Cumincad : CUMINCAD Papers : Search Results

CumInCAD is a Cumulative Index about publications in Computer Aided Architectural Design
supported by the sibling associations ACADIA, CAADRIA, eCAADe, SIGraDi, ASCAAD and CAAD futures

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_id	47a2
id	47a2
authors	Bhzad Sidawi and Neveen Hamza
year	2012
title	Editorial: Special issue on CAAD and innovation
source	ITCON journal
summary	The concepts and applications of Computer Aided Architectural Design (CAAD) have a predominant presence and impact on architectural design innovation and creativity. ASCAAD, in its 6th international conference, invited the learnt society of academics, researchers and professionals to debate the ubiquitous emerging role of CAAD in underpinning innovative design thinking processes and research in design education. The conference theme covered the following issues:  Computational research in design pedagogy and in practice  Intelligent agents, generative and parametric design  Building Information Modeling and Computer-supported design collaboration  Ubiquitous computing and interactive environments  Urban/ City/ regional planning and digital Modeling  Digital tools in design and construction  Mass customization Selected papers have been updated in this publication to reflect the constant quest to balance architectural thinking with operative techniques. It is well acknowledged that the advent of computation and information technology had profoundly altered architectural thinking. Design software and numerical fabrication have recast the role of form giving and shaping environments in architecture and opened up unprecedented opportunities of investigation and links with other scientific domains such as biomimcry, parametric design and modeling of urban and building environments. In this issue authors suggest a continuum between architectural analytical thinking and CAAD systems. Looking at the collaboration between authors of various backgrounds also strengthens this narrative that architecture is expanding beyond its traditional enquiry into historical and theoretical aspects into the world of multi-desciplinarity. It is evident from the diverse publications that CAAD is designed and utilized to expand the architectural pedagogy and practice into initiating and opening up the exploratory grounds of creation and productivity in design.
series	journal paper
type	short paper
email
more	http://www.itcon.org/cgi-bin/works/Show?2012_14
last changed	2012/09/19 13:43

_id	ecaade2012_113
id	ecaade2012_113
authors	Jutraz, Anja ; Zupancic, Tadeja
year	2012
title	Digital system of tools for public participation and education in urban design: Exploring 3D ICC
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. 383-392
doi	https://doi.org/10.52842/conf.ecaade.2012.1.383
wos	WOS:000330322400039
summary	This article is a starting point for the development of experiential urban co-design interfaces to enhance public participation in local urban projects and to be also used as a communication and collaboration tool in urban design. It is based on the previous research involving 3D city models utilized as understandable design interfaces for the non-technical public (Jutraz, Zupancic, 2011), where we have already explored different views (pedestrian, intermediate and bird’s-eye view), as well as the means by which the information obtained from these different views may be combined by shifting between viewpoints. Previous work was conducted in the “street lab” as well as the Urban Experimental Lab, which was developed specifi cally for the public’s participation in urban planning (Voigt, Kieferle, Wössner, 2009). Presented in this article is the next step that explores the immersive collaboration environment 3D ICC [1], formerly known as Teleplace. The environment was developed for effi cient collaboration and remote communication and shifts the research focus towards questions regarding how to employ both labs as interfaces between the non-technical public and design professionals. As we are facing the lack of digital systems for public participation and education in urban design, different digital tools for communication and collaboration should be combined into a new holistic platform for design. A digital system of tools needs to be developed that supports the urban design decision-making process and focuses on improved final solutions and increased satisfaction amongst all participants. In this article the system of digital tools for public participation, which include communication, collaboration and education, will be also defi ned, with its basic characteristics and its elements.
keywords	Digital system of tools; collaboration; 3D model; public participation; urban design
series	eCAADe
email
last changed	2022/06/07 07:52

