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	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_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
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
doi	https://doi.org/10.52842/conf.caadria.2011.599
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	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	cf2011_p108
id	cf2011_p108
authors	Iordanova, Ivanka; Forgues Daniel, Chiocchio François
year	2011
title	Creation of an Evolutive Conceptual Know-how Framework for Integrative Building Design
source	Computer Aided Architectural Design Futures 2011 [Proceedings of the 14th International Conference on Computer Aided Architectural Design Futures / ISBN 9782874561429] Liege (Belgium) 4-8 July 2011, pp. 435-450.
summary	Low productivity of the building sector today is attributed to the fragmentation of tasks, disciplines and responsibilities, as well as to the resistance to adopt integrative work processes and digital means. The increased complexity of architectural projects and the aroused social consciousness for sustainable environment calls for integrative design collaboration. Thus, there is need for a Conceptual Framework combining work processes, technological means and policy aspects. According to the literature, integrative multidisciplinary design is a strategy resulting in high performance buildings nurturing sustainable way of living (Reed et al. 2009, Krygiel & Nies 2008). Responding to the increased technological complexity of our built environment, as well as to the objective of meeting multiple criteria of quality, both necessitating multidisciplinary collaboration during design, Building Information Modeling (BIM) is seen as a powerful means for fostering quality, augmenting productivity and decreasing loss in construction. Based on recent research, we can propose that a sustainable building can be designed through an integrative design process (IDP) which is best supported by BIM. However, our ongoing research program and consultations with advanced practitioners underscore a number of limitations. For example, a large portion of the interviewed professionals and construction stakeholders do not necessarily see a link between sustainable building, integrative design process and BIM, while in our opinion, their joint use augments the power of each of these approaches taken separately. Thus, there is an urgent necessity for the definition of an IDP-BIM framework, which could guide the building industry to sustainable results and better productivity. This paper defines such a framework, whose theoretical background lays on studies in social learning (activity theory and situated action theories). These theories suggest that learning and knowledge generation occurs mainly within a social process defined as an activity. This corresponds to the context in which the IDP-BIM framework will be used, its final objective being the transformation of building design practices. The proposed IDP-BIM framework is based on previous research and developments. Thus, firstly, IDP process was well formalized in the Roadmap for the Integrated Design Process‚ (Reed et al.) which is widely used as a guideline for collaborative integrative design by innovating practices in USA and Canada. Secondly, the National Building Information Modeling Standard (NBIMS) of the USA is putting an enormous effort in creating a BIM standard, Succar (2008) recently proposed a conceptual framework for BIM, but BIM ontology is still under development (Gursel et al 2009). Thirdly, an iterative design process bound to gating reviews (inspired from software development processes) was found to be successful in the context of multidisciplinary design studios (reported in our previous papers). The feedback from this study allowed for modifications and adjustments included in the present proposal. The gating process assures the good quality of the project and its compliance to the client's requirements. The challenge of this research is to map the above mentioned approaches, processes and technologies into the design process, thus creating an integrated framework supporting and nurturing sustainable design. The IDP-BIM framework can be represented by a multidimensional matrix linked to a semantic network knowledge database: - the axes of the matrix being the project timeline, the design process actors and building stakeholders (architect, engineers, client, contractor, environmental biologist, etc.), or different aspects of building performance (environmental, functional, social, interior environment quality, cost, etc.); and - the knowledge database providing multiple layers of semantic support in terms of process, domain knowledge, technology and workflow at a given moment of the project and for a given actor or building aspect. The IDP-BIM framework is created as an evolutive digital environment for know-how and will have an established protocol for regular updates. The paper will firstly present the state of the art in IDP and BIM. Secondly, it will expose the methodology used for the definition of the Framework, followed by a description of its structure, contents and digital implementation. Then, some scenarios for the use of the Framework will be shown as validation.
keywords	integrated design process, BIM, multidisciplinary design, conceptual framework
series	CAAD Futures
email
last changed	2012/02/11 19:21

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

_id	sigradi2011_065
id	sigradi2011_065
authors	Moreno Sperling, David; Rodrigues de Oliveira, Marina
year	2011
title	Experimentação projetual no ensino de arquitetura apoiada por tecnologia de fabricação digital [Design Experimentation in the teaching of architecture supported by digital manufacturing technology]
source	SIGraDi 2011 [Proceedings of the 15th Iberoamerican Congress of Digital Graphics] Argentina - Santa Fe 16-18 November 2011, pp. 398-401
summary	This article presents and discusses a teaching experience carried out with the first class of the course of Architecture and Urbanism of the Institute of Architecture and Urbanism, University of Sao Paulo (Sao Carlos, Brazil), with the initial goal of learning the software Rhinoceros. "Forms in motion" was structured in four key questions: conceptual investigation, design experimentation, use of digital devices of modeling and prototyping, relationships between spatial creation and the city.
keywords	Formal emergence; design investigation; Rhinoceros; rapid prototyping
series	SIGRADI
email
last changed	2016/03/10 09:55

