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	caadria2009_016
id	caadria2009_016
authors	Hemsath, Timothy L. ; Ronald Bonnstetter, Leen-Kiat Soh and Robert Williams
year	2009
title	Digital CADCAM Pedagogy
source	Proceedings of the 14th International Conference on Computer Aided Architectural Design Research in Asia / Yunlin (Taiwan) 22-25 April 2009, pp. 277-284
doi	https://doi.org/10.52842/conf.caadria.2009.277
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

_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	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	caadria2009_057
id	caadria2009_057
authors	Gu, Ning; Leman Figen Gul, Anthony Williams and Walaiporn Nakapan
year	2009
title	Conquering New Worlds
source	Proceedings of the 14th International Conference on Computer Aided Architectural Design Research in Asia / Yunlin (Taiwan) 22-25 April 2009, pp. 153-164
doi	https://doi.org/10.52842/conf.caadria.2009.153
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_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
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
doi	https://doi.org/10.52842/conf.ecaade.2009.465
wos	WOS:000334282200056
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.
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	cf2011_p108
id	cf2011_p108
authors	Iordanova, Ivanka; Forgues Daniel, Chiocchio François
year	2011
title	Creation of an Evolutive Conceptual Know-how Framework for Integrative Building Design
source	Computer Aided Architectural Design Futures 2011 [Proceedings of the 14th International Conference on Computer Aided Architectural Design Futures / ISBN 9782874561429] Liege (Belgium) 4-8 July 2011, pp. 435-450.
summary	Low productivity of the building sector today is attributed to the fragmentation of tasks, disciplines and responsibilities, as well as to the resistance to adopt integrative work processes and digital means. The increased complexity of architectural projects and the aroused social consciousness for sustainable environment calls for integrative design collaboration. Thus, there is need for a Conceptual Framework combining work processes, technological means and policy aspects. According to the literature, integrative multidisciplinary design is a strategy resulting in high performance buildings nurturing sustainable way of living (Reed et al. 2009, Krygiel & Nies 2008). Responding to the increased technological complexity of our built environment, as well as to the objective of meeting multiple criteria of quality, both necessitating multidisciplinary collaboration during design, Building Information Modeling (BIM) is seen as a powerful means for fostering quality, augmenting productivity and decreasing loss in construction. Based on recent research, we can propose that a sustainable building can be designed through an integrative design process (IDP) which is best supported by BIM. However, our ongoing research program and consultations with advanced practitioners underscore a number of limitations. For example, a large portion of the interviewed professionals and construction stakeholders do not necessarily see a link between sustainable building, integrative design process and BIM, while in our opinion, their joint use augments the power of each of these approaches taken separately. Thus, there is an urgent necessity for the definition of an IDP-BIM framework, which could guide the building industry to sustainable results and better productivity. This paper defines such a framework, whose theoretical background lays on studies in social learning (activity theory and situated action theories). These theories suggest that learning and knowledge generation occurs mainly within a social process defined as an activity. This corresponds to the context in which the IDP-BIM framework will be used, its final objective being the transformation of building design practices. The proposed IDP-BIM framework is based on previous research and developments. Thus, firstly, IDP process was well formalized in the Roadmap for the Integrated Design Process‚ (Reed et al.) which is widely used as a guideline for collaborative integrative design by innovating practices in USA and Canada. Secondly, the National Building Information Modeling Standard (NBIMS) of the USA is putting an enormous effort in creating a BIM standard, Succar (2008) recently proposed a conceptual framework for BIM, but BIM ontology is still under development (Gursel et al 2009). Thirdly, an iterative design process bound to gating reviews (inspired from software development processes) was found to be successful in the context of multidisciplinary design studios (reported in our previous papers). The feedback from this study allowed for modifications and adjustments included in the present proposal. The gating process assures the good quality of the project and its compliance to the client's requirements. The challenge of this research is to map the above mentioned approaches, processes and technologies into the design process, thus creating an integrated framework supporting and nurturing sustainable design. The IDP-BIM framework can be represented by a multidimensional matrix linked to a semantic network knowledge database: - the axes of the matrix being the project timeline, the design process actors and building stakeholders (architect, engineers, client, contractor, environmental biologist, etc.), or different aspects of building performance (environmental, functional, social, interior environment quality, cost, etc.); and - the knowledge database providing multiple layers of semantic support in terms of process, domain knowledge, technology and workflow at a given moment of the project and for a given actor or building aspect. The IDP-BIM framework is created as an evolutive digital environment for know-how and will have an established protocol for regular updates. The paper will firstly present the state of the art in IDP and BIM. Secondly, it will expose the methodology used for the definition of the Framework, followed by a description of its structure, contents and digital implementation. Then, some scenarios for the use of the Framework will be shown as validation.
keywords	integrated design process, BIM, multidisciplinary design, conceptual framework
series	CAAD Futures
email
last changed	2012/02/11 19:21

