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	caadria2009_103
id	caadria2009_103
authors	Boeykens, Stefan; Herman Neuckermans
year	2009
title	Content Management Systems Versus Learning Environments
source	Proceedings of the 14th International Conference on Computer Aided Architectural Design Research in Asia / Yunlin (Taiwan) 22-25 April 2009, pp. 285-294
doi	https://doi.org/10.52842/conf.caadria.2009.285
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	stefan.boeykens@asro.kuleuven.be
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
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	arzug@arch.metu.edu.tr, semraarslan@yahoo.com
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	jenaideb@kau.edu.sa
last changed	2009/06/30 08:12

_id	sigradi2009_1171
id	sigradi2009_1171
authors	Ozten, Ulku
year	2009
title	Why Architectural Program Today?
source	SIGraDi 2009 - Proceedings of the 13th Congress of the Iberoamerican Society of Digital Graphics, Sao Paulo, Brazil, November 16-18, 2009
summary	This study aims to contribute to the architectural history, theory and design research. As being part of the modern tradition, it is an enquiry into the epistemological consequences of program-based architectural design whose progenitors lie at the very idea of the modern movement. It aims to develop arguments at the continuation of the discussion of the program emerged in the 1960s. In the study, the main problem in the contemporary design and especially in the digital design that are caused by the disengagement from a convincing epistemological clarity is addressed via a review on program, and an additional introductory survey.
keywords	architectural program; digital design theory; epistemology; science; tradition
series	SIGRADI
email	oztenu@yahoo.com
last changed	2016/03/10 09:57

_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	wael.abdelhameed@gmail.com
last changed	2010/02/26 07:31

_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
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
doi	https://doi.org/10.52842/conf.ecaade.2009.665
wos	WOS:000334282200080
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.
keywords	Shells, learning from nature, seashells, mathematical modeling
series	eCAADe
email	semraarslan@yahoo.com, arzug@arch.metu.edu.tr
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	mbenhamouche@eng.uob.bh
last changed	2009/06/30 08:12

_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	alexia@arquitetura.ufc.br
last changed	2016/03/10 09:47

_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	andrea.cammarata@polimi.it
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
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
doi	https://doi.org/10.52842/conf.ecaade.2022.2.067
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	christina.doumpioti@epfl.ch
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
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
doi	https://doi.org/10.52842/conf.acadia.2009.018
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	tsterk@orambra.com
last changed	2022/06/07 07:55

_id	sigradi2009_715
id	sigradi2009_715
authors	Fernández Colombo, Mónica Inés; Ricardo Gustavo Piegari; Liliana Bonvecchi
year	2009
title	Mutación de la arquitectura de lo analógico a lo digital [Mutation of Architecture, from Analogical to Digital]
source	SIGraDi 2009 - Proceedings of the 13th Congress of the Iberoamerican Society of Digital Graphics, Sao Paulo, Brazil, November 16-18, 2009
summary	The combined experience of GIDCAD (Group of Research and Teaching in Applied Computer Design), and LabPra (Laboratory of Architectural Project), pretends to analyze the newest points of view concerning architecture and to mull around the evolution from the traditional to the digital project, incorporating theory to help decode the mutation of Architecture. The goal is to evaluate the changes caused by architecture’s design and communication from the incorporation of digital technologies, and to check its progress and behavior in the Virtual Community to the service of the discipline’s teaching.
keywords	Mutación; Concepción; Comunicación Virtual; Enseñanza
series	SIGRADI
email	mifc@fibertel.com.ar
last changed	2016/03/10 09:51

_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	ning.gu@newcastle.edu.au
last changed	2022/06/07 07:51

_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
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
doi	https://doi.org/10.52842/conf.ecaade.2018.2.439
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	gamze.gunduz@bilgi.edu.tr
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
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	themsath3@unl.edu
last changed	2022/06/07 07:49

_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	ivanka.iordanova@videotron.ca
last changed	2012/02/11 19:21

