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 491

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

_id	caadria2008_54_session5b_445
id	caadria2008_54_session5b_445
authors	Rafi, Ahmad; Mastura Yunan, Mazlan Mahadzir, Abdul Halim
year	2008
title	Virtual reality as a design education: A Malaysian experience
source	CAADRIA 2008 [Proceedings of the 13th International Conference on Computer Aided Architectural Design Research in Asia] Chiang Mai (Thailand) 9-12 April 2008, pp. 445-451
doi	https://doi.org/10.52842/conf.caadria.2008.445
summary	This paper presents our attempts on virtual reality curriculum development for the past four years as one of the multimedia-based degrees. It will give an overview, goals and outcomes of the virtual reality (VR) curriculum with varieties of virtual reality systems, interactions and design theories used at different level of studies. It also highlights issues related to designing virtual spaces and the approach used to suggest a good storytelling. This paper will also explore, report and demonstrate the use of non-immersive virtual reality system based on a study in a problem-based learning environment of a virtual reality majoring. Following early encouraging first round results this paper concludes that experiential design could be one of the effective approaches for a problem-based learning and richer content creation of virtual environment (VE) design. It also suggests that the presence of motions, different field of views, interactivities and stereoscopic visions are attributes of three-dimensional (3D) visualization that contribute to better understanding and designing virtual environments.
keywords	Virtual reality; design education; problem-based learning; virtual environment
series	CAADRIA
email
last changed	2022/06/07 07:59

_id	3de1
id	3de1
authors	Horne M, Thompson E
year	2008
title	The Role of Virtual Reality in Built Environment Education
source	Journal of Education in the Built Environment, Vol 3, Issue 1
summary	This study builds upon previous research on the integration of Virtual Reality (VR) within the built environment curriculum and aims to investigate the role of VR and three-dimensional (3D) computer modelling on learning and teaching in a school of the built environment. In order to achieve this aim, a number of academic experiences were analysed to explore the applicability and viability of 3D computer modelling and VR into built environment subject areas. Although two-dimensional (2D) representations have been greatly accepted by built environment professions and education, 3D computer representations and VR applications, offering interactivity and immersiveness, are not yet widely accepted. The study attempts to understand the values and challenges of integrating visualisation technologies into built environment teaching and investigates tutors’ perceptions, opinions and concerns with respect to these technologies. The study reports on the integration process and considers how 3D computer modelling and VR technologies can combine with, and extend, the existing range of learning and teaching methods appropriate to different disciplines and programme areas.
keywords	3D Computer Modelling, Virtual Reality, Visualisation, Built Environment
series	other
type	normal paper
email
more	http://www.cebe.heacademy.ac.uk/jebe/
last changed	2008/11/02 20:46

