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	acadia12_383
id	acadia12_383
authors	Feringa, Jelle
year	2012
title	Implicit Fabrication, Fabrication Beyond Craft: The Potential of Turing Completeness in Construction"
source	ACADIA 12: Synthetic Digital Ecologies [Proceedings of the 32nd Annual Conference of the Association for Computer Aided Design in Architecture (ACADIA) ISBN 978-1-62407-267-3] San Francisco 18-21 October, 2012), pp. 383-390
doi	https://doi.org/10.52842/conf.acadia.2012.383
summary	This paper addresses the limited shared vocabulary of landscape architecture and architectural design, evident in the application of terms such as “spatial design” and “spatial planning.” In their current usage, such terms emphasize the visible, terrestrial, pedestrian-perspective level, often to the absolute exclusion of a spatial, i.e., volumetric comprehension of the environment. This deficit is acutely evident in the teaching of landscape architecture and architecture and discussion of these fields’ shared ground. The dominant document type for mapping such analysis and design is the plan, or three-dimensional representations of the same, restricted to an extrusion or height map. GIS techniques in spatial design tend to be weighted toward visual, surface-based data (slope analysis, exposure, viewshed, etc.). Within this domain, our goal is to transform aspects of the intangible—the characteristics of open space itself—into a form that is legible, quantifiable, and malleable.
keywords	evolutionary fabrication , computer vision , robotics , self-assembly , stigmergy
series	ACADIA
type	normal paper
email
last changed	2022/06/07 07:50

_id	caadria2012_107
id	caadria2012_107
authors	Gerber, David and A. Senel Solmaz
year	2012
title	PARA-Typing the making of difference: Associative parametric design methodologies for teaching the prototyping of material affect
source	Proceedings of the 17th International Conference on Computer Aided Architectural Design Research in Asia / Chennai 25-28 April 2012, pp. 233–242
doi	https://doi.org/10.52842/conf.caadria.2012.233
summary	PARA-Typing the Making of Difference presents design research and instruction into the use of constraint based digital and analogue modelling techniques and the development of associative parametric models to simulate highly differentiated fabricated form. These design research projects were conceived as manual analogue generative processes for prototyping modularity and serial differentiation. Then through associative parametric design technologies and methodologies, modular fields were design explored and developed in concert with material properties and constraints. Utilising digital fabrication full-scale installations were designed, manufactured, and constructed as tiled walls that created differentiated space within site-specific configurations.
keywords	Generative design; parametric modelling; prototyping; digital fabrication; tectonics
series	CAADRIA
email
last changed	2022/06/07 07:51

_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	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	caadria2012_133
id	caadria2012_133
authors	Baerlecken, Daniel and Gernot Riether
year	2012
title	Aggregates: Digital design for design
source	Proceedings of the 17th International Conference on Computer Aided Architectural Design Research in Asia / Chennai 25-28 April 2012, pp. 607–616
doi	https://doi.org/10.52842/conf.caadria.2012.607
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	caadria2012_078
id	caadria2012_078
authors	Beorkrem, Christopher
year	2012
title	Running Interference: Complex Systems Intervention as Design Process
source	Proceedings of the 17th International Conference on Computer Aided Architectural Design Research in Asia / Chennai 25-28 April 2012, pp. 183–192
doi	https://doi.org/10.52842/conf.caadria.2012.183
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	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	sigradi2012_000
id	sigradi2012_000
authors	Cardoso, Daniel Ribeiro; Celani, Maria Gabriela Caffarena; Freitas, Clarissa Sampaio, Tosello, Mariia Elena (eds.)
year	2012
title	SIGraDi 2012
source	Proceedings of the 16th Iberoamerican Congress of Digital Graphics Graphics - ISBN 13 978-85-420-0047-0] Brasil - Fortaleza 13-16 November 2012, 683 p.
summary	Under the theme form(in)formation, the following subthemes were adressed: Poetics of design, Information modeling and simulation, Information design and inferface, Design processes, Collaborative environment as a support for design, New production systems, Teaching strategies and curriculum.
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	ecaade2012_278
id	ecaade2012_278
authors	Gu, Ning ; de Vries, Bauke
year	2012
title	Two Approaches to Implementing BIM in Architectural Curricula
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. 39-48
doi	https://doi.org/10.52842/conf.ecaade.2012.1.039
wos	WOS:000330322400003
summary	BIM is an IT-enabled approach that supports enhanced design integrity, efficiency and quality through the distributed access, exchange and maintenance of building data (Haymaker and Suter, 2007; Fischer and Kunz, 2004). More recently, many universities have responded to the adoption of BIM in the profession, by gradually introducing the practice into the curricula (i.e. Cory and Schmelter-Morret, 2012; Ibrahim, 2007; Plume and Mitchell, 2007). Focusing on collaboration – one of the most important aspects of BIM, this paper presents two approaches to implementing BIM in architectural curricula with a focus on collaboration but from two different collaboration scales. Through observation and refl ection of these two approaches to teaching BIM, the paper concludes by discussing BIM curriculum design.
keywords	Building Information Modelling (BIM); curriculum design; case studies
series	eCAADe
email
last changed	2022/06/07 07:51