_id	f86d
id	f86d
authors	Janice Pires and Adriane Borda.
year	2009
title	CONSTRUÇÃO DE VOCABULÁRIO E REPERTÓRIO GEOMÉTRICO PARA O PROJETO DE ARQUITETURA. CONSTRUCTION OF GEOMETRIC VOCABULARY AND REPERTOIRE FOR THE ARCHITECTURAL DESIGN.
source	XIX SIMPÓSIO NACIONAL DE GEOMETRIA DESCRITIVA E DESENHO TÉCNICO E VIII CONFERENCE ON GRAPHICS ENGINEERING FOR ARTS AND DESIGN - LINGUAGENS E ESTRATÉGIAS DA EXPRESSÃO GRÁFICA: COMUNICAÇÃO E CONHECIMENTO.
summary	Departing from a case analysis extracted from the context of didactic practices directed to the initial stages of Architectural Project learning, the necessity of limiting a conceptual net which expresses an updated geometric knowledge is assumed in order to sustain the characterization activity of the architectonic shape. For the case which was analyzed one identifies, through the light of traditional project approaches and from those originated from practices of digital graphic representations and shape grammars, a set of concepts and procedures that allows to explicit a knowledge structure considered able to support and strengthen the activity in question. Such structure is represented through conceptual maps that allow observing, visually, the amplification of concepts which in this study are identified with the geometric vocabulary and repertoire. It faces the necessity of recognizing a terminology to explicit such elements and, thus, experimenting the usage of established taxonomy in the context of architecture. In the present study, a metacognitive approach is added, associating practices of Geometric Modeling and Shape Grammars to the mechanisms of deductive and inductive metacognition, respectively. This perspective of analysis is proposed to contribute for the disciplinary integration: project and representation centered on the construction of a geometric vocabulary and repertoire to architecture.
keywords	design practice of architecture, geometric knowledge, structures of knowledge, metacognition
series	other
type	normal paper
email	janice_pires@hotmail.com
last changed	2009/10/22 00:46

_id	ecaade2009_156
id	ecaade2009_156
authors	Karzel, Rüdiger; Matcha, Heike
year	2009
title	Experimental Design-Build: Teaching Parameter-based Design
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. 153-158
doi	https://doi.org/10.52842/conf.ecaade.2009.153
wos	WOS:000334282200018
summary	We present a student design class, in which experimental full-scale parametric objects are planned and built. The class explores the possibilities of digital production chains in which CAAM techniques driven by parametric modeling can expand the range of possibilities for designing and producing architecture. We show how those possibilities and techniques can be integrated into architectural education in facilitating a transition from digital design to actual object. The didactic challenge represents teaching a methodological approach towards parameter-based design, its transfer into a software program and the choice of construction and production method.
keywords	Prototyping, parametric design, student design build projects, CAAM methods, evolutionary optimization
series	eCAADe
email	karzel@ekon.tu-darmstadt.de, h.matcha@techno-tud.de
last changed	2022/06/07 07:52

_id	caadria2009_130
id	caadria2009_130
authors	Kuo, Mei-Lin
year	2009
title	An AR-Based Navigation Interface
source	Proceedings of the 14th International Conference on Computer Aided Architectural Design Research in Asia / Yunlin (Taiwan) 22-25 April 2009, pp. 441-449
doi	https://doi.org/10.52842/conf.caadria.2009.441
summary	In order to improve the learning effect of the navigation interfaces in current museums, the architectural exhibition in museum exhibition hall is taken as an example in this study. An instant interactive navigation interface which is different from those used before is developed to guide the visitors to learn exactly the designing styles of architects. Two results are reached in this experiment: 1) a model of knowledge acquirement which is most possibly related to the learning process based on the exhibition of learning topics; 2) the influences of operating movements on specific topics that emphasize knowledge domains.
keywords	Learning effect: Learning behaviour; Augmented Reality; Information Navigation, Database Query
series	CAADRIA
email	absolut_guess@yahoo.com.tw
last changed	2022/06/07 07:52

_id	cf2009_771
id	cf2009_771
authors	LaBelle, Guillaume; Nembrini, Julien and Huang, Jeffrey
year	2009
title	Programming framework for architectural design ANAR+: Object oriented geometry
source	T. Tidafi and T. Dorta (eds) Joining Languages, Cultures and Visions: CAADFutures 2009, PUM, 2009, pp. 771- 785
summary	From the recent advent of scripting tools integrated into commercial CAAD software and everyday design practice, the use of programming applied to an architectural design process becomes a necessary field of study. The presented research explores the use of programming as explorative and reflexive medium (Schön, 1983) through the development of a programming framework for architectural design. Based on Java, the ANAR+ library is a parametric geometry environment meant to be used as programming interface by designers. Form exploration strategies based on parametric variations depend on the internal logic description, a key role for form generation. In most commercial CAD software, geometric data structures are often predefined objects, thus constraining the form exploration, whereas digital architectural research and teaching are in need for an encompassing tool able to step beyond new software products limitations.
keywords	Parametric design, programming language, architectural Geometry, pro-cessing
series	CAAD Futures
email	guillaume.labelle@epfl.ch
last changed	2009/06/08 20:53

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