Collaborative design: Evolution of project’s information and role of the graphic interactions

peer reviewedFaced with challenges of new collaborative and digital design processes, it is necessary to understand how to support architectural design to articulate the information from the collaborative ideation (first creative moments of idea deployment) to the digital design phases that follow (such as BIM mo- dels specifications). The study presented here lies within the fields of design theory and com- putational design as our research question is to analyze collaborative design processes to qualify the evolution of the information characterizing the pro- ject and the design activities generating this evolution, notably through the role of graphic interactions. To achieve this goal, we changed the paradigm by considering the design- ers as transmitters of information, and the information as the heart of our questioning. As result, we highlighted some typical design activities to characterize the project, recurrent associations of information and finally the importance of graphical traces as a support of this characterization

CONTRIBUTIONS OF AUGMENTED REALITY IN ARCHITECTURAL PROJECT REVIEW

peer reviewedAlready present in the fields of medicine and video games, augmented reality is now being employed in architectural design. We explore here the role that this new digital tool can play, as a means of interaction, in the review of projects. To do so, we work through experiments that immerse designers in three different environments: (1) a 2D environment, composed of plans and sections, (2) an augmented reality environment on a tablet and, finally, (3) an environment combining the two approaches. We can thus dissect how augmented reality can be a relevant tool and which functionality(ies) can enrich its current potentialities in architectural design

Co-construction of meaning via a collaborative action research approach

This article sets out the four stages of an analytical approach which enables student - designers at the end of their academic career in the domain of design, to “metareflectively” consider their design and collaboration processes. Inspired by collaborative action research approaches, this analytical approach aims to create a space in which the student can learn and co-construct meaning relative to the activity of collaborative design. It plays a role in enabling the learner/designer/observer to take a step back from their activities, both when considering the activity in isolation and in confronting it to others’ points of view. This article explains the steps and tools (methodological, theoretical and analytical) involved; it also provides feedback on experiences from 7 different contexts. It shows how the system as a whole enables analysis, interpretation, questioning, and critical and collective reflection of the situation.SCOPUS: cp.kinfo:eu-repo/semantics/publishe