_id	sigradi2008_097
id	sigradi2008_097
authors	Nogueira de Carvalho, Ana Paula; Marcelo Tramontano, Marlon Rubio Longo
year	2008
title	D.O.S. Designers on Spot: Communication processes and Learning actions [Processos de Comunicação e Ações de Aprendizagem]
source	SIGraDi 2008 - [Proceedings of the 12th Iberoamerican Congress of Digital Graphics] La Habana - Cuba 1-5 December 2008
summary	D.O.S. Designers on Spot: Communication processes and Learning actions This paper introduces some concepts that have been studied at D.O.S. project as part of the learning and communication actions. These concepts are relevant to the project as they brought to the team some improvements about design experiences based on network communication, as well as some reflections done by designers and researchers in different parts of the world. The project proposed by our research group is part of growing demands for experiments able to explore the Advanced Internet for fast transferring large packages of content. The activities are divided in two different instances: one is called exploratory research and aims to identify enrichments that a collaborative practice would add to the design process and to the production of interactive prototypes as well. The other one is related to remote learning strategies. It aims at investigating new methods of collective design and prototyping of objects with integrated media, and the diffusion of these techniques and methods in classroom environments, as a teaching strategy. Following are three different aspects about design experiences. The first one, called communication processes, presents a panoramic view about different ways the participants of a remote design session can share information. It targets to point and to systematize design actions by exploring transversal characteristics among designers, teams and the resulting objects. In order to achieve it, we have to understand some relations between remote communication and design processes, which explore issues in the project phases of conception, production and interaction. This exploration is part of the search for a conceptual scope for the D.O.S. project development, with an emphasis on the communication specificities between remote designers and the design process. The second one, learning action processes, introduces some issues about academic teaching and learning of design through remote and collaborative media. The third one, Virtual Design Studio (VDS), is related to the previous and aims to present a specific kind of remote design sessions targeting to create strategies to use new communication and information technologies (ICT) on remote project instances. The teaching of Architecture and Design is, above all, multidisciplinary – this means that it is not limited to the knowledge of one field of activity but, by a wide range of subjects from different areas - including Computing. The introduction of ICT (Information and Communication Technologies) in the project process is commonly associated to the final stages, and not to the creation. The contribution of the digital environment is provided for the use of various software, which are not restricted to those responsible for graphical representation: programs responsible for the organization of data in tables, for example, enable monitoring developments with clarity. The multidisciplinary consideration supports new variables in the process of design, working quickly and accurately on the possibilities, which modifies the agency of decisions and management tasks.
keywords	Advanced internet, collaborative design, virtual design studio
series	SIGRADI
email
last changed	2016/03/10 09:56

_id	jemtrud02_paper_eaea07
id	jemtrud02_paper_eaea07
authors	Jemtrud, Michael
year	2008
title	Emerging Technologies in a Participatory Design Studio_between Carleton University and Pennsylvania State University
source	Proceedings of the 8th European Architectural Endoscopy Association Conference
summary	As a preliminary report on a proof-of-concept design studio conducted during the spring semester of 2007 between the Carleton Immersive Media Studio (CIMS) at Carleton University in Ottawa and the Immersive Environment Laboratory (IEL) at Pennsylvania State University, the paper first describes the implementation of this network-centric collaborative design platform. The report articulates the “staging” of the conditions of possibility for a dynamic interplay between technological mediation and the reality of making, then compares the use of high bandwidth technology with customized symmetrical toolsets in the tele-collaborative educational environment, versus commercial toolsets deployed over moderate bandwidth connections. In each setting, the collaborative environment is assessed according to issues encountered by students and design outcomes. The effectiveness of the digitally mediated collaborative studio is also gauged in terms of student reaction to the learning process via feedback surveys and questionnaires.
keywords	design, collaboration, tele-presence, visualization, broadband
series	EAEA
email
more	http://info.tuwien.ac.at/eaea
last changed	2008/04/29 20:46

_id	ecaade2008_000
id	ecaade2008_000
authors	Muylle, Marc (ed.)
year	2008
title	ARCHITECTURE ‘in computro’ - Integrating methods and techniques
source	26th eCAADe Conference Proceedings [ISBN 978-0-9541183-7-2], Antwerp (Belgium) 26-29 September 2008, 968 p.
doi	https://doi.org/10.52842/conf.ecaade.2008
summary	The presence of both visible and hidden digital resources in daily life is overwhelming and their presence continues to grow exponentially. It is surprising how little the impact of this evolution is questioned, especially in education. Reflecting on past experiences of this subject to learn for the future seems rarely to be done, and the sheer fact that a digital method exists is often seen as sufficient justification for its use. Are these the perceptions of serious misgivings or isolated views that circulate in the educational world and beyond? We would suggest that the eCAADe (Education and Research in Computer Aided Architectural Design in Europe) and its conferences provide the ideal forum to provide answers in this debate. For the first conference in what is to be the next quarter century of the existence of eCAADe, a theme was chosen that could easily include all aspects of this debate: ARCHITECTURE ‘in computro’ , Integrating methods and techniques It seems a bit vulgar to use a dog-Latin phrase ‘in computro’ for such a serious matter but at least it now has a place between ‘in vivo’ and ‘in vitro’. For more than 25 years CAAD has been available, and has been more and more successfully used in research and commercial architectural practice. In education, which by definition should prepare students for the future, the constantly evolving CAAD metaphor is provoking a challenge to cope with the ever expanding scope of related topics. It is not surprising that this has led to differing opinions as to how CAAD should be taught. Questions such as how advanced research results can be incorporated in teaching, or if the Internet is provoking self-education by students, are in striking contrast with the more fundamental issues such as the discussion on analogue versus digital design methods. Is CAAD a part of design teaching or is it its logical successor in a global E-topia? Although the E of education is a prominent factor in the ‘raison d’être’ of the organisation, the papers presented at this conference illustrate that eCAADe is open to all other relevant contributions in the area of computer-aided architectural design. It will be a fortunate coincidence that this exchange of knowledge and opinions on such state-of-the-art subjects, will be hosted by the The Higher Institute of Architectural Sciences, Henry van de Velde, located in the historical buildings of the Royal Academy of Fine Art established since the founding of the academy in 1662.
series	eCAADe
type	normal paper
email
more	http://www.ecaade.org
last changed	2022/06/07 07:49

_id	oxman02_theses_eaea2007
id	oxman02_theses_eaea2007
authors	Oxman, Rivka; Rina Kolomisky
year	2008
title	Designing Experience in Virtual Worlds
source	Proceedings of the 8th European Architectural Endoscopy Association Conference
summary	The immense growth in computer and virtual reality technology has resulted in the development of new approaches to the design of virtual environments. Virtual environments related to everyday life are currently being designed and implemented to accommodate diverse functions. These information environments are generally not sufficient to simulate the experience of real life. There is a need to establish new conceptual approaches to enhance the richness of our experience in virtual world.
keywords	virtual environments, psychology - sense of presence - sense of place; scenario-based; media interactivity; methods and techniques of spatial simulation
series	EAEA
email
more	http://info.tuwien.ac.at/eaea
last changed	2008/04/29 20:46

_id	ecaade2008_073
id	ecaade2008_073
authors	Dalla Vecchia, Luisa; da Silva, Adriane; Pereira , Alice
year	2008
title	Teaching/Learning Architectural Design Based on a Virtual Learning Environment
source	Architecture in Computro [26th eCAADe Conference Proceedings / ISBN 978-0-9541183-7-2] Antwerpen (Belgium) 17-20 September 2008, pp. 801-808
doi	https://doi.org/10.52842/conf.ecaade.2008.801
summary	This paper describes an experiment in which a virtual learning environment was used in the context of an architectural design course. The objective was to evaluate the capability of the learning environment used to support the interactions needed, between teacher-student and between students, for the establishment of a process of discussion and development of architectural design. Some limitations imposed either by the virtual learning environment or by the context of the experiment itself were identified and also positive points, such as the possibility to register the whole design process. All this data subside studies about the process of teaching/learning architectural design validating this experiment and allowing the promotion of new experiments in the different stages of this academic process.
keywords	architectural design, technology in education, virtual learning environment
series	eCAADe
email
last changed	2022/06/07 07:56

_id	ecaade2008_177
id	ecaade2008_177
authors	Fatah gen. Schieck, Ava
year	2008
title	Exploring Architectural Education in the Digital Age
source	Architecture in Computro [26th eCAADe Conference Proceedings / ISBN 978-0-9541183-7-2] Antwerpen (Belgium) 17-20 September 2008, pp. 861-870
doi	https://doi.org/10.52842/conf.ecaade.2008.861
summary	This paper reports on work carried out within the module ‘Digital Space & Society as part of the MSc Adaptive Architecture & Computation course at UCL. I describe my approach in investigating possibilities for integrating digital media and computation into a module taught to students coming predominantly from a design background. The teaching adopts the design studio culture, which integrates: teaching, discovery (research), and application (practice). Here I present an attempt to develop new ways that extend beyond conventionally applied methods within traditional architectural education by adopting project based learning that is carried out in the real world. The project is driven by my recent research activities. Donald Schon’s concept of the ‘knowledge in action’ provides a useful framework for interpreting my approach.
keywords	Architectural education, digital, project based, teaching & research
series	eCAADe
email
last changed	2022/06/07 07:55

