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 592

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

_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	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	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	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	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	ascaad2009_abdullah_jenaidab
id	ascaad2009_abdullah_jenaidab
authors	Jenaidab, Abdullah and Mahmoud Ahmed Eissa
year	2009
title	Digital Modeling in Traditional Architecture Learning: the method and benefits
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. 153-162
summary	This paper looks at learning from The traditional architecture with the aid of digital 3D modelling aimed to support the process of architectural design in a studio environment where designs can be tested without the practicalities of the real world. The process of architectural design in itself is an unknown phenomenon for new students of architecture, so they look to digital 3D modelling to help them in understanding the vernacular or traditional architecture vocabulary. The question therefore, is how can digital 3D modelling underpin a student’s own design philosophy and experience? Also is there any place for the older students, in making this process more productive? The digital 3D modelling of a sample traditional house in historical Jeddah has allowed for a study and learning from of traditional architecture. Observing students over one semester, it was apparent that a more open critical ability developed in understanding the vernacular or traditional architecture vocabulary. Based on feedback from students, we have developed guidelines and recommendations for teaching traditional architecture with the help of 3D digital modelling technologies. We believe we have improved the quality of the Department's small-group teaching and encouraged students to treat communication and 3D modelling skills as valuable. Our results show techniques of creating 3D digital modelling can be very helpful in teaching the vocabulary of our traditional architecture. Digital 3D modelling in this way seems an ideal tool in traditional architectural education which is presently neglected.
series	ASCAAD
email
last changed	2009/06/30 08:12

_id	sigradi2009_1107
id	sigradi2009_1107
authors	Lara, Arthur Hunold; Marcelo Eduardo Giacaglia; Norberto Corrêa da Silva Moura
year	2009
title	Teaching digital fabrication in the post-industrial era
source	SIGraDi 2009 - Proceedings of the 13th Congress of the Iberoamerican Society of Digital Graphics, Sao Paulo, Brazil, November 16-18, 2009
summary	The creation process of a product is a work of immersion and concentration, and is, seldom linear. A primary concept most likely will undergo modifications during the process. In what concerns teaching, a great number of Brazilian higher education institutions act exclusively on the formation of students as specialists in the creation of primary concepts. As for the process of refining an idea, as in prototype production and observation, this phase will only be learned and understood on the job market. Nowadays, new methodologies for digital fabrication put into evidence other strategies resulting from post-industrial production.
keywords	Digital fabrication; digital modeling; prototyping; education
series	SIGRADI
email
last changed	2016/03/10 09:54

_id	ascaad2009_regina_ruschel
id	ascaad2009_regina_ruschel
authors	Ruschel, Regina C.; Ana Lúcia C.N. Harris; Silvia A.M.G. Pina; Ana Maria M.G. Monteiro; Núbia Bernardi; Daniel C. Moreira; Ana Regina M. Cuperschmid and Autímio B. Guimarães Filho
year	2009
title	Beyond Traditional CAAD: E-Learning supporting design thinking
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. 71-87
summary	A study based on a post-occupancy-evaluation (POE), conducted in housing developments in the region of Campinas, Brazil, evaluated quality of life and sustainability indicators. These indicators were then related to site planning design guideline for low-income public housing projects that considered recommendations for integrated community and security, street and path system and parking, public and private open space and landscaping. Since this work is part of a broader study, which aims to develop evaluation tools, the proposed design guidelines were used by students in a graduate class, in order to verify its effectiveness. Bloom’s Taxonomy was used to determine educational goals for design thinking in this class. First design thinking was instigated based on students’ prior knowledge of life quality and sustainability indicators for housing design. Comprehension of proposed design guidelines was stimulated by the reading and discussion of related literature, paraphrasing or extension of proposed design guidelines and respective illustration with reference images. An existing low-income housing development, with award winning design, was selected and an evaluation of its conformance to proposed design guidelines was conducted comparing site or design images to reference images. This evaluation subsidized a design exercise for the selected housing development. The class was offered as a partially distance course with an agenda including: tutorials, theoretical classes, seminars and conceptual discussions. A new Brazilian open source e-learning environment was experimented and critiqued. Beyond traditional CAAD tools others such as wiki, blog, polls, chat, conferencing, web authoring and visit broadcasting supported collaborative learning and design. Results indicate the viability of design teaching in distance education courses for competent designers; however the experience shows the need for innovation in synchronous communication and visualization tools specific for architectural design users. Students evaluation of selected housing development and final projects indicate that the proposed guidelines for low-income public housing projects successfully supports the decision making process in order to incorporate quality of life and sustainability indicators in design. The experience presents a model of design education which incorporates technology integrated to human and environmental dimensions.
series	ASCAAD
email
last changed	2009/06/30 08:12

