scholarly journals Computational Design Thinking through Cellular Automata: Reflections from Design Studios

2020 ◽  
pp. 71-83
Author(s):  
Pınar Çalışır Adem ◽  
Gülen Çağdaş
Keyword(s):  
Cellular Automata ◽  
Computer Aided Design ◽  
Design Education ◽  
Design Thinking ◽  
Computational Design ◽  
Design Knowledge ◽  
Generative Process ◽  
Traditional Design ◽  
Definition Of ◽  
Aided Design

The current technologies have created a shift from Computer Aided Design to Computational Design in architecture. Computational design allows inquiries into what can be implicit knowledge in traditional design thinking, enables the definition of the mechanisms of design process and formulations of design knowledge and representation, and defines generative and evaluative knowledge. The purpose of this study is to discuss how Cellular Automata can be utilized in design studios to develop computational design thinking, through the examination of Frazer’s and Herr's studio works. After finding matching concepts and comparisons of Cellular Automata methods used in two design studios, the concept of ‘computation’ in Cellular Automaton studies and contributions of using this generative method in design studio will be discussed. In other words, this study will examine the content of Computational Design Thinking through Cellular Automata applications and their contributions to design education. As a result, since Cellular Automata methods are exploratory processes. They enhance seeing, reaching the whole from the parts, noticing the relationships and patterns between the parts and re-inventing them during and after the generative process. For these reasons, Cellular Automata have an important role in the development of computational design thinking in design studios with different concepts and setups.

scholarly journals Computational Design Thinking through Cellular Automata: Reflections from Design Studios

2020 ◽  
pp. 71-83
Author(s):  
Pinar Calisir Adem ◽  
Gulen Cagdas
Keyword(s):  
Cellular Automata ◽  
Computer Aided Design ◽  
Design Education ◽  
Design Thinking ◽  
Computational Design ◽  
Design Knowledge ◽  
Generative Process ◽  
Traditional Design ◽  
Definition Of ◽  
Aided Design

The current technologies have created a shift from Computer Aided Design to Computational Design in architecture. Computational design allows inquiries into what can be implicit knowledge in traditional design thinking, enables the definition of the mechanisms of design process and formulations of design knowledge and representation, and defines generative and evaluative knowledge. The purpose of this study is to discuss how Cellular Automata can be utilized in design studios to develop computational design thinking, through the examination of Frazer’s and Herr's studio works. After finding matching concepts and comparisons of Cellular Automata methods used in two design studios, the concept of ‘computation’ in Cellular Automaton studies and contributions of using this generative method in design studio will be discussed. In other words, this study will examine the content of Computational Design Thinking through Cellular Automata applications and their contributions to design education. As a result, since Cellular Automata methods are exploratory processes. They enhance seeing, reaching the whole from the parts, noticing the relationships and patterns between the parts and re-inventing them during and after the generative process. For these reasons, Cellular Automata have an important role in the development of computational design thinking in design studios with different concepts and setups.

Computer aided design in education and its’ interpretation through design thinking

2016 ◽  
Author(s):  
Abdullah Togay ◽  
Merve Coşkun ◽  
Serkan Güneş ◽  
Çiğdem Güneş
Keyword(s):  
Computer Aided Design ◽  
Design Education ◽  
Design Thinking ◽  
Design Tools ◽  
Computer Aided ◽  
Current Design ◽  
Current Content ◽  
Tools And Techniques ◽  
Aided Design ◽  
Alternative Solutions

The notion of “design thinking” can be regarded as a way of thinking that consists of both divergent and convergent phases. As a creative problem solving methodology, it first defines the problem with a human-centered perspective and then analyzes all the aspects of the problem as a part of a whole. This approach can be applied in all fields, including design education. With the emerging technology, computer-aided design tools and techniques have become an indispensable part of design professions, and therefore education. However, the way how computer-aided design tools and techniques should be integrated into current design education has not been discussed adequately. This study aims to frame the problems related to the current content, structure and timing of CAD courses. The alternative solutions regarding the integration of CAD courses to product design education will be proposed by using design thinking method.Keywords: design thinking, computer aided design (CAD), design education 

scholarly journals Sustainable Design and Prototyping Using Digital Fabrication Tools for Education

