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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Hits 1 to 20 of 551

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_id	d956
id	d956
authors	MS Ibrahim, A Bridges, SC Chase, S Bayoumi, DS Taha
year	2012
title	Design grammars as evaluation tools in the first year studio
source	Journal of Information Technology in Construction(ITcon) Vol. 17, Special Issue CAAD and innovation , pg. 319-332
summary	This paper describes a teaching experience conducted and carried out as part of the coursework of first year students. The workshop is the third of three workshops planned to take place during the course of the first year studio, aimed at introducing new ways of thinking and introducing students to a new pattern of architectural education. The experiment was planned under the theme of “Evaluation” during the final stage. A grammatical approach was chosen to deliver the methodology in the design studio, based on shape grammars.
keywords	Shape grammars, Pedagogical grammars, Design education
series	journal paper
type	normal paper
email
more	http://www.itcon.org/data/works/att/2012_21.content.05924.pdf
last changed	2012/09/23 09:26

_id	ascaad2012_013
id	ascaad2012_013
authors	Ibrahim, Mohamed ; Alan Bridges, Scott Chase, Samir Bayoumi, and Dina Taha
year	2012
title	Grammatically Thinking - Summing Up the Teaching of the First Year With a Comprehensive Grammatical Project
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. 129-140
summary	This paper describes a teaching experience conducted and carried out as part of the coursework of first year students of architecture at Strathclyde University. The workshop is the Third of three workshops planned to take place during the course of the first year studio, aimed at introducing new ways of thinking and introducing students to a new pattern of architectural education. The experiment was planned under the theme of “Evaluation” during the Final stage. A grammatical approach was chosen to deliver the methodology in the design studio, based on shape grammars.
series	ASCAAD
email
more	http://www.ascaad.org/conference/2012/papers/ascaad2012_013.pdf
last changed	2012/05/15 20:46

_id	caadria2012_078
id	caadria2012_078
authors	Beorkrem, Christopher
year	2012
title	Running Interference: Complex Systems Intervention as Design Process
doi	https://doi.org/10.52842/conf.caadria.2012.183
source	Proceedings of the 17th International Conference on Computer Aided Architectural Design Research in Asia / Chennai 25-28 April 2012, pp. 183–192
summary	This paper presents a case study problem statement tested in the design studio with the intent of teaching methods for engaging systematic thinking as a process for deriving solutions to parametric design problems. The intent is to address the simulation environment developed through complex systems and interject a curve ball, or unexpected constraint delimiting the solution as part of the design process. This method was tested through the submittal of the projects to international design competitions. The students were asked to manipulate the competition criteria by appealing not only to the design criteria but also to the juries desire (whether conscious or unconscious) for novel sustainable processes of material usage and program. This material ecology is developed as a method for linking parametric modelling, not as a process for the application of a construction technique, but as a way to pre-rationalise material constraints and discover how program and form can operate within those constraints. In the first year of the studio two of six teams were selected as finalists and in the second year of the studio five of seven of the teams were selected as finalists.
keywords	Studio pedagogy; computational instruction; parametrics; material constraints
series	CAADRIA
email
last changed	2022/06/07 07:54

_id	ecaade2012_305
id	ecaade2012_305
authors	Gürsoy, Benay
year	2012
title	The Hands-On Basics of Contemporary Design Education
doi	https://doi.org/10.52842/conf.ecaade.2012.2.059
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. 59-66
summary	Learning in the design studio is usually fostered by doing and refl ecting on what is done. This paper fi rstly reiterates that the doing in design is computing, in order to argue for the need for a hands-on design learning even more so in the age of digital curricula. Secondly, it corroborates the importance of tactile involvement in doing, and thus computing, to foster design learning. An experiment is conducted with 15 first year students of architecture the results of which support the argument that hands-on involvement and its interpretation as computing is essential to learning in the studio.
wos	WOS:000330320600005
keywords	Basic Design; digital curriculum; design computing; design cognition; physical interaction
series	eCAADe
email
last changed	2022/06/07 07:49