_id	ecaade2008_016
id	ecaade2008_016
authors	Martens, Bob; Achten, Henri
year	2008
title	Do you Moodle?
source	Architecture in Computro [26th eCAADe Conference Proceedings / ISBN 978-0-9541183-7-2] Antwerpen (Belgium) 17-20 September 2008, pp. 153-160
doi	https://doi.org/10.52842/conf.ecaade.2008.153
summary	The authors follow up on their long-standing interest in Virtual Learning Environments (VLE’s). They sketch out connected terms and definitions, taking into account the framework conditions of a design studio context as well as regular teaching. Subsequently, they describe the MOODLE-platform and supply arguments for selection along with alternatives. They particularly focus on enriching interaction targeted towards learning effects and discuss the connected pedagogical models. The selective use of features is also taken into consideration. The contribution concludes with a discussion of the pros and cons of MOODLE.
keywords	VLE, Course Management System (CMS), e-learning platform, MOODLE
series	eCAADe
email
last changed	2022/06/07 07:59

_id	sigradi2008_199
id	sigradi2008_199
authors	Castañe, Dora
year	2008
title	Rosario, views on the integral revitalization of a cultural heritage [Rosario, Miradas sobre la Revitalización Integral de un Patrimonio Cultural]
source	SIGraDi 2008 - [Proceedings of the 12th Iberoamerican Congress of Digital Graphics] La Habana - Cuba 1-5 December 2008
summary	This work shows the study of the methods and techniques for the development of a virtual vision VRML 3D included in an "Digitally-integrated knowledge base" with interactive interphases of a significantly revitalized fragment of a central area of the city of Rosario, Province of Santa Fé, Argentina, that includes an emblematic heritage for the Argentineans: the National Monument to the Flag. Digital models that partly allow the development of a hypothesis of integration between the digitized information and information technology—new digital proximity— to the effects of being able to investigate the generation of multimedia database that includes three-dimensional and dynamic models of the mentioned type, in this case, urban, architectonic, and cultural heritage. Different views and research on heritage have been developing. Nevertheless, the use of these new 3D non-immersive technologies and inter-phases are opening a new field of vision and understanding of the subject.
keywords	Heritage, Urban-architectural planning, virtual reality
series	SIGRADI
email
last changed	2016/03/10 09:48

_id	ecaade2008_142
id	ecaade2008_142
authors	Hoog, Jochen; Wolff-Plottegg, Manfred
year	2008
title	Real Virtualities - Architecture 2.0
source	Architecture in Computro [26th eCAADe Conference Proceedings / ISBN 978-0-9541183-7-2] Antwerpen (Belgium) 17-20 September 2008, pp. 817-822
doi	https://doi.org/10.52842/conf.ecaade.2008.817
summary	The Institute of Architecture and Design, TU Vienna has bought a virtual island in Second Life (SL) in order to use it in a design course (5 ECTS). The goal was to introduce students to new ways in which computers in a web based network like SL can be used to generate designs by using end user scripting within a virtual 3D environment. After a short introduction into the basics of SL and to the rules and conditions of multi-user virtual environments (MUVE’s) the students worked within that kind of spatial software as a place and as hyper media. The main focus of this paper is to stress and to describe the differences of the student’s results compared to common architectural design courses.
keywords	Algorithmic architecture, Second Life, virtual space design, learning platform
series	eCAADe
email
last changed	2022/06/07 07:50

