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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	caadria2024_238
id	caadria2024_238
authors	Barashkov, Julia
year	2024
title	Re-commoning Urban Spaces From the Bottom-Up: Empowering Urban Communities: A Digital Toolbox for Bottom-Up Intervention in Kottbusser Tor, Berlin
doi	https://doi.org/10.52842/conf.caadria.2024.2.241
source	Nicole Gardner, Christiane M. Herr, Likai Wang, Hirano Toshiki, Sumbul Ahmad Khan (eds.), ACCELERATED DESIGN - Proceedings of the 29th CAADRIA Conference, Singapore, 20-26 April 2024, Volume 2, pp. 241–250
summary	Urban planners and bodies of urban governance maintain an inherent divergence in the internal structures governing the integration of local communities and the fulfilment of their needs. Theoretical frameworks and contemporary digital tools often reinforce those inherent power imbalances, further exacerbating the disconnection between communities and their urban environments. While public administration holds the authority to access and utilise extensive datasets derived from digital urban statistics, they frequently lack the grassroots, bottom-up intelligence that local communities possess. On the other hand, local communities find themselves denied access to their urban data and face limitations in both capability and authority to generate meaningful changes in the urban fabric. This paper explores the empowerment of local communities with the tools, knowledge, and skillsets necessary to act upon their inherent bottom-up local intelligence to enable community-generated interventions and solutions to urban challenges. Through the context of Kottbusser Tor, Berlin, Germany, this study develops a toolbox designed to equip communities with the means to facilitate self-organised actions.
keywords	participatory urbanism, digital tools, self-organisation, community empowerment, ethical smart urbanism.
series	CAADRIA
email
last changed	2024/11/17 22:05

_id	0277
authors	Brusilovsky, P.
year	2001
title	Adaptive hypermedia
source	User modelling and User-Adapted Interaction, volume 11, pp. 87-110, Kluwer
summary	Hypertext/hypermedia systems and user-model-based adaptive systems in the areas of learning and information retrieval have for a long time been considered as two mutually exclusive approaches to information access. Adaptive systems tailor information to the user and may guide the user in the information space to present the most relevant material, taking into account a model of the user's goals, interests and preferences. Hypermedia systems, on the other hand, are `user neutral': they provide the user with the tools and the freedom to explore an information space by browsing through a complex network of information nodes. Adaptive hypertext and hypermedia systems attempt to bridge the gap between these two approaches. Adaptation of hypermedia systems to each individual user is increasingly needed. With the growing size, complexity and heterogeneity of current hypermedia systems, such as the World Wide Web, it becomes virtually impossible to impose guidelines on authors concerning the overall organization of hypermedia information. The networks therefore become so complex and unstructured that the existing navigational tools are no longer powerful enough to provide orientation on where to search for the needed information. It is also not possible to identify appropriate pre-defined paths or subnets for users with certain goals and knowledge backgrounds since the user community of hypermedia systems is usually quite inhomogeneous. This is particularly true for Web-based applications which are expected to be used by a much greater variety of users than any earlier standalone application. A possible remedy for the negative effects of the traditional `one-size-fits-all' approach in the development of hypermedia systems is to equip them with the ability to adapt to the needs of their individual users. A possible way of achieving adaptivity is by modeling the users and tailoring the system's interactions to their goals, tasks and interests. In this sense, the notion of adaptive hypertext/hypermedia comes naturally to denote a hypertext or hypermedia system which reflects some features of the user and/or characteristics of his system usage in a user model, and utilizes this model in order to adapt various behavioral aspects of the system to the user. This book is the first comprehensive publication on adaptive hypertext and hypermedia. It is oriented towards researchers and practitioners in the fields of hypertext and hypermedia, information systems, andpersonalized systems. It is also an important resource for the numerous developers of Web-based applications. The design decisions, adaptation methods, and experience presented in this book are a unique source of ideas and techniques for developing more usable and more intelligent Web-based systems suitable for a great variety of users. The practitioners will find it important that many of the adaptation techniques presented in this book have proved to be efficient and are ready to be used in various applications.
series	other
email
last changed	2003/04/23 15:14

