Showing papers by "Thomas Kvan published in 2004"

An Analysis of Problem Framing in Multiple Settings

Abstract: Concerns have been expressed that digital tools disrupt the design process Schon identifies the importance of problem framing in both design practice and design education In this paper we use teamwork protocol analysis to examine the problem framing activities of architecture students to identify differences in framing activities in three different design settings, namely online co-located, online remote and paper-based co-located In order to encode these design activities, we first developed Schon’s model of “reflective conversation with the situation” into “framing”, “moving”, and “reflecting” The “framing -moving — reflecting” model is adopted as first coding scheme to examine framing activities Furthermore we use Minsky’s frame system as second coding scheme to investigate the different types of problem framing activities We find that paper based design tools can afford marginally more design communications than digital based tools; however, the proportion of framing activities in online remote setting is higher than others Implication of these findings is discussed

3D Crossover: Exploring Objets Digitalisé:

Abstract: By merging a range of digital and physical media, the architectural design process is enriched by different perceptions, comprehensions and conceptions of spatial volumes within both physical and virtual environments. The use of digital media often confines the design process to only the digital realm; in this class, students moved fluidly back and forth from digital to physical using digital tools in unorthodox ways. These different media transformed the design process from a tangible portrayal of architectural design to a virtual portrayal, and vice versa. With this interchanging and crossing over of design environments from reality to virtuality the limits of each one are dismantled, both realms can be brought together in an overall process that led to alternative form findings and resulting designs. This work lies in the tradition of artists who push media to explore new interpretations both of the media themselves and of their artwork.

Reasons to stop teaching caad

Abstract: Computers are a problem. They are expensive, even if the prices have dropped dramatically and promise to continue dropping. They do not look after themselves but demand considerable attention – we have to hire computer specialists to ensure they talk to each other, staff are required to make sure software is installed and to fix things when it no longer works. Learning to use them is tedious; skills have to be developed to master several idiosyncratic software systems. The hardware and software regularly malfunction. It is faster to draw a line by hand than with software. Students already have enough trouble learning how to stop a window leaking or ensure a fire escape route will protect people in time of trouble, why make them learn all these other things. We should stop teaching CAAD. Although technological and economic issues are very real and not to be dismissed lightly, the real problems of teaching CAAD are not these. The real issues we need to address is how we teach and, behind that, why we teach. This paper explores the what and why.

Problem Framing in Multiple Settings

Abstract: This study offers an insight to architectural students' problem framing activities using digital and paper media. The role of problem framing in design processes and its contribution to design learning has been studied by others. Here, we investigate the effects of media on framing activities. Laboratory experiments were conducted to investigate problem framing under three settings, namely online co-located, online remote and paper-based co-located. Student pairs were asked to spend forty minutes in solving collaboratively a wicked design problem. The results show that problem framing activities are significantly different in the online remote setting compared to those in the two co-located settings. We find more density of framing activities happened in the online remote setting than in the other two settings while there is no significant difference between online co-located and paper-based co- located settings.

The Dual Heritage of CAAD Research

Abstract: The development of research in computer aided architectural design has evolved in the context of architectural design. A review of Tom Maver's work is undertaken from the perspective of his shortest paper, CAAD's Seven Deadly Sins. In that paper cautions were given to researchers. Here these cautions are interpreted in the context of the dual heritage of our field in science and creative arts. An examination of Tom Maver's own work suggests that these sins are counterbalanced by a like number of virtues and it is suggested that these are demonstrated in the corpus of his work and the community he has fostered.

Problem framing in multiple settings

Abstract: This study offers an insight to architectural students' problem framing activities using digital and paper media. The role of problem framing in design processes and its contribution to design learning has been studied by others. Here, we investigate the effects of media on framing activities. Laboratory experiments were conducted to investigate problem framing under three settings, namely online co-located, online remote and paper-based co-located. Student pairs were asked to spend forty minutes in solving collaboratively a wicked design problem. The results show that problem framing activities are significantly different in the online remote setting compared to those in the two co-located settings. We find more density of framing activities happened in the online remote setting than in the other two settings while there is no significant difference between online co-located and paper-based co- located settings.