Cumincad : CUMINCAD Papers : Search Results

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

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

_id	caadria2014_057
id	caadria2014_057
authors	Nakapan, Walaiporn
year	2014
title	Mobile Learning in a History of Art and Architecture Classroom
doi	https://doi.org/10.52842/conf.caadria.2014.761
source	Rethinking Comprehensive Design: Speculative Counterculture, Proceedings of the 19th International Conference on Computer-Aided Architectural Design Research in Asia (CAADRIA 2014) / Kyoto 14-16 May 2014, pp. 761–770
summary	This paper presents a pilot project, using mobile devices in a History of Art and Architecture classroom to enhance instructor-student classroom interactions and student learning. At our Faculty of Architecture this particular class has a usual high failure rate (26% F in 2012). It is a compulsory course for architecture students, some of them are required to take this course twice or more before they can graduate. Traditional learning is lecture-based, and students studying toward their tests are often overloaded with information. In June 2013, Rangsit University initiated a new policy to provide tablets to every freshmen; around 7,200 tablets were distributed campus-wide (Samsung Galaxy Note 10.1 with S-pen). Toward the end of the class, the students were asked to complete a questionnaire in order to find out what they think about mobile learning. Typically, students are quite satisfied, and give positive feedback in their comments. The experience gained from this pilot project will be extended to other classes.
keywords	Design education; Mobile learning; History of Art and Architecture
series	CAADRIA
email
last changed	2022/06/07 07:59

_id	sigradi2013_28
id	sigradi2013_28
authors	González Böhme, Luis Felipe; Cristián Calvo Barentin; Mauro Chiarella
year	2013
title	Métodos Computacionales en Arquitectura: La Formación de Arquitectos con Competencia en CyT [Computational Methods in Architecture: The Education of Architects with Competence in S&T]
source	SIGraDi 2013 [Proceedings of the 17th Conference of the Iberoamerican Society of Digital Graphics - ISBN: 978-956-7051-86-1] Chile - Valparaíso 20 - 22 November 2013, pp. 524 - 528
summary	Tomorrow’s architects will need to deal more confidently and skillfully with scientific and technological innovations in their field, e.g., parametric design, building physics, construction robotics, home automation, etc. Architecture students today must understand how things work and absorb some of the basic principles and techniques involved in their design, construction or operation. Now students need to build back some of that analytical, logical, critical, and analogical thinking that may have atrophied due to a traditional architectural education. Playing with toy construction kits for building automatic control and mobile robot models, does the job without losing the architect´s approach and attitude.
keywords	Architectural education; Construction kits; Educational computing; Active learning; Learning styles
series	SIGRADI
email
last changed	2016/03/10 09:52

_id	sigradi2013_195
id	sigradi2013_195
authors	Azevedo da Costa e Mattos, Erica; Diego Fagundes da Silva; José Ripper Kós
year	2013
title	Tecnologias Interativas e Processos de Criação: Experiências de Aprendizagem Transdisciplinares Associadas a um Hackerspace [Interactive Technologies and Creative Processes: Transdisciplinary Learning Experiences Associated with a Hackerspace]
source	SIGraDi 2013 [Proceedings of the 17th Conference of the Iberoamerican Society of Digital Graphics - ISBN: 978-956-7051-86-1] Chile - Valparaíso 20 - 22 November 2013, pp. 572 - 576
summary	The article presents an experience of association between a hackerspace and a multidisciplinary design studio at the Department of Architecture and Urbanism of the Federal University of Santa Catarina, during two semesters. The Tarrafa Hacker Club members shared their collaborative environment with the students and tutors throughout the academic experiment. The hacker culture highlighted dynamic relations that connect people, information, tools and matter. This approach has suggested meaningful speculations about the future of architecture education and practice.
keywords	Hackerspace; Multidisciplinarity; Creative process; Collaborative environment; Interactive technology
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	ecaade2013_103
id	ecaade2013_103
authors	Boeykens, Stefan; De Somer, Pauline; Klein, Ralf and Saey, Rik
year	2013
title	Experiencing BIM Collaboration in Education
doi	https://doi.org/10.52842/conf.ecaade.2013.2.505
source	Stouffs, Rudi and Sariyildiz, Sevil (eds.), Computation and Performance – Proceedings of the 31st eCAADe Conference – Volume 2, Faculty of Architecture, Delft University of Technology, Delft, The Netherlands, 18-20 September 2013, pp. 505-513
summary	In a context of a slow uptake of the Building Information Modeling (BIM) methodology in the Flemish region, we present the results of an educational research project, carried out over 4 semesters, in a multi-disciplinary, cross-campus collaboration. This project fosters an improved application of BIM, information management and communication, by organizing building teams involving students from different schools.The project partners collaborated on a shared framework of supportive learning material, collaboration scenarios between teams of students and the integration of digital tools for communication, information management and collaboration in the curriculum.This article, in particular, will elaborate on one of the collaborative exercises, involving architecture and engineering students, using BIM for modeling, information exchange and model evaluation.
wos	WOS:000340643600051
keywords	BIM; education; collaboration; interoperability; IFC.
series	eCAADe
email
last changed	2022/06/07 07:52

_id	caadria2021_412
id	caadria2021_412
authors	Estrina, Tatiana, Hui, Vincent and Ma, Lena
year	2021
title	The Digital Design Build - Modes of Experiential Learning in the Pandemic Era
doi	https://doi.org/10.52842/conf.caadria.2021.2.041
source	A. Globa, J. van Ameijde, A. Fingrut, N. Kim, T.T.S. Lo (eds.), PROJECTIONS - Proceedings of the 26th CAADRIA Conference - Volume 2, The Chinese University of Hong Kong and Online, Hong Kong, 29 March - 1 April 2021, pp. 41-50
summary	In recent years, academia has deviated from the lecture-based model to a hybridized system of instruction and experiential learning. Experiential learning aids students in understanding collaborative processes in architectural praxis and exposes them to engaging learning opportunities, a critical component of architectural studio education (Nijholt et al. 2013). During the COVID-19 outbreak, students are barred from accessing on-campus facilities. This causes a redevelopment of curricular delivery and disrupts experiential learning which heavily relies on in-person interaction. It is imperative for instructors to retain experiential learning in the transition to virtual instruction. This paper explores experiential learning within virtual platforms for instruction. Through outlining the implementation of technologies, capitalizing on connectivity, and maximizing opportunity for digital problem solving, the authors posit a framework that other educators may adopt. The paper concludes with a case study of a virtual design-build project, and the various techniques implemented in retaining experiential learning during the pandemic.
keywords	Pedagogy; Experiential learning; Social connectivity; Resilience; Disrupted education
series	CAADRIA
email
last changed	2022/06/07 07:52

_id	sigradi2013_108
id	sigradi2013_108
authors	Ghisolfi, Érika; Simone Helena Tanoue Vizioli
year	2013
title	A Linguagem de Programação Aliada ao Desenho na Criação de Jogos Digitais como Instrumento de Arquitetura Patrimonial [The Programming Language Allied with Drawing on the Creation of Digital Games as a Tool of the Architectural Heritage ]
source	SIGraDi 2013 [Proceedings of the 17th Conference of the Iberoamerican Society of Digital Graphics - ISBN: 978-956-7051-86-1] Chile - Valparaíso 20 - 22 November 2013, pp. 564 - 568
summary	This research studies the use of digital games as a playful tool approach of knowledge in architecture heritage. We emphasize the potential of digital games as a teaching tool and the importance of digital drawing combined with programming language, the means by which the making of the games became possible. The models developed are based on the properties of historical and cultural interest in the city of São Carlos, Brasil.
keywords	Digital games; Programming language; Digital drawing; Heritage education; Playfulness
series	SIGRADI
email
last changed	2016/03/10 09:52

_id	sigradi2013_208
id	sigradi2013_208
authors	Granero, Adriana; Mabel Clara Brignone
year	2013
title	Educación en Diseño Arquitectónico Basada en el Nexo Cognitivo [Architectural Design Education based on Cognitive Link]
source	SIGraDi 2013 [Proceedings of the 17th Conference of the Iberoamerican Society of Digital Graphics - ISBN: 978-956-7051-86-1] Chile - Valparaíso 20 - 22 November 2013, pp. 542 - 546
summary	The proposed learning experience was intended to mean the creative act and establish a symbiotic perceptual in producing models of representation analogical, digital and digital-analogical manufacturing, this experience was made in the frame of Project DCI-ALA/19.09.01/10/21526/245-654/ALFA GAVIOTA ALFA III (2010) 149 and two developments of thesis. The experimentation was placed in a conceptual and operational level, with a search-oriented perceptual recognition of the limits of the figure. The reconfiguration from a line graph of signature linked to your identity, allowing formal ownership creator, then begin construction of architectural space limit according to these previous strokes.
keywords	Teaching cognitive; Models integrated; Interactivity
series	SIGRADI
email
last changed	2016/03/10 09:52

_id	caadria2014_136
id	caadria2014_136
authors	Ham, Jeremy J. and Marc Aurel Schnabel
year	2014
title	Comparisons in Representational Media Use in Design Studios between Hong Kong and Australia
doi	https://doi.org/10.52842/conf.caadria.2014.781
source	Rethinking Comprehensive Design: Speculative Counterculture, Proceedings of the 19th International Conference on Computer-Aided Architectural Design Research in Asia (CAADRIA 2014) / Kyoto 14-16 May 2014, pp. 781–790
summary	Representational media – analogue, physical, digital, or virtual – are employed by students in the conception, development and presentation. In 2013 a survey at two architectural schools was conducted to study the current representational media use in design studios. The survey examined the role digital and physical media play in students’ design work and how students use the various media to generate and communicate their designs. This study presents its importance through the shift in architectural education whereby digital tools are not taught per se any longer, however expected to be mastered throughout the course. Yet students’ learning experiences are strongly dependant on the successful acquisition of skills and its transfer to deep learning. Especially architectural design studios build upon the premises that rerepresentation leads to a better acquisition of knowledge. Architectural educators may use the study to revisit their studio and reposition the role of media as well as align learning outcomes, deliverables and communication tools with the actual working- and learning-styles of students.
keywords	Representational media; design studio; pedagogy
series	CAADRIA
email
last changed	2022/06/07 07:50

_id	sigradi2013_397
id	sigradi2013_397
authors	Herrera Polo, Pablo C.
year	2013
title	Patrones en la Enseñanza de la Programación en Arquitectura: De la Hetero-Educación a la Auto-Educación en Latinoamérica [Patterns in the Teaching of Visual Programming in Architecture: From the Hetero-Education to Self-Education in Latin America ]
source	SIGraDi 2013 [Proceedings of the 17th Conference of the Iberoamerican Society of Digital Graphics - ISBN: 978-956-7051-86-1] Chile - Valparaíso 20 - 22 November 2013, pp. 555 - 559
summary	Teaching programming to architects, in academic and professional contexts, occurs in Latin America through self-management, and focused on results, without analyzing the processes and establishing a follow-up to participants, to establish patterns of application. The pointing out of these problems and the proposal of how to make said education sustainable has allowed finding variables specific to the region and to the very same tools and instruments, which are constantly evolving. At the same time, it is proposed after the analysis, that hetero-education (shared learning) itself requires self-education (self-teaching processes) as a complementary process.
keywords	Visual programming; Scripting; Hetero education; Self education; Rhino
series	SIGRADI
email
last changed	2016/03/10 09:53

