solved by the use of this programming paradigm. In addition to this, a second programming approach resulting from the domain of resource-allocation has been followed in this research. It will be demonstrated that it is as well possible, to aid architectural layout planning by the use of scheduling algorithms.
series	ASCAAD
email
last changed	2007/11/27 08:22

_id	2006_494
id	2006_494
authors	Mizban, Nawara and Andrew Roberts
year	2006
title	The Place of E-learning in Architectural Education - A Critical Review
source	Communicating Space(s) [24th eCAADe Conference Proceedings / ISBN 0-9541183-5-9] Volos (Greece) 6-9 September 2006, pp. 494-501
doi	https://doi.org/10.52842/conf.ecaade.2006.494
summary	E-learning is rapidly becoming a key element of institutional teaching and learning strategies with many academic departments seizing the opportunity to use technology to enhance their educational provision. This review aims to investigate the effects of E-learning on design teaching in schools of architecture. In order to achieve those aims, the outcome of a number of academic experiences conducted to explore E-learning in architectural design teaching, were analysed. The role of E-learning was critically analysed in design teaching, and consideration was given to the way in which E-learning might promote new learning environments, and learning methods. The review attempt to identify the barriers that might face schools of architecture when integrating E-learning in the design teaching, and resulting in short-lived project. The review formulated important findings that explain the reasons, which underpin the schools’ attempts to use E-learning in design teaching and how schools integrated different technologies in their learning.
keywords	E-learning; Remote collaboration; Virtual design studio
series	eCAADe
email
last changed	2022/06/07 07:58

_id	sigradi2006_p058c
id	sigradi2006_p058c
authors	Pratschke, Anja; Ribeiro, Clarissa; La Rocca, Renata and Januário, Fernanda
year	2006
title	Da ars mnemônica à ‘ars generativa’: uma reflexão critica sobre a produção arquitetônica na era glocal [From Ars mnemonic to Ars generative: A critical review about the architectural production in a glocal time]
source	SIGraDi 2006 - [Proceedings of the 10th Iberoamerican Congress of Digital Graphics] Santiago de Chile - Chile 21-23 November 2006, pp. 308-311
summary	The aim of this article is to show the complementarity and actuality of the use of design methods as Mnemonic Structures, Cybernetic and Complexity, for the conception of virtual, mixed or concrete knowledge spaces. The ideas presented in this article inscribe themselves in a larger questioning about the relation of architectural design process and digital culture, discussed in our research group nomads.usp [Center for Interactive Living Studies, http://www.eesc. usp.br/nomads].
series	SIGRADI
email
last changed	2016/03/10 09:58

_id	2006_222
id	2006_222
authors	Richter, Katharina and Dirk Donath
year	2006
title	Towards a Better Understanding of the Case-Based Reasoning Paradigm in Architectural Education and Design
source	Communicating Space(s) [24th eCAADe Conference Proceedings / ISBN 0-9541183-5-9] Volos (Greece) 6-9 September 2006, pp. 222-227
doi	https://doi.org/10.52842/conf.ecaade.2006.222
summary	This paper presents the results of a detailed analysis of systems and concepts which make use of case-based reasoning, a paradigm from artificial intelligence (AI). The analysis focuses on the use of this paradigm in the support of design and education processes, so-called “case-based design aids”. The research aims to discover problem areas in current approaches and identify potential areas for further research with a view to improving the practical suitability of existing systems, which offer promising potential yet are rarely implemented in practice.
keywords	Architectural Precedents; Databases; Architectural Education and Design; Case-Based Reasoning
series	eCAADe
email
last changed	2022/06/07 07:56

_id	sigradi2006_e133e
id	sigradi2006_e133e
authors	Skinner, Martha
year	2006
title	Immersive Mappings in Audio/Video and Installation
source	SIGraDi 2006 - [Proceedings of the 10th Iberoamerican Congress of Digital Graphics] Santiago de Chile - Chile 21-23 November 2006, pp. 451-455
summary	Architecture, spaces, cities… are not static but rather dynamic and ever changing entities. The city, which is composed of activities, interactions, patterns of use, changes, is dynamic and temporal. As James Corner states in The Agency of Mapping: Speculation, Critique and Invention; “The experiences of space cannot be separated from the events that happen in it” (1). Mapping practices, which have evolved from the experiential to the pictorial to the mathematical and abstract, more often have failed to combine these various important aspects which describe a place. Michel de Certeau in Walking the City argues that the plan-like image of a city as seen from above is nothing else but a “viewpoint… a picture, whose condition of possibility is an oblivion and a misunderstanding of practices”. He argues for the experience of wandering through the city as a “process of appropriation of the topographical system” (2). In my work and the work of my students, the audio/video camera has been employed as a medium with which to combine the various characteristics that make up place. It has been important to be both immersed as well as removed, to be both realistic and abstract, to be picturesque and analytical. In addition, we have experimented with the merging of two vocabularies: that of architectural drawing and that of moving image as a way to rediscover both vocabularies and as a way to achieve readings of place that are both qualitative and quantitative. In this essay, various mappings and notations of cities done through the exploitation of the audio/video camera as a mapping medium will be introduced.
keywords	mapping; representation; tools and methods; temporality
series	SIGRADI
email
last changed	2016/03/10 10:00