_id	ascaad2009_000
id	ascaad2009_000
authors	Abdelhameed, Wael; N. Hamza and A. Bennadji (eds.)
year	2009
title	Digitizing Architecture: Formalization and Content
source	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, 463 p.
summary	CAAD is constantly provoking and raising many potentials, challenges and arguments in academia, practice, and even in the theory of architecture itself. This process starts with the pedagogy of designing and the ongoing questions such as how much of CAAD should be incorporated in teaching, and ends with digital design technologies and the new emerging questions such as how biologically inspired computational processes alter the form of our architecture and the typical design process. Architecture originates from peoples’ needs and beliefs. The new forms of digital architecture generate debates in terms of various important issues, ranging from emotional and social factors to sustainability and warming climate. The focus area of the conference can be shaped, as follows: considering all these potentials, challenges, and arguments, which we have to benefit from and cope with, are there truly legitimate concerns about the future of our architecture and its content in particular from human and environmental dimensions? Can we develop our own ways of benefiting from the technology that cater to our environment and culture? Can we still see the form of architecture in the traditional way or should we change our perspectives? In other words the conference concentrates on bridging between the new digital form and the traditional human content.
series	ASCAAD
type	normal paper
email
last changed	2010/02/26 07:31

_id	caadria2009_021
id	caadria2009_021
authors	Ambrose, Michael A.
year	2009
title	BIM and Comprehensive Design Studio Education
doi	https://doi.org/10.52842/conf.caadria.2009.757
source	Proceedings of the 14th International Conference on Computer Aided Architectural Design Research in Asia / Yunlin (Taiwan) 22-25 April 2009, pp. 757-760
summary	Building Information Modeling (BIM) has the potential to fundamentally alter the way composition, scale and abstraction are addressed in today’s comprehensive design studio by displacing the primacy of abstract conventions of representation with a methodology based on systems thinking and virtual simulation. BIM viewed as provocateur of design education provides great potential for the critical analysis of how architectural design is taught. The design studio project reflects new ways of teaching and addressing BIM methods and processes, and critically evaluating their effects and possibilities on architectural production.
keywords	Education; design theory; design studies; animation
series	CAADRIA
email
last changed	2022/06/07 07:54

_id	ascaad2009_mustapha_ben_hamouche
id	ascaad2009_mustapha_ben_hamouche
authors	Ben-Hamouche, Mustapha
year	2009
title	Gis in Architectural Education: Design as a place-making process
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. 393-407
summary	Responsiveness to site conditions and environment is one of the axioms of architectural design. However, most students’ design is made in a non-geo-coordinated cyberspace through CAAD design and thus leading to “flying” proposals” that are not attached to the context. GIS teaches students in architecture to initially refer to real locations as the space in which they design is geo-coordinated and provides the wider context of the project. Along the design process, the project surroundings from macro scale; that is the globe, to the micro-scale that is reflected in the existing buildings, the road network and the topography are constantly present. At the end stage, the project is seen not as a free standing building but rather as an integral part in a real place on Earth. The 3-D urban visualization gives the possibility of evaluating the degree of success of place-making and the fitness of the project to its context. The aim of the paper is to present how a GIS course can support CAAD and improve the architectural design process as well as the quality of the design output towards a contextual architecture. The paper is based on the experience of the author who is architects and urban planner, in teaching design studios and Urban Planning based on GIS as an elective course to graduating students in architecture at the University of Bahrain. It presents an alternative method that is called Permanent Presence of the Real World PPRW.
series	ASCAAD
email
last changed	2009/06/30 08:12

