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

_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_146
id	sigradi2011_146
authors	Vasquez de Velasco, Guillermo; Angulo, Antonieta
year	2011
title	A Hydrid Learning Environment: On the subject of design-thinking for non-design students.
source	SIGraDi 2011 [Proceedings of the 15th Iberoamerican Congress of Digital Graphics] Argentina - Santa Fe 16-18 November 2011, pp. 424-427
summary	This paper describes the implementation of a hybrid learning environment (HLE) through the creation, deployment and administration of a large-enrollment course on the subject of Design Thinking. The challenge illustrated by this on-going case study is the one of meeting the learning objectives for a population of novice learners from heterogeneous background through a creative articulation of state-of-the-art instructional technologies. As an additional challenge, given current financial constraints in higher education, the implementation had to address limited funding in the development of the learning environment, the instrumentation provided by the students, and its delivery to large groups of students.
keywords	Design Thinking; Hybrid Learning; Blended Learning; Design Education; Instructional Technology
series	SIGRADI
email
last changed	2016/03/10 10:02

_id	acadia10_327
id	acadia10_327
authors	Vassigh, Shahin; Herrera, Silvana
year	2010
title	Interactive Teaching through Simulation Environments
doi	https://doi.org/10.52842/conf.acadia.2010.327
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. 327-332
summary	Spurring new and innovative building design will be critical to the urban energy and economic future of the nation. The operation of completed buildings account for 48% of the nation’s annual greenhouse gas emissions, and 76% of all electricity generated by U.S. power plants goes to supply the building sector. Therefore developing and applying new and innovative sustainable building design will have a measurable impact on the environment. Recent studies show sustainable building design is closely linked to system integration, where various components of a building work in confluence to produce synergetic benefits. As a result, a critical component of sustainable design involves a clear understanding of building systems operation, interaction, and the selection parameters. A consideration of suitable building systems, gauging their interaction, and proposing well integrated systems can lead to producing efficient models of sustainable buildings with minimal impact on the environment. The following paper outlines the progress on a project entitled “Building Literacy: the Integration of Building Technology and Design in Architectural Education.” The project develops a digital tool for teaching/learning architectural technology from an integrated systems perspective. The project attempts to immerse students in a simulated environment that is based on the real life practice of architecture. The project accomplishes this by harnessing the capabilities of simulation and dynamic modeling programs, as well as the state of art graphic media, to create compelling and rewarding reasons for students’ engagement in the lear ning process. The project involves a multidisciplinary team of faculty from Florida International University, University at Buffalo the State University of New York, and Iowa State University and is funded by the US Department of Education for the period of 2007-2011.
keywords	educational software, interactive learning, interactive teaching, simulation programs, building performance, building integrated systems,
series	ACADIA
type	normal paper
email
last changed	2022/06/07 07:58

_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	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	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	ecaade2020_150
id	ecaade2020_150
authors	Stojanovski, Todor
year	2020
title	Role-playing planning games as educational tool - Experiences of teaching with educational games in Sweden
doi	https://doi.org/10.52842/conf.ecaade.2020.1.525
source	Werner, L and Koering, D (eds.), Anthropologic: Architecture and Fabrication in the cognitive age - Proceedings of the 38th eCAADe Conference - Volume 1, TU Berlin, Berlin, Germany, 16-18 September 2020, pp. 525-534
summary	Teaching about cities and planning involves complexities of understanding urban development in space and time, evolution and transformation of cities, urban politics, actors and stakeholders. Delivering efficient ways of teaching, is very important for educators, particularly among lecturers at universities who work with urban planning and design. Games can be used as educational tools and role-playing games can capture the political struggle of different actors and stakeholders involved in planning processes. Games can enable students to experience urban development and take roles of different actors and stakeholders in the planning and development processes and practice the art of negotiations in urban politics. Two educational games were written for the planning courses at KTH Royal Institute of Technology, Sweden. Since 2011, 17 games were played in different courses. Data from the evaluation forms was collected on 14 games and 277 students answered questions. This paper analyses the evaluation forms and the comments of the students who took part in the games and discusses gaming as an educational tool. The experiences with role-playing planning games are very positive. These ratings occurs consistently in each game that was played with very small variations.
keywords	urban planning; urban design; role-playing games; education tool; teaching; gaming
series	eCAADe
email
last changed	2022/06/07 07:56

_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	ecaade2012_046
id	ecaade2012_046
authors	Juvancic, Matevz ; Zupancic, Tadeja
year	2012
title	Evaluation system for Content and Language Integrated Learning in Architecture Using Immersive Environments
doi	https://doi.org/10.52842/conf.ecaade.2012.1.115
source	Achten, Henri; Pavlicek, Jiri; Hulin, Jaroslav; Matejovska, Dana (eds.), Digital Physicality - Proceedings of the 30th eCAADe Conference - Volume 1 / ISBN 978-9-4912070-2-0, Czech Technical University in Prague, Faculty of Architecture (Czech Republic) 12-14 September 2012, pp. 115-123
summary	Based on the experience from EU project ARCHI21 (Hunter et al, 2011) and long-term commitment to research of architectural presentations and educational approaches to expert and non-expert public (i.e. Juvancic, Mullins & Zupancic, 2012), the paper aims to clarify the terms used in CLIL-architecture context, identify the variables that have, in practice so far, proven to infl uence the learning outcome and learning experience both in architectural and language sense, and systematize the findings into the useful system. The result can be envisioned as the potential ‘ladder of the CLIL & architecture integration‘. The system would be of help to anyone trying to integrate language learning at different stages of architectural education, pointing out the required fundamentals, predicting the possible learning outcomes or benchmarking them after the experience. The basic terms/variables divided into three major infl uencing groups - competence, work environment and course settings - are described first, proceeded with the scheme connecting them into the system and two actual examples ‘run’ through the matrix for illustrative purposes. The paper also looks specifi cally into the use of different immersive environments and digital communication tools for teaching the architecture/design–other language combination and adapts the system to this segment, while also briefly comments on learners and teachers responses to CLIL-architecture integration.
wos	WOS:000330322400011
keywords	Architecture; immersive environments; CLIL; evaluation; teaching; Archi21
series	eCAADe
email
last changed	2022/06/07 07:52

_id	cf2011_p073
id	cf2011_p073
authors	Nasirova, Diliara; Erhan Halil, Huang Andy T, Woodbury Robert, Riecke Bernhard E.
year	2011
title	Change Detection in 3D Parametric Systems: Human-Centered Interfaces for Change Visualization
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. 751-764.
summary	The research on current parametric modeling systems concerns mainly about the underlying computational technology and designs produced; and emphasizes less human factors and design tasks. We observe users being challenged in interacting with these systems regardless of their expertise level. In these systems, user’s attention is divided on system-imposed actions such as tool selection and set-up, managing obscured views, frequent view manipulation, and switching between different types of representations. In essence, control of the system can become more demanding than the design task itself. We argue that this unbalanced emphasis inhibits one of the most important functions of parametric design: agility in exploration of design alternatives by applying frequent user-introduced or system-generated changes on the parametric design models. This compounded by the effect of cognitive limitations such as change blindness and shifts in locus of attention hinders change control and imposes an extra cognitive load in design. In this paper, we made a first step in developing a set of heuristics that is going to present how designers’ change control and detection can be improved. We experimented with three interfaces that control and visualize changes on three different compositions in relation to the designer’s locus of attention: on-model, peripheral and combined views. We measured designers’ performance as the number of changes detected, number of trials, and time required to complete each change detection task. The results support our hypothesis that change blindness significantly slows down and overloads design thinking, and thus should not be ignored. Furthermore, an interesting finding shows that visualizations on the visual periphery can equally support change detection as on-model visualizations, but it is significantly easier and faster to detect changes when they are visualized in both views. These findings can guide us to develop better interfaces in 3D parametric systems.
keywords	parametric design, change detection, change blindness, user-centered design, interface ergonomics, HCI, CAD, visualization
series	CAAD Futures
email
last changed	2012/02/11 19:21

_id	cf2011_p152
id	cf2011_p152
authors	Plume, Jim; Mitchell John
year	2011
title	An Urban Information Framework to support Planning, Decision-Making & Urban 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. 653-668.
summary	This paper reports on a 2-year research project undertaken in collaboration with a state planning authority, a major city municipal council and a government-owned development organisation. The project has involved the design of an urban information model framework with the aim of supporting more informed urban planning by addressing the intersection where an individual building interfaces with its urban context. This adopted approach enables new techniques that better model the city and its processes in a transparent and accessible manner. The primary driver for this project was the challenge provided by the essential incompatibility between legacy GIS (geographic information system) datasets and BIM (building information model) representations of the built form. When dealing with urban scale information, GIS technologies use an overlay mapping metaphor linked to traditional relational database technologies to identify features or regions in the urban landscape and attach attribute data to those in order to permit analysis and informed assessment of the urban form. On the other hand, BIM technologies adopt an object-oriented approach to model the full three-dimensional characteristics of built forms in a way that captures both the geometric and physical attributes of the parts that make up a building, as well as the relationships between those parts and the spaces defined by the building fabric. The latter provides a far richer semantic structure to the data, while the former provides robust tools for a wide range of urban analyses. Both approaches are widely recognised as serving well the needs of their respective domains, but there is a widespread belief that we need to reconcile the two disparate approaches to modelling the real world. This project has sought to address that disjunction between modelling approaches. The UrbanIT project concentrated on two aspects of this issue: the development of a framework for managing information at the precinct and building level through the adoption of an object-oriented database technology that provides a platform for information management; and an exploration of ontology tools and how they can be adopted to facilitate semantic information queries across diverse data sources based on a common urban ontology. This paper is focussed on the first of those two agendas, examining the context of the work, the challenges addressed by the framework and the structure of our solution. A prototype implementation of the framework is illustrated through an urban precinct currently undergoing renewal and redevelopment, finishing with a discussion of future work that comes out of this project. Our approach to the implementation of the urban information model has been to propose extensions to ISO/PAS 16739, the international standard for modelling building information that is commonly known as IFC (Industry Foundation Classes). Our reason for adopting that approach is primarily our deep commitment to the adoption of open standards to facilitate the exchange of information across the built environment professions, but also because IFC is based on a robust object schema that can be used to construct a internet-accessible database able, theoretically, to handle the vast quantity of data needed to model urban-scale information. The database solution comes with well-established protocols for handling data security, integrity, versioning and transaction processing or querying. A central issue addressed through this work is concerned with level of detail. An urban information model permits a very precise and detailed representation of an urban precinct, while many planning analyses rely on simplified object representations. We will show that a key benefit of our approach is the ability to simultaneously maintain multiple representations of objects, making use of the concept of model view definitions to manage diverse analysis needs.
keywords	urban information modelling, geographic information systems, city models, interoperability, urban planning, open standards
series	CAAD Futures
email
last changed	2012/02/11 19:21

_id	sigradi2011_289
id	sigradi2011_289
authors	Sant’ Anna Claudino, Ana Emília; Celani, Gabriela; Pupo, Regiane
year	2011
title	Gestão e otimização de laboratórios de fabricação digital [Management and optimization of digital fabrication laboratories]
source	SIGraDi 2011 [Proceedings of the 15th Iberoamerican Congress of Digital Graphics] Argentina - Santa Fe 16-18 November 2011, pp. 461-464
summary	The "Laboratory for Automation and prototyping for architecture and construction" is a digital fabrication lab at the University of Campinas open to students from the Architecture, Civil Engineering and Mechanic Engineering programs. Since its opening in 2007 the lab has developed many strategies to deal with the complexity of its management. The purpose of this paper is to share this experience with other similar facilities. Issues such as resources, supplies, maintenance of machines, managing appointments and other activities are described and discussed, base don the experience of one of a student monitor of the lab.
keywords	Laboratory management; digital fabrication laboratorios; instruction laboratorios
series	SIGRADI
email
last changed	2016/03/10 09:59

_id	ecaade2011_021
id	ecaade2011_021
authors	Asanowicz, Aleksander
year	2011
title	Digital “serial vision” - new approach in urban composition teaching
doi	https://doi.org/10.52842/conf.ecaade.2011.716
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.716-724
summary	The paper discusses the following problem: How can digital technology are integrated with urban composition teaching to provide a better understanding of the aesthetical and emotional aspects of the city? It argues for the current need for an integration of computer modelling and the approaches developed form the work of K. Lynch, G. Cullen, R. Krier, F. Ching. The paper is based on the experience in design studio teaching and an experiment completed with students. The exercise shows the students that different spatial organization may cause different emotions according to the treatment of space-defining elements. The paper presents the background and context as well as describes the experimental environment and the student work.
wos	WOS:000335665500083
keywords	Urban composition; serial vision; computer animation
series	eCAADe
email
last changed	2022/05/01 23:21

_id	sigradi2011_294
id	sigradi2011_294
authors	Diaz García, Sergio; Fuentes Larenas, Luis
year	2011
title	Sistematización, registro y documentación del proceso formativo del Diseñado Digital Web e Interacción, a partir de las competencias profesionales [Systematization, registration and documentation of the training process of Digital Web and Interaction Designer from professional skills.]
source	SIGraDi 2011 [Proceedings of the 15th Iberoamerican Congress of Digital Graphics] Argentina - Santa Fe 16-18 November 2011, pp. 465-467
summary	In the context of a profession-oriented university, universal access and a career projecting, reflecting on the traditional evaluation systems and their ability to deliver rich information necessary for the proper formation process. With the increasing demand upon graduation is proposed to focus on developing mobile schemes and networking skill-based certified professionals. Finally, the challenges are projected skills education in a world where knowledge and technology doubles in ever shorter periods.
series	SIGRADI
email
last changed	2016/03/10 09:50

_id	caadria2013_043
id	caadria2013_043
authors	Freitas, Márcia Regina de and Regina Coeli Ruschel
year	2013
title	What is Happening to Virtual and Augmented Reality Applied to Architecture?
doi	https://doi.org/10.52842/conf.caadria.2013.407
source	Open Systems: Proceedings of the 18th International Conference on Computer-Aided Architectural Design Research in Asia (CAADRIA 2013) / Singapore 15-18 May 2013, pp. 407-416
summary	This paper presents the results of a comprehensive survey of activities on research and development of Virtual and Augmented Reality applied to architecture. 200 papers were reviewed, taken from annual conferences of the Association for Computer Aided Design In Architecture (ACADIA) and its sibling organizations in Europe (ECAADE and CAAD Futures), Asia (CAADRIA), the Middle East (ASCAAD) and South America (SIGRADI). The papers were grouped in research areas (design method, architectural theory and history, performance evaluation, human interaction, representation and process & management), emphasis (education, application, collaboration, visualization, practice and theory) and technology development stage (specification, development, application demonstration and evaluation). The period of study comprises 11 years, from 2000 to 2011. Findings for each category are described and key publications and authors are identified.
wos	WOS:000351496100040
keywords	Virtual reality, Augmented reality, Study of activity
series	CAADRIA
email
last changed	2022/06/07 07:50

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

_id	caadria2011_007
id	caadria2011_007
authors	Ko, Kaon and Salvator-John Liotta
year	2011
title	Digital tea house: Japanese tea ceremony as a pretext for exploring parametric design and digital fabrication in architectural education
doi	https://doi.org/10.52842/conf.caadria.2011.071
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. 71-80
summary	This paper reviews the Digital Tea House, a joint workshop in August of 2010 held at the University of Tokyo, Department of Architecture, together with Columbia University GSAPP. Three pavilions for hosting ceremony were designed and built in less than one month, in an attempt to bridge technology and culture not only through design but also fabrication. Issues addressed in the process included applications of computational design, interpretations of tradition and culture in spatial or activity oriented expressions, structural stability, to practical solutions for quick physical materialization. Three teams comprised of 6 to 8 students, each a blend of different nationalities, ultimately produced 3 full-scale tea houses with the same software, primary material, budget, and principal fabrication method.
keywords	Digital fabrication; academic workshop; computational design; design-build; tea house
series	CAADRIA
email
last changed	2022/06/07 07:51

_id	eaea2015_t1_paper05
id	eaea2015_t1_paper05
authors	Lobo de Carvalho, Jose Maria; Heitor, Teresa
year	2015
title	The Adaptive Reuse of the Arco do Cego ancient Car-Barn Structure in Lisbon
source	ENVISIONING ARCHITECTURE: IMAGE, PERCEPTION AND COMMUNICATION OF HERITAGE [ISBN 978-83-7283-681-6],Lodz University of Technology, 23-26 September 2015, pp.61-70
summary	This paper presents the example of the reconversion of an important tram station from the origins of electricity in Portugal that was still in use until the late 1990’s but became redundant since then. Its significant urban presence and the importance of preserving the memory of the old trams that were still in use some years ago in Lisbon, led to an innovative solution, combining public value and heritage protection. In 2011, the Lisbon City Council agreed to give the building and its site for university use, namely to be transformed into a student’s facility, as a study, leisure, recreational and cultural space of the IST, open 24h a day. This new university building, located just one block away from the traditional IST compound, was called IST Learning Center and extended the notion of campus outside its walls and into the city’s urban fabric.
keywords	reconversion; university; tram
series	EAEA
email
last changed	2016/04/22 11:52

_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	acadiaregional2011_030
id	acadiaregional2011_030
authors	Ra, Seung
year	2011
title	Parametric Translations
doi	https://doi.org/10.52842/conf.acadia.2011.x.u1v
source	Parametricism (SPC) ACADIA Regional 2011 Conference Proceedings
summary	The aim of this paper is to understand the outcomes of parametric methods in beginning design projects and their impact on rethinking digital technology in current design education. In order to realize comprehensive results, in this paper i) conceptual and formative projects are presented to describe specifications of a parametric design at OSU School of Architecture; ii) for OSU SOA, we plot pedagogical objectives and evaluate how we have interpreted and applied novel digital technology into the design process; and iii) Cultivate parametric design as systemic and organizational design. Along with unit-based, component design, expand the use of digital tools to become the discipline and domain of the creative culture. How digital tools are integrated into early design education through a collaborative studio project will be the focus of the study. Through the experimental exercises, we can begin to explore how the digital process can be integrated at a fundamental level.
series	ACADIA
last changed	2022/06/07 07:49

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