_id	ecaade2011_098
id	ecaade2011_098
authors	Jutraz, Anja; Voigt, Andreas; Zupancic, Tadeja
year	2011
title	Exploring Urban Experimental Lab for public participation and education in urban design
source	RESPECTING FRAGILE PLACES [29th eCAADe Conference Proceedings / ISBN 978-9-4912070-1-3], University of Ljubljana, Faculty of Architecture (Slovenia) 21-24 September 2011, pp.904-912
doi	https://doi.org/10.52842/conf.ecaade.2011.904
wos	WOS:000335665500104
summary	This paper deals with visual digital collaborative tools for public participation in urban design. First it addresses the problem of the diversity of skills and knowledge levels of all the actors involved. The main focus is on exploring Urban Experimental Lab (Voigt, Kieferle, Wössner, 2009), developed for public participation in urban design, shifting the research focus towards the questions of educating both lay and different professional public through this process. Public participation in urban design is seen as an opportunity for lifelong urban design learning, offering a wide variety of different actions, problems and educational elements. All the participants are expected to improve their knowledge levels through participating in design process.
keywords	Digital collaborative tool; urban experimental lab; public participation; education; urban design
series	eCAADe
email
last changed	2022/05/01 23:21

_id	ecaade2009_095
id	ecaade2009_095
authors	Noriega, Farid Mokhtar; Fynn, JohnD.; McDonald-Rissanen, Mary
year	2009
title	UNITALKS: A Blended Learning Platform for University Specific Foreign Language Training for Architecture Students
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. 349-356
doi	https://doi.org/10.52842/conf.ecaade.2009.349
wos	WOS:000334282200042
summary	The objective of the UNITALKS project is to develop a blended e-learning solution for foreign language training adapted to the university environment and to careers in architecture and building construction. Based on the VoiceForum project, an Internet or Intranet based platform, the approach aims to create an immersive task-based collaborative learning environment incorporating certain free software tools including a wiki repository where students and tutors can interactively and creatively enrich their learning community with new resources. UNITALKS is forward-looking in its recognition of the social as well as the technological dimension of an effective learning strategy and innovative in its approach to designing discipline-specific content tailored in a staged process to support maximum learner engagement and full operational ability in the professional context.
keywords	Education, mobility, task-based approach, blended learning, learning communities
series	eCAADe
email
last changed	2022/06/07 07:58

_id	621b
id	621b
authors	Peng, W and Gero, JS
year	2009
title	A Design Interaction Tool That Adapts
source	VDM Verlag
summary	Despite different computerised approaches have been hardwired to solve various complex practical problems; few are founded on an adaptive paradigm such that a computational model interacts with its environment, loosely wires itself and learns from experience like humans do. This book presents our attempt to craft a computational model that learns from interactions and adapts based on its experience. We draw ideas from cognitive psychology in relation to human experiential learning, particularly the notions of ?situatedness?, ?constructive memory? and ?concept formation?. When applied to design activities, which are intrinsically dynamic and interactive, this model constructs concepts from interactions between the agent, the design problem and the use of the design tool. Such a design interaction tool generates knowledge based on the agent?s grounded generalisation from contextual information in a situated manner. Adaptive behaviours emerge from coupled interactions of the system from a macroscopic and a microscopic level. This book is suitable for researchers and students interested in pursuing computerised approaches based on cognitive science and natural computing.
keywords	interaction, situated agents, adaptation
series	book
type	normal paper
email
more	http://www.amazon.com/Design-Interaction-Tool-That-Adapts/dp/363913589X/ref=sr_1_3?ie=UTF8&s=books&qid=1241365175&sr=1-3
last changed	2009/09/11 18:25

_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	sigradi2009_806
id	sigradi2009_806
authors	Sánchez Cavazos, Maria Estela
year	2009
title	Modernismo, fundamento del Diseño Digital [Modernism, fundament of the Digital Design]
source	SIGraDi 2009 - Proceedings of the 13th Congress of the Iberoamerican Society of Digital Graphics, Sao Paulo, Brazil, November 16-18, 2009
summary	In this paper, the results of various investigations realized in the UAA and UANL have been gathered, since the year 2000, where the practice of architectonic design has been studied with and without computer, with the purpose of preparing students and teachers about the way of learning to do architectonic design with the new digital technologies. To explain the transformations that the architectonic Design has suffered with the use of the computer, a summarized table has been realized to show the roll that Modernism plays in the transition period between traditional and digital design.
keywords	Modernism; Digital Design; Architectonic design; Computer Assisted Design; International Style
series	SIGRADI
email
last changed	2016/03/10 10:01

_id	ecaade2009_088
id	ecaade2009_088
authors	Yazar, Tugrul; Pakdil, Oya
year	2009
title	Role of Studio Exercises in Digital Design Education: Case Study of the Nine-Square Grid
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. 145-152
doi	https://doi.org/10.52842/conf.ecaade.2009.145
wos	WOS:000334282200017
summary	This paper is about short term and contextually limited kit-of-parts exercises in architectural education. Studio exercises are one of the key educational tools in architecture, which should be reconsidered with the developing technologies. As design computing becomes the mainstream thinking in architecture, the need for not only renewed studio exercises but for new educational frameworks becomes an essential issue. Thus, in this paper we will be proposing a different perspective on digital studio education, by explaining the fundamentals of studio exercises and their digital transformation potentials. Our experience with one of the most common kit-of-parts exercises, the nine-square grid, as a computational design problem for the first year students will be presented here as a part of this on going study.
keywords	Digital design education, learning models, studio exercises, the nine-square grid
series	eCAADe
type	normal paper
email
last changed	2022/06/07 07:57