_id	ecaade2012_221
id	ecaade2012_221
authors	Gül, Leman Figen
year	2012
title	Educating new generation of architects
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. 77-85
doi	https://doi.org/10.52842/conf.ecaade.2012.1.077
wos	WOS:000330322400007
summary	Recently the developments in and the extensive use of digital design technologies have brought about fundamental changes in the way architects design and represent. As a result of the changing architectural design practise, there have been significant changes in architectural curricula to accommodate new demands, opportunities, processes and potentials provided by advance digital design tools and fabrication-based design techniques. Based on this new demand in design education, a number of additional subjects have been introduced in architectural curricula facilitating the experimentation of free-form /complex design artefact, building components and material attributes. Reported in this paper is the experience of the students as well is a commentary on the quality of the outcomes they achieved whilst confronting this new learning experience. Based on the analysis of collected questionnaire answers, this paper will document the issues that the students experienced during digital design development, the modelling and assembling level as well as in the process of fabrication.
keywords	Digital architecture; fabrication; design teaching and learning
series	eCAADe
email
last changed	2022/06/07 07:50

_id	acadia12_315
id	acadia12_315
authors	Imbern, Matias ; Raspall, Felix ; Su, Qi
year	2012
title	Tectonic Tessellations: A Digital Approach to Ceramic Structural Surfaces
source	ACADIA 12: Synthetic Digital Ecologies [Proceedings of the 32nd Annual Conference of the Association for Computer Aided Design in Architecture (ACADIA) ISBN 978-1-62407-267-3] San Francisco 18-21 October, 2012), pp. 315-321
doi	https://doi.org/10.52842/conf.acadia.2012.315
summary	From the beginning of digital revolution, structural surfaces drew significant attention as a realm that interweaves formal explorations, form-finding and structural optimization. However, after successful experimentation in the virtual domain, it became evident that some of the main challenges lay on how to translate these structural forms into architectural assemblies at the scale of buildings. The development of digital fabrication is crucial in this task, as means to overcome traditional constraints such as need for modular pieces, scaffolding and optimal assembly sequences.This research focuses on digital workflows that combine form finding with robotic fabrication, surface tessellation and panelization. In the past years, the use of digital tools to assemble identical modules into complex formations has achieved significant results for loadbearing walls. Expanding this line of research, the proposed fabrication system carries these experiments on additive fabrication into the production of structural surfaces. The assembly sequence involves a two-step fabrication: off-site panel manufacturing and on-site assembly. The main components of the system consist of two triangular ceramic pieces that provide structural resistance, refined surface finish, and formwork for thin reinforced-concrete layer. Panelization strategies reduce the requirements on-site work and formwork.The paper describes background research, concept, construction process, methodology, results and conclusions.
keywords	Digital Fabrication , Complex Geometry , Reinforced Ceramic , Structural Surfaces , Reduced Formwork
series	ACADIA
type	panel paper
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
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
doi	https://doi.org/10.52842/conf.ecaade.2012.1.115
wos	WOS:000330322400011
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.
keywords	Architecture; immersive environments; CLIL; evaluation; teaching; Archi21
series	eCAADe
email
last changed	2022/06/07 07:52

_id	caadria2012_117
id	caadria2012_117
authors	Karakiewicz, Justyna and Thomas Kvan
year	2012
title	Diagramming in a digital environment
source	Proceedings of the 17th International Conference on Computer Aided Architectural Design Research in Asia / Chennai 25-28 April 2012, pp. 151–160
doi	https://doi.org/10.52842/conf.caadria.2012.151
summary	Research into digital design environments has explored modelling, generating and testing design propositions. When considering the broader design literature, however, we notice that a significant contribution to design is absent, that of diagramming. In the realm of architectural theory discourse in the past few years, diagramming has been much discussed with many interpretations of the activity. This paper will demonstrate that the development of digital techniques can change dramatically our ability to conceptualise and produce generative diagrams as previously not possible. The paper will follow the work done at the in the Melbourne School of Design. We will demonstrate how students are introduced to diagramming techniques and shown how to formulate a concept, then a program generator and to test a final proposal. The paper will also demonstrate how digital techniques can dramatically change the way we conceptualise and approach design problems. In this repeated teaching technique, we illustrate how digital systems contribute to conceptual diagrams and this contributes to the larger theoretical debate on diagramming techniques by introducing digital perspectives. The paper will therefore contribute to discussion on the ways in which digital systems can be engaged in substantive architectural teaching beyond the rote application of proprietary software and representative approaches.
keywords	Diagramming; parametric; design; urbanism; abstraction
series	CAADRIA
email
last changed	2022/06/07 07:52

