| authors |
Tweed, Christopher |
| year |
1986 |
| title |
A Computing Environment for CAAD Education |
| source |
Teaching and Research Experience with CAAD [4th eCAADe Conference Proceedings] Rome (Italy) 11-13 September 1986, pp. 136-145 |
| doi |
https://doi.org/10.52842/conf.ecaade.1986.136
|
| summary |
This paper describes a modelling system, MOLE (Modelling Objects with Logic Expressions), and its use as a computing environment for teaching architectural undergraduates. The paper also sketches the background to MOLE's development as a medium for research, and identifies benefits conferred on research and teaching through their common interest in MOLE. Teaching at EdCAAD is conducted in what is chiefly a research milieu. Hence our teaching methods exploit the products and experience of research. But the partnership is mutually rewarding, because teaching informs future research efforts through the experience gained from using MOLE. At present, our teaching concentrates on a ten-week elective course for fourth year architectural undergraduates. The main component of the course requires each student to program a simple application related to architectural design. Applications normally require a programming language with access to graphics routines, and in previous years we have used C or, more recently, Prolog with their graphics extensions. For the past two years MOLE has fulfilled this need. The paper begins by explaining the evolution of our approach to CAAD, leading to the development of the description system, MOLE. Section two outlines the main features of the version of MOLE which has been extended to provide a comprehensive computing environment for programming simple architectural applications. MOLE in use is the subject of section three which is illustrated with examples drawn from students' coursework projects and exercises. This is followed by a discussion of the lessons learned from teaching which highlight areas of MOLE's development that need more study. A concluding section summarises what has been learned, and poses vital questions that require answers before we can expect widespread acceptance of CAAD in practice.
|
| series |
eCAADe |
| full text |
 file.pdf (37,497 bytes) |
| references |
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