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	f4c5
id	f4c5
authors	Wang, Xiangyu; Schnabel, Marc Aurel (eds)
year	2009
title	Mixed Reality In Architecture, Design, And Construction
source	Springer 2009, XIV, 274 p., Hardcover ISBN: 978-1-4020-9087-5
summary	Mixed Reality is moving out of the research-labs into our daily lives. It plays an increasing role in architecture, design and construction. The combination of digital content with reality creates an exciting synergy that sets out to enhance engagement within architectural design and construction. State-of-the-art research projects on theories and applications within Mixed Reality are presented by leading researchers covering topics in architecture, design collaboration, construction and education. They discuss current projects and offer insight into the next wave of Mixed Reality possibilities. Written for: Practitioners, academics, researchers, and graduate students at universities, and industrial researchers who work with MR and digital media in design and construction Table of contents PREFACE, by Xiangyu Wang and Marc Aurel Schnabel; 1 MIXED REALITIES: Framing Mixed Realities, by Marc Aurel Schnabel; 2 MIXED REALITY IN DESIGN COLLABORATION: Approaches to Augmenting Virtual Design Environments with Reality, by Xiangyu Wang and Rui Chen; Communication in Augmented Reality Aided Architectural Design, by Hartmut Seichter; A Technological Review to Develop an AR-Based Design Supporting System, by Jin Won Choi; Exploring Presence and Performance in Mixed Reality-Based Design Space, by Xiangyu Wang and Mi Jeong Kim; 3 MIXED REALITY IN ARCHITECTURE: Mobile Architectural Augmented Reality, by Mark Billinghurst and Anders Henrysson; Augmented Reality Visualisation Facilitating the Architectural Process, by Bruce Hunter Thomas; Simulation of an Historic Building Using a Tablet Mixed Reality System, by Atsuko Kaga; Temporal Context and Concurrent Evaluation, by Jules Moloney; 4 MIXED REALITY IN CONSTRUCTION: Key Areas and Issues for Augmented Reality Applications on Construction Sites, by Phillip S Dunston and Do Hyoung Shin; Tracking Technologies for Outdoor Mixed Reality Applications, by Amin Hammad; Augmented 3D Arrows Reach their Limits in Automotive Environments, by Marcus Tönnis and Gudrun Klinker; 5 MIXED REALITY IN EDUCATION / LEARNING: Visualising Future Cities in the ETH Value Lab, by Remo Burkhard and Gerhard Schmitt; Interplay of Domains: New Dimensions of Design Learning in Mixed Realities, by Marc Aurel Schnabel; Debating Opportunities: Learning Design through Different Structures, by Thomas Kvan; POSTSCRIPT: Epilogue, by Marc Aurel Schnabel and Xiangyu Wang; Author Biographies; Glossary; References; Index.
keywords	architecture, design and construction, mixed reality
series	book
type	normal paper
email
more	http://www.springerlink.com/content/978-1-4020-9087-5
last changed	2009/03/06 11:51

_id	ascaad2009_amal_al-ali
id	ascaad2009_amal_al-ali
authors	Al-Ali, Amal and P. Sharma
year	2009
title	Creativity and Collaboration in Architecture Education in the UAE
source	Digitizing Architecture: Formalization and Content [4th International Conference Proceedings of the Arab Society for Computer Aided Architectural Design (ASCAAD 2009) / ISBN 978-99901-06-77-0], Manama (Kingdom of Bahrain), 11-12 May 2009, pp. 245-256
summary	A review of national government literature indicates that today’s knowledge-driven economy demands a workforce equipped with complex skills and attitudes. Examples of these skills and attitudes are general problems solving, meta-cognitive skills, critical thinking and lifelong learning. Reviews of the Architecture, Engineering and Construction industry indicates a gap between architecture practice and education. The Egan report states that there is a need for a change of style, culture and process within the construction industry and it identified five driving forces, the report also recognised that the achievement of these driving forces is linked to training and education. Education must not only teach the necessary technical skills and knowledge, but also the culture of teamwork, collaborative work and creativity. The construction boom in the United Arab Emirates combined with the country’s mission to highly educate and train its nationals to be able to tackle market challenges provoked the necessity of implementing the culture of creativity and collaboration in education system. On the other hand, use of technology in education has been proven to facilitate and enhance the learning process. This paper will highlight the importance of implementing the virtual design studio as a technlogical platform in architecture education in the UAE in a way that aims to promote the culture of creativity and collaboration through the use of technology.
series	ASCAAD
email
last changed	2009/06/30 08:12

