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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	caadria2013_080
id	caadria2013_080
authors	Koh, Immanuel
year	2013
title	Computer Vision and Augmented Reality Technologies in Experimental Architectural Design Education at the AA
doi	https://doi.org/10.52842/conf.caadria.2013.427
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. 427-436
summary	This paper aims to investigate the potential of both open source software and new media (esp. computer vision and augmented reality) as tools for architectural design and education. The examples illustrated in the paper would be drawn mainly from students’ projects done as part of their AA Media Studies Course submission at the AA School of Architecture (AA) during the academic years from 2011/2012 to 2012/2013. The paper outlines the main approaches, which students have chosen to implement, both directly and indirectly, these new media and tools into their studio work at the AA. Section 1 briefly introduces a range of currently available open source computational design toolkits that are deemed useful for quick implementation of computer vision and augmented reality technologies. The related programming languages, softwares and hardwares would also be introduced and described accordingly. Sections 2 and 3 are accompanied with a visual catalogue of students’ projects to better illustrate the diversity in the understanding and implementation of computer vision and augmented reality technologies in architectural design. Section 4 serves to conclude the paper by first discussing briefly the feedback from students at the end of the course before clarifying the context of the research and thus its relation to recent work done by others using similar technologies.
wos	WOS:000351496100042
keywords	Computer vision, Augmented reality, Generative design, Interaction design
series	CAADRIA
email
last changed	2022/06/07 07:51

_id	sigradi2012_216
id	sigradi2012_216
authors	Atenas, Bárbara; Rojas, Francisco; Rojas, Jorge
year	2012
title	Realidades Cruzadas y su aplicación en el Diseño Industrial [Industrial Design aplication of Mixed reality]
source	SIGraDi 2012 [Proceedings of the 16th Iberoamerican Congress of Digital Graphics] Brasil - Fortaleza 13-16 November 2012, pp. 598-601
summary	This research seeks to establish guidelines for a model to take advantage of AR as a tool in the process of developing new products in the formative stages of the design professional. For this it is necessary to determine in which part of the design process the use of these guidelines creates a greater impact in terms of time, money and results, later to define relationships between the guidelines found and generate schemes to visualize relationships, delivering a tool that can be used by students in their design processes.
keywords	Augmented Reality, Design, Education, Industrial Design, Design Process
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	ecaade2012_234
id	ecaade2012_234
authors	Pak, Burak ; Newton, Caroline ; Verbeke, Johan
year	2012
title	Virtual Worlds and Architectural Education: A Typological Framework
doi	https://doi.org/10.52842/conf.ecaade.2012.1.739
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. 739-746.
summary	This study introduces a conceptual analysis, a typological framework which aims to map a wide array of possible virtual worlds into a larger frame and explore their signifi cance for architectural education. Using this analysis, we discuss the properties of virtual worlds in four groups: “the real virtual, virtual augmented real, real augmented virtual and fantastic virtual”. Based on these, we propose four different strategies for integrating virtual worlds into architectural education. Overall, this contribution can be seen as a small step towards the revitalization of the architectural design curriculum.
wos	WOS:000330322400078
keywords	Virtual Worlds; Architectural Education; Reality-virtuality Continuum; Simulacrum
series	eCAADe
email
last changed	2022/06/07 08:00

_id	ecaade2012_002
id	ecaade2012_002
authors	Achten, Henri; Pavlicek, Jiri; Hulin, Jaroslav; Matejdan, Dana (eds.)
year	2012
title	Physical Digitality
doi	https://doi.org/10.52842/conf.ecaade.2012.2
source	Proceedings of the 30th International Conference on Education and research in Computer Aided Architectural Design in Europe - Volume 2 [ISBN 978-9-4912070-3-7], Czech Technical University in Prague, Faculty of Architecture (Czech Republic) 12-14 September 2012, 714 p.
summary	Physical Digitality is the second volume of the conference proceedings of the 30th eCAADe conference, held from 12-14 september 2012 in Prague at the Faculty of Architecture of Czech Technical University in Prague. The companion volume is called Digital Physicality. Together, both volumes contain 154 papers that were submitted to this conference. Digitality is the condition of living in a world where ubiquitous information and communication technology is embedded in the physical world. Although it is possible to point out what is “digital” and what is “real,” the distinction has become pointless, and it has no more explanatory power for our environment, buildings, and behaviour. Material objects are invested with communication possibilities, teams are communicating even when not together, and buildings can sense and respond to the environment, each other, and to inhabitants. Digital is no longer an add-on, extra, or separate software. Reality is partly digital and partly physical. The implication of this condition is not clear however, and it is necessary to investigate its potential. New strategies are necessary that acknowledge the synergetic qualities of the physical and the digital. This is not limited to our designs but it also infl uences the process, methods, and what or how we teach. The subdivision of papers in these volumes follow the distinction made in the conference theme. The papers in Physical Digitality have their orientation mainly in the physical realm, and reach towards the digital part. It has to be granted that this distinction is rather crude, because working from two extremes (digital versus physical) tends to ignore the arguably most interesting middle ground.
keywords	Digital physicality; physical digitality
series	eCAADe
email
last changed	2022/06/07 07:49

_id	ascaad2012_003
id	ascaad2012_003
authors	Elseragy, Ahmed
year	2012
title	Creative Design Between Representation and Simulation
source	CAAD \| INNOVATION \| PRACTICE [6th International Conference Proceedings of the Arab Society for Computer Aided Architectural Design (ASCAAD 2012 / ISBN 978-99958-2-063-3], Manama (Kingdom of Bahrain), 21-23 February 2012, pp. 11-12
summary	Milestone figures of architecture all have their different views on what comes first, form or function. They also vary in their definitions of creativity. Apparently, creativity is very strongly related to ideas and how they can be generated. It is also correlated with the process of thinking and developing. Creative products, whether architectural or otherwise, and whether tangible or intangible, are originated from ‘good ideas’ (Elnokaly, Elseragy and Alsaadani, 2008). On one hand, not any idea, or any good idea, can be considered creative but, on the other hand, any creative result can be traced back to a good idea that initiated it in the beginning (Goldschmit and Tatsa, 2005). Creativity in literature, music and other forms of art is immeasurable and unbounded by constraints of physical reality. Musicians, painters and sculptors do not create within tight restrictions. They create what becomes their own mind’s intellectual property, and viewers or listeners are free to interpret these creations from whichever angle they choose. However, this is not the case with architects, whose creations and creative products are always bound with different physical constraints that may be related to the building location, social and cultural values related to the context, environmental performance and energy efficiency, and many more (Elnokaly, Elseragy and Alsaadani, 2008). Remarkably, over the last three decades computers have dominated in almost all areas of design, taking over the burden of repetitive tasks so that the designers and students can focus on the act of creation. Computer aided design has been used for a long time as a tool of drafting, however in this last decade this tool of representation is being replaced by simulation in different areas such as simulation of form, function and environment. Thus, the crafting of objects is moving towards the generation of forms and integrated systems through designer-authored computational processes. The emergence and adoption of computational technologies has significantly changed design and design education beyond the replacement of drawing boards with computers or pens and paper with computer-aided design (CAD) computer-aided engineering (CAE) applications. This paper highlights the influence of the evolving transformation from Computer Aided Design (CAD) to Computational Design (CD) and how this presents a profound shift in creative design thinking and education. Computational-based design and simulation represent new tools that encourage designers and artists to continue progression of novel modes of design thinking and creativity for the 21st century designers. Today computational design calls for new ideas that will transcend conventional boundaries and support creative insights through design and into design. However, it is still believed that in architecture education one should not replace the design process and creative thinking at early stages by software tools that shape both process and final product which may become a limitation for creative designs to adapt to the decisions and metaphors chosen by the simulation tool. This paper explores the development of Computer Aided Design (CAD) to Computational Design (CD) Tools and their impact on contemporary design education and creative design.
series	ASCAAD
email
more	http://www.ascaad.org/conference/2012/papers/ascaad2012_003.pdf
last changed	2012/05/15 20:46

_id	sigradi2012_221
id	sigradi2012_221
authors	de Menezes, Alexandre Monteiro; Pontes, Mateus Moreira
year	2012
title	BIM e o ensino: possibilidades na instrumentação e no projeto [BIM and education: possibilities in instrumentation and project]
source	SIGraDi 2012 [Proceedings of the 16th Iberoamerican Congress of Digital Graphics] Brasil - Fortaleza 13-16 November 2012, pp. 226-228
summary	This article discusses the relationship between instrumentation for the architectural design, in particular the teaching of drawing, and current conditions of representation, based on digital tools, specially with the use of softwares for Building Information Modeling (BIM). It presents the difficulties of teaching architectural design today and proposes an alternative comprehension of priorities, based on understanding of architectural elements as a reference for learning. After this, it discusses the potential of this technique for teaching construction of a more comprehensive way and presents a multimedia material for developing this task.
keywords	BIM, ensino, representação arquitetônica
series	SIGRADI
email
last changed	2016/03/10 09:50

_id	sigradi2012_295
id	sigradi2012_295
authors	Moreira, Alejandro
year	2012
title	Integración y Colaboración Tecnológica en Arquitectura [Technological Integration and Collaboration in Architecture]
source	SIGraDi 2012 [Proceedings of the 16th Iberoamerican Congress of Digital Graphics] Brasil - Fortaleza 13-16 November 2012, pp. 268-271
summary	The information produced for the design and construction of buildings become increasingly complex and are inseparable parts of the whole social making of the City. It have created a transition that should consider the integrative and collaborative aspects the architectural design process. This new transition demand changes in the architectural education in response to the resulting complexity in the design concept, given that the potential of the innovation in digital technologies is not about the generation of forms but the change that occur in the organization of activities.
keywords	Integracion; Colaboracion; Tecnología; Educación
series	SIGRADI
email
last changed	2016/03/10 09:55

_id	ecaade2012_135
id	ecaade2012_135
authors	Dorta, Tomás; Lesage, Annemarie; Bartolo, Carmelo Di
year	2012
title	Collaboration and Design Education Through the Interconnected HIS: Immature vs. Mature CI Loops Observed Through Ethnography by Telepresence
doi	https://doi.org/10.52842/conf.ecaade.2012.2.097
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. 97-105
summary	This paper documents the very first use of the interconnected HIS in a pedagogical setting. For this Augmented Design Studio, where three interconnected HIS were set up, the aim was to foster collaboration and co-design between the project participants as a new approach to teach the virtual design studio and to study the collaborative ideation process. The HIS (Hybrid Ideation Space) is an immersive system that uses freehand sketches and models to exteriorize conceptual ideas. Two innovative research methods have been used to assess this studio: the Collaborative Conversation framework that analyses the design discourse and the Ethnography by Telepresence, a non-intrusive observation method through an unused HIS. The Augmented Design Studio has been observed to help the design students push their project from abstract concepts to formalised concepts because in a pedagogical setting, it fosters collaboration over traditional top-down teacher-student interactions.
wos	WOS:000330320600009
keywords	Design collaboration; Augmented Design Studio; Design Conversations; Ethnography by Telepresence; Hybrid Ideation Space
series	eCAADe
email
last changed	2022/06/07 07:55

_id	ecaade2012_83
id	ecaade2012_83
authors	Jones, Paulo; Eloy, Sara; Ricardo, Rui; Dias, Miguel Sales
year	2012
title	Architectural Rehabilitation and Conservation Processes Informed by Augmented Reality
doi	https://doi.org/10.52842/conf.ecaade.2012.2.411
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. 411-418
summary	The goal of the presented research is to explore human-machine interaction and to study how Augmented Reality (AR) may be a potential tool to inform Architectural Rehabilitation and Conservation processes. Nowadays obtaining data to inform both marchitecture projects and real estate investments is a very bureaucratic process. City councils technicians suffers from the same diffi culties when are in fi eldwork to do inspections and lack a complete sort of information. This proposal considers that the use of mobile technologies as smart phones and tablets can empower these technicians to obtain building related data. The specifi c goal of the study aims to develop a data model and an interface that can be made available to professionals which allows an efficiently reply to the user’s needs as the system enables the gathering of updated information considering a particular building.
wos	WOS:000330320600043
keywords	Augmented reality; interface; architecture; rehabilitation; data
series	eCAADe
email
last changed	2022/06/07 07:52

_id	sigradi2012_239
id	sigradi2012_239
authors	Perrone, Felipe Rodrigues; Gomes, Hector Medina; Heidrich, Felipe Etchegaray; Borda, Adriane
year	2012
title	Desenvolvimento de Aplicativo para Visualização de Patrimônio Histórico-Arquitetônico em Realidade Aumentada [Development of an Application for Visualization of historical and Architectural heritage in Augmented Reality]
source	SIGraDi 2012 [Proceedings of the 16th Iberoamerican Congress of Digital Graphics] Brasil - Fortaleza 13-16 November 2012, pp. 366-368
summary	This article describes the development process of an web-based augmented reality application, aiming to display historical and architectural heritage of the city of Pelotas. Made from technologies such as Adobe Flash and Open Source libraries it also required the development of support tools to assist in its completion and maintenance.
keywords	Realidade Aumentada, Patrimônio Histórico, Bibliotecas Open Source
series	SIGRADI
email
last changed	2016/03/10 09:57

_id	caadria2023_41
id	caadria2023_41
authors	Tedjosaputro, Mia
year	2023
title	Holographic Construction in Circular Design: A Literature Review
doi	https://doi.org/10.52842/conf.caadria.2023.1.333
source	Immanuel Koh, Dagmar Reinhardt, Mohammed Makki, Mona Khakhar, Nic Bao (eds.), HUMAN-CENTRIC - Proceedings of the 28th CAADRIA Conference, Ahmedabad, 18-24 March 2023, pp. 333–342
summary	This study looks at a review of literature in regard to holographic construction within the period of 2012-2022, specifically analyses of its potential to aid circular design adaptation. The rationale behind this study is the lack of circularity context in holographic construction and augmented reality studies. The outcome of this literature review reveals aspects of holographic construction that lead to support for circular design opportunities. This paper provides a snapshot and is summarised with identified research gaps related to four key principles of circular buildings.
keywords	holographic construction, circular design, augmented reality, paperless architecture
series	CAADRIA
email
last changed	2023/06/15 23:14

_id	ecaade2012_000
id	ecaade2012_000
authors	Achten, Henri; Pavlicek, Jiri; Hulin, Jaroslav; Matejdan, Dana (eds.)
year	2012
title	Digital Physicality
doi	https://doi.org/10.52842/conf.ecaade.2012.1
source	Proceedings of the 30th International Conference on Education and research in Computer Aided Architectural Design in Europe - Volume 1 [ISBN 978-9-4912070-2-0], Czech Technical University in Prague, Faculty of Architecture (Czech Republic) 12-14 September 2012, 762 p.
summary	Digital Physicality is the first volume of the conference proceedings of the 30th eCAADe conference, held from 12-14 september 2012 in Prague at the Faculty of Architecture of Czech Technical University in Prague. The companion volume is called Physical Digitality. Together, both volumes contain 154 papers that were submitted to this conference.Physicality means that digital models increasingly incorporate information and knowledge of the world. This extends beyond material and component databases of building materials, but involves time, construction knowledge, material properties, space logic, people behaviour, and so on. Digital models therefore, are as much about our understanding of the world as they are about design support. Physical is no longer the opposite part of digital models. Models and reality are partly digital and partly physical. The implication of this condition is not clear however, and it is necessary to investigate its potential. New strategies are necessary that acknowledge the synergetic qualities of the physical and the digital. This is not limited to our designs but it also influences the process, methods, and what or how we teach.The subdivision of papers in these volumes follow the distinction made in the conference theme. The papers in Digital Physicality have their orientation mainly in the digital realm, and reach towards the physical part. It has to be granted that this distinction is rather crude, because working from two extremes (digital versus physical) tends to ignore the arguably most interesting middle ground.
keywords	Digital physicality; physical digitality
series	eCAADe
email
last changed	2022/06/07 07:49

_id	ascaad2012_008
id	ascaad2012_008
authors	Ambrose, Michael A. and Kristen M. Fry
year	2012
title	Re:Thinking BIM in the Design Studio - Beyond Tools… Approaching Ways of Thinking
source	CAAD \| INNOVATION \| PRACTICE [6th International Conference Proceedings of the Arab Society for Computer Aided Architectural Design (ASCAAD 2012 / ISBN 978-99958-2-063-3], Manama (Kingdom of Bahrain), 21-23 February 2012, pp. 71-80
summary	The application of digital design methods and technologies related to BIM and Integrated Practice Delivery are altering the how and what of architectural design. The way contemporary architecture is conceived and made is being transformed through the digital methods, processes and applications used in BIM. How architectural education and the design studio model evolve to reflect, interpret, translate, or challenge the multiplicitous and simultaneously variable modes of contemporary practice present opportunity and risk to this generation of digital scholars, educators and practitioners. Might we re-conceive the design studio as a venue in which a critical dialogue about how the many facets of architectural design practice are engaged? The possibilities afforded by BIM and Integrated Practice Delivery and digital design technologies are increasingly affecting what we make and simultaneously how we make as architects. Digital modeling of both geometry and information is replacing (or displacing) digital drawing. We see diminishing returns of the value of transforming three-dimensional spatial/formal ideas into two-dimensional conventional abstractions of those complex ideas. This comprehensive thinking promoted by BIM processes is one of the key advantages of using BIM leading to true design innovation. The reiterative learning process of design promoted in BIM promotes a rethinking of design studio education.
series	ASCAAD
email
more	http://www.ascaad.org/conference/2012/papers/ascaad2012_008.pdf
last changed	2012/05/15 20:46

_id	ijac201210104
id	ijac201210104
authors	Ambrose, Michael A.
year	2012
title	Agent Provocateur - BIM In The Academic Design Studio
source	International Journal of Architectural Computing vol. 10 - no. 1, 53-66
summary	Building Information Modeling challenges academia to question the fundamental roles of abstraction and simulation in design education. Architectural education and practice assume a traditional set of visual conventions at varied scales and levels of detail, that when taken in concert signifies a whole, complete idea of a building, a correspondence between design intent and interpretation, between the representation of ideas and the design of buildings. BIM viewed as provocateur to these assumptions provides potential critical analysis of how architectural design is taught. Academia must seek out new design methodologies for exploring architecture that reflect the representational shift of BIM by developing teaching methods that reprioritize ways of seeing, thinking and making. This paper describes a studio model that seeks out new active methods for exploring architecture that embrace this shift by developing processes that provoke novel ways to reconcile the traditions of abstraction and the opportunities of synthetic simulation.
series	journal
last changed	2019/07/30 10:55

_id	caadria2012_132
id	caadria2012_132
authors	Baerlecken, Daniel and David Duncan
year	2012
title	Junk: Design build studio
doi	https://doi.org/10.52842/conf.caadria.2012.305
source	Proceedings of the 17th International Conference on Computer Aided Architectural Design Research in Asia / Chennai 25-28 April 2012, pp. 305–314
summary	The paper presents a design build studio that investigates the role of waste as building material and develops a proposal for an installation that uses CAAD and CAM tools in combination with traditional fabrication tools to design and build an installation out of waste materials. The paper describes the concept development and the construction process through the help of computational tools. Recycling is in the process of becoming an integral part of sustainable architecture. However, there are very few digital design projects that use re-used or recycled materials in combination with their architectural and aesthetic qualities and potentials. The potential of such an investigation is explored within a design build studio. What is junk? What is a building material? What are the aesthetics of junk?
keywords	Education in CAAD; digital fabrication and construction; practice-based and interdisciplinary CAAD; parametric modelling
series	CAADRIA
email
last changed	2022/06/07 07:54

_id	ecaade2012_280
id	ecaade2012_280
authors	Baerlecken, Daniel; Reitz, Judith; Duncan, David
year	2012
title	Junk: Reuse of Waste Materials
doi	https://doi.org/10.52842/conf.ecaade.2012.2.143
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. 143-150
summary	The paper presents a series of design build studio that investigate the role of waste as building material. The series develops proposals for constructions that use CAAD and CAM tools in combination with traditional fabrication tools to design and build an installation out of waste materials. The fi rst construction uses waste to create two installations that questions human consumption, The second project is a future project, that intends the use of waste as an actual building material. Recycling is in the process of becoming an integral part of sustainable architecture. However, there are very few digital design projects that use re-used or recycled materials in combination with their architectural and aesthetic qualities and potentials. The potential of such an investigation is explored within these design build studios. What is junk? What is a building material? What are the aesthetics of junk?
wos	WOS:000330320600014
keywords	Education in CAAD; digital fabrication and construction; practice-based and interdisciplinary CAAD; parametric modeling
series	eCAADe
email
last changed	2022/06/07 07:54

_id	sigradi2012_56
id	sigradi2012_56
authors	Barros, Diana Rodríguez
year	2012
title	Diseño, Enseñanza y Prácticas Disruptivas. Marcos conceptuales de referencia [Design, Teaching and Disruptive Practices. Conceptual reference frameworks]
source	SIGraDi 2012 [Proceedings of the 16th Iberoamerican Congress of Digital Graphics] Brasil - Fortaleza 13-16 November 2012, pp. 251-254
summary	From the complex perspective of modern information society, knowledge and digital culture, we have detected limitations and obsolescente levels of much of the university educational system. We consider that teaching and learning reflect a beta protoparadigm state in constant construction. We value new ideas within the limits of education, communication and transmedia aesthetics, which contribute to the visibility of innovative practices and transformations. We reflect about necessary changes in the current education, from the diversification and reinvention of the use of educational technologies to liquid infrastructures. Our intention is to contribute to the conceptual frameworks development to fit sustainable strategies and result transferences towards classroom practices known as learning ecosystems.
keywords	Diseño; Enseñanza; Disrupción; Marcos conceptuales; Prácticas docentes
series	SIGRADI
last changed	2016/03/10 09:47

_id	ecaade2012_143
id	ecaade2012_143
authors	Both, Petra von
year	2012
title	Potentials and Barriers for Implementing BIM in the German AEC Market: Results of a Current Market Analysis
doi	https://doi.org/10.52842/conf.ecaade.2012.2.151
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. 151-158
summary	The research project „BIM – Potentials and Barriers“ aims to analyse the existing practice concerning BIM and the barriers for the implementation of this approach in Germany. Accompanied by an ‚advisory board’ with nameable representatives from practice, the public authorities and AEC associations, a set of hypotheses has been elaborated that could be evaluated by a detailed survey. Based on the detection of relevant stakeholders, the survey fi rst tries to disclose the real situation of how BIM is currently used in practice. Furthermore the potentials of the application of BIM in the different processes and target groups are determined as well as the barriers and constraints. Thereby the enhancement of the considered thematic areas is an important solution approach of the project: besides technological aspects, the analysis is also focusing on contracting, norms and processes as well as education, knowledge and role perception.
wos	WOS:000330320600015
keywords	BIM; survey; collaborative engineering; virtual engineering; product modelling
series	eCAADe
email
last changed	2022/06/07 07:54

_id	ecaade2012_302
id	ecaade2012_302
authors	Colakoglu, Birgül; Durmisevic, Elma; Pasic, Adnan
year	2012
title	International Collaborative Design Studio: Green Transformable Buildings
doi	https://doi.org/10.52842/conf.ecaade.2012.2.107
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. 107-114
summary	Current trends in architectural practice such as an increased focus on sustainable design, integrated design, and the globalization of architecture are increasing the need for practitioners that are skilled in collaboration. Collaboration fosters innovation and creativity. It is a key operating principle for the 21st century and an important skill that an architecture student must be exposed to. The change in knowledge generation and creative problem solving is transforming education towards collaborative learning forcing architecture and engineering schools to address new course structures with “collaborative” aspect. The work presented in this paper draws its base from collaborative design learning. It describes an international collaborative design studio titled “International Design Studio: Green Transformable Buildings” conducted between three institutions, Y_ld_z Technical University (YTU)–Istanbul, University of Twente (TU)-Enschede Engineering Sciences and Industrial Design School, and Architecture Faculty of Sarajevo (AFS).
wos	WOS:000330320600010
keywords	Collaborative design; collaborated learning; team work; design process
series	eCAADe
email
last changed	2022/06/07 07:56

_id	ecaade2018_243
id	ecaade2018_243
authors	Gardner, Nicole
year	2018
title	Architecture-Human-Machine (re)configurations - Examining computational design in practice
doi	https://doi.org/10.52842/conf.ecaade.2018.2.139
source	Kepczynska-Walczak, A, Bialkowski, S (eds.), Computing for a better tomorrow - Proceedings of the 36th eCAADe Conference - Volume 2, Lodz University of Technology, Lodz, Poland, 19-21 September 2018, pp. 139-148
summary	This paper outlines a research project that explores the participation in, and perception of, advanced technologies in architectural professional practice through a sociotechnical lens and presents empirical research findings from an online survey distributed to employees in five large-scale architectural practices in Sydney, Australia. This argues that while the computational design paradigm might be well accepted, understood, and documented in academic research contexts, the extent and ways that computational design thinking and methods are put-into-practice has to date been less explored. In engineering and construction, technology adoption studies since the mid 1990s have measured information technology (IT) use (Howard et al. 1998; Samuelson and Björk 2013). In architecture, research has also focused on quantifying IT use (Cichocka 2017), as well as the examination of specific practices such as building information modelling (BIM) (Cardoso Llach 2017; Herr and Fischer 2017; Son et al. 2015). With the notable exceptions of Daniel Cardoso Llach (2015; 2017) and Yanni Loukissas (2012), few scholars have explored advanced technologies in architectural practice from a sociotechnical perspective. This paper argues that a sociotechnical lens can net valuable insights into advanced technology engagement to inform pedagogical approaches in architectural education as well as strategies for continuing professional development.
keywords	Computational design; Sociotechnical system; Technology adoption
series	eCAADe
email
last changed	2022/06/07 07:51

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