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	ecaade2014_162
id	ecaade2014_162
authors	Andrzej Zarzycki
year	2014
title	Teaching and Designing for Augmented Reality
doi	https://doi.org/10.52842/conf.ecaade.2014.1.357
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. 357-364
summary	This paper discusses ways emerging interactive technologies are adopted by designers and extended into areas of design, education, entertainment, and commerce. It looks, in detail, at various project development stages and methodologies used to engage design focused students into, often complex, technological issues. The discussion is contextualized through a number of case studies of mobile and marker-based augmented reality (AR) applications developed by students. These applications include an app for a fashion based social event that allows participants to preview recent collection additions, an info-navigational app for the High Line elevated urban park in New York City, a marker-based maze game, and an interior decorating interface to visualize various furnishing scenarios. While a number of case studies will be discussed from a developer perspective, the primary focus is on the concept and content development, interface design, and user participation.
wos	WOS:000361384700035
keywords	Augmented reality; ar; gamification; mobile culture
series	eCAADe
email
last changed	2022/06/07 07:54

_id	sigradi2014_347
id	sigradi2014_347
authors	Cardellino, Paula; Claudio Araneda
year	2014
title	Mapeo Vivencial del Fenómeno Enseñanza - Aprendizaje en el Espacio de Aula Escolar – El Caso de Uruguay [Sensorial Mapping of the Teaching – Learning Phenomena in the Classroom Space – The Case of Uruguay]
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. 144-145
summary	Children are entitled to equal access to education; this applies to the classroom setting. The classroom size, shape and layout are commonly taken for granted and little consideration is taken to how this affects the learning experience. This paper argues that the traditional classroom environment does not allow for equal interaction between teachers and pupils. Preliminary findings of a case study in 4 classrooms in Uruguay are presented. The conclusions suggest that not all pupils in the classroom receive quality interaction with the teacher. A more comprehensive approach to designing spaces that are conducive to learning will benefit this interaction.
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	ecaade2014_012
id	ecaade2014_012
authors	Miguel Paredes Maldonado
year	2014
title	Digital Recipes - A diagrammatic approach to digital design methodologies in undergraduate architecture studios
doi	https://doi.org/10.52842/conf.ecaade.2014.1.333
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. 333-342
summary	This paper is concerned with the development of a digitally-informed teaching methodology for architectural design courses within the context of undergraduate education. Besides situating this methodology within the broader theoretical framework of current architectural discourses, this paper will also discuss the practical implications of its implementation within the context of the second year architectural design course at the University of Edinburgh, which will be examined as an ongoing case study.
wos	WOS:000361384700033
keywords	Diagram; generative design; fabrication; recipes; case study
series	eCAADe
email
last changed	2022/06/07 07:58

_id	caadria2014_014
id	caadria2014_014
authors	Zhong, Chen; Stefan Müller Arisona and Gerhard Schmitt
year	2014
title	A Visual Analytics Framework for Large Transportation Datasets
doi	https://doi.org/10.52842/conf.caadria.2014.223
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. 223–232
summary	The advancement of sensor technologies makes it possible to collect large amounts of dynamic urban data. On the other hand, how to store, process, and analyze collected urban data to make them useful becomes a new challenge. To address this issue, this paper proposes a visual analytics framework, which is applied to transportation data to manage and extract information for urban studies. More specifically, the proposed framework has three components: (1) a geographic information system (GIS) based pipeline providing basic data processing functions; (2) a spatial network analysis that is integrated into the pipeline for extracting spatial structure of urban movement; (3) interactive operations allowing the user to explore and view the output data sets at different levels of details. Taking Singapore as a case study area, we use a sample data set from the automatic smart card fare collection system as an input to our prototype tool. The result shows the feasibility of proposed framework and analysis method. To summarize, our work shows the potential of geospatial based visual analytics tools in using ‘big’ data for urban analysis.
keywords	GIS; visual analytics; transportation data; flow map; spatial network analysis
series	CAADRIA
email
last changed	2022/06/07 07:57