_id	ecaade2012_129
id	ecaade2012_129
authors	Kocaturk, Tuba ; Balbo, Riccardo ; Medjdoub, Benachir ; Veliz, Alejandro
year	2012
title	An Innovative Approach to Technology Mediated Architectural Design Education: A Framework for a Web-Based Socio-Cognitive Eco-system
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. 55-65
doi	https://doi.org/10.52842/conf.ecaade.2012.1.055
wos	WOS:000330322400005
summary	Learning in architecture has shifted from an individual focused approach to a larger system of interacting individuals in a situated, tool-mediated and socio-technical context. In addition to developing essential skills to work with diverse design software and taking part in collaborative design activities, learners also need to be equipped with competencies that will allow them to operate intelligently outside of situations of distributed cognitions. The challenge in present educational climate is to develop pedagogical approaches where situations of distributed cognition are not the ends themselves but are the means for improving mastery of solo competencies. The paper contributes to the current discussion about the need to re-orient architectural education and proposes a pedagogical framework for the development of a new web-based teaching/learning environment (socio-cognitive eco-system) as an integrated platform to support both autonomous and distributed learning.
keywords	Technology-mediated learning; distributed cognition; design pedagogy; digital design education
series	eCAADe
email
last changed	2022/06/07 07:51

_id	ijac201210302
id	ijac201210302
authors	Rossi, Dino; Zoltán Nagy, Arno Schlueter
year	2012
title	Adaptive Distributed Robotics for Environmental Performance, Occupant Comfort and Architectural Expression
source	International Journal of Architectural Computing vol. 10 - no. 3, 341-359
summary	The integration of adaptive distributed robotics in architectural design has the potential to improve building energy performance while simultaneously increasing occupant comfort. In addition, conceiving buildings as dynamic systems with the ability to adapt to the changing environments in which they exist, opens new aesthetic possibilities for designers. As the façade of a building is a common place to address issues of energy performance and occupant comfort, this paper presents a first prototype of an adaptive solar envelope (ASE). Its functions are to provide distributed shading, solar power generation through integrated photovoltaics, and daylight distribution. We describe the interdisciplinary design process, and illustrate the architectural possibilities that arise from a distributed systems approach. The ASE is expanded to work in parallel with an adaptive artificial lighting element. Rather than being preprogrammed, the systems adapt their behavior through interaction with the environment and building occupants. This adaptation to the user's wishes is demonstrated successfully for the artificial light controller. We argue that with presently available technology and an increased exposure of architecture students and practitioners to adaptive design techniques, adaptive architectures will soon become a regular element of the built environment.
series	journal
last changed	2019/05/24 09:55

_id	ecaade2012_002
id	ecaade2012_002
authors	Achten, Henri; Pavlicek, Jiri; Hulin, Jaroslav; Matejdan, Dana (eds.)
year	2012
title	Physical Digitality
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.
doi	https://doi.org/10.52842/conf.ecaade.2012.2
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	ecaade2012_302
id	ecaade2012_302
authors	Colakoglu, Birgül; Durmisevic, Elma; Pasic, Adnan
year	2012
title	International Collaborative Design Studio: Green Transformable Buildings
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
doi	https://doi.org/10.52842/conf.ecaade.2012.2.107
wos	WOS:000330320600010
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).
keywords	Collaborative design; collaborated learning; team work; design process
series	eCAADe
email
last changed	2022/06/07 07:56

_id	sigradi2012_34
id	sigradi2012_34
authors	de Menezes, Alexandre Monteiro; Viana, Maria de Lourdes Silva; Pereira Junior, Mário Lucio; Palhares, Sergio Ricardo
year	2012
title	O BIM e o ensino de projeto de edificações nos cursos de Arquitetura e Engenharia Civil em Minas Gerais [BIM and teaching building design in architecture and Civil Engineering courses in Minas Gerais]
source	SIGraDi 2012 [Proceedings of the 16th Iberoamerican Congress of Digital Graphics] Brasil - Fortaleza 13-16 November 2012, pp. 575-579
summary	This research investigates the use of BIM technology in education and practice of architectural design, structures and installations in buildings. From earlier research pointing the critical linear process of building design, the goal is to map out groups research, and university professors who research and apply this technology in order to know the state of the art in the field of professional practice and academic on the regional scene. The hypothesis is that with BIM, there are real advances in the world of construction civil, but also as opposed to the inadequacies contemporary process of teaching and designing projects.
keywords	BIM Technology; Design teaching; Architecture and Engineering
series	SIGRADI
email
last changed	2016/03/10 09:50

_id	ecaade2012_116
id	ecaade2012_116
authors	Doelling, Max ; Nasrollahi, Farshad
year	2012
title	Building Performance Modeling in Non-simplified Architectural Design Procedural and cognitive challenges in education
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.97-106
doi	https://doi.org/10.52842/conf.ecaade.2012.1.097
wos	WOS:000330322400009
summary	The building technology class “Parametric Design” simultaneously teaches thermal and daylight performance simulation to novice users, usually Master of Architecture students. Own buildings are created, analysed and geometrically modified during the design process, resulting in structures that are energetically pre-optimized. It is shown that energy demand and daylight utilization can be signifi cantly improved while taking into account formal considerations. Departing from a design process model that gives preference to either engineering or design thinking, multi-modal decision-making is diagnosed to be mediated by hybrid or multivalent representations, necessitating a shift in how inter-domain design knowledge flows might be understood. Opposed to purely linear or iterative process assumptions, a fluent state model of interconnected domains of analytic inquiry is proposed.
keywords	Sustainable design; daylight simulation; thermal simulation; architectural education; design epistemology
series	eCAADe
type	normal paper
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

_id	ecaade2018_243
id	ecaade2018_243
authors	Gardner, Nicole
year	2018
title	Architecture-Human-Machine (re)configurations - Examining computational design in practice
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
doi	https://doi.org/10.52842/conf.ecaade.2018.2.139
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

_id	ecaade2012_157
id	ecaade2012_157
authors	Kubicki, Sylvain ; Guerriero, Annie ; Leclercq, Pierre ; Nys,Koenraad ; Halin, Gilles
year	2012
title	4D modeling and simulation for the teaching of structural principles and construction techniques. Towards modeling and visualization guidelines for high-rise buildings
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. 87-95
doi	https://doi.org/10.52842/conf.ecaade.2012.1.087
wos	WOS:000330322400008
summary	4D CAD is more and more used in construction education curricula. The main interest of this technology is its ability to simulate real sequencing of construction tasks in order to confront the student with real-life construction management issues. This article presents a course for architects and construction engineers. It describes the teaching of the structural principles of high-rise buildings, using 4D simulations as a support to the analysis of the characteristics of existing projects. The pedagogical interest of 4D CAD is described in the article through assessments of students and the teaching team. Particular feedback is given about modeling and visualization guidelines for the purpose of the pedagogical use of 4D CAD.
keywords	4D CAD; 4D modeling and visualization; High-Rise Building; Structural Principles; Pedagogy
series	eCAADe
email
last changed	2022/06/07 07:52

_id	ecaade2012_262
id	ecaade2012_262
authors	Pasternak, Agata
year	2012
title	Robotic Prototypes Optimization: Incorporation of Optimization Procedures in the Design Process
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. 265-272
doi	https://doi.org/10.52842/conf.ecaade.2012.2.265
wos	WOS:000330320600026
summary	The use of computer-aided design combined with robotics and evolutionary principles of optimization, during the architectural design process, is discussed in this paper. The research is based on the examples of four case studies out of six projects designed during the Experimental Design Studio: ROBO Studio and a parallel seminar on optimization techniques on Architecture for Society of Knowledge Master course at Warsaw University of Technology, Faculty of Architecture. The project’s main goal was to combine robotic prototypes construction with an optimization process executed in parallel within one design procedure. The results of the course and the discussion about the impact of both factors on the architectural design process are presented in this paper.
keywords	Genetic algorithm; optimization; robotics; Galapagos, Firefly, digital fabrication, design integration, kinetic structures
series	eCAADe
type	normal paper
email
last changed	2022/06/07 07:59

_id	ijac201210307
id	ijac201210307
authors	Willmann, Jan; Federico Augugliaro, Thomas Cadalbert, et al.
year	2012
title	Aerial Robotic Construction Towards a New Field of Architectural Research
source	International Journal of Architectural Computing vol. 10 - no. 3, 439-459
summary	This paper takes a first step in characterizing a novel field of architectural research - aerial robotic construction (ARC) - where aerial robotics is used not only for construction, but as a guiding principle in the design and fabrication process. Featuring autonomous flying vehicles that lift small building elements and position them according to a precise digital blueprint, ARC offers a comprehensive new approach to architecture research and technology. Developed by the research groups of Gramazio & Kohler and Raffaello D'Andrea at ETH Zurich, ARC offers unique advantages over traditional approaches to building: it does not require scaffolding, it is easily scalable, and it offers digital integration and informational oversight across the entire design and building process. This paper considers 1) research parameters for the individual components of ARC (such as module design, connection methodologies, vehicle cooperation, and construction sequencing/synchronization), and 2) the architectural implications of integrating these discrete components into a systemic, unifying process at the earliest stages of design. Fidelity between the design concept and the full-scale construction is of particular concern.
series	journal
last changed	2019/05/24 09:55

_id	ascaad2012_009
id	ascaad2012_009
authors	Abdelmohsen, Sherif
year	2012
title	Genres of Communication Interfaces in BIM-Enabled Architectural Practice
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. 81-91
summary	This paper explores the interaction and different types of representations enacted in a BIM-enabled environment that involves interdisciplinary and intradisciplinary collaboration among teams of designers in an architectural praxis context. By means of an ethnographic study conducted over the course of an architectural project from schematic design to construction documents, including five disciplines and twenty subjects, genres of communication interfaces are identified between BIM-authoring tools, sketching interfaces and domain specific analysis tools, and explored within the realm of distributed cognition. Implications in architectural practice and education are then discussed.
series	ASCAAD
email
more	http://www.ascaad.org/conference/2012/papers/ascaad2012_009.pdf
last changed	2012/05/15 20:46

_id	ecaade2012_000
id	ecaade2012_000
authors	Achten, Henri; Pavlicek, Jiri; Hulin, Jaroslav; Matejdan, Dana (eds.)
year	2012
title	Digital Physicality
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.
doi	https://doi.org/10.52842/conf.ecaade.2012.1
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	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
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
doi	https://doi.org/10.52842/conf.ecaade.2012.2.151
wos	WOS:000330320600015
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.
keywords	BIM; survey; collaborative engineering; virtual engineering; product modelling
series	eCAADe
email
last changed	2022/06/07 07:54

_id	sigradi2012_270
id	sigradi2012_270
authors	Brod, Gustavo Alcantara; Pires, Janice; Borda, Adriane
year	2012
title	Um ensaio para inserção do conceito de processos generativos digitais em estágios iniciais da formação em arquitetura [An experiment for introducing the concept of generative processes in early stages of architectural education]
source	SIGraDi 2012 [Proceedings of the 16th Iberoamerican Congress of Digital Graphics] Brasil - Fortaleza 13-16 November 2012, pp. 611-614
summary	The use of digital media for representation is already strongly established among architects and students of architecture, however, despite the rapid technological developments and growing research, the use of advanced digital technology to generate and manipulate complex forms is still far less present in the learning and teaching of architectural design. This study presents a didactical approach for introducing generative design as a method for form exploration through parametric geometric representation. The activity presented in this paper was exercised with second and fifth semester students, working with form generation and variation using Grasshopper as a parametric design tool.
keywords	digital generative processes; parametric design, Grasshopper; geometric design, design didactics.
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	ijac201210108
id	ijac201210108
authors	Celani, Gabriela; Carlos Eduardo Verzola Vaz
year	2012
title	CAD Scripting and Visual Programming Languages for Implementing Computational Design Concepts: A Comparison from a Pedagogical Point of View
source	International Journal of Architectural Computing vol. 10 - no. 1, 121-138
summary	This paper compares the use of scripting languages and visual programming languages for teaching computational design concepts to novice and advanced architecture students. Both systems are described and discussed in terms of the representation methods they use. With novice students better results were obtained with the visual programming language. However, the generative strategies used were restricted to parametric variation and the use of randomness. Scripting, on the other hand, was used by advanced students to implement rule-based generative systems. It is possible to conclude that visual languages can be very useful for making architecture students understand general programming concepts, but scripting languages are fundamental for implementing generative design systems. The paper also discusses the importance of the ability to shift between different representation methods, from more concrete to more abstract, as part of the architectural education.
series	journal
last changed	2019/07/30 10:55

_id	ecaade2012_043
id	ecaade2012_043
authors	Chase, Scott ; Scopes, Lesley
year	2012
title	Cybergogy as a framework for teaching design students in virtual worlds
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. 125-133
doi	https://doi.org/10.52842/conf.ecaade.2012.1.125
wos	WOS:000330322400012
summary	In recent years, 3D virtual worlds have been explored for design teaching, yet it is unclear whether a specifi c pedagogy is used or adapted for such activities. Here we describe the pedagogical model of Cybergogy of Learning Archetypes and Learning Domains, developed specifically for teaching in 3D immersive virtual worlds, and its application to introductory building classes in the virtual world Second Life for architectural design students and teachers as part of the ARCHI21 project.
keywords	Architectural education; Cybergogy; language learning; virtual worlds; Second Life
series	eCAADe
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last changed	2022/06/07 07:55

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