_id	ascaad2014_023
id	ascaad2014_023
authors	Al-Maiyah, Sura and Hisham Elkadi
year	2014
title	Assessing the Use of Advanced Daylight Simulation Modelling Tools in Enhancing the Student Learning Experience
source	Digital Crafting [7th International Conference Proceedings of the Arab Society for Computer Aided Architectural Design (ASCAAD 2014 / ISBN 978-603-90142-5-6], Jeddah (Kingdom of Saudi Arabia), 31 March - 3 April 2014, pp. 303-313
summary	In architecture schools, where the ‘studio culture’ lies at the heart of students’ learning, taught courses, particularly technology ones, are often seen as secondary or supplementary units. Successful delivery of such courses, where students can act effectively, be motivated and engaged, is a rather demanding task requiring careful planning and the use of various teaching styles. A recent challenge that faces architecture education today, and subsequently influences the way technology courses are being designed, is the growing trend in practice towards environmentally responsive design and the need for graduates with new skills in sustainable construction and urban ecology (HEFCE’s consultation document, 2005). This article presents the role of innovative simulation modelling tools in the enhancement of the student learning experience and professional development. Reference is made to a teaching practice that has recently been applied at Portsmouth School of Architecture in the United Kingdom and piloted at Deakin University in Australia. The work focuses on the structure and delivery of one of the two main technology units in the second year architecture programme that underwent two main phases of revision during the academic years 2009/10 and 2010/11. The article examines the inclusion of advanced daylight simulation modelling tools in the unit programme, and measures the effectiveness of enhancing its delivery as a key component of the curriculum on the student learning experience. A main objective of the work was to explain whether or not the introduction of a simulation modelling component, and the later improvement of its integration with the course programme and assessment, has contributed to a better learning experience and level of engagement. Student feedback and the grade distribution pattern over the last three academic years were collected and analyzed. The analysis of student feedback on the revised modelling component showed a positive influence on the learning experience and level of satisfaction and engagement. An improvement in student performance was also recorded over the last two academic years and following the implementation of new assessment design.
series	ASCAAD
email
last changed	2016/02/15 13:09

_id	sigradi2009_709
id	sigradi2009_709
authors	Angulo, Antonieta; John Fillwalk; Guillermo Vásquez de Velasco
year	2009
title	Collaborating in a Virtual Architectural Environment: The Las Americas Virtual Design Studio (LAVDS) populates Second Life
source	SIGraDi 2009 - Proceedings of the 13th Congress of the Iberoamerican Society of Digital Graphics, Sao Paulo, Brazil, November 16-18, 2009
summary	The paper describes exploratory work in the design, construction, and habitation of a virtual structure (VS) nested within an Internet-based multi-user environment and serving a geographically distributed collective of architecture students and faculty. In addition to a discourse on the design and implementation parameters that were used, the paper seeks to provide findings that make reference to the quality of teaching/learning experience of users and the effectiveness of the interaction among users while working on a common architectural design project. This experience will further contribute to the knowledge base that will be needed in the design of virtual architecture.
keywords	Virtual design studio; Second Life; Multi-user environment; Architectural design and learning
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	ecaade2009_164
id	ecaade2009_164
authors	Arslan Selçuk, Semra; Gönenç Sorguç, Arzu
year	2009
title	Exploring Complex Forms in Nature Through Mathematical Modeling: a Case on Turritella Terebra
doi	https://doi.org/10.52842/conf.ecaade.2009.665
source	Computation: The New Realm of Architectural Design [27th eCAADe Conference Proceedings / ISBN 978-0-9541183-8-9] Istanbul (Turkey) 16-19 September 2009, pp. 665-672
summary	Changing paradigm of nature-architecture relationship has being directly affected from developing science and technologies as well as from the impact of biomimetic inventions in various man made designs. Our perception of forms and structures are also shifting through use of computational techniques. From this aspect, mathematical models can be considered as the first step to analyze the complex forms and structures in nature. In this paper it is aimed to initiate a platform in architecture which will serve for discussions to explore the potentials of these interactions under the impact of computational and information technologies, not only in terms of formal/visual way, but also extending to learn more about the formation process in nature.
wos	WOS:000334282200080
keywords	Shells, learning from nature, seashells, mathematical modeling
series	eCAADe
email
last changed	2022/06/07 07:54

_id	caadria2010_043
id	caadria2010_043
authors	Barker, Tom and M. Hank Haeusler
year	2010
title	Urban digital media: facilitating the intersection between science, the arts and culture in the arena of technology and building
doi	https://doi.org/10.52842/conf.caadria.2010.457
source	Proceedings of the 15th International Conference on Computer Aided Architectural Design Research in Asia / Hong Kong 7-10 April 2010, pp. 457-466
summary	The research presented in this paper investigates ways of providing better design applications for technologies in the field of Urban Digital Media (UDM). The work takes an emergent approach, evolving a design strategy through the early engagement of stakeholders. The paper discusses research in a design-led creative intersection between media technology, culture and the arts in the built environment. The case study discusses opportunities for the enhancement of a university campus experience, learning culture and community, through the provision of an integrated digital presence within campus architecture and urban spaces. It considers types of information architecture (Manovich, 2001) and designs for use in urban settings to create communication-rich, advanced and interactive designed spaces (Haeusler, 2009). The presented research investigates how to create a strategy for display technologies and networked communications to transform and augment the constructed reality of the built environment, allowing new formats of media activity.
keywords	Urban design; outdoor digital media; information architecture; multidisciplinary design; augmented reality; media facades
series	CAADRIA
email
last changed	2022/06/07 07:54

_id	sigradi2011_409
id	sigradi2011_409
authors	Bertoni, Griselda; De Monte, Andrea
year	2011
title	Mediaciones perceptivas. Desafíos en la incorporación de la tecnología como instrumento potenciador del proceso de aprendizaje en el TCG [Perceptual mediation. Challenges in incorporating technology as a tool enhacing the learning process in the TCG]
source	SIGraDi 2011 [Proceedings of the 15th Iberoamerican Congress of Digital Graphics] Argentina - Santa Fe 16-18 November 2011, pp. 472-475
summary	This work presents an introduction to current problems detected in the teaching and learning of perceptual and communication processes in front of the availability of disipositivos installed and digital media courses to students enrolled for Design and Architecture careers of our faculty. The same seeks to clarify a state of affairs to continue studies already carried out (Stipech 2004), (Bertero 2009), in relation to issues of representation in the design disciplines, while rehearsing possibilities updated theory and practice in the field of workshop.
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	cf2009_626
id	cf2009_626
authors	Bhatt, Anand; Martens, Bob
year	2009
title	The topics of CAAD: An evolutionary perspective – a research for representing the space of CAAD
source	T. Tidafi and T. Dorta (eds) Joining Languages, Cultures and Visions: CAADFutures 2009, PUM, 2009, pp. 626- 641
summary	This paper is concerned with the ongoing changes and the evolution of CAAD using machine-assisted techniques. It is feasible to create a hypothesis of the identity of the discipline depicted in the archived published output, and semantically link it to the data cloud. This allows for expansion of the meanings embodied in the research and inference about what CAAD is, and to trace back how the field progressed. We present several case-studies showing how this inference is done and finally, observations are elaborated and an outlook on further work is discussed.
keywords	Ontology, clustering, metrics, machine learning, data mining
series	CAAD Futures
type	normal paper
email
last changed	2010/07/01 07:19

_id	cf2009_poster_41
id	cf2009_poster_41
authors	Boeykens, Stefan and Herman Neuckermans
year	2009
title	Visual Programming in Architecture: Should Architects Be Trained As Programmers?
source	T. Tidafi and T. Dorta (eds) Joining Languages Cultures and Visions: CAADFutures 2009 CD-Rom
summary	Most commercial CAAD applications have online communities of end users, through blogs, discussion forums and learning portals. On many occasions, questions lead to the conclusion that the software can only provide the desired functionality using scripting or programming, to fill in the gaps of the software feature set. However, more than once, people suggest that architects are not programmers and that they should not be responsible for adding this functionality. Similarly, when guiding students through some of their technical design studio problems, a comparable reaction is noticed. This is especially remarkable, considering the fact that these students had prior programming courses, as part of their Bachelor of Architecture curriculum.
keywords	Programming, design process, interface, curriculum
series	CAAD Futures
type	poster
email
last changed	2009/08/21 07:40

_id	caadria2009_103
id	caadria2009_103
authors	Boeykens, Stefan; Herman Neuckermans
year	2009
title	Content Management Systems Versus Learning Environments
doi	https://doi.org/10.52842/conf.caadria.2009.285
source	Proceedings of the 14th International Conference on Computer Aided Architectural Design Research in Asia / Yunlin (Taiwan) 22-25 April 2009, pp. 285-294
summary	Schools and teachers increasingly apply Online Learning Environments for teaching and course management. In many cases, an existing platform is used to support the curriculum. At the K.U. Leuven in Belgium a campus-wide platform is provided, using a commercial Content Management System. At the same time, the Design and Building Methodology research group at the Department of Architecture, Urbanism and Planning developed a custom portal to organize Computer Aided Architectural Design courses and seminars. Integration of this portal into the university system was rather disappointing, since much of the flexibility and customizability was lost, without any chance of filling in the gaps. This article discusses the possibilities and limitations of existing web-based systems to support Computer Aided Architectural Design teaching and reports on our own experiences from the last decade. A comparison of selected systems is juxtaposed with the requirements derived from these experiences.
keywords	Education; CMS; LMS; CAAD
series	CAADRIA
email
last changed	2022/06/07 07:52

_id	ecaade2022_367
id	ecaade2022_367
authors	Doumpioti, Christina and Huang, Jeffrey
year	2022
title	Field Condition - Environmental sensibility of spatial configurations with the use of machine intelligence
doi	https://doi.org/10.52842/conf.ecaade.2022.2.067
source	Pak, B, Wurzer, G and Stouffs, R (eds.), Co-creating the Future: Inclusion in and through Design - Proceedings of the 40th Conference on Education and Research in Computer Aided Architectural Design in Europe (eCAADe 2022) - Volume 2, Ghent, 13-16 September 2022, pp. 67–74
summary	Within computational environmental design (CED), different Machine Learning (ML) models are gaining ground. They aim for time efficiency by automating simulation and speeding up environmental performance feedback. This study suggests an approach that enhances not the optimization but the generative aspect of environmentally driven ML processes in architectural design. We follow Stan Allen's (2009) idea of 'field conditions' as a bottom-up phenomenon according to which form and space emerge from local invisible and dynamic connections. By employing parametric modeling, environmental analysis data, and conditional Generative Adversarial Networks [cGAN] we introduce a generative approach in design that reverses the typical design process of going from formal interpretation to analysis and encourages the emergence of spatial configurations with embedded environmental intelligence. We call it Intensive-driven Environmental Design Computation [IEDC], and we employ it in a case study on a residential building typology encountered in the Mediterranean. The paper describes the process, emphasizing dataset preparation as the stage where the logic of field conditions is established. The proposed research differentiates from cGAN models that offer automatic environmental performance predictions to one that spatial predictions stem from dynamic fields.
keywords	Field Architecture, Environmental Design, Generative Design, Machine Learning, Residential Typologies
series	eCAADe
email
last changed	2024/04/22 07:10

_id	ijac20097203
id	ijac20097203
authors	Eilouti, Buthayna h.
year	2009
title	A Digital Incorporation of Ergonomics into Architectural Design
source	International Journal of Architectural Computing vol. 7 - no. 2, 235-253
summary	A project that is particularly designed for digital studio settings is described. Facilitated by multiple computer modeling and animation software, the project incorporates concepts and applications of ergonomics and kinetics as two ingredients and concept generators with problem-based learning techniques into architectural designing. Reflections about the project and its outcomes are reported and discussed. The results indicate that considerations of ergonomics, flexibility, mobility and responsiveness in dynamic structures and their interactions with users can enrich and optimize generated designs. Similarly, the application of problem-based designing approach seems to foster critical thinking of participants and improve their involvement in collaborative design processing.
series	journal
last changed	2009/08/11 08:39

_id	sigradi2009_792
id	sigradi2009_792
authors	Flório, Wilson
year	2009
title	Modelagem Paramétrica em Arquitetura: Estratégias para Materializar Formas Complexas [Parametric Modeling in Architecture:strategies to materializing complex shapes]
source	SIGraDi 2009 - Proceedings of the 13th Congress of the Iberoamerican Society of Digital Graphics, Sao Paulo, Brazil, November 16-18, 2009
summary	This research investigates the relation between parametric modeling (PM) and digital fabrication (DF) of complex shapes in architecture. The complexity involving the recent designs in architecture has demanded new procedures, as much during the conception as to make possible its construction. Thus, the PM and the DF have allowed architects and engineers conceiving, detailing and constructing complex structures with more precision and faster. In this paper, the author contributes for a discussion in this field, still incipient in Brazil, particularly in the process of PM teach-learning.
keywords	Parametric Modeling; Digital Fabrication; Construction; Contemporary Architecture; Complexity
series	SIGRADI
email
last changed	2016/03/10 09:52

_id	ijac20097104
id	ijac20097104
authors	Forte, Maurizio; Pietroni, Eva
year	2009
title	3D Collaborative Environments in Archaeology: Experiencing the Reconstruction of the Past
source	International Journal of Architectural Computing vol. 7 - no. 1, 57-76
summary	This paper presents the outcome of the research project: "Integrated Technologies of Robotics and Virtual Environments in Archaeology", financed by the Italian Ministry of the University and Scientific Research, FIRB (Funds for the Investments of Basic Research). The aim of the project is to experiment and realize a multi-user domain on the web aimed to a multidisciplinary scientific community: archaeologists, historians, experts in human and social sciences, communication experts. The capacity to load, share and interact with data in the same spatial virtual environment can increase the level of learning and scientific communication. The project is the result of the collaboration between CNR-ITABC of Rome, the University of California, Merced, the Department of Archaeology of the University of Pisa and Scuola S. Anna of Pisa. It focuses on three archaeological sites: the Teban tomb 14 in the necropolis of Gurna, Fayum Medinet Madi, both in Egypt, and Khor Rori, in Oman. The collaborative environment is constructed through a virtual reality system. This allows to create a virtual space where it is possible to share 3D information on the project and to host additional behaviors of the scientific community.
series	journal
last changed	2009/06/23 08:07

_id	caadria2009_057
id	caadria2009_057
authors	Gu, Ning; Leman Figen Gul, Anthony Williams and Walaiporn Nakapan
year	2009
title	Conquering New Worlds
doi	https://doi.org/10.52842/conf.caadria.2009.153
source	Proceedings of the 14th International Conference on Computer Aided Architectural Design Research in Asia / Yunlin (Taiwan) 22-25 April 2009, pp. 153-164
summary	Two Architecture Schools that are geographically separated provided students with a learning experience in Collaborative Virtual Environments (CVEs). Reported in this paper is the experience of the students as well as a commentary on the quality of the outcomes they achieved whilst confronting this new learning experience. A comprehensive questionnaire was developed and used in the end of the collaboration for students to reflect and evaluate their design and collaborative experiences. Based on the questionnaire results, this paper documents the issues that the students experienced in CVEs from the communication aspect, the design support aspect, and the collaboration and teamwork aspect. The paper concludes with insights on how this initiative can inform the way that we can better support design education in CVEs.
keywords	Design Education; Collaborative Virtual Environments; and Student Perception
series	CAADRIA
email
last changed	2022/06/07 07:51

_id	cf2009_051
id	cf2009_051
authors	Gu, Ning; Nakapan, Walaiporn; Willians, Anthony and Gul, Leman
year	2009
title	Evaluating the use of 3D virtual worlds in collaborative design learning
source	T. Tidafi and T. Dorta (eds) Joining Languages, Cultures and Visions: CAADFutures 2009, PUM, 2009, pp. 51-64
summary	3D virtual worlds for collaborative design learning have been widely recognized and practised, nevertheless there is a general lack of formal evaluation with empirical evidence for the performance of virtual worlds, and their roles in developing students’ teamwork skills. In bridging these gaps, this paper provides a critical discussion of the effectiveness of virtual worlds for collaborative design learning, supported by a comprehensive analysis on the results of an inclusive questionnaire completed by architectural students. The paper provides insight into the application of virtual worlds in both technical and procedural experiences, and discusses the benefits and shortcomings of virtual worlds on design education.
keywords	3D Virtual words, collaborative design, virtual design studios and design education
series	CAAD Futures
email
last changed	2009/06/08 20:53

_id	cf2009_369
id	cf2009_369
authors	Guité, Manon; Iordanova, Ivanka; De Paoli, Giovanni; Tidafi, Temy and Lachapelle, Jacques
year	2009
title	Environnement numérique d’apprentissage et de conception en architecture; Digital environment for learning and designing architecture
source	T. Tidafi and T. Dorta (eds) Joining Languages, Cultures and Visions: CAADFutures 2009, PUM, 2009, pp. 369-382
summary	This research aims at stimulating the exploration process in architectural design through the conception and the creation of a computational environment centered on a library of referents. Based on a specific way of describing the referents, as well as on the energizing role we wanted the library to play in the design process, we could draw the characteristics of such an environment. The representation of the referents is seen as a combination of descriptions in different format. Offered to students, it allows for new interpretations, for interaction with their content, and finally, for the integration of knowledge during the process of architectural exploration.
keywords	Architectural design environment, precedent, representation, CAD learning, pedagogy
series	CAAD Futures
type	normal paper
email
last changed	2009/06/09 07:12

_id	ecaade2009_167
id	ecaade2009_167
authors	Gönenç Sorguç, Arzu; Arslan Selçuk, Semra
year	2009
title	Art and Literature as a Teaching/Learning Interface of Mathematics for Students of Architecture
doi	https://doi.org/10.52842/conf.ecaade.2009.465
source	Computation: The New Realm of Architectural Design [27th eCAADe Conference Proceedings / ISBN 978-0-9541183-8-9] Istanbul (Turkey) 16-19 September 2009, pp. 465-472
summary	This paper discusses an educational approach emphasizing the changing role of mathematics and potentials of mathematical thinking in architectural education on the course of changing design paradigm: from designing the product to designing the process. In this context, randomly selected samples of student works, realized within the context of an elective undergraduate course, Arch 333 “Mathematics in Architecture” at Middle East Technical University, Ankara, Turkiye are presented. It is shown that mathematical thinking provide not only to science people a solid ground for further explorations, but also new inspirations to people involving art and design and help them to overcome prejudices and fears related with mathematics in their minds. It is believed that this approach encourages them to discuss complex problems with meta language of mathematics and develop ability to consider the design process as a whole.
wos	WOS:000334282200056
keywords	Mathematical thinking, mathematics in architectural education, multi-dimensionality of data, mathematics as meta language
series	eCAADe
email
last changed	2022/06/07 07:50

_id	sigradi2009_809
id	sigradi2009_809
authors	Hamuy Pinto, Eduardo Juan; Marcelo Serres Gomez
year	2009
title	Interaction Protocol for Questions & Answers through Screen Capture, in Virtual Learning Environments
source	SIGraDi 2009 - Proceedings of the 13th Congress of the Iberoamerican Society of Digital Graphics, Sao Paulo, Brazil, November 16-18, 2009
summary	Virtual Environments for Learning typically include a FAQ (frequently asked questions) repository, built up from interactions between students and teachers. Based on Media Richness Theory, there is evidence that dynamic audiovisual demonstrations show advantages over text and still-image based tutorials. A protocol with a structured modus operandi seems suitable for those interactions. This paper accounts for a project startup, which will compare two communication procedures for building a low cost FAQ repository with screen-capture software CamStudio and YouTube. Six sample courses will compare highly structured protocol and a low one. We expect evidence in favor of a more structured protocol.
keywords	Media Richness; e-Learning Tutorials; Protocols; Screen Capture
series	SIGRADI
email
last changed	2016/03/10 09:53

_id	caadria2009_016
id	caadria2009_016
authors	Hemsath, Timothy L. ; Ronald Bonnstetter, Leen-Kiat Soh and Robert Williams
year	2009
title	Digital CADCAM Pedagogy
doi	https://doi.org/10.52842/conf.caadria.2009.277
source	Proceedings of the 14th International Conference on Computer Aided Architectural Design Research in Asia / Yunlin (Taiwan) 22-25 April 2009, pp. 277-284
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 problembased 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	Inquiry-based education: CAD; CAM; pedagogy
series	CAADRIA
email
last changed	2022/06/07 07:49

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