_id	ecaade2014_086
id	ecaade2014_086
authors	Ahmed Sarhan and Peter Rutherford
year	2014
title	Integrating Sustainability in the Architectural Design Education Process - Taxonomy of Challenges and Guidelines
doi	https://doi.org/10.52842/conf.ecaade.2014.1.323
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. 323-332
summary	The last decade have seen substantial calls and increasing pressure for developing an integrated design teaching framework, where sustainability is an imperative priority. This paper focuses on presenting a taxonomy of the main challenges encountered within the educational domain, in the attempt to reach an effective integration. The paper also presents a set guidelines to address and try to resolve the noted challenges. As the use of Building Performance Simulation (BPS) applications is a central approach in this process aiming to reach energy efficient buildings, the paper focuses on the shortcomings noted as a result of the use of these applications in the design studios, with particular emphasis on the thermal and lighting aspects of the simulation. The taxonomy presented is a summary of the findings from literature review, as well as the surveys results which were part of the author's research project discussed in the paper.
wos	WOS:000361384700032
keywords	Environmental design; building performance simulation; architectural design education
series	eCAADe
email
last changed	2022/06/07 07:54

_id	ascaad2014_023
id	ascaad2014_023
authors	Al-Maiyah, Sura and Hisham Elkadi
year	2014
title	Assessing the Use of Advanced Daylight Simulation Modelling Tools in Enhancing the Student Learning Experience
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. 303-313
summary	In architecture schools, where the ‘studio culture’ lies at the heart of students’ learning, taught courses, particularly technology ones, are often seen as secondary or supplementary units. Successful delivery of such courses, where students can act effectively, be motivated and engaged, is a rather demanding task requiring careful planning and the use of various teaching styles. A recent challenge that faces architecture education today, and subsequently influences the way technology courses are being designed, is the growing trend in practice towards environmentally responsive design and the need for graduates with new skills in sustainable construction and urban ecology (HEFCE’s consultation document, 2005). This article presents the role of innovative simulation modelling tools in the enhancement of the student learning experience and professional development. Reference is made to a teaching practice that has recently been applied at Portsmouth School of Architecture in the United Kingdom and piloted at Deakin University in Australia. The work focuses on the structure and delivery of one of the two main technology units in the second year architecture programme that underwent two main phases of revision during the academic years 2009/10 and 2010/11. The article examines the inclusion of advanced daylight simulation modelling tools in the unit programme, and measures the effectiveness of enhancing its delivery as a key component of the curriculum on the student learning experience. A main objective of the work was to explain whether or not the introduction of a simulation modelling component, and the later improvement of its integration with the course programme and assessment, has contributed to a better learning experience and level of engagement. Student feedback and the grade distribution pattern over the last three academic years were collected and analyzed. The analysis of student feedback on the revised modelling component showed a positive influence on the learning experience and level of satisfaction and engagement. An improvement in student performance was also recorded over the last two academic years and following the implementation of new assessment design.
series	ASCAAD
email
last changed	2016/02/15 13:09

_id	ascaad2014_037
id	ascaad2014_037
authors	Al-Tuhafi, Assda A. and Nasma M. Thabit
year	2014
title	The Methodology of Teaching Computer-Aided Architectural Design in the Department of Architecture in Mosul University
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. 271; 457-469
summary	Several architectural studies tackled the methodologies of teaching the architectural design subject in general and their relation to the use of computer in particular. The trends varied in accordance with the research that is relevant to the subject due to its importance in generating new architectural models, but it didn’t crystallize a theoretical framework that identifies clear and specific vocabularies related to the methodology of teaching the computer-aided architectural design. The current study discusses the importance of this concept in an attempt to explore the particular problem represented by the non-clarity of this methodology in the department of architecture in Mosul University. Therefore, the problem of the research crystallized and its objective and its methodology were identified and this was represented by constructing a theoretical framework which includes several main items. Then the theoretical framework was applied to selected projects of architectural department students in order to manifest the particularity of teaching the computer-aided architectural design. Results showed the distinction of this department as this methodology led to the derivation of different architectural products in accordance with the particular effects using the computer technologies. The results also manifested the change in the architectural design trend that was caused due to the digital intervention in the way of the student's thinking from one hand and the components and the elements of the building from the other hand that the quality of the design can be improved by using the computer and the quantity will be more in shorter time.
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	sigradi2014_057
id	sigradi2014_057
authors	Barros, Diana Rodriguez; María Mandagarán
year	2014
title	Pensamiento de diseño y construcción de narrativas visuales. Caso de prácticas didácticas disruptivas en entornos postdigitales [Design thinking and construction of visual narratives. Case teaching practices in disruptive postdigitals environments]
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. 195-199
summary	Design Thinking recognizes processes linked to empathy, creation, prototyping and storytelling, that condition design methodologies to solve complex problems with user participation. From this perspective, next to disruptive practices, we present learning experiences focus in management, design and production of graphic databases in Web 2.0 and 3.0 contexts. They are linked to photomontages and graphic communication pieces of urban-architectural works and narratives that give meaning and entity to those interventions. We recorded results that value spatial thinking with images. Also the presence of traditional skills with hybrid skills in students, that encourage fluency, creativity and innovation, self-learning, experimentation, teamwork and network integration.
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	cf2015_037
id	cf2015_037
authors	de Vries, Bauke; Grond, Manon and van der Zee, Aant
year	2015
title	Development of a multi-disciplinary university wide design course
source	The next city - New technologies and the future of the built environment [16th International Conference CAAD Futures 2015. Sao Paulo, July 8-10, 2015. Electronic Proceedings/ ISBN 978-85-85783-53-2] Sao Paulo, Brazil, July 8-10, 2015, pp. 37-46.
summary	Design is one of the basic skills of every engineer. However until now design is only seen as a core course in Architecture studies and lately in Industrial Engineering studies. This paper reports about the development of a design course for all departments of a typical technical university. After a short overview of design teaching tradition, an inventory is presented of the different interpretation of design by the various departments. The course development is presented over two periods: 2012-2014, and 2014-2015. In between a major change was conducted. The course learning goals and student evaluations are presented. In the discussion we reflect on fundamental and practical problems that occur in design teaching for such a wide audience. Finally we draw conclusions on the changing role of design what is needed to give design the same status as mathematics in a technical curriculum.
keywords	Design, Design teaching, Multi-disciplinary design
series	CAAD Futures
email
last changed	2015/06/29 07:55

_id	caadria2014_264
id	caadria2014_264
authors	Gannon, Madeline and Eric Brockmeyer
year	2014
title	Teaching CAD/CAM Workflows to Nascent Designers
doi	https://doi.org/10.52842/conf.caadria.2014.801
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. 801–810
summary	The following paper presents a suite of custom software environments that make advanced techniques in digital fabrication accessible to novice, first-year designers. The collective design aides facilitate a number of digital-to-physical workflows, including 3D modeling for CNC milling and 3D printing, 2D patterning for laser cutting, and interactive visualization for projection mapping. Each of the workflows illustrate pedagogical principles for embedding tacit and tactile knowledge into computational frameworks: balancing complexity against functional limits, revealing the underlying abstractions connecting digital geometry to CNC machines, engaging the designer through intuitive and responsive environments, and leveraging generative and interactive digital modeling for serial variation. These digital design and fabrication aides have been used to facilitate formal and material explorations for groups of pre-college and freshmen students, aged 16 to 19. Their resulting tangible artifacts—made from foam, birch plywood, paper, plastic, and light—show that CAD/CAM workflows can be an accessible subject matter for students without prior experience in digital modeling or fabrication.
keywords	CAD/CAM; computational design education; digital fabrication; design aides; generative design
series	CAADRIA
email
last changed	2022/06/07 07:50

_id	ascaad2014_011
id	ascaad2014_011
authors	Hamani, Dalil; Dominique Beautems and Remi Huneau
year	2014
title	Digital Statement and 3D Modeling for the Restitution of the Architectural Heritage: 3D virtual model for architectural restoration
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. 149-160
summary	Heritage specialists (architect, historian, conservator, engineer, archaeologist, etc.) often face significant problems of representation and simulation assumptions restitution of monuments. The traditional graphic means cannot fulfill all the needs which are done day in the patrimonial restitution. That is why it is necessary to consider the services that digital technology can do, and think about their use in the representation of monuments in their environment. It can also be used to restore and to preserve heritage using digital statement which allows reconstituting numerically damaged parts or disappeared from historic buildings. The virtual model of restitution constitutes a solution which makes it possible to show the restitution of the site (or part of the site) without materializing it physically, using graphical means. The virtual restitution can be materialized in the form of digital restitution in 3D, but also by the use of drawings or others graphic techniques. In this paper, we present two techniques for digital statement: The Photomodelling and 3D laser scanning, which are used in the field of modeling heritage. Then we present case studies which were carried out within the framework of our teaching activities and research at the School of Architecture of Paris La Villette (ENSAPLV).
series	ASCAAD
email
last changed	2016/02/15 13:09

_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	sigradi2014_232
id	sigradi2014_232
authors	Ledo, Rafael Zanelato; Alice Cybis Pereira
year	2014
title	Objetos de Aprendizagem voltados ao ensino de modelagem digital 3D para arquitetura baseado no estilo cognitivo visual [Learning Objects directed to teaching digital 3D modeling for architecture based on visual cognitive style]
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. 86-90
summary	This article describes an initiative to identify which cognitive abilities influence performance in 3D modeling for architecture activities. This work tests the visual, spatial and logical reasoning skills of students of architecture. After these tests, the results will compared with the results of 3D modeling test. By identifying, some cognitive abilities that has a direct relation to performance in 3D modeling will be possible to create learning objects that improve these characteristics.
keywords	3D Modeling; Cognitive Syles; Visuospatial Thinking; Performance; Architecture
series	SIGRADI
email
last changed	2016/03/10 09:54

_id	ecaade2014_130
id	ecaade2014_130
authors	Matevz Juvancic and Tadeja Zupancic
year	2014
title	The fusion of clever urban initiatives and digital applications - Teaching architects and urban designers how to make apps for the public involvement
doi	https://doi.org/10.52842/conf.ecaade.2014.1.099
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. 99-108
summary	Smart cities demand digitally smart designers. Teaching architects and urban designers how to combine clever initiatives and tailored digital applications to their advantage when trying to involve members of the public is one of the important aspects of contemporary designer education. The paper demonstrates an example of such an effort, highlights the reasoning behind teaching and methods used, follows the learning path of students (and teachers) and analyses the process, illustrating it with student work, offering architectural, pedagogical and reflective implications for the purposes of similar introductions of topics in architectural and urban design curricula.
wos	WOS:000361384700009
keywords	Digital applications; apps; urban initiatives; non-experts; public participation
series	eCAADe
email
last changed	2022/06/07 07:58

_id	ecaaderis2023_45
id	ecaaderis2023_45
authors	Morton, David, Ahmed, Tarek MF and Humphery, Richard
year	2023
title	BIM and Teaching in Architecture: Current thinking and approaches
source	De Luca, F, Lykouras, I and Wurzer, G (eds.), Proceedings of the 9th eCAADe Regional International Symposium, TalTech, 15 - 16 June 2023, pp. 105–115
summary	Increasing use of BIM has represented a continuing shift in traditional assumptions on how we navigate the design process. BIM is affording the student the ability to gain a greater understanding of their design ideas via the exploration of scale, spatial organisation and structure, amongst many other design layers, in increasing levels of detail, at the same point in the design process. Architectural education is at a delayed tipping point where architectural students are increasingly looking towards BIM to streamline their design process drawn by the production of realistic visualisation, but with a lack of knowledge and skill in its application. With a lack of guidance and understanding around the application of BIM, the use of BIM in this manner overlooks the potential of BIM to construct and test virtual simulations of proposed schemes, to support design enquiry. A historical concern for the pedagogy constructed around the students’ design process is the application of methods and techniques that support the progression through the design process, (Ambrose, 2014; dash mei & Safari, 2018). This study examines the design process of architectural students and the interaction between analogue and digital methods used in design. These primary modes of communication, offer the opportunity to query the roles and rules of traditional architectural conventions around ‘problem finding’ and ‘problem solving’, challenging the ‘traditional’ design process examined by pioneers like Bruner (1966) and Schon (1987). These approaches are distilled from the findings of the study and presented as guidance to those teaching in architectural aBIMemia to align pedagogic goals to methods of abstraction in this new era of design education reconsidering digital methods in design.
keywords	BIM, BIM, Design Process, Architecture, Learning
series	eCAADe
email
last changed	2024/02/05 14:28

_id	sigradi2014_222
id	sigradi2014_222
authors	Neto de Faria, José
year	2014
title	Visualização de dados para a promoção da experiência histórica: experiência e/ou individuação no processo de aprendizado, invenção e/ou significação [Data visualization to promote the historical experience: experience and/or individuation in the learning, invention and/or signification process]
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. 596-599
summary	This paper aims to reflect about how the ideas of “experience in the education” and the “individuation process” can guide the development of dynamic data visualization systems that can promote teaching and learning design history. The main goal is to identify parameters for the definition of a data visualization model that promotes the emancipation of the interpretative and narrative act of the “Activity Inductor”. It highlights the importance of promoting humanistic data visualization models that avoid information simulacrums and enable successive observation experiences, tests and dialectic data presentation.
keywords	Data visualization; Design History; Experience; Individuation; Knowledge and Freedom
series	SIGRADI
email
last changed	2016/03/10 09:56

_id	sigradi2014_100
id	sigradi2014_100
authors	Paganini, Ana Livia; Alejandra María de la Paz Bianchi, Adriana Edith Granero
year	2014
title	La Enchinchada Digital: Una Propuesta de Innovación Mediada con Tecnologías para el Enriquecimiento del Tradicional Recurso de Enseñanza de las Disciplinas Proyectuales [Digital “thumbtacking”: A Technology Mediated Innovation Proposal for the Enrichment of this Traditional Teaching Tool of the Design Disciplines]
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. 209-212
summary	In design courses in Argentina, “enchinchada” (“thumbtacking”) is the name given to the educational tool used for assessment of students’ work. Every student’s assignment is pinned around the classroom for students to enable, students and teachers to join into a formative dialogue thought observation and reflexion. This work presents the potential of IT in relation to the “enchinchada”. It outlines a new use of a digital wall, and recovers and enriches this practice using a free cloud app, Popplet. The experience was carried out at the Universidad de Buenos Aires in 2013 with students of fashion design and textile design.
keywords	Higher Education; Enchinchada; Innovation; Mediated Technology Education; Ubiquity
series	SIGRADI
email
last changed	2016/03/10 09:57

_id	sigradi2014_307
id	sigradi2014_307
authors	Pires de Castro Aguiar Vale, Marina; Anna Luisa Castanheira Costa, Neliza Maria e Silva Romcy, Daniel Ribeiro Cardoso
year	2014
title	A inserção dos processos contemporâneos nos cursos de arquitetura, urbanismo e design: a experiência da disciplina de Espaço e Forma 2 [The insertion of contemporary processes in the courses of architecture, urbanism and design: The experience of Scape and Shepe 2 class]
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. 276-279
summary	Digital media and project-applied IT are redefining contemporary project concepts and cementing a new vanguard for project. As such, it proves necessary to bring over to the academic context the debate over this approach to the teaching of architecture, urbanism and design. At the Architecture and Urbanism Department in the Federal University of Ceará (DAU-UFC), resulting in the creation of a group of classes referred to as Space and Shape (EF) comprised of three stages: EF1, EF2, and EF3. This paper aims to present the class of Space and Shape 2, including its creation, implementation, and partial results.
keywords	Contemporary processes; Education; Modeling; Tools
series	SIGRADI
email
last changed	2016/03/10 09:57

_id	sigradi2014_250
id	sigradi2014_250
authors	Rocha, Germana; Aristóteles Cordeiro
year	2014
title	Modelagem tridimensional digital em abordagem tectônica na concepção da arquitetura [Digital Three-dimensional Modeling by a tectonic approach in architectural design]
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. 250-254
summary	This paper reports a teaching and learning experience of architectural digital three-dimensional geometric modeling from its tectonic character, with regard to the interactions between the formal architectural framework and its sturdy structure. Was held at the undergraduate course in Architecture and Urbanism of the Universidade Federal da Paraíba. It´s an interdisciplinary exercise aimed at the integration of knowledge where students utilize the contents learned in the discipline of Structural Systems I for the construction of a digital three-dimensional geometric model with the Trimble´s software Sketchup in the Perspective discipline, resulting in the development of models with greater formal consistency.
keywords	Digital modeling; Structural systems; Architectural education
series	SIGRADI
email
last changed	2016/03/10 09:59

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