_id	c1ad
authors	Cheng, Nancy Yen-wen
year	1997
title	Teaching CAD with Language Learning Methods
doi	https://doi.org/10.52842/conf.acadia.1997.173
source	Design and Representation [ACADIA ‘97 Conference Proceedings / ISBN 1-880250-06-3] Cincinatti, Ohio (USA) 3-5 October 1997, pp. 173-188
summary	By looking at computer aided design as design communication we can use pedagogical methods from the well-developed discipline of language learning. Language learning breaks down a complex field into attainable steps, showing how learning strategies and attitudes can enhance mastery. Balancing the linguistic emphases of organizational analysis, communicative intent and contextual application can address different learning styles. Guiding students in learning approaches from language study will equip them to deal with constantly changing technology. From overall curriculum planning to specific exercises, language study provides a model for building a learner-centered education. Educating students about the learning process, such as the variety of metacognitive, cognitive and social/affective strategies can improve learning. At an introductory level, providing a conceptual framework and enhancing resource-finding, brainstorming and coping abilities can lead to threshold competence. Using kit-of-parts problems helps students to focus on technique and content in successive steps, with mimetic and generative work appealing to different learning styles. Practicing learning strategies on realistic projects hones the ability to connect concepts to actual situations, drawing on resource-usage, task management, and problem management skills. Including collaborative aspects in these projects provides the motivation of a real audience and while linking academic study to practical concerns. Examples from architectural education illustrate how the approach can be implemented.
series	ACADIA
email
last changed	2022/06/07 07:55

_id	6063
authors	Cheng, Nancy Yen-Wen
year	1996
title	Teaching CAD as a Foreign Language
doi	https://doi.org/10.52842/conf.caadria.1996.011
source	CAADRIA ‘96 [Proceedings of The First Conference on Computer Aided Architectural Design Research in Asia / ISBN 9627-75-703-9] Hong Kong (Hong Kong) 25-27 April 1996, pp. 11-20
summary	By looking at the well-developed discipline of language teaching, we can improve instruction of computer aided design communication. Language teaching not only breaks down a complex field into attainable steps, but also shows how learning strategies and attitudes can enhance mastery. Guiding students in learning approaches will equip them to deal with constantly changing technology. Even at an introductory level, awareness of the learning process can heighten learning. Thus, giving a conceptual framework and enhancing resource-finding, brainstorming and coping abilities will lead to threshold competence. Practicing these strategies on realistic projects hones the ability to connect concepts to actual situations. Both design or research projects exercise resource-usage, task management, crisis management, but specifically, collaboration exercises which engage the students with a real audience can provide strong motivation and link academic study to practical concerns. Ideas about teaching techniques are documented with examples from the University of Hong Kong.
series	CAADRIA
email
last changed	2022/06/07 07:55

_id	6abd
authors	Dawson, Anthony and Burry, Mark
year	1996
title	The Continuing Dichotomy: Practice vs. Education
doi	https://doi.org/10.52842/conf.ecaade.1996.131
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 131-142
summary	While it is apparent from the architectural literature that some practices are innovative in their use of computers for architectural design, clear evidence indicates that most architectural practices have applied computing to traditional practice paradigms. Information technology is therefore being applied to practice systems which were in place prior to computers being available. This has significant implications for architectural education in which there is tension developing between the requirements of the commercially oriented architectural practice and the innovation driven computer-aided architectural design educator. The first wishes to equip graduates for immediate and productive employment in computerised architectural practices and may be loosely interpreted as a graduate’s ability to work as a CAD operator within an architectural practice environment. The second has the desire for students to be innovative in their use of information technology as an aid in informing and evaluating parts of both the design process and its outcomes. However, it is only when both architects and educators identify the architectural process as an integrated information system that these tensions can be resolved. This requires reconsideration of the function and use of information technology in both educational institutions and in architectural practices. The paper discusses how fruitful this can be in the current environment and outlines current developments at Deakin University which aim at providing a middle ground
series	eCAADe
email
last changed	2022/06/07 07:55

_id	ecaade2018_336
id	ecaade2018_336
authors	Ena, Valeria
year	2018
title	De-coding Rio de Janeiro's Favelas - Shape grammar application as a contribution to the debate over the regularisation of favelas. The case of Parque Royal.
doi	https://doi.org/10.52842/conf.ecaade.2018.2.429
source	Kepczynska-Walczak, A, Bialkowski, S (eds.), Computing for a better tomorrow - Proceedings of the 36th eCAADe Conference - Volume 2, Lodz University of Technology, Lodz, Poland, 19-21 September 2018, pp. 429-438
summary	This study constitutes the first step of a broader PhD project, which aims to build a bridge between the architectural and the juridical examination of the typicality of low-income settlements within the city of Rio de Janeiro, the favelas. The purpose is to define a rule-based typological analysis to ease the process of evaluating the typicality of favelas and the possible, desirable form of its regularisation. This objective strives to equip all the actors involved in the debate with an analytical device able to represent the socially acknowledged, yet unofficial, rules that have been moulding favelas so far. By this means, this study tests shape grammar as a methodology for approaching this interdisciplinary issue. A shape grammar for a first case study, Parque Royal favela, located in the Governor Island, is presented. As preliminary results of the research, the paper encompasses the three early stages of construction of the case study: invasion, expansion and consolidation.
keywords	favelas (slums); urban regularisation; Rio de Janeiro; shape grammar; typology; master plan implementation
series	eCAADe
email
last changed	2022/06/07 07:55

_id	ddss2006-pb-35
id	DDSS2006-PB-35
authors	M.C.G. te Brömmelstroet
year	2006
title	Properly Equip Planners, Instead of Just Manning Equipment - A first step in a user-oriented PSS development approach as support for the integration of land use and transport planning
source	Van Leeuwen, J.P. and H.J.P. Timmermans (eds.) 2006, Progress in Design & Decision Support Systems in Architecture and Urban Planning, Eindhoven: Eindhoven University of Technology, ISBN-10: 90-386-1756-9, ISBN-13: 978-90-386-1756-5, p. 35-50
summary	There is a growing need for planning support in planning practice, especially in land use and transport integration. Recent studies have shown that instruments that provide such are seldom implemented. Building on recommendations of those studies, this paper explores how to develop a planning support system (PSS) for this specific field of planning and shows some preliminary results of the first steps towards such a PSS. An qualitative assessment on the strengths and weaknesses of two recently developed instruments that share this goal; the VPR and the SDS+STE. Due to time constraints, the focus is on the background and framework of the study.
keywords	Land use and transport, PSS, computer-aided planning, participatory design
series	DDSS
last changed	2006/08/29 12:55

_id	4b22
authors	Moorhouse, J.
year	1996
title	Teach a Man to Catch a Fish
doi	https://doi.org/10.52842/conf.ecaade.1996.281
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 281-286
summary	An international charity outlined the following principle recently in an advertisement. “Give a man a fish and he will feed himself for a day, teach a man how to catch a fish and he will feed himself for a lifetime.” In education, the same principle may be applied to learning. To the student of architecture, skills in the use of commercial software may be advantageouus in the search for future employment and can prove for be a useful springboard for exploring the potential of CAAD in a broader sense. However, software (and hardware) is continually being upgraded and developed, and it is apparent that such software does not fully meet the need of the designer. Exploring the possibilities of CAADesigning as an integral part of learning to design will equip the student with the CAAD literacy necessary for working in practice, but more importantly will provide the student with a rich and diverse understanding of design approaches. Traditionally design tutors have taught (by example) how individual architects design. Providing a library of architects CAADesigning in different ways can be used to establish precedents and examples, demystify the activities to both students and tutors and provide a rich set of methodologies as a working context for students to draw inspiration from. As part of an ongoing research study, a new direction has been taken gathering, comparing, contrasting and grouping live records of architects CAADesigning. This paper will outline the benefits of recording and creating such a library and will describe examples of recent findings.
series	eCAADe
email
last changed	2022/06/07 07:58

_id	ecaade2022_384
id	ecaade2022_384
authors	Naboni, Roberto, Breseghello, Luca and Sanin, Sandro
year	2022
title	Environment-Aware 3D Concrete Printing through Robot-Vision
doi	https://doi.org/10.52842/conf.ecaade.2022.2.409
source	Pak, B, Wurzer, G and Stouffs, R (eds.), Co-creating the Future: Inclusion in and through Design - Proceedings of the 40th Conference on Education and Research in Computer Aided Architectural Design in Europe (eCAADe 2022) - Volume 2, Ghent, 13-16 September 2022, pp. 409–418
summary	In the 2020s, large scale 3D concrete printing (3DCP) is one of the most important areas of development for research and industry in construction automation. However, the available technology fails to adapt to the complexity of a real construction site and building process, oversimplifying design, production, and products to fit the current state of technology. We hypothesise that by equipping printing machinery with sensing devices and adaptive design algorithms we can radically expand the range of applications and effectiveness of 3DCP. In this paper we prove this concept through a full-scale design-to- fabrication experiment, SENS-ENV, consisting of three main phases: (i) we equip and calibrate an existing robotic setup for 3DCP with a camera which collects geometric data; (ii) building upon the collected information, we use environment-aware generative design algorithms to conceive a toolpath design tailored for the specific environment with a quasi-real-time workflow; (iii) we successfully prove this approach with a number of fabrication test-elements printed on unknown environment configurations and by monitoring the fabrication process to apply printing corrections. The paper describes the implementation and the successful experiments in terms of technology setup, process development, and documenting the outcomes. SENS-ENV opens a new agenda for context-aware autonomous additive construction robots.
keywords	3D Concrete Printing, Robot Vision, Environment Mapping, Adaptive Design
series	eCAADe
email
last changed	2024/04/22 07:10

_id	220b
authors	Potier, S., Malret, J.-L-. and Zoller, J.
year	1998
title	Computer Graphics: Assistance for Archaeological Hypotheses
doi	https://doi.org/10.52842/conf.acadia.1998.366
source	Digital Design Studios: Do Computers Make a Difference? [ACADIA Conference Proceedings / ISBN 1-880250-07-1] Québec City (Canada) October 22-25, 1998, pp. 366-383
summary	This paper is a contribution to the domain of computer tools for architectural and archeological restitution of ancient buildings. We describe an application of these tools to the modeling of the 14th century AD. Thermae of Constantin in Arles, south of France. It was a diploma project in School of Architecture of MarseilleLuminy, and took place in a context defined in the European ARELATE project. The general objective of this project is to emphasize the archeological and architectural heritage of the city of Arles; it aims, in particular, to equip the museum of ancient Arles with a computer tool enabling the storage and consultation of archaeological archives, the communication of information and exchange by specialized networks, and the creation of a virtual museum allowing a redescription of the monuments and a “virtual” visit of ancient Arles. Our approach involves a multidisciplinary approach, calling on architecture, archeology and computer science. The archeologist’s work is to collect information and interpret it; this is the starting point of the architect’s work who, using these elements, suggests an architectural reconstruction. This synthesis contains the functioning analysis of the structure and building. The potential provided by the computer as a tool (in this case, the POV-Ray software) with access to several three-dimensional visualizations, according to hypotheses formulated by the architect and archaeologists, necessitates the use of evolutive models which, thanks to the parametrization of dimensions of a building and its elements, can be adapted to all the changes desired by the architect. The specific contribution of POV-Ray in architectural reconstruction of thermae finds its expression in four forms of this modeling program, which correspond to the objectives set by the architect in agreement with archeologists: (a) The parametrization of dimensions, which contributes significantly in simplifying the reintervention process of the architectural data base; (b) Hierarchy and links between variables, allowing “grouped” modifications of modelized elements in order to preserve the consistency of the architectural building’s morphology; (c) The levels of modeling (with or without facing, for example), which admit of the exploration of all structural and architectural trails (relationship form/ function); and, (d) The “model-type,” facilitating the setting up of hypotheses by simple scaling and transformation of these models (e.g., roofing models) on an already modelled structure. The methodological validation of this modeling software’s particular use in architectural formulation of hypotheses shows that the software is the principal graphical medium of discussion between architect and archaeologist, thus confirming the hypotheses formulated at the beginning of this project.
series	ACADIA
email
last changed	2022/06/07 08:00

_id	7321
authors	Potier, S., Maltret, J.L. and Zoller, J.
year	2000
title	Computer graphics: assistance for archaelogical hypotheses
source	Automation in Construction 9 (1) (2000) pp. 117-128
summary	This paper is a contribution to the domain of computer tools for architectural and archeological restitution of ancient buildings. We describe an application of these tools to the modeling of the 14th century AD. Thermae of Constantin in Arles, south of France. It was a diploma project in School of Architecture of Marseille-Luminy, and took place in a context defined in the European ARELATE project. The general objective of this project is to emphasize the archeological and architectural heritage of the city of Arles; it aims, in particular, to equip the museum of ancient Arles with a computer tool enabling the storage and consultation of archaeological archives, the communication of information and exchange by specialized networks, and the creation of a virtual museum allowing a redescription of the monuments and a "virtual" visit of ancient Arles.Our approach involves a multidisciplinary approach, calling on architecture, archeology and computer science. The archeologist's work is to collect information and interpret it; this is the starting point of the architect's work who, using these elements, suggests an architectural reconstruction. This synthesis contains the functioning analysis of the structure and building. The potential provided by the computer as a tool (in this case, the POV-Ray software) with access to several three-dimensional visualizations, according to hypotheses formulated by the architect and archaeologists, necessitates the use of evolutive models which, thanks to the parametrization of dimensions of a building and its elements, can be adapted to all the changes desired by the architect.The specific contribution of POV-Ray in architectural reconstruction of thermae finds its expression in four forms of this modeling program, which correspond to the objectives set by the architect in agreement with archeologists: (a) The parametrization of dimensions, which contributes significantly in simplifying the reintervention process of the architectural data base; (b) Hierarchy and links between variables, allowing "grouped" modifications of modelized elements in order to preserve the consistency of the architectural building's morphology; (c) The levels of modeling (with or without facing, for example), which admit of the exploration of all structural and architectural trails (relationship form/function); and, (d) The "model-type", facilitating the setting up of hypotheses by simple scaling and transformation of these models (e.g., roofing models) on an already modelled structure.The methodological validation of this modeling software's particular use in architectural formulation of hypotheses shows that the software is the principal graphical medium of discussion between architect and archaeologist, thus confirming the hypotheses formulated at the beginning of this project.
series	journal paper
more	http://www.elsevier.com/locate/autcon
last changed	2003/05/15 21:23

_id	ac3a
authors	Roberts, Andrew
year	1998
title	Teaching of Transferable Skills in Architectural Education - The Quartet Project
doi	https://doi.org/10.52842/conf.ecaade.1998.218
source	Computerised Craftsmanship [eCAADe Conference Proceedings] Paris (France) 24-26 September 1998, pp. 218-223
summary	The quartet project is a four-week programme undertaken by all first year B.Sc Architecture students at the Welsh School of Architecture. It takes place early in the first semester and is designed to encourage students to develop a series of transferable skills. The cohort is divided into four groups, and the groups rotate around four different activities on a weekly basis. One of these activities is CAD/IT and aims to equip students with the necessary understanding of the potential and limitations of using computers as part of their studies, with emphasis on the creative use of the technology. Throughout the week links with the other three activities are heavily stressed and students use computers within all four activities to some extent. Using examples of students' work from the past two years, this paper aims to assess the CAD/IT element of the project, and how it connects with the other activities. It then looks at how the skills developed during the week are utilised by the students during the remainder of their time in the school.
series	eCAADe
email
more	http://www.paris-valdemarne.archi.fr/archive/ecaade98/html/43roberts/index.htm
last changed	2022/06/07 07:56

_id	ecaade2022_279
id	ecaade2022_279
authors	Schneider, Sven, Kammler, Olaf, Bailey, Grayson and Falke, Stephan
year	2022
title	Supernormal - Virtual reality based user studies in the architectural design studio
doi	https://doi.org/10.52842/conf.ecaade.2022.1.143
source	Pak, B, Wurzer, G and Stouffs, R (eds.), Co-creating the Future: Inclusion in and through Design - Proceedings of the 40th Conference on Education and Research in Computer Aided Architectural Design in Europe (eCAADe 2022) - Volume 1, Ghent, 13-16 September 2022, pp. 143–152
summary	In this paper we present the experiences of integrating Virtual Reality based User Studies into a one-semester architectural design studio. The goal of this studio was to equip students with knowledge and methods for more systematically describing and evaluating user-centered qualities. The design task was on a new train station for a small German city. After a short design phase, students developed a concept for a user study for studying the effect of key design parameters on aspects such as wayfinding, welcomeness and waiting experience. Exemplary results of these studies are presented. Further, we display the student’s feedback to the course and outline recommendations for integrating user studies into architectural design studios.
keywords	User Centered Design, Architectural Design Studio, Virtual Reality, User Studies
series	eCAADe
email
last changed	2024/04/22 07:10

_id	ascaad2016_015
id	ascaad2016_015
authors	Sosa, Marco; Lina Ahmad
year	2016
title	Integration of Digital Tools and Fabrication Methods for Learning CAAD - Innovative pedagogy methods applied in a design college in Abu Dhabi
source	Parametricism Vs. Materialism: Evolution of Digital Technologies for Development [8th ASCAAD Conference Proceedings ISBN 978-0-9955691-0-2] London (United Kingdom) 7-8 November 2016, pp. 125-134
summary	The interior design curriculum at the College of Arts & Creative Enterprises (CACE), Zayed University in Abu Dhabi, offers two CAAD courses; the first is concurrent with first-year Interior Design studio; the second is a year later. The objectives of the first is equip students with the tools needed to represent and communicate their designs, while the second looks in-depth into the process of documentations. This paper will focus on presenting our pedagogical approach in the first CAAD course, as well as tracing students implementation, knowledge utilization and how it is carried over into their main interior design studio. It will also shed light into CAAD influence on expanding student technical and material knowledge through direct space survey and documentation. The paper aims at presenting and reflecting upon a dynamic devised adaptable pedagogical method that identifies two student categories; those who learn how to ‘practice design’ (majority), and those who unfold the realm of ‘being a designer’ (minority). It is the latter few that continue their path, emerge into various international settings, and have a major influence on their local communities.
series	ASCAAD
email
last changed	2017/05/25 13:31

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