_id	ecaade2014_057
id	ecaade2014_057
authors	Ivo Vrouwe and Burak Pak
year	2014
title	Framing Parametric and Generative Structures - A Novel Framework for Analysis and Education
doi	https://doi.org/10.52842/conf.ecaade.2014.1.365
source	Thompson, Emine Mine (ed.), Fusion - Proceedings of the 32nd eCAADe Conference - Volume 1, Department of Architecture and Built Environment, Faculty of Engineering and Environment, Newcastle upon Tyne, England, UK, 10-12 September 2014, pp. 365-371
summary	In this paper we aimed at the development of a novel tool to facilitate the structured analysis of architectural construction principles, materials and production methods in digital design and fabrication practices. In order to assist the understanding and teaching of these subjects, we employed a taxonomy of spatial design construction (Vrouwe 2013). By using the taxonomy, we analysed and categorised 34 parametric structures published in the IJAC Journal (2002-2014). Informed by this study, we aligned the initial taxonomy using various framing strategies. As a result we developed a new framework for spatial design construction specifically customised for the design and fabrication of parametric structures which can potentially serve as a constructive tool to create a novel design learning environment and integrated teaching strategies.
wos	WOS:000361384700036
keywords	Digital fabrication; parametric design; education; framing; pedagogy
series	eCAADe
email
last changed	2022/06/07 07:50

_id	ecaade2013_129
id	ecaade2013_129
authors	Janusz, Jan
year	2013
title	Learning from Parametric Manipulation of Architectural Volume
doi	https://doi.org/10.52842/conf.ecaade.2013.1.091
source	Stouffs, Rudi and Sariyildiz, Sevil (eds.), Computation and Performance – Proceedings of the 31st eCAADe Conference – Volume 1, Faculty of Architecture, Delft University of Technology, Delft, The Netherlands, 18-20 September 2013, pp. 91-100
summary	This study is concerned with the building thermal performance education in the context of computer application. The project contains the original script coded in Maxscript for use in Autodesk 3ds Max. The tool workflow and functionality focus on the thermal calculations connected with sculpturing manipulation of architectural volume in pre-conception project stages, when detailed project solutions are undefined. The algorithm is based on the manual methods included in the curriculum. The paper also presents a study of software analyzing thermal performance as a justification for the script vision and educational implementation. The script is rather an addition than alternative for existing software, so it does not assume any resignation from more sophisticated products.
wos	WOS:000340635300008
keywords	Parametric design; thermal optimization; sustainable design education; Maxscript; energy estimation.
series	eCAADe
email
last changed	2022/06/07 07:52

_id	caadria2018_134
id	caadria2018_134
authors	Kawabe, Akihiro and Watanabe, Shun
year	2018
title	An Analysis of Mixed Land Use Toward Designing the Compact City
doi	https://doi.org/10.52842/conf.caadria.2018.2.493
source	T. Fukuda, W. Huang, P. Janssen, K. Crolla, S. Alhadidi (eds.), Learning, Adapting and Prototyping - Proceedings of the 23rd CAADRIA Conference - Volume 2, Tsinghua University, Beijing, China, 17-19 May 2018, pp. 493-502
summary	Applying the method of "Land-Use Mix" (Amindabari et al. (2013)) and Focusing on changes in highly mixed land use areas within an extensive survey area and detailed analytical unit, the analysis in this study revealed some trends of distribution of mixed land use areas and their declining patterns in the eastern part of Saitama Prefecture, Japan. For example, among the changing land use patterns of Highly-Mixed-Points-as-of-1994, the pattern that a decreasing mixture index was associated with increasing residential land and decreasing commercial land occurred most often, and the points that changed with that pattern accounted for about 32% of all the Highly Mixed Points, and about 51% of the decrease in mixture index points.
keywords	Metropolitan Form Analysis; Land-Use Mix; GIS; Mixed land use; Compact City
series	CAADRIA
email
last changed	2022/06/07 07:52

_id	ecaade2013_034
id	ecaade2013_034
authors	Kocaturk, Tuba and Kiviniemi, Arto
year	2013
title	Challenges of Integrating BIM in Architectural Education
doi	https://doi.org/10.52842/conf.ecaade.2013.2.465
source	Stouffs, Rudi and Sariyildiz, Sevil (eds.), Computation and Performance – Proceedings of the 31st eCAADe Conference – Volume 2, Faculty of Architecture, Delft University of Technology, Delft, The Netherlands, 18-20 September 2013, pp. 465-473
summary	This paper provides a critical overview of some of the fundamental issues regarding the adoption and integration of BIM – both as a method and as a technology – in Architectural education. It aims to establish a common ground for the rationale behind such integration and reflects on the past and present state of the cultural, intellectual, professional and technological context of Architecture. The paper will introduce the core issues to be considered in order to succeed in this challenging and transformational process. It will also introduce a framework for a gradual and progressive adoption of BIM and integrated design in the architectural curriculum.
wos	WOS:000340643600047
keywords	Architectural education; BIM and integrated design; distributed cognition; integrated design studio.
series	eCAADe
email
last changed	2022/06/07 07:51

_id	caadria2022_74
id	caadria2022_74
authors	Mazza, Domenico, Kocaturk, Tuba and Kaljevic, Sofija
year	2022
title	Geelong Digital Outdoor Museum (GDOM) - Photogrammetry as the Surface for a Portable Museum
doi	https://doi.org/10.52842/conf.caadria.2022.1.677
source	Jeroen van Ameijde, Nicole Gardner, Kyung Hoon Hyun, Dan Luo, Urvi Sheth (eds.), POST-CARBON - Proceedings of the 27th CAADRIA Conference, Sydney, 9-15 April 2022, pp. 677-686
summary	This paper presents the development and evaluation of the Geelong Digital Outdoor Museum (GDOM) prototype accessible at https://gdom.mindlab.cloud. GDOM is a portable museum‚our novel adaptation of the distributed museum model (Stuedahl & Lowe, 2013) which uses mobile devices to present museum collections attached to physical sites. Our prototype defines a way for intangible heritage associated with tangible landscapes to be accessible via personal digital devices using 360 3D scanned digital replicas of physical landscapes (photogrammetric digital models). Our work aligns with efforts set out in the UN Sustainable Development Goal 11 (SDG 11) to safeguard cultural and natural heritage, by openly disseminating the heritage of physical sites seamlessly through the landscape. Using a research by design methodology we delivered our prototype as a modular web-based platform that leveraged the Matterport digital model platform. We qualitatively evaluated the prototype's usability and future development opportunities with 32 front-end users and 13 potential stakeholders. We received a wide gamut of responses that included: users feeling empowered by the greater accessibility, users finding a welcome common ground with comparable physical experiences, and users and potential stakeholders seeing the potential to re-create physical world experiences with modifications to the digital model along with on-site activation. Our potential stakeholders suggested ways in which GDOM could be integrated into the arts, education, and tourism to widen its utility and applicability. In future we see design potential in breaking out of the static presentation of the digital model and expanding our portable museum experience to work on-site as a complement to the remote experience. However, we recognise the way in which on-site activation integrate into users' typical activities can be tangential (McGookin et al., 2019) and this would necessitate further investigation into how to best integrate the experience on-site.
keywords	Cultural Heritage, Intangible Heritage, Digital Heritage, Web Platform, 3D Scanning, Photogrammetry, Digital model, Portable Museum, Distributed Museum, SDG 11
series	CAADRIA
email
last changed	2022/07/22 07:34

_id	ecaade2013r_006
id	ecaade2013r_006
authors	Neto, Pedro L.; Vieira, Andrea P.; Moreira, Bruno; Ribeiro, Lígia
year	2013
title	A blended-learning approach in CAAD. Enhancing an architectural design studio experience by using collaborative web applications.
source	FUTURE TRADITIONS [1st eCAADe Regional International Workshop Proceedings / ISBN 978-989-8527-03-5], University of Porto, Faculty of Architecture (Portugal), 4-5 April 2013, pp. 83-94
summary	This paper is the result of a research project started in 2007 in our architecture school which aimed to adopt a Blended-Learning approach in teaching CAAD to 3rd year architecture students, while integrating the knowledge produced by our R&D Unit on architectural representation and communication techniques and web applications. We present our main conclusions regarding this strategy’s results and the web applications involved to understand if they acted like catalysts for engaging students with their learning process and for promoting a better communication between them and their teachers. The article shows how this strategy created new forms of interaction making communication between teachers and students easier and giving the latter an active role in the learning process. We start with an introduction to CAAD’s pedagogical strategy; we then describe the strategy and model applied to several case studies and the materials and learning tools used. Finally, we’ll discuss the most significant results and draw the main conclusions. The results highlight how the learning process coming from the Blended-Learning strategy and the use of complementary web applications strengthens the student’s and teacher’s capacity to work in a close relationship while maintaining the student’s active role in the learning process.
keywords	Blended-learning; education in architecture; communication and representation; collaborative teaching and learning; design studio environment
email
last changed	2013/10/07 19:08

_id	ecaade2013_262
id	ecaade2013_262
authors	Rolando, Andrea and D’Uva, Domenico
year	2013
title	Hyperdomes
doi	https://doi.org/10.52842/conf.ecaade.2013.2.315
source	Stouffs, Rudi and Sariyildiz, Sevil (eds.), Computation and Performance – Proceedings of the 31st eCAADe Conference – Volume 2, Faculty of Architecture, Delft University of Technology, Delft, The Netherlands, 18-20 September 2013, pp. 315-324
summary	The development of new shapes in architecture has deeply influenced the current perception of the built environment. The analysis of the processes behind this evolution is, therefore, of great interest. At least two well known factors, influencing this development, may be pointed out: the great improvement of digital tools and the tendency toward building distinctiveness.In particular, the innovation of digital tools such as parametric modeling is resulting in an overall diffusion of complex shapes, and the phenomenon is also evident in a clear expressionistic search for architectural singularity, that some might consider as a negative effect of globalization trends.Though, if we can consider as a positive result the fact that parameterization allows a deeper control over design factors in terms of reference to cultural, historical and physical context, at the same time such control possibilities are sometimes so stark to be even auto-referential, stepping over site-specific parameterization, to create unusual shapes just for the sake of complexity.The ever-growing diffusion of generative design processes is in fact going to transform niche procedures, frequently limited to temporary decontextualized structures, into an architectural complexification as an end in itself.The hypothesis of this paper is to demonstrate that site-specific parametrization can be considered as a tool able to translate intentions into shape; it is necessary, for this aim, the widening of the meaning of the word singularity.
wos	WOS:000340643600032
keywords	Urban environment; distinctiveness; non-standard roofing structures.
series	eCAADe
email
last changed	2022/06/07 07:56

_id	sigradi2013_380
id	sigradi2013_380
authors	Rossado Espinoza, Verónica
year	2013
title	El Diseño Arquitectónico en la Sociedad de la Información y el Conocimiento: Nuevo Paradigma en la Arquitectura [The Architectural Design of the Information Society and Knowledge: New Paradigm in Architecture ]
source	SIGraDi 2013 [Proceedings of the 17th Conference of the Iberoamerican Society of Digital Graphics - ISBN: 978-956-7051-86-1] Chile - Valparaíso 20 - 22 November 2013, pp. 551 - 554
summary	The evolution of technology and the access to information began with the new millennium. Applying the techniques of information and communications in education allows improve the teaching and learning methodology. Influenced by the information society and knowledge, architecture students might be acquiring new architectural design ability. Research on the area of architectural design education, shows that students have an advantage when they use communication and technology. Architectural design is the result of investigation and exchange of ideas, that type of design process could be called a new paradigm in architecture.
keywords	Architectural design; Architecture education; Digital architecture; Architecture paradigm; Information society
series	SIGRADI
email
last changed	2016/03/10 09:59

_id	ecaade2015_286
id	ecaade2015_286
authors	Safarova, Bara; Ledesma, Edna, Luhan, Gregory, Caffey, Stephen and Giusti, Cecilia
year	2015
title	Learning from Collaborative Integration:The Hackathon as Design Charrette
doi	https://doi.org/10.52842/conf.ecaade.2015.2.233
source	Martens, B, Wurzer, G, Grasl T, Lorenz, WE and Schaffranek, R (eds.), Real Time - Proceedings of the 33rd eCAADe Conference - Volume 2, Vienna University of Technology, Vienna, Austria, 16-18 September 2015, pp. 233-240
summary	This paper examines the application of innovative and interdisciplinary collaboration methods that emerged from the rapidly developing field of information technology and its intersection within the realm of design and architecture. These events, also referred to as hackathons, have risen in popularity in recent years (Artiles & Wallace, 2013) and stem from a design response for the increasing demand for accelerated design decisions within the field of architecture. This paper examines the potential of hackathons as a platform for rapid development of design ideas into prototypes within a time constraint of 24 hours. The paper explores the hackathon as a robust foundational element for pedagogical approaches rooted in interdisciplinary collaboration. Using a case-study research methodology, this paper probes the framework of the event, the outcomes, and the lessons learned. As this paper demonstrates, the hackathon required participants to identify and explore shifting territories through interdisciplinary teamwork to arrive at innovative solutions. In this setting, the format of the hackathon serves as a vibrant territory that enables a concrete theoretical contribution to design pedagogy, CAAD education, and collaborative professional practice.
wos	WOS:000372316000028
series	eCAADe
email
more	https://mh-engage.ltcc.tuwien.ac.at/engage/ui/watch.html?id=499d55fa-6e91-11e5-ae6e-00190f04dc4c
last changed	2022/06/07 07:56

_id	sigradi2013_400
id	sigradi2013_400
authors	Sanguinetti, Paola
year	2013
title	Performance Testing in Architectural Design: Evolving the Problem-Solving Paradigm for Novice Designers
source	SIGraDi 2013 [Proceedings of the 17th Conference of the Iberoamerican Society of Digital Graphics - ISBN: 978-956-7051-86-1] Chile - Valparaíso 20 - 22 November 2013, pp. 520 - 523
summary	This paper compares two approaches to introduce novice architectural designers to computational tools for performance testing. Focus is placed on parametric design changes to test solutions. The first approach is limited to the design of a shading component. The second approach consists of short exercises using Building Information Modeling to test and analyze discrete decisions. The hurdles in the learning process are discussed, including the role of visualization to evaluate performance. The effectiveness on learning strategies is discussed.
keywords	Design education; BIM; Performance-based design; Novice designer; Design problem-solving
series	SIGRADI
email
last changed	2016/03/10 09:59

_id	caadria2013_097
id	caadria2013_097
authors	Schnabel, Marc Aurel and Jeremy J. Ham
year	2013
title	A Framework for Social Networked Architectural Education
doi	https://doi.org/10.52842/conf.caadria.2013.313
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. 313-322
summary	Students engage in Social Networks (SN) as a form of interaction with friends and tutors, as news or learning resource, to make their voices heard or to listen to other views and many more. Online SN work in close association with offline SN to form a blended social environment that greatly enables and enhances students’ learning. Some Schools of Architecture have struggled or failed to engage in the potential of SNor their respective University’s online Learning Management Systems (LMS). Despite efforts to facilitate blended learning environments or to engage students in problem-based learning activities architectural education often fails to tap into the rich resources that online social learning environments offers through their collective and social intelligence of its users. This paper proposes a framework for SN architectural education that provides opportunities for linking the academic LMS with private or professional SN such that it enhances the learning experience and deepens the knowledge of the students. The paper proposes ways of utilising SN supported learning environments in other areas of the curriculum and concludes with directions of how this framework can be employed in professional settings.
wos	WOS:000351496100031
keywords	Social networks, Social learning, Architectural curriculum
series	CAADRIA
email
last changed	2022/06/07 07:57

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