_id	ecaade2008_157
id	ecaade2008_157
authors	Huang, Yinghsiu; Wang, Paoshu
year	2008
title	The Comparisons of Interactive Demos and Cognitive Behaviors in the Virtual Environments for Representing 3D Artifacts
source	Architecture in Computro [26th eCAADe Conference Proceedings / ISBN 978-0-9541183-7-2] Antwerpen (Belgium) 17-20 September 2008, pp. 375-382
doi	https://doi.org/10.52842/conf.ecaade.2008.375
summary	Digitization of three-dimensional sculptures is a well-developed technology for preserving antiquities. After digitizing they could be represented in various computerized spaces, virtually, such as in cyberspace, in virtual reality space, and in augmented reality…etc. However, contrary to physical demonstration of 3D sculptures in traditional museums or exhibitions, the virtual representation may lose some degrees of reality of sculptures or create various ways of interactions for viewing sculptures. In this research, there are three kinds of environments for re-presenting 3D sculptures: the physical reality (PA) in a space, virtual reality (VR) with a big screen, and augmented reality (AR) of Head-Mounted Display (HMD). By utilizing questionnaire to analyze users’ perceptions and requirements of viewing 3D sculptures, this research will compare several aspects, such as visualization, operational interactions, and psychological feelings in the experiment of three exhibition environments. Finally, based on the results from questionnaire, we attempt to propose a suitable environment for exhibiting the virtual 3D sculptures.
keywords	Virtual exhibition, virtual reality, augmented reality, 3D digitalization, interaction in virtual world
series	eCAADe
email
last changed	2022/06/07 07:50

_id	caadria2008_32_session4a_263
id	caadria2008_32_session4a_263
authors	Kan, Jeff W.T.; John S Gero
year	2008
title	Do computer mediated tools affect team design creativity?
source	CAADRIA 2008 [Proceedings of the 13th International Conference on Computer Aided Architectural Design Research in Asia] Chiang Mai (Thailand) 9-12 April 2008, pp. 263-270
doi	https://doi.org/10.52842/conf.caadria.2008.263
summary	This paper presents the results of a quantitative analysis to measure the development of creative design ideas in design protocols. It presents a working definition of design creativity used in the analysis followed by the method of study. Five sets of video and audio data were collected from experiments that involved two designers designing similar tasks in three different settings: face-to-face, an Internet GroupBoard, and a 3D virtual world. The most creative pair was selected for qualitative and quantitative analysis. Our result shows that designers developed more design ideas in the face-to-face setting than in the 3D virtual world settings.
keywords	Creativity, protocol analysis, collaborations, virtual world
series	CAADRIA
email
last changed	2022/06/07 07:52

_id	cdc2008_287
id	cdc2008_287
authors	More, Gregory
year	2008
title	The Matter of Design in Videogames
source	First International Conference on Critical Digital: What Matters(s)? - 18-19 April 2008, Harvard University Graduate School of Design, Cambridge (USA), pp. 287-294
summary	What is videogame matter? This essay examines the matter of videogames in relationship to architectural design, and advances a definition that videogame matter is: meta, modular, indexical, and distributive. These attributes support an argument that the materiality of the videogame has a markedly different set of properties than the matter of the physical world. A definition of videogame matter is critical to understanding the value of design within virtual environments, which then aids architects and designers utilizing the immersive environments of the videogame for representation, design and collaboration.
email
last changed	2009/01/07 08:05

_id	caadria2008_45_session4b_364
id	caadria2008_45_session4b_364
authors	Muramoto, Katsuhiko; Sonali Kumar, Michael Jemtrud, Danielle Wiley
year	2008
title	Participation, Intersubjectivity, And Presence In a Digitally Mediated Workspace: A Participatory Design Studio between Pennsylvania State University and Carleton University
source	CAADRIA 2008 [Proceedings of the 13th International Conference on Computer Aided Architectural Design Research in Asia] Chiang Mai (Thailand) 9-12 April 2008, pp. 364-370
doi	https://doi.org/10.52842/conf.caadria.2008.364
summary	A paradigm shift in the world of architecture brought by the recent developments in visualization and communication technology not only offers us drastically different ways to collaborate, but also questions traditional location dependent collaborations. This new technology offers us new possibilities for a more phenomenologically rich mode of creative activity and participation. The goal of the Participatory Design Studio was to allow architecture students in multiple locations to collaborate in real-time by sharing computational resources, geometric datasets, and multimedia content including high-definition video. The technologies involved in this research include the National LambdaRail (layer 3, PacketNet with 1Gb/s connection) and CA*net 4 (Canadian broadband layer 2 with 10gb/s lightpath connectivity) allowing Standard Definition videoconference, utilization of Deep Computing Visualization, Remote Visual Networking (RVN) and Web Service access and control of the APN devices through the dashboard solution that makes integration seamless to the workflow and transparent to the user.
keywords	design: collaboration; tele-presence; visualization; broadband
series	CAADRIA
email
last changed	2022/06/07 07:59