_id	ijac20064106
id	ijac20064106
authors	Kilian, Axel
year	2006
title	Design innovation through constraint modeling
source	International Journal of Architectural Computing vol. 4 - no. 1, 87-105
summary	In this paper we describe how constraint modeling can support design innovation. Furthermore, we lay out how constraints are employed in the construction and exploration of a model's design space. We place the approach within the context of design exploration using computational and conceptual representations of design. A review of the literature reveals that geometric, topologic, functional, and quantitative constraints are those most commonly used. For each constraint type, an example is presented drawing from several workshops and research conducted by the author. The examples range from product design, to structural design, to fabrication issues in freeform geometry. Based on the case studies, we describe how the different types of constraints can be used as design drivers and help in the exploration of solution spaces. In conclusion, we identify the need for bidirectional exercising of constraints as the next challenge in design exploration and discuss how it is relevant in particular for cross domain design.
keywords	Design Exploration; Constraint Modeling; Parametric Modeling
series	journal
email
more	http://www.ingentaconnect.com/content/mscp/ijac/2006/00000004/00000001/art00007
last changed	2007/03/04 07:08

_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_paper21
id	ascaad2006_paper21
authors	Abdelhameed, Wael A.
year	2006
title	The Relations Between Design Idea Emergence and Design Solution Direction: digital media use in mass exploration of architectural design
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	The unfolding of research is that design is a creative activity of problem-solving, directed to achieve what architecture should provide man with. The first part of the research investigates Design-Idea Exploration in the initial phases of design process, in terms of exploring the links between Design-Idea Emergence and Design-Solution Direction. The second part of the research presents a use of digital media in Design-Idea Exploration of three dimensional shapes throughout the initial phases of design process. The research has concluded the links between Design Ideas Emergence and Design Solution Directions, and presented the features of the program, which distinguish it from other standard modeling software.
series	ASCAAD
email
last changed	2007/04/08 19:47

_id	2006_526
id	2006_526
authors	Anay, Hakan
year	2006
title	Creative use of Architectural Precedents in Design Education: A Framework for a Computational Model
source	Communicating Space(s) [24th eCAADe Conference Proceedings / ISBN 0-9541183-5-9] Volos (Greece) 6-9 September 2006, pp. 526-531
doi	https://doi.org/10.52842/conf.ecaade.2006.526
summary	Present study primarily aims to outline a theoretical framework for developing a computational model towards the creative use of architectural precedents in architectural design education. It departs from a short summary of the critical/formalist approach as the model that we adopt for the studio education, and goes on with a discussion on paradigms or precedents as the containers of knowledge and as the primary focus of the studio model as important elements of architectural design education. Prior to conclusion the study sets three important problem areas concerning the model, from the computational point of view, and investigates them while trying to outline a framework towards a computational model. As a conclusion it proposes two main areas that we can utilize computers for the creative use of architectural precedents in architectural design education, and discusses a possible studio implementation of the proposed framework as the next stage of the study.
keywords	Architectural Design Theory; Design Methodology; Architectural Design Education
series	eCAADe
email
last changed	2022/06/07 07:54

_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	ascaad2006_paper15
id	ascaad2006_paper15
authors	Anz, Craig and Akel Ismail Kahera
year	2006
title	Critical Environmentalism and the Practice of Re-Construction
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 research focuses on the implications and applications of “critical environmentalism” as a quintessential epistemological framework for urban interventions while implementing digital applications that foster collective, round-table approaches to design. Essentially centering the environment (Umwelt) as an encompassing and interconnecting catalyst between multiple disciplines, philosophies, and modes of inquiry and technologies, the framework reciprocally fosters individual and critical identities associated with particular places, belief systems, and their participants as a primary concern. Critical environmentalism promotes a comprehensive, reciprocally unifying epistemological framework that can significantly inform architectural interventions and the tethered use of its technologies in order to foster increased vitality and a certain coinvested attention to the complexities of the greater domain. Grounding the theory in pedagogical practice, this paper documents an approach to urban design and architectural education, implemented as a case-study and design scenario, where divergent perspectives amalgamate into emergent urban configurations, critically rooted in the conditional partialities of place. Digital technologies are incorporated along with analogical methods as tools to integrate multiple perspectives into a single, working plane. Engaging the above framework, the approach fosters a critical (re)construction and on-going, co-vested regeneration of community and the context of place while attempting to dialogically converge multiple urban conditions and modes-of-thought through the co-application of various digital technologies. Critically understanding complex urban situations involves dialogically analyzing, mapping, and modeling a discursive, categorical structure through a common goal and rationale that seeks dialectic synthesis between divergent constructions while forming mutual, catalyzing impetuses between varying facets. In essence, the integration of varying technologies in conjunction, connected to real world scenarios and a guiding epistemic framework cultivates effective cross-pollination of ideas and modes through communicative and participatory interaction. As such it also provides greater ease in crosschecking between a multitude of divergent modes playing upon urban design and community development. Since current digital technologies aid in data collection and the synthesis of information, varying factors can be more easily and collectively identified, analyzed, and then simultaneously used in subsequent design configurations. It inherently fosters the not fully realized potential to collectively overlay or montage complex patterns and thoughts seamlessly and to thus subsequently merge a multitude of corresponding design configurations simultaneously within an ongoing, usable database. As a result, the pedagogical process reveals richly textured sociocultural fabrics and thus produces distinct amplifications in complexity and attentive management of diverse issues, while also generating significant narratives and themes for fostering creative and integrative solutions. As a model for urban community and social development, critical environmentalism is further supported the integrative use of digital technologies as an effective means and management for essential, communicative interchange of knowledge and thus rapprochement between divergent modes-of-thought, promoting critical, productive interaction with others in the (co)constructive processes of our life-space.
series	ASCAAD
email
last changed	2007/04/08 19:47

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