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	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	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	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_164
id	sigradi2013_164
authors	Tosello, Maria Elena; María Georgina Bredanini Colombo; Matías Dalla Costa
year	2013
title	Imaginando Mundos: Didáctica Proyectual para Aprendizajes Significativos y Colaborativos [Imagining Worlds: Project Didactics for Significant and Collaborative Learning]
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. 537 - 541
summary	One of the challenges faced by design disciplines is how to activate the imagination, motivate and engage students and professors in significant and heuristic learning processes, integrating educative and design technologies in relation to a new epistemological, aesthetic and technical paradigm. A didactic proposal, that encourage a ludic and creative experience of collaborative construction of knowledge, is created starting from the task to imagine, design and build worlds. This article describes the basis, objectives, characteristics and results of the experience carried out in the 2013 Digital Graphics Studio, issued for Architecture and Visual Design students in a public Argentinian University.
keywords	Significant learning; Collaborative learning; Blended learning; Project didactics; Educative technologies
series	SIGRADI
email
last changed	2016/03/10 10:01

_id	sigradi2013_112
id	sigradi2013_112
authors	Akemi Omine, Katia; José Neto de Faria; Karine Itao Palos
year	2013
title	Projeto Design Condensado: Definição de ‘Modelo Sociocultural’ para Sistemas de Visualização Dinâmica de Dados que Estimulem a Geração de Novos Conhecimentos sobre a História do Design [Condensed Design Project: The Definition of a ‘Social-cultural Model’ for Dynamic Data Visualization Systems Which StimulateKnowledge Building in Design History]
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. 143 - 147
summary	The ‘Condensed Design Project’ aims to discuss and reflect on how the definition of an ‘activity inducer’, by describing and characterizing ‘social-cultural models’, can be used in the development of dynamic data visualization systems. The aim is to discuss and try to understand how the profile of the ‘activity inducer’, routines, scenario and context impact the navigation, interaction, research and learning processes in design history. Thus, the knowledge building process is strictly conditioned to the way the relation between the ‘visualization system’ and the ‘activity inducer’ is promoted, considering the technological limitations and the individual’s predisposition.
keywords	Data visualization; Design history; Usage context, Experience; Knowledge
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	caadria2013_043
id	caadria2013_043
authors	Freitas, Márcia Regina de and Regina Coeli Ruschel
year	2013
title	What is Happening to Virtual and Augmented Reality Applied to Architecture?
doi	https://doi.org/10.52842/conf.caadria.2013.407
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. 407-416
summary	This paper presents the results of a comprehensive survey of activities on research and development of Virtual and Augmented Reality applied to architecture. 200 papers were reviewed, taken from annual conferences of the Association for Computer Aided Design In Architecture (ACADIA) and its sibling organizations in Europe (ECAADE and CAAD Futures), Asia (CAADRIA), the Middle East (ASCAAD) and South America (SIGRADI). The papers were grouped in research areas (design method, architectural theory and history, performance evaluation, human interaction, representation and process & management), emphasis (education, application, collaboration, visualization, practice and theory) and technology development stage (specification, development, application demonstration and evaluation). The period of study comprises 11 years, from 2000 to 2011. Findings for each category are described and key publications and authors are identified.
wos	WOS:000351496100040
keywords	Virtual reality, Augmented reality, Study of activity
series	CAADRIA
email
last changed	2022/06/07 07:50

_id	caadria2014_000
id	caadria2014_000
authors	Gu, Ning; Shun Watanabe, Halil Erhan, Matthias Hank Haeusler, Weixin Huang and Ricardo Sosa (eds.)
year	2014
title	Rethinking Comprehensive Design: Speculative Counterculture
doi	https://doi.org/10.52842/conf.caadria.2014
source	Proceedings of the 19th International Conference on Computer-Aided Architectural Design Research in Asia (CAADRIA 2014) / Kyoto 14-16 May 2014, 994 p.
summary	Rethinking Comprehensive Design—the 19th International Conference on Computer-Aided Architectural Design Research in Asia (CAADRIA 2014)—emphasises a cross-disciplinary context to challenge the mainstream culture of computational design in architecture. It aims to (re)explore the potential of computational design methods and technologies in architecture from a holistic perspective. The conference provides an international forum where academics and practitioners share their novel research development and reflection for defining the future of computation in architectural design. Hosted by the Department of Design, Engineering and Management at the Kyoto Institute of Technology, CAADRIA 2014 presents 88 peer-reviewed full papers from all over the world. These high-quality research papers are complimented by 34 short work-in-progress papers submitted for the poster session of the conference. The conference proceedings were produced by a motivated team of volunteers from the CAADRIA community through an extensive collaboration. The 88 full papers rigorously double-blind reviewed by the dedicated International Review Committee (consisting of 74 experts), testify to CAADRIA’s highly respectable international standing. Call for abstracts sent out in July 2013 attracted 298 submissions. They were initially reviewed by the Paper Selection Committee who accepted 198 abstracts for further development. Of these, 118 full papers were eventually submitted in the final stage. Each submitted paper was then assessed by at least two members of the International Review Committee. Following the reviewers’ recommendations, 91 papers were accepted by the conference, of which 88 are included in this volume and for presentation in CAADRIA 2014. Collectively, these 88 papers define Rethinking Comprehensive Design in terms of the following research streams: Shape Studies; User Participation in Design; Human-Computer Interaction; Digital Fabrication and Construction; Computational Design Analysis; New Digital Design Concepts and Strategies; Practice-Based and Interdisciplinary Computational Design Research; Collaborative and Collective Design; Generative, Parametric and Evolutionary Design; Design Cognition and Creativity; Virtual / Augmented Reality and Interactive Environments; Computational Design Research and Education; and Theory, Philosophy and Methodology of Computational Design Research. In the following pages, you will find a wide range of scholarly papers organised under these streams that truly capture the quintessence of the research concepts. This volume will certainly inspire you and facilitate your journey in Rethinking Comprehensive Design.
series	CAADRIA
last changed	2022/06/07 07:49

_id	caadria2013_080
id	caadria2013_080
authors	Koh, Immanuel
year	2013
title	Computer Vision and Augmented Reality Technologies in Experimental Architectural Design Education at the AA
doi	https://doi.org/10.52842/conf.caadria.2013.427
source	Open Systems: Proceedings of the 18th International Conference on Computer-Aided Architectural Design Research in Asia (CAADRIA 2013) / Singapore 15-18 May 2013, pp. 427-436
summary	This paper aims to investigate the potential of both open source software and new media (esp. computer vision and augmented reality) as tools for architectural design and education. The examples illustrated in the paper would be drawn mainly from students’ projects done as part of their AA Media Studies Course submission at the AA School of Architecture (AA) during the academic years from 2011/2012 to 2012/2013. The paper outlines the main approaches, which students have chosen to implement, both directly and indirectly, these new media and tools into their studio work at the AA. Section 1 briefly introduces a range of currently available open source computational design toolkits that are deemed useful for quick implementation of computer vision and augmented reality technologies. The related programming languages, softwares and hardwares would also be introduced and described accordingly. Sections 2 and 3 are accompanied with a visual catalogue of students’ projects to better illustrate the diversity in the understanding and implementation of computer vision and augmented reality technologies in architectural design. Section 4 serves to conclude the paper by first discussing briefly the feedback from students at the end of the course before clarifying the context of the research and thus its relation to recent work done by others using similar technologies.
wos	WOS:000351496100042
keywords	Computer vision, Augmented reality, Generative design, Interaction design
series	CAADRIA
email
last changed	2022/06/07 07:51

_id	ecaade2013_114
id	ecaade2013_114
authors	Lin, Shih-Hsin Eve and Gerber, David
year	2013
title	Evolutionary Energy Performance Feedback for Design (EEPFD)
doi	https://doi.org/10.52842/conf.ecaade.2013.2.175
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. 175-184
summary	In order to understand the applicability of multidisciplinary design optimization (MDO) to the building design process, a MDO framework, titled Evolutionary Energy Performance Feedback for Design (EEPFD), along with the prototype tool, H.D.S. Beagle, were developed to support designers with the incorporation of partially automated performance feedback during the early stages of design. This paper presents 2 experimental case studies, one from the design profession and the other from a design studio, that evaluate the applicability and impact of EEPFD on the early stage design process. Through these two case studies two different interaction and automation approaches for applying EEPFD are explored as part of the framework validation. Observed benefits, challenges and suggestions of EEPFD’s implementation are then presented and discussed.
wos	WOS:000340643600017
keywords	Conceptual energy performance feedback; design decision support; performance-based design; multidisciplinary design optimization; genetic algorithm.
series	eCAADe
email
last changed	2022/06/07 07:59

_id	ecaade2014_009
id	ecaade2014_009
authors	Marie Davidova, Martin Šichman and Martin Gsandtner
year	2014
title	Material Performance of Solid Wood:Paresite, The Environmental Summer Pavilion
doi	https://doi.org/10.52842/conf.ecaade.2014.2.139
source	Thompson, Emine Mine (ed.), Fusion - Proceedings of the 32nd eCAADe Conference - Volume 2, Department of Architecture and Built Environment, Faculty of Engineering and Environment, Newcastle upon Tyne, England, UK, 10-12 September 2014, pp. 139-144
summary	The Paresite - The Environmental Summer Pavilion designed for reSITE festival, is a möbius shaped structure, built from torsed pine wood planks in triangular grid with half cm thin pine wood triangular sheets that provide shadow and evaporate moisture in dry weather. The sheets, cut in a tangential section, interact with humidity by warping themselves, allowing air circulation for the evaporation in arid conditions. The design was accomplished in Grasshopper for Rhino in combination with Rhino and afterwards digitally fabricated. This interdisciplinary project involved students from the Architectural Institute in Prague (ARCHIP) and the students of the Faculty of Forestry and Wood Sciences at the Czech University of Life Sciences Prague (FLD CZU). The goal was to design and build a pavilion from a solid pine wood in order to analyse its material properties and reactions to the environment and to accommodate functions for reSITE festival. The design was prepared within half term studio course and completed in June 2013 on Karlovo Square in Prague where it hosted1600 visitors during festival weekend.
wos	WOS:000361385100014
keywords	Material performance; solid wood; wood - humidity interaction
series	eCAADe
email
last changed	2022/06/07 07:59

_id	sigradi2014_252
id	sigradi2014_252
authors	Pina Calafi, Alfredo; Benoit Bossavit, Isabel Sanchez Gil, Aitziber Urtasun, Benoit Bossavit
year	2014
title	Oteiza en movimiento: una herramienta tecnológica para el aprendizaje participativo en el Museo Oteiza [Oteiza in motion a tool for a collaborative learning at the Oteiza museum]
source	SIGraDi 2014 [Proceedings of the 18th Conference of the Iberoamerican Society of Digital Graphics - ISBN: 978-9974-99-655-7] Uruguay - Montevideo 12 - 14 November 2014, pp. 255-258
summary	This paper presents an interdisciplinary work done at the Museum Oteiza near Pamplona, Spain during 2012 and 2013. The main goal is the use of low cost devices that allows natural interaction, Virtual and Augmented Realities to get the general public closer to the works and concepts of Oteiza through interactive serious games. The most difficult Oteiza’s concepts to understand are those related with the empty space or with time & space. We propose three different activities, shaped as serious game, that use the whole body to interact and play with these concepts. The result is a facility that has been installed at the entrance of the Museum and that can be used for free, before or after a visit to the museum. These activities were presented to 4 experts in Oteiza and the results are discussed. In addition, we gathered more comments after several groups of children tried the application in the museum.
series	SIGRADI
email
last changed	2016/03/10 09:57

_id	sigradi2013_96
id	sigradi2013_96
authors	Rodríguez Barros, Diana
year	2013
title	Prácticas Disruptivas e Intervenciones de Diseño en Estampación Digital, Imagen de Marca y Prototipado [Disruptive Practices and Design Interventions in Digital Stamping, Branding and Prototyping]
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. 529 - 532
summary	We present learning experiences related to Textile Design in postdigital environments, linked to disrupted practices from Design Thinking perspective, with the intention to translate it into sustainable didactic strategies. Methodologically from the workshop, we develop design and graphic’s databases from textiles and digital printing methods, different media’s applications, prototyping and identity simulation of their own business, which includes branding, communication pieces and packaging. We recognize innovative and meaningful responses from students regarding exploration, idea’s generation and prototype’s creation. As teachers, like craftsmen, we have tried to link material culture, tacit knowledge, resistances, social interaction and production methods.
keywords	Design; Digital stamping; Practices disruptive; Teaching-learning experiences; Environment post-digital
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

_id	caadria2013_000
id	caadria2013_000
authors	Stouffs, Rudi; Patrick Janssen, Stanislav Roudavski and Bige Tunçer (eds.)
year	2013
title	Open Systems
doi	https://doi.org/10.52842/conf.caadria.2013
source	Proceedings of the 18th International Conference on Computer-Aided Architectural Design Research in Asia (CAADRIA 2013) / Singapore 15-18 May 2012, 977 p.
summary	Contemporary challenges require inclusively integrated approaches to designing. Constrained by established modes of practice, such integration is impossible without a radical commitment to openness. In response to this need, the 18th International Conference on Computer-Aided Architectural Design Research in Asia (CAADRIA 2013) brought together contributions that engage with open systems in all aspects of architectural and urban design: open with respect to the scale of the design objectives and the context, from a building component within a building system to a neighbourhood or city within its urban and rural context; open with respect to the domains being considered, from planning to sustainable performance of a building or city; open with respect to the collaboration of disciplines and participants, from ad-hoc brainstorming to a rigorous process of consultation and feedback; open with respect to design methods and techniques, from physical modelling to digital prototyping; open with respect to design models and representations being adopted, from a parametric exploration to an ontological delineation considering Building Information Modelling, Built Environment Modelling or City Information Modelling; open with respect to the tools and applications being adopted, despite interoperability issues, from modelling to simulation and assessment; open with respect to the learning approach being adopted, from informal interaction and sharing to formal design education; open with respect to the open source approach being adopted in research and development, in order to gather community involvement and use. The conference was held 15-18 May 2013 at the Department of Architecture, School of Design and Environment, at National University of Singapore.By focusing on the theme of Open Systems, CAADRIA 2013 aimed to explore all these aspects and more, and raise awareness to the need of breaching disciplinary boundaries and reaching creative communities at all levels of expertise, by pooling resources, knowledge and practices, and integrating them through the adoption of open systems.
series	CAADRIA
email
last changed	2022/06/07 07:49

_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	sigradi2014_192
id	sigradi2014_192
authors	Angulo, Antonieta H.; Guillermo P. Vasquez de Velasco
year	2014
title	Immersive Simulation in Instructional Design Studios
source	SIGraDi 2014 [Proceedings of the 18th Conference of the Iberoamerican Society of Digital Graphics - ISBN: 978-9974-99-655-7] Uruguay- Montevideo 12,13,14 November 2014, pp. 236-240
summary	The paper describes the implementation of “immersive simulation studios” at Ball State University and their impact on architectural design education. This implementation is part of our on-going research efforts aimed to expand conventionally available digital design tools by including state-of-the-art virtual reality (VR) technology in design studios. Two consecutive immersive simulation studios were held during the academic year 2013-2014; we tested teaching/learning methodologies for effectively using the VR simulation to support the students in the design of architectural spaces. The results make reference to the learning outcomes from these implementations and the level of satisfaction of students using the tool.
keywords	Architectural Education; Design Studios; Virtual Reality; Immersive Simulation; Head-Mounted Display
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	sigradi2013_267
id	sigradi2013_267
authors	de la Sotta Lazzerini, Paola; Eduardo Hamuy Pinto; Bruno Perelli Soto
year	2013
title	Diseño de Aplicación en Base a Modelo de Evaluación del Proceso de Enseñanza Aprendizaje en El Taller [A Design Studio Course Assessment Model Applied]
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. 547 - 550
summary	In design studio courses, assessment helps to improve teaching practice and student learning. Output-Mapping model considers a practical working method, applicable to teaching, based on records of students' outcomes. Visualization is a key component; iconographic resources aid understanding and observation of the territory conquered by each participant throughout the course. The next phase of the project addresses the need to manage large amounts of information generated by a statistical model for assessment. Visualization media used so far have proven limited. A new web system may dynamically visualize relationships between students' records more immediately, precisely and in a network.
keywords	Design teaching; Assessment; Visualization
series	SIGRADI
email
last changed	2016/03/10 09:50

_id	caadria2013_230
id	caadria2013_230
authors	Gün, Onur Y.
year	2013
title	The Executed and the Observed in Sketches: Visual and Computational Processing for Explorative Drawings
doi	https://doi.org/10.52842/conf.caadria.2013.801
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. 801-810
summary	Drawing is expressing. The mind’s eye works with the drawing to materialize ideas via transforming them into visual abstractions. The genuine supremacy of drawing emerges from its potential to evoke, not from its ability to represent. Computers are harbingers of unprecedented and enriching drawing environments. Yet they also introduce ambivalences since they suppress drafter’s bodily and perceptual engagement with drawings. This paper aims to delineate the similarities and differences between hand drawing and (via-computer) algorithmic drawing for design. The goal is to discuss the altering role of eyes and hands in long-contrasted virtual and material environments of drawing. The outlined comparisons of algorithmic and hand sketching should encourage research for blending digital and analogue modes of sketching.
wos	WOS:000351496100083
keywords	Drawing, Computation, Sketch, Algorithmic, Design, Studio, Visual, Calculation
series	CAADRIA
email
last changed	2022/06/07 07:50

_id	caadria2013_061
id	caadria2013_061
authors	Lyu Junchao, Sun Chengyu and Zhao Qi
year	2013
title	Does the Debate on Stress Effect Lead Evacuation Simulation Models to Different Performances?
doi	https://doi.org/10.52842/conf.caadria.2013.179
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. 179-187
summary	There exists a long time debate over the rational state of the evacuees in the evacuation simulation. Sime et al. insisted that the evacuees behave rationally in most cases. Following this argument Arthur and Passini concluded that if a setting works well under normal conditions, it will have a better chance of working well in emergency conditions. Such an argument for rational decision-making makes statistical models, such as Utility Maximizing Model (UMM), acting as proper framework for choice modelling in evacuation. However, on the other side, some people pointed out that there exists panic in the evacuation and bounded rationality theory, represented by pruned Decision Tree Model (DTM), should be adapted in choice modelling instead. Such a debate over stress effect causes hesitations and uncertainties when researchers try to select a proper model framework for their practical simulation. This study compared the performances (prediction accuracies) of the UMM and DTM with the same set of choice data collected in a virtual evacuation experiment. With a similar level of performance on both sides, it is suggested that the on-going debate does NOT bring any difference to the choice modelling in practical evacuation simulation. It is time to improve the performance rather than to continue the debate.
wos	WOS:000351496100018
keywords	vacuation, Architectural cue, Machine learning, Bounded rationality
series	CAADRIA
email
last changed	2022/06/07 07:59

_id	acadia13_319
id	acadia13_319
authors	Mehanna, Ryan
year	2013
title	Resilient Structures Through Machine Learning And Evolution
doi	https://doi.org/10.52842/conf.acadia.2013.319
source	ACADIA 13: Adaptive Architecture [Proceedings of the 33rd Annual Conference of the Association for Computer Aided Design in Architecture (ACADIA) ISBN 978-1-926724-22-5] Cambridge 24-26 October, 2013), pp. 319-326
summary	In the context of the growing usefulness of computation within architecture, structures face the potential for being conceived of as intelligent entities capable of resilient, adaptive behavior.Building on this idea, this work explores the use of machine learning for structures that may learn to autonomously “stand up”. The hypothesis is that a neural network with genetically optimized weights would be capable of teaching lightweight, flexible, and unanchored structures to self-rectify after falling, through their interactions with their environment. The experiment devises a physical and a simulated prototype. The machine-learning algorithm is implemented on the virtual model in a three-dimensional physics environment, and a solution emerges after a number of tests. The learned behavior is transferred to the physical prototype to test its performance in reality. This method succeeds in allowing the physical prototype to stand up. The findings of this process may have useful implications for developing embodied dynamic structures that are enabled with adaptive behavior.
keywords	complex systems, neural networks, genetic algorithms, actuated structures, particle-spring systems
series	ACADIA
type	Normal Paper
email
last changed	2022/06/07 07:58

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