_id	caadria2008_3_session1a_029
id	caadria2008_3_session1a_029
authors	Ambrose, Michael A., Carl Lostritto, Luc Wilson
year	2008
title	Animate education Early Design Education Pedagogy
source	CAADRIA 2008 [Proceedings of the 13th International Conference on Computer Aided Architectural Design Research in Asia] Chiang Mai (Thailand) 9-12 April 2008, pp. 29-35
doi	https://doi.org/10.52842/conf.caadria.2008.029
summary	This paper presents a novel approach to the introduction and use of animation and motion graphics in foundation design education. Design inquiry and understanding as generated from, and translated by, movement is the focus. This work explores animation as a design methodology in the first weeks of architectural education. The proposed design exercise discussed here will probe the concept/context and spatial/visual literacy of the learned sense of space-time in architectural design education and representation. Here the digital application of animation and motion graphics is intended to be process driven to encourage students to find an attitude about solutions rather than a solution to the design project. The intention is to examine the relationship between form and space through a structured exploration of movement within a kit-of-parts design project that explores a three-dimensional spatial construct. Animation as a design method poses unique potentials and pitfalls. Animation and motion graphics, as a collection of instances, is both questioned and exaggerated. This project creates a threshold experience of learning that puts in motion an exploration of integrated digital process and design product.
keywords	Education, design theory, design studies, animation
series	CAADRIA
email
last changed	2022/06/07 07:54

_id	ecaade2008_198
id	ecaade2008_198
authors	Crotch, Joanna; Mantho, Robert
year	2008
title	Media, Technology and Teaching
source	Architecture in Computro [26th eCAADe Conference Proceedings / ISBN 978-0-9541183-7-2] Antwerpen (Belgium) 17-20 September 2008, pp. 293-300
doi	https://doi.org/10.52842/conf.ecaade.2008.293
summary	With the growing reliance on technology and other visual media to explore architectural ideas, has architectural pedagogy realigned itself with the evolving possibilities of the new technological age? With the above in mind, we designed a program to explore and test this question. The programs encouraged experimentation and speculation. Technology was seen to be central to the program. The starting point was the selection of an activity. Each stage of the process required the student to firstly, carefully observe, then to create an image utilizing different ‘medium’ to realize their observations. The chosen mediums were cubism, movie making and digital imaging. Conventional plans and sections were required to be made of each final outcome, of each stage. As part of and in response to each progressive stage, a space to house an element of the activity was designed. The concluding part required the design of a small urban building to accommodate the activity selected.
keywords	Pedagogy, Architecture, Technology, Spatialization, Exploration
series	eCAADe
email
last changed	2022/06/07 07:56

_id	acadia08_458
id	acadia08_458
authors	Hemsath, Timothy; Robert Williams; Ronald Bonnstetter; Leen-Kiat Soh
year	2008
title	Digital CADCAM Pedagogy Model: Intelligent Inquiry Education
source	Silicon + Skin: Biological Processes and Computation, [Proceedings of the 28th Annual Conference of the Association for Computer Aided Design in Architecture (ACADIA) / ISBN 978-0-9789463-4-0] Minneapolis 16-19 October 2008, 458-463
doi	https://doi.org/10.52842/conf.acadia.2008.458
summary	Prototype manufacturing as an educational tool has been very successful at the college level in architecture and engineering design. This paper discusses an innovative inquiry-based learning approach rather than the problem-based learning models commonly utilized by other similar programs. For example, several research-funded technology projects (e.g., Cappelleri et al. 2007) look at involving students in problem-based learning exercises (e.g., building robots); however, these exercises (while providing valuable experiences) have predetermined outcomes ingrained by the teachers, the project structure, and the components used to construct the devices. Therefore, inquisitive and creative problem solving is limited to the “kit-of-parts” in their approach to solving the problem. The inquiry-based CADCAM pedagogy model is more concerned with the process of solving a problem through the vehicle of prototyping than with the specificity of the design project itself. This approach has great potential. First, the need to solve the problem drives learning on multiple levels, integrating interdisciplinary ideas into the problem and solution. Second, the problem interlocks disciplines through inquiry knowledge building in team exercises. Finally, it encourages diversity and flexibility by allowing students to look at problems from multiples perspectives and points of view.
keywords	CAD; Education; Evaluation; Pedagogy; Rapid Prototyping
series	ACADIA
last changed	2022/06/07 07:49

_id	ecaade2008_190
id	ecaade2008_190
authors	Russell, Peter; Elger, Dietrich
year	2008
title	The Meaning of BIM
source	Architecture in Computro [26th eCAADe Conference Proceedings / ISBN 978-0-9541183-7-2] Antwerpen (Belgium) 17-20 September 2008, pp. 531-536
doi	https://doi.org/10.52842/conf.ecaade.2008.531
summary	The paper is a position paper, not a report about a research project. It concerns the paradigm-shift that is taking place in the CAAD software and its implications for the business of architecture and more importantly, for the education of future members of the profession. Twenty years ago the use of CAAD software as a replacement for hand drafting was starting. Since then the transformation is complete: hardly a final project in the universities is drawn by hand. Currently, we are witnessing a second paradigm shift and its name is BIM. The meaning of BIM is rooted in two significant differences to current CAAD software and this will have implications for teaching and practicing architecture. The first difference is the way the software structures information in the CAAD file. The standard way to save CAAD information was to organise simple geometric objects according to membership in groups and to sort them according to a layer-metaphor, which primarily controlled the visibility of the geometric elements. Three-dimensional modelling is/was nothing more than the same structure with a more complex geometry. BIM software changes this structure by storing classes of geometries and then to store the specific values of individual geometries according to factors that can be determined by external or internal logical factors. The implication for architects is that we have the chance to be the people in control of the building information model, so long as we invest the time and energy to fully understand what is happening to the building information during the planning process. If we ignore this, the real danger exists that the last control of the building’s final configuration will be usurped. As educators we are currently teaching students that will be leaving the schools in 2012 and beyond. By then, the paradigm-shift will be in full motion and so it behoves us to consider which skill sets we want the next generation of architects to possess. This means not just teaching students about how to use particular BIM software or how to program a certain parametric/genetic algorithm in a form-finding process. We need to teach our students to take the leadership in building information management and that means understanding and controlling how the building information flows, how the methodologies that are used by the consulting engineers affect our building models, and knowing what kind of logical inconsistencies (internal or external) can threaten the design intention.
keywords	Building Information Modelling, Digital Curriculum, Architectural Pedagogy
series	eCAADe
email
last changed	2022/06/07 07:56

_id	ecaade2008_007
id	ecaade2008_007
authors	Serrato-Combe, Antonio
year	2008
title	Digital Cocktail
source	Architecture in Computro [26th eCAADe Conference Proceedings / ISBN 978-0-9541183-7-2] Antwerpen (Belgium) 17-20 September 2008, pp. 145-152
doi	https://doi.org/10.52842/conf.ecaade.2008.145
summary	Digital design education has become, in a way, quite similar to Mixology, the art and science of mixing great drinks. Gone are the days when digital design educators only had a handful of ingredients to prepare their educational recipes. Today there are simply too many recipes. So, what should the core elements of digital education be today? What ingredients should be discarded? In what way should educators mix the ingredients? This paper presents highlights of a process followed by an experimental architectural digital design studio where students were served a special digital design cocktail exploring a new way to approach digital education today framed within the constraints of a typical architectural curriculum.
keywords	Digital design education, education process, education core, pedagogy, teaching, design process
series	eCAADe
email
last changed	2022/06/07 07:57

For more results click below: