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	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	ecaade2010_091
id	ecaade2010_091
authors	Ibrahim, Mohamed S.; Bridges, Alan; Chase, Scott C.; Bayoumi, Samir; Taha, Dina S.
year	2010
title	Use of Grammar for Shape Exploration with Novice Students: Experiment 1: against the first impressions
doi	https://doi.org/10.52842/conf.ecaade.2010.115
source	FUTURE CITIES [28th eCAADe Conference Proceedings / ISBN 978-0-9541183-9-6] ETH Zurich (Switzerland) 15-18 September 2010, pp.115-124
summary	This paper describes a teaching experience conducted and carried out as part of the architectural coursework of the first year students. The workshop is the first of three planned to take place during the course of the first year studio. It aims at introducing new ways of thinking as well as introducing students to the new pattern of architectural education; It also helps communicating and-if required- unlearning accumulative conceptions that were unconsciously gained by the lack of practice, ignorance of actuality or simply by the accumulation of images and ideas in their minds over the years. A grammatical approach was chosen to develop the described methodology, based on the shape grammars system in general, and on one of its basic skills of seeing/understanding shapes & extracting elements of the visual composition in particular
wos	WOS:000340629400012
keywords	Beginning/novice students; Shape grammar; Pedagogical grammar; Design education.
series	eCAADe
email
last changed	2022/06/07 07:50

_id	sigradi2010_22
id	sigradi2010_22
authors	Lim, Chor-Kheng
year	2010
title	A Teaching Framework of an “E - basic Design Studio”
source	SIGraDi 2010_Proceedings of the 14th Congress of the Iberoamerican Society of Digital Graphics, pp. Bogotá, Colombia, November 17-19, 2010, pp. 22-25
summary	The objective of this research is to illustrate the teaching of CAD/CAM media in basic design studios for 1st and 2nd year undergraduate students. The research consequently establishes a framework for an “e - basic design studio” based on design studio observations and analysis of academic literature, which include the new thoughts on tectonics and the operation of traditional 2D/3D design media and CAD/CAM digital tools.
keywords	design education, basic design studio, CAD/CAM media, digital thinking.
series	SIGRADI
email
last changed	2016/03/10 09:54

_id	ecaade2010_113
id	ecaade2010_113
authors	Lim, Chor-Kheng
year	2010
title	A Preliminary Study for a Teaching Framework that Incorporates CAD/CAM Media into the Basic Design Studio
doi	https://doi.org/10.52842/conf.ecaade.2010.041
source	FUTURE CITIES [28th eCAADe Conference Proceedings / ISBN 978-0-9541183-9-6] ETH Zurich (Switzerland) 15-18 September 2010, pp.41-50
summary	The objective of this research is to apply the teaching of CAD/ CAM media to basic design studios for 1~2 year undergraduate students. The research consequently concludes a framework of “e-basic design studio” based on literature analysis and design studio observations, which including the new tectonics thinking and the operation of traditional 2D/3D design media and CAD/CAM digital tools.
wos	WOS:000340629400003
keywords	Design education; Basic design studio; CAD/CAM design media; Digital thinking
series	eCAADe
email
last changed	2022/06/07 07:52

_id	caadria2015_203
id	caadria2015_203
authors	Nakapan, Walaiporn
year	2015
title	Challenge of Teaching BIM in the First Year of University
doi	https://doi.org/10.52842/conf.caadria.2015.509
source	Emerging Experience in Past, Present and Future of Digital Architecture, Proceedings of the 20th International Conference of the Association for Computer-Aided Architectural Design Research in Asia (CAADRIA 2015) / Daegu 20-22 May 2015, pp. 509-518
summary	This paper presents an experience about BIM curriculum from Faculty of Architecture, Rangsit University, which has been implemented since 2010. Our approach is to introduce BIM into the first year architectural design curriculum both as a tool and as a new way to practice design. The objective of this paper is to identify problems encountered from the class and typical misconceptions about BIM curriculum based on our experience. Problems encountered are 1) The need to boost students’ attention, 2) The lack of acceptability criteria of the students’ design flaws, 3) The lack of BIM Guideline to be used in the curriculum, and 4) The need to grow the BIM thinking in other advanced studios. Typical misconceptions identified are 1) BIM is just another design tool 2) Traditional design process can be used in a BIM design studio, and 3) BIM limits creativity. Finally, we propose how to improve the curriculum and compare the BIM design process to traditional design process.
keywords	BIM; Curriculum; Education.
series	CAADRIA
email
last changed	2022/06/07 07:59

_id	e5a8
id	e5a8
authors	Saghafi, Mahmoud Reza; Jill Franz, Philip Crowther
year	2010
title	Crossing the Cultural Divide: A Contemporary Holistic Framework for Conceptualising Design Studio Education
source	CONNECTED 2010 – 2ND INTERNATIONAL CONFERENCE ON DESIGN EDUCATION 28 JUNE - 1 JULY 2010, UNIVERSITY OF NEW SOUTH WALES, SYDNEY, AUSTRALIA
summary	While the studio is widely accepted as the learning environment where architecture students most effectively learn how to design (Mahgoub, 2007:195), there are surprisingly few studies that attempt to identify in a qualitative way the interrelated factors that contribute to and support design studio learning (Bose, 2007:131). Such a situation seems problematic given the changes and challenges facing education including design education. Overall, there is growing support for re-examining (perhaps redefining) the design studio particularly in response to the impact of new technologies but as this paper argues this should not occur independently of the other elements and qualities comprising the design studio. In this respect, this paper describes a framework developed for a doctoral project concerned with capturing and more holistically understanding the complexity and potential of the design studio to operate within an increasingly and largely unpredictable global context. Integral to this is a comparative analysis of selected cases underpinned by grounded theory methodology of the traditional design studio and the virtual design studio informed by emerging pedagogical theory and the experiences of those most intimately involved – students and lecturers. In addition to providing a conceptual model for future research, the framework is of value to educators currently interested in developing as well as evaluating learning environments for design.
keywords	design studio, learning environment, online education
series	other
type	normal paper
email
more	http://eprints.qut.edu.au/32147/1/c32147.pdf
last changed	2010/11/16 08:26

_id	caadria2010_021
id	caadria2010_021
authors	Schnabel, Marc Aurel and Evelyn L. C. Howe
year	2010
title	The interprofessional virtual design studio
doi	https://doi.org/10.52842/conf.caadria.2010.219
source	Proceedings of the 15th International Conference on Computer Aided Architectural Design Research in Asia / Hong Kong 7-10 April 2010, pp. 219-228
summary	With the advent of Web 2.0 technologies, the Virtual Design Studio (VDS) has been revived in many schools of architecture around the globe. The recently evolving online Social Networks (SN) Platforms, as instruments for learning, have provided a potentially fruitful operative base for VDS. Yet these platforms have not enabled the VDS to explore new frontiers. All participants come from the same professional field and learn elements directly related to their existing design curriculum. The development of the VDS for interprofessional learning moves design education beyond conventional boundaries. The Interprofessional VDS (IPVDS) is an innovative method of teaching students from two different professional faculties the skills required for successful consultancy and promotional communication in the public realm. The IPVDS enabled students to develop consultancy skills and evidence-based communication strategies appropriate for disparate target audiences. It employed a digital SN learning platform to engage remotely-located students in acquiring new skills, transferring knowledge and achieving learning outcomes that enrich their professional experience. The paper presents details of the IPVDS, its methodology, outcomes, and evaluation of the studio, and discusses how the IPVDS is effective in enabling architectural students to understand and use communication and consultancy skills for collaboration across professional disciplines for the purpose of community engagement.
keywords	Virtual Design Studio; interprofessional; collaboration; consultancy; design skills
series	CAADRIA
email
last changed	2022/06/07 07:57

_id	caadria2010_022
id	caadria2010_022
authors	Ambrose, Michael A. and Lisa Lacharité-Lostritto
year	2010
title	Representation in a time of re-presentation: design media processes in architectural education
doi	https://doi.org/10.52842/conf.caadria.2010.229
source	Proceedings of the 15th International Conference on Computer Aided Architectural Design Research in Asia / Hong Kong 7-10 April 2010, pp. 229-238
summary	This paper examines what is appropriate and valuable to include in architectural education in light of changing representational conventions and techniques. Architecture finds itself at a unique moment in time where the means of production for the profession, and indeed the entire discipline, are transforming and fundamentally undermine the existing models of education, production and understanding. The threat to architecture education is that architecture becomes learned techniques rather than a way of operating within a body of knowledge that grows and responds to its context. These digital media processes offer contemporary education new and challenging ways to communicate ideas, sometimes subverting the imperative for “drawing” as the representation does not refer to information in the abstract, but IS the information quite literally.
keywords	Design education; design theory; digital design representation
series	CAADRIA
email
last changed	2022/06/07 07:54

_id	cf2011_p127
id	cf2011_p127
authors	Benros, Deborah; Granadeiro Vasco, Duarte Jose, Knight Terry
year	2011
title	Integrated Design and Building System for the Provision of Customized Housing: the Case of Post-Earthquake Haiti
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. 247-264.
summary	The paper proposes integrated design and building systems for the provision of sustainable customized housing. It advances previous work by applying a methodology to generate these systems from vernacular precedents. The methodology is based on the use of shape grammars to derive and encode a contemporary system from the precedents. The combined set of rules can be applied to generate housing solutions tailored to specific user and site contexts. The provision of housing to shelter the population affected by the 2010 Haiti earthquake illustrates the application of the methodology. A computer implementation is currently under development in C# using the BIM platform provided by Revit. The world experiences a sharp increase in population and a strong urbanization process. These phenomena call for the development of effective means to solve the resulting housing deficit. The response of the informal sector to the problem, which relies mainly on handcrafted processes, has resulted in an increase of urban slums in many of the big cities, which lack sanitary and spatial conditions. The formal sector has produced monotonous environments based on the idea of mass production that one size fits all, which fails to meet individual and cultural needs. We propose an alternative approach in which mass customization is used to produce planed environments that possess qualities found in historical settlements. Mass customization, a new paradigm emerging due to the technological developments of the last decades, combines the economy of scale of mass production and the aesthetics and functional qualities of customization. Mass customization of housing is defined as the provision of houses that respond to the context in which they are built. The conceptual model for the mass customization of housing used departs from the idea of a housing type, which is the combined result of three systems (Habraken, 1988) -- spatial, building system, and stylistic -- and it includes a design system, a production system, and a computer system (Duarte, 2001). In previous work, this conceptual model was tested by developing a computer system for existing design and building systems (Benr__s and Duarte, 2009). The current work advances it by developing new and original design, building, and computer systems for a particular context. The urgent need to build fast in the aftermath of catastrophes quite often overrides any cultural concerns. As a result, the shelters provided in such circumstances are indistinct and impersonal. However, taking individual and cultural aspects into account might lead to a better identification of the population with their new environment, thereby minimizing the rupture caused in their lives. As the methodology to develop new housing systems is based on the idea of architectural precedents, choosing existing vernacular housing as a precedent permits the incorporation of cultural aspects and facilitates an identification of people with the new housing. In the Haiti case study, we chose as a precedent a housetype called ‚Äúgingerbread houses‚Äù, which includes a wide range of houses from wealthy to very humble ones. Although the proposed design system was inspired by these houses, it was decided to adopt a contemporary take. The methodology to devise the new type was based on two ideas: precedents and transformations in design. In architecture, the use of precedents provides designers with typical solutions for particular problems and it constitutes a departing point for a new design. In our case, the precedent is an existing housetype. It has been shown (Duarte, 2001) that a particular housetype can be encoded by a shape grammar (Stiny, 1980) forming a design system. Studies in shape grammars have shown that the evolution of one style into another can be described as the transformation of one shape grammar into another (Knight, 1994). The used methodology departs takes off from these ideas and it comprises the following steps (Duarte, 2008): (1) Selection of precedents, (2) Derivation of an archetype; (3) Listing of rules; (4) Derivation of designs; (5) Cataloguing of solutions; (6) Derivation of tailored solution.
keywords	Mass customization, Housing, Building system, Sustainable construction, Life cycle energy consumption, Shape grammar
series	CAAD Futures
email
last changed	2012/02/11 19:21

_id	ecaade2010_183
id	ecaade2010_183
authors	Bourdakis, Vassilis
year	2010
title	Designing Interactions: A step forward from time based media and synthetic space design in architectural education
doi	https://doi.org/10.52842/conf.ecaade.2010.151
source	FUTURE CITIES [28th eCAADe Conference Proceedings / ISBN 978-0-9541183-9-6] ETH Zurich (Switzerland) 15-18 September 2010, pp.151-156
summary	The paper follows the development of digital tools for architects and briefly discusses their utility within education and practice. The move from static CAD tools to time based media followed by programmatic processes and virtual environment design is addressing the evolution of the profession and to an extent reflects practitioners’ needs. The paper focuses on the notion of interactivity and how it is been addressed in various fields. Borrowing from computer science and game design the author presents a course dealing with designing interactivity, responsiveness and users feeding their input back in the design. The aim of the paper is to analyse and support a new set of tools in architectural curricula that will implement interactivity and integrate it into spatial design leading to a holistic approach promoting intelligence, hybridity and responsiveness of the built environment. Following, the elaboration of the rationale, a brief discussion on tools and project directions is carried out.
wos	WOS:000340629400016
keywords	Interaction; Virtual environments; Time based media; Curriculum; Intelligent environments
series	eCAADe
email
last changed	2022/06/07 07:54

_id	ascaad2010_065
id	ascaad2010_065
authors	Celani, Gabriela; Jose_ Duarte and Regiane Pupo
year	2010
title	Introducing Digital Fabrication Laboratories in Architecture Schools
source	CAAD - Cities - Sustainability [5th International Conference Proceedings of the Arab Society for Computer Aided Architectural Design (ASCAAD 2010 / ISBN 978-1-907349-02-7], Fez (Morocco), 19-21 October 2010, pp. 65-74
summary	The present paper proposes a set of guidelines for the implementation of digital fabrication laboratories for education and research in architecture schools. These guidelines are based on authors´ experiences in creating two of such laboratories, one in Brazil and another one in Portugal. They are also based on visits to existing labs throughout the world and interviews with their coordinators. The objective is to help architecture schools plan new facilities or run recently established ones. For this reason, the chapter will be organized in topics and will include a checklist and some specific examples of equipment, software and results, as well as cost estimations. The issues addressed will include various aspects.
series	ASCAAD
email
last changed	2011/03/01 07:36

_id	sigradi2010_43
id	sigradi2010_43
authors	Clayton, Mark J.; Ozener Ozan; Haliburton James; Farias Francisco
year	2010
title	Towards Studio 21: Experiments in Design Education Using BIM
source	SIGraDi 2010_Proceedings of the 14th Congress of the Iberoamerican Society of Digital Graphics, pp. Bogotá, Colombia, November 17-19, 2010, pp. 43-46
summary	Explorations conducted in university - based design studios suggest that Building Information Modeling (BIM) technology invites the adoption of a dramatically different design process. In contrast to conventional process rooted in successive refinement of initial abstractions and dependence on tacit knowledge, the Studio 21 BIM - aided process relies upon a complete and comprehensive base case and subsequent alternative schemes that are subjected to explicit analysis to support choice of the final design. The Studio 21 process can boost the objective level of performance that is achieved. It is teachable and may be a better process for addressing 21st century imperatives.
keywords	design, process, education, BIM, studio
series	SIGRADI
email
last changed	2016/03/10 09:49

_id	acadia10_110
id	acadia10_110
authors	Di Raimo; Antonino
year	2010
title	Architecture as Caregiver: Human Body - Information - Cognition
doi	https://doi.org/10.52842/conf.acadia.2010.110
source	ACADIA 10: LIFE in:formation, On Responsive Information and Variations in Architecture [Proceedings of the 30th Annual Conference of the Association for Computer Aided Design in Architecture (ACADIA) ISBN 978-1-4507-3471-4] New York 21-24 October, 2010), pp. 110-116
summary	Recent studies in contemporary architecture have developed a variety of parameters regarding the information paradigm which have consequently brought different results and techniques to the process of architectural design. Thus, the emergence of an ecological thinking environment and its involvement in scientific matters has determined links moving beyond the conventional references that rely on information. It is characterized as an interconnected and dynamic interaction, concerning both a theoretical background and providing, at the same time, appropriate means in the architectural design process (Saggio, 2007, 117). The study is based on the assumption that Information Theory leads into a bidirectional model which is based on interaction. According to it, I want to emphasize the presence of the human body in both the architectural creation process and the use of architectural space. The aim of my study, is consequently an evaluation of how this corporeal view related to the human body, can be organized and interlinked in the process of architectural design. My hypothesis relies on the interactive process between the information paradigm and the ecological one. The integration of this corporeal view influences the whole process of architectural design, improving abilities and knowledge (Figure 1). I like to refer to this as a missing ring, as it occurs within a circular vital system with all its elements closely linked to each other and in particular, emphasizes architecture as a living being.
keywords	Architecture, information paradigm, human body, corporeity, cognitive Science, cognition,circularity, living system
series	ACADIA
type	normal paper
email
last changed	2022/06/07 07:55

_id	ascaad2010_117
id	ascaad2010_117
authors	El Gewely, Maha H.
year	2010
title	Algorithm Aided Architectural Design (Aaad)
source	CAAD - Cities - Sustainability [5th International Conference Proceedings of the Arab Society for Computer Aided Architectural Design (ASCAAD 2010 / ISBN 978-1-907349-02-7], Fez (Morocco), 19-21 October 2010, pp. 117-126
summary	Algorithm Aided Architectural Design (AAAD) is considered a second paradigm shift in the Architectural design process after the first one of bridging the conventional design process to the digital realm of design. This paper is divided into two parts, the first part comprehends the Algorithmic Architecture approach of from the point of view of tools, techniques, theories and practice in order to find the Algotecture theories on the map of Digital Architecture. Then, the paper exemplifies an application on Algorithmic Architecture. FALLINGWATER TOOLBOX VERSION 1.0 is a computational design demo tool for architects to aid in the house schematic design phase according to an analytical study of Frank Lloyd Wright's basic design rules and spatial program of his masterpiece; FallingWater House, (Edgar J. Kaufmann family house 1939). These rules have been transferred to algorithms and code thereafter. At a preceding stage, the Graphical User Interface (GUI) was developed using MAXScript 9.0. Using the FALLINGWATER TOOLBOX, infinite number of house prototypes can be generated within few minutes. Although, the FWT is based on a hypothetical design problem of producing prototype alternatives for a new house with the same identity of the Edgar Kaufmann House, the concept of the tool can be applied on a wider range of problems. It may help generating prototype alternative solutions for residential compounds design according to the required constraints.
series	ASCAAD
email
last changed	2011/03/01 07:36

_id	caadria2010_057
id	caadria2010_057
authors	Feng, Han
year	2010
title	Quantum architecture: an indeterministic and interactive computational design system
doi	https://doi.org/10.52842/conf.caadria.2010.619
source	Proceedings of the 15th International Conference on Computer Aided Architectural Design Research in Asia / Hong Kong 7-10 April 2010, pp. 619-628
summary	The evolution of computational design technique from mere substitution of hand drawing to customised design algorithms exhibiting a certain degree of intelligence, naturally opens up a new research frontier that studies the relationship between designers and customized design algorithms. Most of current customised architecture design algorithm adopts a deterministic paradigm to raise their design questions, that is to say, given the explicit rules and parameters, only one solution is allowed at each discrete computation step. Due to this deterministic nature, an intuitive and efficient communication between design algorithm and designer is hard to achieve, as there is almost no space for designer to step into the running generative process. This lack of progressive communication channels and the inefficiency of translating perceptual judgment into computer language directly results in the unconscious rejection of non-parameterisable design factors like intuition, aesthetic judgment and associational reasoning that are essential to any design activity. This paper introduces the quantum design paradigm as alternative computation paradigm for constructing an interactive and intuitive design system. An algorithm prototype, probability field, will be introduced to illustrate the logic and possible application of the proposed quantum design paradigm.
keywords	Quantum design paradigm; intuition; algorithm prototype; interactivity; probability fi eld
series	CAADRIA
email
last changed	2022/06/07 07:50

_id	ecaade2010_051
id	ecaade2010_051
authors	Girot, Christophe; Bernhard, Mathias; Ebno_ther, Yves; Fricker, Pia; Kapellos, Alexandre; Melsom, James
year	2010
title	Towards a Meaningful Usage of Digital CNC Tools: Within the field of large-scale landscape architecture
doi	https://doi.org/10.52842/conf.ecaade.2010.371
source	FUTURE CITIES [28th eCAADe Conference Proceedings / ISBN 978-0-9541183-9-6] ETH Zurich (Switzerland) 15-18 September 2010, pp.371-378
summary	The innovative and integrative use of digital CNC technologies in the field of landscape architecture is, for the most part, quite new when compared with the field of architecture. The following paper focuses on new techniques for visualizing work processes and developments for large-scale landscape designs. The integration of these processes within a teaching environment stands at the forefront. In this context, the use of programmed tools and the immediate translation of preliminary design ideas to models using the Mini Mill in the studio allow students to investigate and test new approaches. Next steps will be explored through the use of parametric design tools.
wos	WOS:000340629400039
keywords	Digital aids to design creativity; Generative design; Modes of production; Shape studies
series	eCAADe
email
last changed	2022/06/07 07:51

_id	caadria2010_024
id	caadria2010_024
authors	Gu, Ning; Wyn M. Jones and Anthony Williams
year	2010
title	Utilising digital design and rapid prototyping tools in design education
doi	https://doi.org/10.52842/conf.caadria.2010.249
source	Proceedings of the 15th International Conference on Computer Aided Architectural Design Research in Asia / Hong Kong 7-10 April 2010, pp. 249-258
summary	This paper presents a formal framework for utilising different digital design and rapid prototyping technologies in design education. The framework has been applied in a studio created for a mixed cohort of tertiary students from architecture and industrial design. A comprehensive survey was conducted at the end of the course as a means for evaluation, and for student self-reflection. This paper reports the experiences in conducting the studio and the student perceptions of their design processes and outcomes whilst confronting these tools. The paper provides insight into the application of digital design and rapid prototyping tools in design education, supported by a qualitative analysis of the survey result.
keywords	Student perceptions; digital design; rapid prototyping
series	CAADRIA
email
last changed	2022/06/07 07:51

_id	caadria2010_020
id	caadria2010_020
authors	Ham, Jeremy J.
year	2010
title	Working outside of the system: engaging in Web 2.0 to enhance learning and teaching in the design studio
doi	https://doi.org/10.52842/conf.caadria.2010.209
source	Proceedings of the 15th International Conference on Computer Aided Architectural Design Research in Asia / Hong Kong 7-10 April 2010, pp. 209-218
summary	The Deakin Studies Online (DSO) Learning Management System (LMS) forms the fundamental basis for tertiary education at Deakin University. This LMS is founded on Web 1.0 principles, however significant potential exists for engagement in Web 2.0 technologies to support learning and teaching in the design studio. A digitally enhanced design curriculum is discussed starting with html-based reflective folios in 2001, the use of blogs for reflection and resource creation and culminating in a Web 2.0 design studio based on social networking.
keywords	Learning management systems, blogs, Web 2.0, learning and teaching, design education
series	CAADRIA
email
last changed	2022/06/07 07:50

_id	ecaade2010_065
id	ecaade2010_065
authors	Hardy, Steve(n); Lundberg, Jonas
year	2010
title	Environmental Catalysts for a Computational Urbanism
doi	https://doi.org/10.52842/conf.ecaade.2010.805
source	FUTURE CITIES [28th eCAADe Conference Proceedings / ISBN 978-0-9541183-9-6] ETH Zurich (Switzerland) 15-18 September 2010, pp.805-814
summary	It is perhaps no longer relevant to discuss digital tools purely as means in themselves; the growth of abstract systems or computational patterns for their own sake simply strain justification in light of real-world concerns such as climate change and economic crises. While growing concerns over climate change have necessitated an increased interest in sustainable urbanism and design, sustainability has done little to yet alter the morphological and typological consequences of architectural space (Hardy, 2008). In a series of overlapping research projects and design studio briefs, students, research assistants and we worked with the iterative and variable processes of Rhinoscript, McNeel’s Grasshopper and Bentley’s Generative Components to explore the possibilities of changing environmental extremes (specifically flooding) as catalysts for providing new urban morphologies and spatial organizations. Working between the master plan and the individual housing unit, we investigated arrays of terrace homes in the London Thames Valley flood zones while simultaneously exploring the potential for computational generation and parametric optimization.
wos	WOS:000340629400086
keywords	Computational urbanism; Formative strategies; Parametric design; Adaptive vs. mitagative; Environmental formations
series	eCAADe
email
last changed	2022/06/07 07:49

_id	acadia10_203
id	acadia10_203
authors	Jaskiewicz, Tomasz
year	2010
title	(In:)forming Interactive Architectural Systems, Case of the xMAiA Meta-model
doi	https://doi.org/10.52842/conf.acadia.2010.203
source	ACADIA 10: LIFE in:formation, On Responsive Information and Variations in Architecture [Proceedings of the 30th Annual Conference of the Association for Computer Aided Design in Architecture (ACADIA) ISBN 978-1-4507-3471-4] New York 21-24 October, 2010), pp. 203-210
summary	This paper positions the domain of interactive architecture (iA) and searches for an appropriate model for structure and processing of information in the design and operation of such architecture. It is shown that there are different approaches to ways in which iA system models can be defined, each with numerous advantages and disadvantages. However, due to complexity of encountered problems, application of such models can be only partially validated by simulation and hence their design is inherently dependent on creation of operational and experiential full-scale prototypes of the systems these models represent. Another observation is the lack of correspondence between existing iA models and other contemporary models of computation for architectural geometry, fabrication and engineering. A meta-model for extensible multi-agent interactive architecture (xMAiA) is consequently proposed as a remedy to this situation. xMAiA meta-model is aimed to provide an open framework for integrated evolution, development and operation of interactive architectural systems. It delivers an extensible platform, in which diverse, project-specific models and approaches can be implemented, tested, and further evolved. Such a platform has the potential to empower agile development and operation of interactive architectural ecologies, as well as to substantially facilitate integration of creative design and experiential prototyping from day-1 of project design and development cycle. An example application conforming to the xMAiA meta-model is consequently presented and illustrated with a case study project performed in the university education context.
keywords	multi agent systems, interactive architecture, responsive architecture, design tools
series	ACADIA
type	normal paper
email
last changed	2022/06/07 07:52

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