_id	caadria2012_018
id	caadria2012_018
authors	Huang, Weixin and Weiguo Xu
year	2012
title	Parametric urban design exploration in a graduate design studio
doi	https://doi.org/10.52842/conf.caadria.2012.559
source	Proceedings of the 17th International Conference on Computer Aided Architectural Design Research in Asia / Chennai 25-28 April 2012, pp. 559–568
summary	A city is a typical complex system that composed of billions of individual factors that interact with each other, and evolve dynamically. Parametric design method considers design conditions as the parameters of form generation, and introduces bottom-up emergent process in computers into architectural design. Because of such mechanism, it is supposed that parametric design can be applied in urban design problems, and brings rationality and creativity into urban design. In the year 2011, a joint design studio of Princeton University, Tokyo University and Tsinghua University is carried out. Graduate students from the three universities dive into the design of a micro-city that expands from Haneda airport in Tokyo bay area. The design studio in Tsinghua lasts for 16 weeks, and the students are asked to develop their ideas in a parametric way, and explore the potential of bottom-up generation of urban design using computer tools.
keywords	Parametric urban design; Haneda airport; complex system; urban form generation
series	CAADRIA
email
last changed	2022/06/07 07:50

_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	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	ascaad2014_016
id	ascaad2014_016
authors	Al-Ratrout, Samer A. and Rana Zureikat
year	2014
title	Pedagogic Approach in the Age of Parametric Architecture: Experimental method for teaching architectural design studio to 3rd year level students
source	Digital Crafting [7th International Conference Proceedings of the Arab Society for Computer Aided Architectural Design (ASCAAD 2014 / ISBN 978-603-90142-5-6], Jeddah (Kingdom of Saudi Arabia), 31 March - 3 April 2014, pp. 211-226
summary	In this era, Architectural Design Practice is faced with a paradigm shift in its conventional approaches towards computational methods. In this regard, it is considered a pedagogic challenge to boost up knowledge and skills of architectural students’ towards an advanced approach of architectural design that emphasizes the potentials and complexity of computational environments and parametric tools for design problem solving. For introducing the concept of Parametric Oriented Design Methods to 3rd year level architectural students, an experimental pedagogic course was designed in the scholastic year of 2012-2013 at German Jordanian University GJU (School of Architecture and Built Environment SABE) to approach this concept. In the preparation phase, the experimental course was designed to incorporate structured instructing and training method to be consecutively performed within experimental lab environment to target predetermined learning outcomes and goals. The involved students were intentionally classified into three levels of previous involvement associated with the related software operating skills and computational design exposure. In the implementation phase, the predetermined instructing and training procedures were performed in the controlled environment according to the planned tasks and time intervals. Preceded tactics were prepared to be executed to resolve various anticipated complication. In this phase also, students’ performance and comprehension capacity were observed and recorded. In data analysis phase, the observed results were verified and correlations were recognized. In the final phase, conclusions were established and recommendations for further related pedagogic experiments were introduced.
series	ASCAAD
email
last changed	2016/02/15 13:09

_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	ecaade2012_39
id	ecaade2012_39
authors	Asanowicz, Aleksander
year	2012
title	Design: Analogue, Digital, and Somewhere in Between
doi	https://doi.org/10.52842/conf.ecaade.2012.2.273
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. 273-280
summary	The problem considered in this paper is: “In what way do we design?” This paper concentrates on the early creative stages of the design process during which the designer gradually gathers the information about the problem, applying appropriate rules, tools and media. If the tools are chosen as a starting point of consideration, designing may be analysed as manual or digital. If we chose the medium - design may be considered as physical or virtual. The main thesis of this paper is that designing proceeds somewhere in between. “Somewhere in between” means the space where manual, digital, virtual are mixing, overlapping, and transforming one into the other. As a case study the process of designing of blurred function object is presented. In this experimental design studio we paid particular attention to the design process and we searched for the answer to the following questions: how to find an idea (what tools/media are helpful), how to express, fi x and transform that idea? In the paper the examples of students’ work will be presented and discussed.
wos	WOS:000330320600027
keywords	Creativity; digital design methods; mixed methods of design
series	eCAADe
email
last changed	2022/06/07 07:54

_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	caadria2012_133
id	caadria2012_133
authors	Baerlecken, Daniel and Gernot Riether
year	2012
title	Aggregates: Digital design for design
doi	https://doi.org/10.52842/conf.caadria.2012.607
source	Proceedings of the 17th International Conference on Computer Aided Architectural Design Research in Asia / Chennai 25-28 April 2012, pp. 607–616
summary	This paper discusses an educational design methodology for undergraduate studio instruction, which uses a systematic and research based design approach. Based on Lars Spuybroek’s methodology that was originally developed as a one-year graduate and postgraduate studio, a new method for undergraduate teaching has been developed. The paper will discuss Spuybroek’s methodology, as developed for the graduate and postgraduate program, and explain its adaption for undergraduate studio instruction. Spuybroek’s approach is based on a model that starts with research in systems in general that is them tuned to a certain set of architectural questions and developed into parametric buildings in a stepwise procedure by delaying the specifics of site and program.
keywords	Methodology of CAAD; education in CAAD; generative design; parametric modeling
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	b2f9
id	b2f9
authors	Bhzad Sidawi and Neveen Hamza
year	2012
title	INTELLIGENT KNOWLEDGE-BASED REPOSITORY TO SUPPORT INFORMED DESIGN DECISION MAKING
source	ITCON journal
summary	Research highlights that architectural design is a social phenomenon that is underpinned by critical analysis of design precedents and the social interaction between designers including negotiation, collaboration and communication. CAAD systems are continuously developing as essential design tools in formulating and developing ideas. Researchers such as (Rosenman, Gero and Oxman 1992) have suggested suggest that knowledge based systems can be integrated with CAAD systems to provide design knowledge that would enable recalling design precedents that maybe linked to the design constraints. Currently CAAD systems are user centric being focused on architects rather than the end product. The systems provide limited assistance in the production of innovative design. Furthermore, the attention of the designers of knowledge based systems is providing a repository rather than a system that is capable to initiate innovation. Most of the CAAD systems have web communication tools that enable designers to communicate their design ideas with colleagues and partners in business. However, none of these systems have the capability to capture useful knowledge from the design negotiations. Students of the third to fifth year at College of Architecture, University of Dammam were surveyed and interviewed to find out how far design tools, communications and resources would impact the production of innovative design projects. The survey results show that knowledge extracted from design negotiations would impact the innovative design outcome. It highlights also that present design precedents are not very helpful and design negotiations between students, tutors and other students are not documented thus fully incorporated into the design scheme. The paper argues that the future CAAD systems should be capable to recognize innovative design precedents, and incorporate knowledge that is resulted from design negotiations. This would help students to gain a critical mass of knowledge that would underpin informed design decisions.
series	journal paper
type	normal paper
email
more	http://www.itcon.org/cgi-bin/works/Show?2012_20
last changed	2012/09/19 13:41

_id	ascaad2012_012
id	ascaad2012_012
authors	Bhzad Sidawi
year	2012
title	The Possible Role of CAAD Systems in Initiating Innovation in the Design Studio
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. 117-128
summary	Design is a social phenomenon and the previous research highlights that design precedents and social interaction between designers including negotiation, collaboration and communications is essential to initiate creativity and the production of innovative design products. CAAD systems aim is to help the architect in formulating and developing design ideas. Researchers suggest that knowledge based systems can be integrated with CAAD systems so it would provide the architect with design knowledge that would him/ her to recall design precedents/ solutions thus link it to the design problems. Nevertheless, CAAD systems can provide limited help regarding the production of innovative design. Furthermore, the attention of the designers of knowledge based systems is focused on architects rather than the end product. On the other hand, most of the CAAD systems have web communication tools that enable designers to communicate their with colleagues and partners in business. However, none of these systems have the capability to capture useful knowledge from the design negotiations. Students of the third to fifth year at College of Architecture, University of Dammam were surveyed and interviewed to find out how far design tools, communications and resources would impact the production of innovative design projects. The survey results show that knowledge extracted from design negotiations would impact the innovative design outcome. It highlights also that present design precedents are not very helpful and design negotiations between students, tutors and other students are not documented thus fully incorporated into the design scheme. The paper argues that the future CAAD systems should be capable to recognize innovative design precedents, and incorporate knowledge that is resulted from design negotiations. This would help students to produce innovative design products.
series	ASCAAD
email
more	http://www.ascaad.org/conference/2012/papers/ascaad2012_012.pdf
last changed	2012/05/15 20:46

_id	ecaade2012_267
id	ecaade2012_267
authors	Caldas, Luísa G. ; Santos, Luís
year	2012
title	Generation of Energy-Efficient Patio Houses with GENE_ARCH: Combining an Evolutionary Generative Design System with a Shape Grammar
doi	https://doi.org/10.52842/conf.ecaade.2012.1.459
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. 459-470
summary	GENE_ARCH is a Generative Design System that combines Pareto Genetic Algorithms with an advanced building energy simulation engine. This work explores its integration with a Shape Grammar, acting as GENE_ARCH’s shape generation module. The urban patio house typology is readdressed in a contemporary context, both by improving its energy-effi ciency standards, and by rethinking its role in the genesis of high-density urban areas, while respecting its specifi c spatial organization and cultural grounding. Field work was carried out in Marrakesh, surveying a number of patio houses which became the Corpus of Design, from where a Shape Grammar was extracted. The computational implementation of the patio house grammar was done within GENE_ARCH. The resulting program was able to generate new, alternative patio houses designs that were more energy effi cient, while respecting the traditional rules captured from the analysis of existing houses. After the computational system was fully implemented, it was possible to complete different sets of experiments. The first experiments kept more restrained rules, thus generating new designs that closer resembled the existing ones. The progressive relaxation of rules and constraints allowed for a larger number of variations to emerge. Analysis of energy results provide insight into the main patterns resulting from the evolutionary search processes, namely in terms of form factors of generated solutions, and urban densities achieved.
wos	WOS:000330322400047
keywords	Generative Design Systems; Genetic Algorithms; Shape Grammars; Patio Houses; Energy Efficiency
series	eCAADe
email
last changed	2022/06/07 07:54

_id	caadria2012_067
id	caadria2012_067
authors	Delfosse, Vincent; John Schrayen, Roland Juchmes and Pierre Leclercq
year	2012
title	Some advice for migrating to IFC
doi	https://doi.org/10.52842/conf.caadria.2012.265
source	Proceedings of the 17th International Conference on Computer Aided Architectural Design Research in Asia / Chennai 25-28 April 2012, pp. 265–274
summary	Nowadays, the BIM (Building Information Modelling) paradigm is a central topic in the CAAD community. Next to the commercial solutions, the IFC (Industry Foundation Classes) have emerged as the best open standard candidate for BIM interoperability. Despite the efforts of the community for promoting IFC over the last 15 years, it seems that its practical adoption in real-life projects has been very limited. The goal of this article is to explore how useful IFC can be today and to provide the reader with some advice for an effective adoption of IFC. Over the last year, we have conducted a project aiming at acquiring a sound understanding of IFC. It was made of two complementary investigations. On one hand, we have focused on the commercial modelling tools and the IFC support they were offering. On the other hand, we have focused on the IFC-based software developments. We have developed a tool converting IFC files into a dedicated thermal assessment based model. We will summarise the experience we have acquired in this project into some advice for users migrating to IFC. Our goal is to confront the practical aspects of the IFC developments, with both the theoretical ambitions and the commercial support currently available.
keywords	Building information modelling; industry foundation classes; interoperability
series	CAADRIA
email
last changed	2022/06/07 07:55

_id	b92c
id	b92c
authors	Derix, Christian
year	2012
title	Digital Masterplanning: Computing Urban Design
source	In Urban Design and Planning: Institution of Civil Engineers, Thomas Telford Publishers, ahead-of-print
summary	The digital revolution has finally reached urban design as one of the last design communities not very familiar with computing. This is despite the city and geography being the natural fields for systems analogy and digital models of mathematical and statistical simulation were developed in the 60s and 70s for urban planning, much before industrial or architectural design. The recent arrival of urban design simulations is however not as innovative and radical as their 50 year old counterparts since they use computing solely for policy visualization, quantity evaluation or pattern generation. The Computational Design and Research Group [CDR] at Aedas\|R&D started in 2007 to develop an open platform of lightweight applications – Digital Masterplanning – in collaboration with partners from academia and industry to provide methods for urban design, based on computational methods called meta-heuristic algorithms. An attempt to encode empirical knowledge and design assumptions into simulations is described where designers can assemble the resulting applications according to scales and brief into custom workflows.
keywords	Spatial Planning, Urban Design, Meta-Heuristic Algorithms, Computational Design
series	journal paper
type	normal paper
email
more	http://www.icevirtuallibrary.com/content/article/10.1680/udap.9.00041
last changed	2012/09/20 17:41

_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	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

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