_id	ecaade2012_11
id	ecaade2012_11
authors	Nováková, Katerina; Achten, Henri; Treyer, Lucas; Schmitt, Gerhard; Moravec, Stanislav
year	2012
title	FOR STUDENTS: Sketching Apart Together - A Collaborative Seminar Focused on Architecture Studio Education
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. 77-85
doi	https://doi.org/10.52842/conf.ecaade.2012.2.077
wos	WOS:000330320600007
summary	The paper describes a possible way of teaching design studio over distance. Diverse experimental settings in terms of using different technology were tested with a group of students located at remote places. In this paper we describe the use of high sophisticated collaborative technology such as Value Lab in combination with ordinary computing equipment on an individual basis such as Prague Lab. It points out the advantages and weaknesses of both Labs. The aim is bringing facility and transparency into remote collaborative process in order to implement them into regular architectural studio education. Authors developed new application “ColLab sketch” in order to understand, simplify and facilitate digital sketch processes on diverse platforms.
keywords	Architecture studio education; remote collaboration; Value Lab and Prague Lab; sketching; touchscreens
series	eCAADe
email
last changed	2022/06/07 07:58

_id	sigradi2012_352
id	sigradi2012_352
authors	Paiva, Ricardo Alexandre; Leite, Raquel Magalhães; Costa Lima, Mariana Quezado
year	2012
title	CAD e BIM: Transições e reflexos no ateliê de projeto [CAD and BIM: Transitions and reflections on the architectural design studio]
source	SIGraDi 2012 [Proceedings of the 16th Iberoamerican Congress of Digital Graphics] Brasil - Fortaleza 13-16 November 2012, pp. 229-232
summary	The purpose of this paper is to analyse, through a case study, the teaching-learning practices in the design studio, establishing a parallel between the use of CAD (Computer-Aided Design) and BIM (Buiding Information Modelling) tools. It aims to comprehend how this transition unfolds and to identify their reflections on the graphical representation of architectural projects, based on the results of students’ works and on the interview realized. The results confirm the transition context, by concomitant use of both softwares by many students, and bring into question the maintenance of products generated by new designing processes.
keywords	education; architectural design; Building Information Modeling; Computer-Aided Design
series	SIGRADI
email
last changed	2016/03/10 09:57

_id	sigradi2012_330
id	sigradi2012_330
authors	Pires, Janice; dalla Vecchia, Luísa; Borda, Adriane
year	2012
title	Aprendizagem (compreensiva) da forma na formação/representação em arquitetura [Shape (comprehensive) Learning in the formation/representation in architecture]
source	SIGraDi 2012 [Proceedings of the 16th Iberoamerican Congress of Digital Graphics] Brasil - Fortaleza 13-16 November 2012, pp. 219-222
summary	Creating architectural form requires much more than a moment of inspiration; it requires understanding form in its whole structure. In teaching architecture aiming for the architectural design a group of strategies is needed to prepare students for the creative process. In this process it begins with issues such as the geometry allows the students redeem their prior knowledge. This paper compares, in two different contexts of the initial stages of architectural teaching process, the results of activities of digital graphic representation of architectural structures. These activities are supported by the analysis of shape grammar in promoting the learning process in a comprehensive manner such as suggested by Wertheimer.
keywords	Architectural design; learning (comprehensive); shape; digital graphic representation; shape grammars.
series	SIGRADI
email
last changed	2016/03/10 09:57

_id	ecaade2008_190
id	ecaade2008_190
authors	Russell, Peter; Elger, Dietrich
year	2008
title	The Meaning of BIM
source	Architecture in Computro [26th eCAADe Conference Proceedings / ISBN 978-0-9541183-7-2] Antwerpen (Belgium) 17-20 September 2008, pp. 531-536
doi	https://doi.org/10.52842/conf.ecaade.2008.531
summary	The paper is a position paper, not a report about a research project. It concerns the paradigm-shift that is taking place in the CAAD software and its implications for the business of architecture and more importantly, for the education of future members of the profession. Twenty years ago the use of CAAD software as a replacement for hand drafting was starting. Since then the transformation is complete: hardly a final project in the universities is drawn by hand. Currently, we are witnessing a second paradigm shift and its name is BIM. The meaning of BIM is rooted in two significant differences to current CAAD software and this will have implications for teaching and practicing architecture. The first difference is the way the software structures information in the CAAD file. The standard way to save CAAD information was to organise simple geometric objects according to membership in groups and to sort them according to a layer-metaphor, which primarily controlled the visibility of the geometric elements. Three-dimensional modelling is/was nothing more than the same structure with a more complex geometry. BIM software changes this structure by storing classes of geometries and then to store the specific values of individual geometries according to factors that can be determined by external or internal logical factors. The implication for architects is that we have the chance to be the people in control of the building information model, so long as we invest the time and energy to fully understand what is happening to the building information during the planning process. If we ignore this, the real danger exists that the last control of the building’s final configuration will be usurped. As educators we are currently teaching students that will be leaving the schools in 2012 and beyond. By then, the paradigm-shift will be in full motion and so it behoves us to consider which skill sets we want the next generation of architects to possess. This means not just teaching students about how to use particular BIM software or how to program a certain parametric/genetic algorithm in a form-finding process. We need to teach our students to take the leadership in building information management and that means understanding and controlling how the building information flows, how the methodologies that are used by the consulting engineers affect our building models, and knowing what kind of logical inconsistencies (internal or external) can threaten the design intention.
keywords	Building Information Modelling, Digital Curriculum, Architectural Pedagogy
series	eCAADe
email
last changed	2022/06/07 07:56

_id	ecaade2012_28
id	ecaade2012_28
authors	Schaeverbeke, Robin; Heylighen, Ann
year	2012
title	In Search of the ‘In Between’
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. 49-57
doi	https://doi.org/10.52842/conf.ecaade.2012.2.049
wos	WOS:000330320600004
summary	Our paper presents a teaching project in the context of architectural education which inquires the fusion of learning processes within both physical and digital media. Our approach, situated within an undergraduate program, aims to blur the boundaries between physical and digital activities in order to enhance and amplify their qualities and, by doing so, broadening students’ understanding and awareness of extending design-based media. The program relies upon an open, design-driven, game-inspired process. While the games allow to explore form and space by following a set of simple directions, the games’ constraints guide the teaching of specifi c drawing and representation techniques. The exercises span two semesters of the fi rst year curriculum. Within the exercises we re-approach the embodiment of skill based upon possibilities, paths and strategies to combine design-based media as a conglomerate to draw from rather than as a set of singular techniques
keywords	Architectural-education; design thinking; hybrid drawing; tooling; games
series	eCAADe
email
last changed	2022/06/07 07:57

_id	caadria2012_051
id	caadria2012_051
authors	Wang, Yiping and Wei Zhang
year	2012
title	CAAD education in the panorama of architectural education system: A research on visualisation of the educational tools
source	Proceedings of the 17th International Conference on Computer Aided Architectural Design Research in Asia / Chennai 25-28 April 2012, pp. 579–588
doi	https://doi.org/10.52842/conf.caadria.2012.579
summary	The significance of CAAD begins with tools. However, the values of CAAD to architecture education are not only in increasing subjects associated with CAAD in the teaching but in improving comprehensive digitisation of architecture professional education. When CAAD develops into the level of BIM, the value of information emerges. And as the exchange mechanism of build information share data at the same time, BIM already has User-Facing Exchange Models and Vendor-Facing Model in NBIMS. Educators are more sensitive to the happening process of professional education and BIM should and can have Education-Facing Model and two inferences about the comprehensive digitisation of architectural education system including the visual organisation to architecture knowledge and the establishment of teaching process management digitisation system for whom a direct derived research is the application of AEIM (Architectural Education Information Model). This paper is a preliminary study of the possibility of such a model and its value as a tool of design education, and further research can be conducted to study the systematic structure of the information model and methods of its visualisation.
keywords	Architectural education; education information; BIM; information exchange; visualisation
series	CAADRIA
email
last changed	2022/06/07 07:58

_id	ecaade2012_144
id	ecaade2012_144
authors	Wurzer, Gabriel ; Pak, Burak
year	2012
title	Lawnmower: Designing a web-based visual programming environment that generates code to help students learn textual programming
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. 655-663.
doi	https://doi.org/10.52842/conf.ecaade.2012.1.655
wos	WOS:000330322400069
summary	Learning programming can be a challenging task for design students, especially when code is to be entered in textual form. Visual programming languages, such as McNeil’s Grasshopper, have helped students to engage in scripting without having to deal with lower level syntax that is often hindering them in expressing their thoughts. However, the problem with learning how to program textually is only postponed: When switching to a new platform, students may be forced to learn coding from scratch, and, even worse, to do so in a textual environment that is yet unfamiliar. Our idea is simple: Connect visual programming with textual coding, using code-generation as means. Using this approach enables students to think visually, and see the results textually. An added bonus is the possibility to use debugging, a feature that is yet lacking from Grasshopper. By this way, our language aims to enable students to gradually move from visual to textual programming in a comfortable manner.
keywords	Visual Programming; Structured Code; Teaching; Code Generation
series	eCAADe
email
last changed	2022/06/07 07:57

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