_id	eaea2009_piga
id	eaea2009_piga
authors	Piga, Barbara E.A.
year	2011
title	The Urban Simulation and Projects Evaluation Laboratory at the Politecnico di Milano: An Educational and Research Facility
source	Projecting Spaces [Proceedings of the 9th European Architectural Endoscopy Association Conference / ISBN 978-3-942411-31-8 ], pp. 115-120
summary	At the beginning of 2007 an Italian Urban Simulation Laboratory was founded at the Politecnico di Milano. The laboratory, coordinated by prof. Fausto Curti, has been developed thanks to the one year presence of the visiting professor Peter Bosselmann, director of the Environmental Simulation Laboratory at the University of California at Berkeley. The laboratory has an interdisciplinary approach and a threefold mission: experiment, using the laboratory setting to study urban projects at different scales; communicate, aiding public communication by making urban projects understandable to everyone; integrate and innovate, working on different kind of simulations techniques in an integrated way. In its initial experience the laboratory is primarily a didactic and research facility. Students can join the work and participate actively to the research. Until now about 40 students have worked with us, more than a half were foreign students from all over the world. The majority of the students did an internship of about 150 (three-year degree) or 300 (master degree) hours and some of them have continued working after this period developing a thesis. At the moment the case study, used as a pilot research, is about the Porta Nuova project at the Garibaldi- Repubblica area in Milan. The 300.000 mq of the total area and its well served central position make this place strategic for Milan. In this area the adopted urban transformation plan is creating a new business center that affects redevelopment projects, new infrastructures, and a park. The overall project will overhanging the surroundings city center with some of the highest buildings of its skyline. The importance of the site and the dimension of the project make this case significant to test the use of simulation for supporting evaluations about morphological aspects, comfort conditions, visual impacts, and other aspects that directly influence the quality of the new urban spaces. We are now applying different simulation methodologies in order to better understand the peculiar usefulness of each kind as a tool to support evaluation. As any kind has its own limits we work with different typologies at the same time. We are working with 1:500 scale physical model of a 1 km square of the area and different kind of static and dynamic simulations. We developed, with an external office, a micro-car to move a micro-camera in the maquette. We use this equipment to better explain the project implications to the students by producing subjective shot videos or showing a walk in real-time. To reproduce in a better way some relevant walks through the transformed site we have also produced some videos made of a superimposition of the real existing context and the virtual projects. To do this we used a rendered video of the project superimposed to the filmed promenade of the today condition, previously recorded using steadycam. A lot of static simulations has been employed to better understand the new city configuration from some representative points of view, as for example the roof of the Duomo cathedral. We are now developing some other kinds of analysis such as shadows impact; this is done by using a 1:1000 scale maquette in the Heliodon, but also with some digital tools. In the next future a work with the wind tunnel will help to understand some other comfort implications of the project at the micro-urban scale. The multilayer approach is the main aim of the laboratory and is an important tool to clarify the multidimensional project impacts to the students. In this way the laboratory can be a learning tool, it can stimulate the project process and support decision-making while improving the knowledge about the correct use of simulations for evaluating the cumulative implications of the proposed urban processes.
series	other
more	http://info.tuwien.ac.at/eaea
last changed	2011/03/04 08:45

_id	sigradi2016_647
id	sigradi2016_647
authors	Reginato, Bruna Rovere; Pereira, Alice Theresinha Cybis
year	2016
title	Definiç?o do plano de escopo do projeto TEAR_AD - Tecnologia no Ensino e Aprendizagem em Rede nas a?rea de Arquitetura e Design [Scope plan definition of TEAR_AD project – Technology in Teaching and Learning Network in Architecture and Design Area]
source	SIGraDi 2016 [Proceedings of the 20th Conference of the Iberoamerican Society of Digital Graphics - ISBN: 978-956-7051-86-1] Argentina, Buenos Aires 9 - 11 November 2016, pp.802-807
summary	This paper aims to present the construction of the scope plan of TEAR_AD and presents structured through four main topics: (1) the introduction, which is the contextualization of TEAR_AD project and shows what was built until now, (2) methodology, the presentation of Garret's (2011) methodology for scope construction together with techniques based on agile development and Scrum; (3) results, showing the objects constructed from the presented methodology and (4) discussion about the difficulties encountered in the process, strengths and the next steps for the project.
keywords	User centered design, interface design, design method, scrum
series	SIGRADI
email
last changed	2021/03/28 19:59

_id	caadria2011_056
id	caadria2011_056
authors	Schnabel, Marc Aurel and Jeremy J. Ham
year	2011
title	The social network virtual design studio: Integrated design learning using blended learning environments
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. 589-598
doi	https://doi.org/10.52842/conf.caadria.2011.589
summary	Online communications, multimedia, mobile computing and face-to-face learning create blended learning environments to which some Virtual Design Studios (VDS) have reacted to. Social Networks (SN), as instruments for communication, have provided a potentially fruitful operative base for VDS. These technologies transfer communication, leadership, democratic interaction, teamwork, social engagement and responsibility away from the design tutors to the participants. The implementation of Social Network VDS (SNVDS) moved the VDS beyond its conventional realm and enabled students to develop architectural design that is embedded into a community of learners and expertise both online and offline. Problem-based learning (PBL) becomes an iterative and reflexive process facilitating deep learning. The paper discusses details of the SNVDS, its pedagogical implications to PBL, and presents how the SNVDS is successful in enabling architectural students to collaborate and communicate design proposals that integrate a variety of skills, deep learning, knowledge and construction with a rich learning experience.
keywords	VDS; social networking; social learning; problem-based learning; PBL; Web2.0
series	CAADRIA
email
last changed	2022/06/07 07:57

_id	ecaade2011_089
id	ecaade2011_089
authors	Sorguc, Arzu Gonenc; Selcuk, Semra Arslan; Cakici, Fatma Zehra
year	2011
title	Computer Simulation as an Integral Part of Digital Design Education in Architecture: The Modulator
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.43-50
doi	https://doi.org/10.52842/conf.ecaade.2011.043
wos	WOS:000335665500003
summary	It has been more than a decade that the first discussions on the integration of computational technologies into architectural education, especially into the design studios have been started. Since then, the use of CAD from drafting to complex solid modeling and manufacturing in design studios has been mostly achieved. Yet, persisting on the discussions within the same context, mostly focusing on the studio education and CAD/CAM rather than “CAAD” avoids inquiring other potentials of them as being a learning and implementation media of different knowledge domains. In this context this papers presents a discussion on andragogic learning by the integration of simulation technologies to architectural education to synthesize the fragmented knowledge that provides new learning media.
keywords	Computer simulation; digital design; architectural education; modeling; modulator
series	eCAADe
email
last changed	2022/05/01 23:21

_id	ecaade2012_251
id	ecaade2012_251
authors	Marqueto, Priscilla; Tramontano, Marcelo
year	2012
title	Among Communities: The Collective Construction of Hybrid Spatialities Through Remote Communication
source	Achten, Henri; Pavlicek, Jiri; Hulin, Jaroslav; Matejovska, Dana (eds.), Digital Physicality - Proceedings of the 30th eCAADe Conference - Volume 2 / ISBN 978-9-4912070-3-7, Czech Technical University in Prague, Faculty of Architecture (Czech Republic) 12-14 September 2012, pp. 309-316
doi	https://doi.org/10.52842/conf.ecaade.2012.2.309
wos	WOS:000330320600031
summary	This paper presents considerations and refl ections based on experiments conducted in the course of cultural activities within the Hybrids Territories Project for Public Policies, fi nanced by FAPESP and in force at Nomads.usp since March 2011. Starting from previous experiences using classical methods of qualitative research, such as semi-structured interviews and questionnaires, other ways of approaching and understanding the complexity of urban and social realities were sought. The reflections here presented were formed from the trial of methodological procedures, derived from other fields of knowledge and practices already recurrent in some communities. The aim is to verify the limits and potentialities of previously tested procedures and instruments, structured through digital media, to understand the diversity of ways of living in social housing estates with housing units similar to each other and located in the outskirts of two different cities.
keywords	Communication; digital media; communities; diversity; ways of living
series	eCAADe
email
last changed	2022/06/07 07:59

_id	caadria2011_066
id	caadria2011_066
authors	Merrick, Kathryn; Ning Gu, Muhammad Niazi and Kamran Shafi
year	2011
title	Motivation, cyberworlds and collective design
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. 697-706
doi	https://doi.org/10.52842/conf.caadria.2011.697
summary	Collaborative design is characterised by small-scale, carefully structured, professional design teams. The increasing popularity of social computing and mass communication supported by cyberworlds suggests there is now also a strong possibility of design through mass participation, beyond small-scale, collaborative design scenarios. However to achieve collective intelligence in design, there is a need to motivate large groups of users to contribute constructively to design tasks. This paper studies different types of cyberworlds to classify the motivation profiles of their user bases. We compare these motivation profiles to those required for the emergence of collective intelligence and develop a list of technological requirements for cyberworlds to support collective intelligence and design.
keywords	Collective intelligence; design; motivation; cyberworlds
series	CAADRIA
email
last changed	2022/06/07 07:58

_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
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
doi	https://doi.org/10.52842/conf.ecaade.2011.023
wos	WOS:000335665500001
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).
keywords	Education; architectural curriculum; blended learning; collaborative design; VDS
series	eCAADe
email
last changed	2022/05/01 23:21

_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_063
id	ecaade2011_063
authors	Garner, Steve; Schadewitz, Nicole; Holden, Georgina; Zamenopoulos, Theodore; Alexiou, Katerina
year	2011
title	Supporting Fragility in Distance Design Education
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
doi	https://doi.org/10.52842/conf.ecaade.2011.663
wos	WOS:000335665500077
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.
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	acadiaregional2011_013
id	acadiaregional2011_013
authors	Griffiths, Jason
year	2011
title	Digital Haptic –Learning from K-Zell.
source	Parametricism (SPC) ACADIA Regional 2011 Conference Proceedings
doi	https://doi.org/10.52842/conf.acadia.2011.x.d2n
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

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