| authors |
Mitchell, W. |
| year |
1984 |
| title |
CAD Technology, Its Effects on Practice and the Response of Education - an Overview |
| doi |
https://doi.org/10.52842/conf.ecaade.1984.x.b3c
|
| source |
The Third European Conference on CAD in the Education of Architecture [eCAADe Conference Proceedings] Helsinki (Finnland) 20-22 September 1984. |
| summary |
Related with the evolution of hardware there also is an evolution of CAD techniques. The very first CAD/CAM packages were developed on mainframes. They moved into practice when 16-bit minicomputers became available. The packages mainly were production drafting applications. The 32-bit super minicomputers give wider possibilities, but at the same time some software problems arise, namely the complexity of CAD- databases and the development and maintenance cost of large programs. With VLSI the distribution of intelligence becomes possible, the enthousiasm for CAD increases, but still the gap between available hardware and high quality software, remains high.Concerning CAD teaching there are severe problems. First of all there are not enough really good designers which know CAD in such a way that they can teach it. Second there is a shortage of equipment and a financial problem. Thirdly there is the question what the students need to know about CAD. which is not clear at the moment. At the University of California, Los Angeles, the following 5 subjects are teached: Computer Support, Computer Literacy, Professional Practice Implications, Exploration of CAD as a Design Medium and Theoretical Foundations of CAD. To use computers as a medium it is necessary to understand architecture, its objects, its operators and its evaluation criteria. The last topic is considered at research level.
|
| series |
eCAADe |
| email |
|
| more |
www.ecaade.org |
| full text |
 file.pdf (21,510 bytes) |
| references |
Content-type: text/plain
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| last changed |
2022/06/07 07:50 |
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