2021 ◽  
Vol 13 (3) ◽  
pp. 1196
Author(s):  
Sohail Ahmed Soomro ◽  
Hernan Casakin ◽  
Georgi V. Georgiev
Keyword(s):  
Environmental Sustainability ◽  
Computer Aided Design ◽  
Design Education ◽  
Design Thinking ◽  
Rapid Prototype ◽  
Digital Fabrication ◽  
Stage Design ◽  
Prototype Development ◽  
Social Environmental ◽  
Aided Design

Prototyping physical artifacts is a fundamental activity for both product development in industrial and engineering design domains and the development of digital fabrication skills. Prototyping is also essential for human-centric problem-solving in design education. Digital fabrication assists in rapid prototype development through computer-aided design and manufacturing tools. Due to the spread of makerspaces like fabrication laboratories (FabLabs) around the world, the use of digital fabrication tools for prototyping in educational institutes is becoming increasingly common. Studies on the social, environmental, and economic sustainability of digital fabrication have been carried out. However, none of them focus on sustainability and prototyping-based digital fabrication tools or design education. To bridge this research gap, a conceptual framework for sustainable prototyping based on a five-stage design thinking model is proposed. The framework, which is based on a comprehensive literature review of social, economic, and environmental sustainability factors of digital fabrication, is applied to evaluate a prototyping process that took place in a FabLab in an education context aimed at enhancing sustainability. Three case studies are used to evaluate the proposed framework. Based on the findings, recommendations are presented for sustainable prototyping using digital fabrication tools.

scholarly journals DESIGN THINKING MODELS IN DESIGN RESEARCH AND EDUCATION

2016 ◽  
Vol 4 ◽  
pp. 488 ◽  
Author(s):  
Andra Irbīte ◽  
Aina Strode
Keyword(s):  
Design Education ◽  
Design Research ◽  
Design Thinking ◽  
Social Economic ◽  
Interdisciplinary Cooperation ◽  
Public Higher Education ◽  
Traditional Design ◽  
Systems Requirements ◽  
Research And Education ◽  
Is Design

Design thinking has become a paradigm that is considered to be useful in solving many problems in different areas:  both in development of design projects and outside of traditional design practice.  It raises the question - is design thinking understood as a universal methodology in all cases? How it is interpreted in design education? The analysis of theoretical and design related literature indicates different basic and contextual challenges facing design today: increasing scale of social, economic and industrial borders; complexity of environment and systems; requirements in all levels. As specialists and researchers in the field of design have concluded, here are multiple disconnects betweenwhat the graduate design schools are teaching at the level of methods and what skills is already needed. The problems have been found also in interdisciplinary cooperation and research. In the context of design thinking models and problem solving methods, the analysis shows that design education implementers in public higher education institutions in Latvia are ready for local and global challenges.  

Computer-Aided Design Synthesis Using Syntactic Solid Modeling

1994 ◽  
Author(s):  
Vassilios E. Theodoracatos ◽  
Xiaogang Guan
Keyword(s):  
Computer Aided Design ◽  
Solid Modeling ◽  
Large Set ◽  
Complex Structures ◽  
Design Synthesis ◽  
Computer Aided ◽  
Grammar Rules ◽  
Small Set ◽  
Definition Of ◽  
Aided Design

Abstract This paper presents a new Computer-Aided Design (CAD) synthesis model which uses Plex Grammar as structural relationship descriptors and NURBS surface representation for constructing standard and non-standard solid entities. Here, the designer uses a syntactic design methodology for early topological and geometrical definition of the structure of concept alternatives resulting from the design process. This syntactic scheme provides the capability of describing a large set of complex structures by using a small set of simple entities. The recursive nature of the grammar and the hierarchical representation of the structure makes the description of complex structures simple and under the direct control of the designer. An object structure constructive tree is generated and subsequently translated into Plex Grammar production rules in order to form an Interconnection Matrix (ICM) expressing. The resulting Plex structure defined in the ICM expresses the topological information among entities which form the specific types of objects. By modifying the Plex grammar rules, various objects with different geometry and topology can easily be reconstructed. Compared to conventional solid modeling techniques, this approach provides more systematic object generation, easy manipulation and modification, control over congruity and the ability to represent sculptured shapes. Several examples of syntactic solid modeling applied in design synthesis will be presented for further usage in downstream applications.

Collaborative Design Education Using 3D Printing

2019 ◽  
pp. 286-305
Author(s):  
Kazuhiro Muramatsu ◽  
Sonam Wangmo
Keyword(s):  
Collaborative Design ◽  
Computer Aided Design ◽  
Design Education ◽  
Collaborative Work ◽  
Future Research ◽  
Design Activity ◽  
3D Design ◽  
Group Members ◽  
Design Objects ◽  
Aided Design

Design education is important at technical universities and colleges. In general, real product design requires collaborative work. In this chapter, the authors discuss collaborative design education. An A360 cloud platform on Autodesk's 3D computer-aided design “AutoCAD” is adopted to illustrate a collaborative design activity implemented in the Engineering Graphics class offered at the College of Science and Technology, Royal University of Bhutan. By using A360 cloud, students can share a 3D model with group members. Based on feedback received, students can modify the initial model, share it, print, and discuss the modified object with members. This collaborative work allows students to create enhanced 3D design objects while engaged in discussions and interactions. The authors also discuss some difficulties encountered during the collaborative process and offer recommendations and future research ideas.

Building a Design-Centered STEAM Course

2021 ◽  
pp. 416-427
Author(s):  
Antonios Karampelas
Keyword(s):  
Computer Aided Design ◽  
Industrial Revolution ◽  
Design Thinking ◽  
Computational Thinking ◽  
Community Schools ◽  
Learning Goals ◽  
Architectural Engineering ◽  
Online Setting ◽  
And Mathematics ◽  
Aided Design

This chapter presents the blended-learning, project-based high school STEAM (science, technology, engineering, art, and mathematics) course that has been developed and delivered at the American Community Schools (ACS) Athens. The STEAM course fosters data literacy; critical, creative, and computational thinking; and problem-solving. The topics range from the internet of things, artificial intelligence, and data-based investigations to an introduction to aerospace, electrical, and architectural engineering, in the context of the Fourth Industrial Revolution. Computer-aided design software and the design thinking methodology are the major creative tools students use to experience immersive STEAM learning. The content of the course is described in terms of learning goals, instruction, and assessments, accompanied by instructional material. The transition of the STEAM course to an online setting is also discussed, and the author's reflections are shared.

A Dual Environment for 3D Modeling With User-Defined Free Form Features

2007 ◽  
Author(s):  
Thomas R. Langerak ◽  
Joris S. M. Vergeest
Keyword(s):  
Computer Aided Design ◽  
Shape Representation ◽  
Target Surface ◽  
Free Form ◽  
Dynamic Feature ◽  
Cad Models ◽  
Form Features ◽  
Definition Of ◽  
High Level ◽  
Aided Design

Modeling with free form features has become the standard in Computer-Aided Design (CAD). With the increasing complexity of free form CAD models, features offer a high-level approach to modeling shapes. However, in most commercial modeling packages, only a static set of free form features is available. Researchers have tried to solve this problem by coming up with methods for user-driven free form feature definition, but failed to connect their methods to a means to instantiate these user-driven free form features on a target surface. Reversely, researchers have proposed tools for modeling with free form features, but these methods are time-intensive in that they are as of yet unsuitable for pre-defined features. This paper presents a new method for user-driven feature definition, as well as a method to instantiate these user-defined features on a target surface. We propose the concept of a dual environment, in which the definition of a feature is maintained simultaneously with its instance on a target surface, allowing the user to modify the definition of an already instantiated feature. This dual environment enables dynamic feature modeling, in which the user is able to change the definition of instantiated features on-the-fly. Furthermore, the proposed instantiation method is independent from the type of shape representation of the target surface and thereby increases the applicability of the method. The paper includes an extensive application example and discusses the results and shortcomings of the proposed methods.

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