_id	sigradi2009_651
id	sigradi2009_651
authors	Braga, Gisele Pinna
year	2009
title	O uso do Blog na formação do arquiteto na era digital [Use of Blogs in architectural education in the digital age]
source	SIGraDi 2009 - Proceedings of the 13th Congress of the Iberoamerican Society of Digital Graphics, Sao Paulo, Brazil, November 16-18, 2009
summary	The digital age provides us many interactive tools from which we can develop our knowledge. Most of them are used daily by students and have a great impact in their lives. In this context, blogs appear as a tool with a great potential for education since students are used to read them. This article describes the experience of the use of a blog (Blog da Pinna) focused on architecture, technology and innovation, to enhance education for architecture students. It also shows the evaluation of this use and reflects about the achievements.
keywords	Blog; Educação; Arquitetura; Tecnologia; Inovação
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	sigradi2009_947
id	sigradi2009_947
authors	Brasil, Aléxia Carvalho; Aiade Guerra; Ana Carolina Barros; Cibele Bonfim; Hortênsia Gadelha; Rebeca Gaspar
year	2009
title	Os novos meios e o ensino de projeto [Teaching project with new media]
source	SIGraDi 2009 - Proceedings of the 13th Congress of the Iberoamerican Society of Digital Graphics, Sao Paulo, Brazil, November 16-18, 2009
summary	This paper aims to develop a reflection about the methodology of design project education mediated by new medias, analyzing the intervention of a digital environment in the design projectual students. From a critical evaluation of the desires of faculty and students of the Course of Architecture and Urbanism, Federal University of Ceará, examines the possibilities of establishing new methodologies and technologies into teaching practices of the studio project. Through the reflections encouraged, this paper seeks to underscore the importance of awareness against the anachronism of the technological education of Architecture and Urbanism in most of the schools in Brazil.
keywords	project teaching; new media; digital studio
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	sigradi2009_627
id	sigradi2009_627
authors	Corrêa, Roberto Machado
year	2009
title	Geração de Vistas Ortográficas pelo Método dos Rebatimentos em CAD 3D [Generation of Ortographics Views Using the Method in 3D CAD rotations]
source	SIGraDi 2009 - Proceedings of the 13th Congress of the Iberoamerican Society of Digital Graphics, Sao Paulo, Brazil, November 16-18, 2009
summary	This method consists in doing copys of modeling 3D solid in CAD enviroment, tri-dimensions rotations to positioning the copys like ortographics views, wen they are projects in one plan. The tri-dimensions rotations simule projection plan rotation, making students understand the process of views generate in mongean system. The result has being better in primary and second auxiliar views, witch depends of descriptive geometry study and spacial interpretation to be understand. The aplications of this method have been doing with sencond year students of engeneering course.
keywords	Technical Drawing, orthographic views; rotation; CAD; education
series	SIGRADI
email
last changed	2016/03/10 09:49

_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
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
doi	https://doi.org/10.52842/conf.ecaade.2009.761
wos	WOS:000334282200092
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.
keywords	Ideation, representation, ambiguity, heuristics, design education
series	eCAADe
email
last changed	2022/06/07 07:55

_id	ecaade2009_030
id	ecaade2009_030
authors	Shadkhou, Shaghayegh; Bignon, Jean-Claude
year	2009
title	Design, Fabrication, Digital: Between digital design and digital fabrication
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. 305-312
doi	https://doi.org/10.52842/conf.ecaade.2009.305
wos	WOS:000334282200037
summary	This paper represents an educational practice aiming at analysis of the link between digital design and digital manufacturing. CFD (conception, fabrication, digitale) is a one week workshop with graduate (master recherche) students of architecture school of Nancy. Having passed the first semester with a focus on modelling principles, computational logics and formal data representation, students are well prepared to apply them all in the process of form generation. The exercise is based on experimenting with new approaches in computational form generation interweaving geometry, aspects of construction and fabrication technologies.
keywords	CAD/CAM technologies, form generation, digital design, digital fabrication, constructability, architectural education
series	eCAADe
email
last changed	2022/06/07 07:59

_id	sigradi2009_1195
id	sigradi2009_1195
authors	Stewart, Tonya; Kevin Sweet
year	2009
title	Advanced Praxis: Synthesizing Digital and Craft in Design
source	SIGraDi 2009 - Proceedings of the 13th Congress of the Iberoamerican Society of Digital Graphics, Sao Paulo, Brazil, November 16-18, 2009
summary	Digital fabrication practices have allowed for a level of exactitude and precision unattainable by the designer’s hand. While the design community has benefited tremendously from developments in technology, certain qualities reflective of craft have been lost as a result of the overwhelming dependency on computer-based processes. In order to reinvigorate a sense of craft and personal expression into design, modalities of education must evolve to incorporate these characteristics with contemporary digital techniques. By combining craft, digital tools and collaborative efforts a new breed of designer will emerge – one that finds a personal voice in a globalized world. This paper outlines these issues as they were explored in an experimental design studio that focused on the integration of craft with digital fabrication methods that included both students of graphic design and architecture.
keywords	digital fabrication; cross-disciplinary; design pedagogy
series	SIGRADI
email
last changed	2016/03/10 10:01

For more results click below: