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 552

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

_id	caadria2011_053
id	caadria2011_053
authors	Jalalian, Arash; Stephan K. Chalup and Michael J. Ostwald
year	2011
title	Agent-agent interaction as a component of agent-environment interaction in the modelling and analysis of pedestrian visual behaviour
doi	https://doi.org/10.52842/conf.caadria.2011.555
source	Proceedings of the 16th International Conference on Computer Aided Architectural Design Research in Asia / The University of Newcastle, Australia 27-29 April 2011, pp. 555-564
summary	This multidisciplinary project involves concepts from architectural design, statistical learning, machine vision, and human ecology. The focus is on analysing how pedestrians’ dynamic behaviour in space is influenced by the environmental design of different architectural scenarios. This paper presents a multi-agent pedestrian simulation and analysis system that supports agent-to-agent interactions, different spatial desires, and interpersonal distance. The system simulates and analyses pedestrian spatial behaviour with combined focus on movement trajectories, walking speed, and the visual gaze vector. The analysis component relies on learning a statistical model characterising normal/abnormal behaviour, based on sample observations of regular pedestrian movements without/with the impacts of significant visual attractions in the environment. Using the example of Wheeler Place in Newcastle (Australia) our pilot experiments demonstrate how pedestrian behaviour characteristics can depend on selected features in the visual environment. The presented system will allow architects and urban designers to obtain better assessment of planned urban spaces and streetscape characteristics and their impacts on pedestrian behaviour.
keywords	Agent interaction; pedestrian behaviour; analysis
series	CAADRIA
email
last changed	2022/06/07 07:52

_id	ecaade2011_017
id	ecaade2011_017
authors	Achten, Henri; Koszewski, Krzysztof; Martens, Bob
year	2011
title	What happened after the “Hype” on Virtual Design Studios?: Some Considerations for a Roundtable Discussion
doi	https://doi.org/10.52842/conf.ecaade.2011.023
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.23-32
summary	The issue of collaborative design has been elaborated extensively within the framework of previous CAAD–conferences. Today, an appreciation for traditional attitudes and methods can be observed, but interestingly, a mixture of approaches is also noticeable (computational techniques used in low–tech fabrication environments, for example). This allows for a round–table survey of the current state–of–the–art focused on experiences related to distant learning in the architectural curriculum. To make VDS viable, not only are technological solutions necessary, but so are social (among people) and professional (ways of behavior) ones. In this round–table we aim to identify critical factors of success (or failure).
wos	WOS:000335665500001
keywords	Education; architectural curriculum; blended learning; collaborative design; VDS
series	eCAADe
email
last changed	2022/05/01 23:21

_id	sigradi2011_099
id	sigradi2011_099
authors	Balmaceda, Maria; Díaz Reinoso, Verónica; Pringles, Alicia; Azeglio, Carlos
year	2011
title	Cultura digital, cultura aumentada "conocimiento aumentado" [Digital Culture, Augmented Culture. Augmented knowledge?]
source	SIGraDi 2011 [Proceedings of the 15th Iberoamerican Congress of Digital Graphics] Argentina - Santa Fe 16-18 November 2011, pp. 415-418
summary	This study investigates the potential of multimedia learning materials to improve the possibilities of knowledge construction processes about computer graphics technology. The primary hypothesis was that information in multimedia format, could contribute to overcome epistemological obstacles students encounter, more effectively than printed literature, and improve the quality of their learning. We designed multimedia learning materials, using appropriate pedagogy and instructional strategies. We gave them to the students and used them for teaching. The results suggest that the hypothesis could be corroborated, thus indicators of knowledge level and quality of the students, showed a significant upswing.
series	SIGRADI
email
last changed	2016/03/10 09:47

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

_id	sigradi2011_350
id	sigradi2011_350
authors	Borda, Adriane; Pires, Janice; de Vasconcelos, Tássia; dos Santos Nunes, Cristiane
year	2011
title	Trajetórias de Aprendizagem em Representação Gráfica Digital [Learning in Paths Digital Graphic Representation]
source	SIGraDi 2011 [Proceedings of the 15th Iberoamerican Congress of Digital Graphics] Argentina - Santa Fe 16-18 November 2011, pp. 167-170
summary	This paper describes a process of delimitation of learning trajectories in Digital Graphic Representation, for training in architecture. These paths are configured by an exercises sequence of representation of architectural works, selected so as to contemplate broader concepts and techniques possible in terms of formal settings. From the provision of learning materials are being promoted moments of ownership of digital techniques of representation, incorporating educational objectives of the disciplines of Design, Architecture and Computer Science Applied to Geometry.
keywords	Learning paths; digital graphics representation; architectural works; teaching materials
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	sigradi2011_157
id	sigradi2011_157
authors	Burneo Valdivieso, Xavier Eduardo
year	2011
title	No es esto lo que hacen los arquitectos? Experiencias y aplicaciones de herramientas digitales en los talleres de diseño [Is not this what architects do? Experiences and applications of digital tools in design workshops]
source	SIGraDi 2011 [Proceedings of the 15th Iberoamerican Congress of Digital Graphics] Argentina - Santa Fe 16-18 November 2011, pp. 82-85
summary	This paper shows under the framework of research and teaching project developed at the Technical University of Loja, Ecuador, with the participation of students in the school of architecture, taking aim through the study of theory and a series exercises to strengthen the relationship between the methods of generative design and digital technologies in architectural projects from creation to completion display, to achieve better teaching and learning as the architect insert specific language in society and contemporary architecture.
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	ecaade2011_114
id	ecaade2011_114
authors	Droste, Stephan
year	2011
title	Turmitecture: A generic approach for autonomous topological generation
doi	https://doi.org/10.52842/conf.ecaade.2011.558
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.558-562
summary	The paper describes and discusses a generic approach for generative design by Turing Machines operating on a three-dimensionally folded surface. It is part of an on going research on concurrent cooperative design processes in architecture. During the development of systems for simplified generic interaction in spatial design, it turned out that the basic operations are applicable to be processed by non-sophisticated automata. If the spatial configuration is interpreted as the medium for an ordinary state machine, the whole system adds up to a kind of Turing Machine. Since 2D-Turing Machines are often referred to as “turmites”, and the proposed system is based on a yet three-dimensional folded, but still twodimensional surface - the automaton will be called “Turmitect”.
wos	WOS:000335665500064
keywords	Collaborative Design; Generative Design; Design Concepts; Shape Studies; Virtual Architecture
series	eCAADe
email
last changed	2022/05/01 23:21

_id	sigradi2011_070
id	sigradi2011_070
authors	Follonier, Maria; Castillo, Mónica
year	2011
title	Enseñanza de Lenguajes Comunicacionales Visuales Heterológicos en Entornos Educativos Digitales [Teaching Languages communicational Heterológicos Visual in educational environments Digital]
source	SIGraDi 2011 [Proceedings of the 15th Iberoamerican Congress of Digital Graphics] Argentina - Santa Fe 16-18 November 2011, pp. 402-406
summary	The updates made in subjects referred to University Careers with distance educational modality related to the production and dissemination of some of the aspects of knowledge in the field of Project and Habitat Design; allow developing educational strategies considering the didactic potential of interactive learning environments. These cognitive scenarios articulates syntagms of temporality and visuality into the paradigm of digital educational environments; and the syntagms of contents and forms into the paradigm of transformative didactics, deploying heterologycal visual communicational languages, in relation to projectuality and imagination.
series	SIGRADI
email
last changed	2016/03/10 09:52

_id	caadria2011_057
id	caadria2011_057
authors	Fraser, Matthew and Michael Donn
year	2011
title	Thinking through digital simulation tasks in architectural education
doi	https://doi.org/10.52842/conf.caadria.2011.599
source	Proceedings of the 16th International Conference on Computer Aided Architectural Design Research in Asia / The University of Newcastle, Australia 27-29 April 2011, pp. 599-608
summary	This study reports the activities of 80 second year architecture students at Victoria University, Wellington, New Zealand for the duration of a single trimester. A central theme in this studio is the framing of day-lighting problems into a quantifiable investigation and then addressing these through the use of digital modelling and simulation tools. This study offers an insight to undergraduate architecture students’ negotiation of digital design spaces and asks the question of how the knowledge of skill-based specialist tasks are extensible to core design studio.The mass education within a University environment of such specialist skill based techniques allows for an insight to the negotiation of quantitative and qualitative design criteria. The issue of learning skill based tasks at university level is a pertinent topic of study as the critique of such techniques is implicit to the holistic education of Architects but the level of this critique can vary greatly. This question also highlights the challenges faced to improving the design education approaches to computational thinking and applications.
keywords	Design analysis; daylight simulation; education
series	CAADRIA
email
last changed	2022/06/07 07:50

_id	ecaade2011_063
id	ecaade2011_063
authors	Garner, Steve; Schadewitz, Nicole; Holden, Georgina; Zamenopoulos, Theodore; Alexiou, Katerina
year	2011
title	Supporting Fragility in Distance Design Education
doi	https://doi.org/10.52842/conf.ecaade.2011.663
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.663-672
summary	This paper outlines work in progress that seeks to support and develop online distance design education for adult learners. At the core of this paper is the belief that design thinking is fragile and the systems we create to support design thinking are fragile. This has important implications for those seeking to implement immersive environments for teaching and learning in disciplines such as engineering, product design, environment design and architecture. This paper suggests we need to look backwards in order to look forwards; that by examining the characteristics of the traditional ‘atelier’ model of art and design education we might observe clues to a framework of teaching and learning in design that can embrace the opportunities presented by new digital technologies. The paper focuses on the use of Second Life as a component of a wider virtual design atelier and explores how Second Life might potentially offers a means of addressing fragile collaborative learning.
wos	WOS:000335665500077
keywords	Design; atelier; ARCHI21; education
series	eCAADe
email
last changed	2022/05/01 23:21

_id	sigradi2011_111
id	sigradi2011_111
authors	Giordano, Ruben; Osella, Monica; Pieragostini Patricia
year	2011
title	De la Esfera al Laberinto. Enseñanza del Diseño con Integración de las Tecnologías de la Comunicación y la Información [From the sphere to the labyrinth.Teaching Design Integrating Communication and Information Technologies]
source	SIGraDi 2011 [Proceedings of the 15th Iberoamerican Congress of Digital Graphics] Argentina - Santa Fe 16-18 November 2011, pp. 419-423
summary	The document highlights the results attain in the integration of analog and digital resources for updating the learning workshop of architectural project. The importance of this development is manifested as an achievement, considering the diversity of elements involved in methodological convergence, which combines abstract algorithms with sensory experiences and promoting the transformation of the physical setting of the workshop in an analog-digital environment, which extends significantly the horizons of the experiment carried out by the students. The text also outlines the theoretical foundations, the tools used, the procedures, the stages and a conclusion as a provisional assessment of the results.
series	SIGRADI
email
last changed	2016/03/10 09:52

_id	sigradi2011_241
id	sigradi2011_241
authors	Granero, Adriana Edith; Brignone, Mabel Clara
year	2011
title	Información Aumentada [Information Augmented]
source	SIGraDi 2011 [Proceedings of the 15th Iberoamerican Congress of Digital Graphics] Argentina - Santa Fe 16-18 November 2011, pp. 440-443
summary	The pupil of architecture begins his formation trying to solve a problem and he proposes his first ideas from his experiences and his initial knowledge. This process meets delayed often for the accumulation of knowledge and not to be able to apply the same ones at the right time. The presentation of contents of visualization of a simultaneous way and the interaction of the user with a graphical amicable interface with playful character, stimulates to thinking and creating, his content is more attractive and his more intuitive interaction, contributes favoring the significant learning.
series	SIGRADI
email
last changed	2016/03/10 09:52

_id	acadiaregional2011_013
id	acadiaregional2011_013
authors	Griffiths, Jason
year	2011
title	Digital Haptic –Learning from K-Zell.
doi	https://doi.org/10.52842/conf.acadia.2011.x.d2n
source	Parametricism (SPC) ACADIA Regional 2011 Conference Proceedings
summary	This paper describes a fabrication-centric studio as one example of the combination of digital and analogue design practice. It suggests that this combination, when applied to the constraints of a finite project, overcomes “mutual exclusivity” in favor of mutual dependence. It posits this scenario as a pedagogical model for upper division undergraduate learning.
series	ACADIA
last changed	2022/06/07 07:49

_id	sigradi2011_267
id	sigradi2011_267
authors	Hamuy Pinto, Eduardo; Galaz, Mirtha
year	2011
title	Preguntas Aumentadas: medios enriquecidos y el acto de preguntar [Augmented questions: Rich media and asking]
source	SIGraDi 2011 [Proceedings of the 15th Iberoamerican Congress of Digital Graphics] Argentina - Santa Fe 16-18 November 2011, pp. 448-451
summary	Tutorials are widely used for learning technical mattersin architecture and design courses. This is a case study of questions from a student and answers provided by a teacher. The communication medium used was Screenr©, a web application for creating short screencasts. A sequence of screencasts was analyzed from a qualitative perspective, using Media Richness Theory and an e-learning model as framework. Ambiguity and Equivocality are managed through a rich medium that allows communication of precise data and paralinguistic cues. Visual deictic gestures (from the users) and visual cues provided by the interfaceare fundamental for building understanding.
keywords	Teaching; videotutorials; media richness; screencasts; qualitative analysis
series	SIGRADI
email
last changed	2016/03/10 09:53

_id	caadria2011_054
id	caadria2011_054
authors	Herr, Christiane M.
year	2011
title	Gains, losses and limitations in designing parametrically: A critical reflection of an architectural design studio in China
doi	https://doi.org/10.52842/conf.caadria.2011.569
source	Proceedings of the 16th International Conference on Computer Aided Architectural Design Research in Asia / The University of Newcastle, Australia 27-29 April 2011, pp. 569-578
summary	This paper argues that learning to design parametrically in the architectural studio entails gains but also losses, since the parametric design approach tends to and encourage certain patterns of thought while discouraging others. This investigation complements previous research focusing mostly on technological aspects. Based on observational data from a parametric design studio in China, this paper discusses how parametric designing can pose challenges to existing design values and approaches, specifically within a Chinese context. It further draws attention to the limitations of parametric designing, which in the observed cases required both students and teachers to break and extend parametric models besides and beyond parametric variation to make them work architecturally. This paper aims to inform educators employing parametric designing in their architectural design studios as well as researchers who examine such studios.
keywords	Parametric design; studio; design culture; education
series	CAADRIA
email
last changed	2022/06/07 07:50

_id	sigradi2011_368
id	sigradi2011_368
authors	Herrera Polo, Pablo
year	2011
title	Rhinoscripting y Grasshopper a través de sus instructores: un estudio de patrones y usos [Rhinoscripting and Grasshopper through the instructors: A study about patterns and conventions]
source	SIGraDi 2011 [Proceedings of the 15th Iberoamerican Congress of Digital Graphics] Argentina - Santa Fe 16-18 November 2011, pp. 180-183
summary	It is common today the use a graphical user interface and techniques to automate a process through computerization. By contrast, when trying to learn computational approaches, we have not overcome the learning curve and many of the workshops have not had the expected results to prolong their use. In this research we explore the trends in this process, from those that generate the generic object to those that appropriate it by modification. The set of case studies presents patterns and uses of those instructors who have come to be use algorithms intensively to solve a design problem.
keywords	Self-taught Programing; rhinoscripting; grasshopper; patterns
series	SIGRADI
email
last changed	2016/03/10 09:53

_id	architectural_intelligence2023_11
id	architectural_intelligence2023_11
authors	Hua Chai & Philip F. Yuan
year	2023
title	Hybrid intelligence
doi	https://doi.org/https://doi.org/10.1007/s44223-023-00029-w
source	Architectural Intelligence Journal
summary	Alongside shifts in the technological landscape, the origin of creativity in architectural design has been consistently evolving. According to French philosopher Bernard Stiegler, the architectural design process is never individualistic but rather shaped by the complex interaction between human creativity and what he terms the “pre-individual milieu”, the synthesis of various factors such as cultural heritage, technological innovation (Stiegler, 2016). Over the last three decades, the emergence of digital technologies such as the Internet of Things, virtual reality, and artificial intelligence has significantly enhanced the dynamism and diversity of human–machine communication. With the advancement of digital technologies in the field of architecture, artificial intelligence, machine intelligence, and material intelligence are increasingly integrated into the creative process. In the form of hybrid intelligence, this shift expands the scope of architectural creativity and creative agency beyond the mere intelligent landscape of the human mind. As suggested by architectural theorist Antoine Picon, “another possibility is to consider the pairing of man and machine as a new composite subject……This proposition is suggested by various contemporary reflections on computer technologies and their anthropological dimension” (Picon, 2011).
series	Architectural Intelligence
email
last changed	2025/01/09 15:00

_id	ecaade2011_146
id	ecaade2011_146
authors	Hunter, Moira; Chase, Scott; Kligerman, Bradley; Zupancic, Tadeja
year	2011
title	ARCHI21: Architectural and Design based Education and Practice through Content & Language Integrated Learning using Immersive Virtual Environments for 21st Century Skills
doi	https://doi.org/10.52842/conf.ecaade.2011.725
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.725-733
summary	This paper offers insights into innovative practice being undertaken in higher architectural and design education, where both language and content teaching and learning are integrated as interwoven parts with joint curricular roles. Using Expansive Learning Theory as an analytical framework to examine potential tensions and contradictions arising from the educational approach of Content and Language Integrated Learning, reference is made to three very recent pilot studies of the EU funded project, ARCHI21. The experiential learning in these studies adopted a blended approach, where classical face-to-face learning-teaching scenarios were supported by immersive 3D virtual environments together with social networking media and Web 2.0 tools. This paper uses these pilot studies to speculate on aspects of fragility and offers reflection on future project activity.
wos	WOS:000335665500084
keywords	Architecture; education; Content and Language Integrated Learning; 3D immersive environments; Second Life
series	eCAADe
email
last changed	2022/05/01 23:21

_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
doi	https://doi.org/10.52842/conf.ecaade.2011.904
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
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.
wos	WOS:000335665500104
keywords	Digital collaborative tool; urban experimental lab; public participation; education; urban design
series	eCAADe
email
last changed	2022/05/01 23:21

For more results click below: