Herman Neuckermans

A conceptual model for CAAD

Computer-a ided design in architecture is still in its infancy. Although numerous packages are sold for drafting, for computation and word processing, one can hardly say that CAAD has had a significant impact on architecture till now. On the contrary, there is a serious gap between the ongoing debate on architecture amongst the leading theoreticians on the one hand, and CAAD on the other hand. While architectural theory emphasizes strongly the semantic approach using the metaphor as generator of concepts, CAAD seems to be based mainly on the problem-solving paradigm, on functional and rational reasoning [1]. Both domains need mutual fertilization to exploit fully the potentialities of computers, now and in the future, and to direct the use of computers in paths which are beneficial for architecture. Architects need software which enhances their capabilities, software which is in tune with their designerly way of thinking [2], software which makes a more intelligent use of computers [3]. Such an approach, in which the computer really is integrated in the design process, requires a conceptual system for architecture at the basis.

Are Architects Natural Case-Based Designers? Experts Speaking

Addressing the subject of Case-Based Reasoning in design, this paper reports on a series of in-depth interviews with expert architects/design teachers about the role of cases in design practice and education. Several ingredients of the Case-Based Design (CBD) recipe turned out to occur in real-world design, albeit in a subtler version than CBD researchers usually assume. The paper focuses primarily on design in architecture, yet the findings may be relevant for other design domains as well.

Untangling the culture medium of student designers

Designs do not occur in a vacuum. They are nourished by a breeding ground composed of various substances, phenomena and traces, which function as raw material for concept generation and ultimately for design. This paper examines the composition and function of this ‘culture medium’ in the context of design education through reporting two content-wise connected studies: a series of in-depth interviews with experienced design tutors, and an ethnographically oriented study with design students. Combining and comparing information gathered in both studies reveals some interesting insights about what ‘culture media’ are valued by tutors and students.

(Learning from Experience)? Promises, Problems and Side-effects of Case-Based Reasoning in Architectural Design

Learning from experience is the essence of Case-Based Reasoning (CBR). Because architects are said to learn design by experience, CBR seemed to hold great promises for their field, which inspired, in the 1990s, the development of various Case-Based Design (CBD) tools. Learning from the experience of developing and using these tools is the objective of this paper. On the one hand, the original expectations seem far from being accomplished today. Reasons for this limited success can be found at three different levels: the cognitive model underlying CBR, the implementation of this model into concrete CBD tools, and the context in which these tools are to be used. On the other hand, CBR research seems to have caused some interesting side effects, such as an increased interest in creativity and copyright, and a re-discovery of the key role that cases play in architectural design.

Vision on Conservation: Virterf

Although more and more computer-aided technologies are utilised or demonstrated on well-known monuments or archaeological sites, there is - at least for the professionals working in the field - still some lack of clarity about their application. The main idea of our research project is to construct a prototype of a tool that tries to bring new technologies closer to the daily practice. It incorporates recent developments in computer vision and reverse engineering, while at the same time tries to answer the practical concerns from civil servants, architects, topographers, art-historians,… who are responsible for the conservation of monuments or archaeological sites. The proposed system covers automatic correspondence analysis and point cloud manipulation to build up a textured 3D model. This model then acts as the central core of a multimedia data structure for the annotation, geometric and thematic interrogation and visualisation of the building or site being studied.

Baptism of fire of a Web-based design assistant

DYNAMO — a Dynamic Architectural Memory On-line — is a Web-based design assistant to support architectural design education. The tool is conceived as an (inter-)active workhouse rather than a passive warehouse: it is interactively developed by and actively develops its users’ design knowledge. Its most important feature is not merely that it presents students with design cases, but that those cases trigger in-depth explorations, stimulate reflection and prime discussions between students, design teachers and professional architects. Whereas previous papers have focused on the theoretical ideas behind DYNAMO and on how Web-technology enabled us to translate these ideas into a working prototype, this paper reports on the prototype’s baptism of fire in a 4th year design studio. It describes the setting and procedure of the baptism, the participation of the studio teaching staff, and the reactions and appreciation of the students. Based on students’ responses to a questionnaire and observations of the tool in use, we investigated whether DYNAMO succeeded in engaging students and what factors stimulated/hampered this engagement. Despite the prototype nature of the system, students were noticeably enthusiastic about the tool. Moreover, DYNAMO turned out to be fairly ‘democratic’, in the sense that it did not seem to privilege students with private access to or prior knowledge of computer technology. However, the responses to the questionnaire raise questions about the nature of students’ engagement. Three factors revealed themselves as major obstacles to student (inter-)action: lack of time, lack of encouragement by the teachers and lack of studio equipment. Although these obstacles may not relate directly to DYNAMO itself, they might have prevented the tool from functioning the way it was originally meant to. The paper concludes with lessons learned for the future of DYNAMO and, more in general, of ICT in architectural design education.

Walking on a thin line

Abstract This study explores concept generation in architectural design from a knowledge point of view. First, it considers different kinds of knowledge/ways of knowing underlying the generation of a meaningful concept, resulting in a framework which distinguishes between passive knowledge and active knowing of components and concepts. Second, this theoretical framework is used in an experiment aiming to explore the development of concept generation in the design studio. Focus of attention is how the interaction within the studio helps the student to develop a meaningful concept. Important roles are here reserved for the studio teacher, and the instruments and language used within the interaction.

What you see is what you get

When designing a project, architects often refer to wellknown designs for inspiration and information. Many virtual collections of these design cases exist; however, accessing them is difficult. Dynamo lets users browse or search its case base and access cases using representative icons.

A model-driven approach to the development of an architectural object model

Abstract This research paper discusses the core object model for architectural design, developed in the context of the IDEA+project. This project aims at developing an Integrated Design Environment for Architect designers, in which design tools and computational tests are gathered around and make use of a core object model. The object-oriented analysis method MERODE is used to develop this model. Due to the methods model-driven development, conceptual modelling is subdivided in an enterprise-modelling phase and a functionality-modelling phase. This structured approach has proven to be a firm base to the development of the envisaged model and enhances the models integration in the design environment.