_id	caadria2009_017
id	caadria2009_017
authors	Bruton, Dean
year	2009
title	On Distributed Network Rendering Systems
doi	https://doi.org/10.52842/conf.caadria.2009.065
source	Proceedings of the 14th International Conference on Computer Aided Architectural Design Research in Asia / Yunlin (Taiwan) 22-25 April 2009, pp. 65-74
summary	This paper reports an investigation of the establishment and performance of a distributed computer rendering system for advanced computer graphics production within a centralized university information technology environment. It explores the proposal that the use of distributed computer rendering systems in industry and universities offers synergies for university-industry collaborative agreements. Claims that cluster computing and rendering systems are of benefit for computer graphics productions are to be tested within a standard higher education environment. A small scale distributed computer rendering system was set up to investigate the development of the optimum use of intranet and internet systems for computer generated feature film production and architectural visualisation. The work entailed using monitoring, comparative performance analysis and interviews with relevant stakeholders. The research provides important information for practitioners and the general public and heralds the initiation of a Centre for Visualization and Animation research within the School of Architecture, Landscape Architecture and Urban Design, University of Adelaide.
keywords	Render farm, processing, computer graphics, animation
series	CAADRIA
email
last changed	2022/06/07 07:54

_id	ascaad2009_andrea_cammarata
id	ascaad2009_andrea_cammarata
authors	Cammarata, Andrea
year	2009
title	Rebuilding Architecture: An analysis and critical investigation practice
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. 121-134
summary	The Cooperative Design Environment Laboratory (CoDE Lab) is carrying out a research with students, trainees and seniors who have previously participated to CAAD-assisted design courses. These courses were developed with the aim of making participants independent from the pre-analytical phase project to the renderings of the final artifact. The programs that have been used so far are Autodesk Revit, Graphisoft Archicad and Nemetschek Allplan.The teaching workgroup has always believed that analyzing, deconstructing and reconstructing the architecture teaches much in terms of understanding. If the process is done correctly, it entirely re-traces the creative dynamics developed by the original designer. Subsequently, the educational practice is to choose a notable architectural work, designed and/or created by a Master of architecture, and to reproduce it in all details: aesthetical-formal, morphological, technological, structural, modular, etc. The final result is an archive of well-developed reconstructed models of great specific interest. The students on the other hand thoroughly learn how to control the tools and all BIM planning procedures.
series	ASCAAD
email
last changed	2009/06/30 08:12

_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	acadia09_18
id	acadia09_18
authors	d’Estrée Sterk, Tristan
year	2009
title	Introduction: Thoughts for Gen X-Speculating about the Rise of Continuous Measurement in Architecture
doi	https://doi.org/10.52842/conf.acadia.2009.018
source	ACADIA 09: reForm( ) - Building a Better Tomorrow [Proceedings of the 29th Annual Conference of the Association for Computer Aided Design in Architecture (ACADIA) ISBN 978-0-9842705-0-7] Chicago (Illinois) 22-25 October, 2009), pp. 18-22
summary	We are here, in Chicago, not to talk about what we know, but what we do not know. We are here to share ideas and to speculate about what the world might look like if it were challenged, rethought, and rebuilt. We are here to uncover, piece by piece, a sense of our own ambitions for an architecture influenced by today but motivated by tomorrow. We are all speculators and dreamers. We find places for dreaming in our work, our models, our essays, our lectures, our research, and our teaching. Through these activities we speculate on the architecture of tomorrow. Sometimes these speculations hold great promise, while at other times they do not – certainly much of what we do can be improved, refined, qualified, quantified, and genuinely benefit from being computed. This could be horrifying; it could set the scene for an engineered architecture if we do not adapt.But architecture is changing and responding to very fresh and different ways of thinking. As a movement, young architects are questioning their inheritance and establishing new values, new methods, and new forms of practice. We might best think of these young architects as the Generation X of architecture – a generation who shapes discourse through technological, social, and environmental lenses. From its smallest technical process to its highest level of thought, this conference represents the spirit of this movement.
keywords	Introduction, Measurement, dynamic design
series	ACADIA
type	normal paper
email
last changed	2022/06/07 07:55

_id	ecaade2009_093
id	ecaade2009_093
authors	Elkær, Tim Nøhr
year	2009
title	Using Computers to Aid Creativity in the Early Stages of Design – or Not!: Rehabilitating the 2D/3D physical representation in Computer-Aided-Ideation
doi	https://doi.org/10.52842/conf.ecaade.2009.761
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. 761-768
summary	The introduction of Rapid Prototyping technology such as 3D printers and diverse Numerically Controlled machines such as laser cutters and milling machines, has made it obvious for many educational institutions, that a paradigm shift is occurring these years, that will forever change the design- and architectural practice, - for better or worse. This paper discusses the current change of role and status of the representation as a means to communicate design in the digital era. It outlines two opposite directions for the development of software technology, and brings forward previous and current research, on the didactic aspects of introducing digital software into the curriculum of architecture and design education. The paper describes a workshop held at the Danish Design School, where students proficient in using digital media, were challenged to use analogue models instead, to rediscover and utilize some of the creative potentials offered by this medium. Two other workshops discussing similar themes with different foci and different participants have been held since. One hosted by the Glass & Ceramic School on Bornholm, where the students are trained as traditional Craftsmen and another hosted by Nordes2009 at AHO in Oslo, where the participants came with a background in the research community. My own research interest lies in establishing or refueling a discussion on the importance of the ambiguity in a physical representation, as opposed to the finite interpretations offered by the digital modeling environment, that the profession is accustomed to work within. This interest has recently been confirmed and renewed by reading “The (soft) Architecture Machine(s)” from 1970+75 and by studying the works of Professor Julio Bermudez and Professor Bennett Neiman.
wos	WOS:000334282200092
keywords	Ideation, representation, ambiguity, heuristics, design education
series	eCAADe
email
last changed	2022/06/07 07:55

_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	ecaade2018_312
id	ecaade2018_312
authors	Gündüz, Gamze, Oral, Hülya and Yazar, Tu?rul
year	2018
title	Integration of Design Geometry with "Computational Making" in Basic Design Studio - A Case Study of Lanterns Project
doi	https://doi.org/10.52842/conf.ecaade.2018.2.439
source	Kepczynska-Walczak, A, Bialkowski, S (eds.), Computing for a better tomorrow - Proceedings of the 36th eCAADe Conference - Volume 2, Lodz University of Technology, Lodz, Poland, 19-21 September 2018, pp. 439-448
summary	Basic design education, as an introduction of design principles to novice students, has two-way of teaching which are design thinking and professional training, since Bauhaus. Initiated in 2009, the Computation-based Basic Design Studio creates a common ground through discussions between students, academics, and professionals from various backgrounds. In this paper, the implementation of parallel courses named Computation-based Basic Design Studio and Design Geometry is discussed upon final assignment of the first semester- New Year's Lanterns. The given assignment structured as a cyclic process through constant feedback between geometric relations, material performance, and, joinery details to achieve novel outcomes that exceed the preliminarily set structural criteria. In relation to individual processes and outcomes of the final assignment, observed tendencies developed by students', at the end of their first-term in design education, will be discussed as final remarks.
keywords	design education; basic design; design geometry; polyhedra
series	eCAADe
email
last changed	2022/06/07 07:49

_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

For more results click below: