Designing together apart : computer supported collaborative design in architecture

The design of computer tools to assist in work has often attempted to replicate manual methods. This replication has been proven to fail in a diversity of fields such as business management, Computer-Aided Design (CAD) and Computer- Supported Collaborative Work (CSCW). To avoid such a failure being repeated in the field of Computer-Supported Collaborative Design (CSCD), this thesis explores the postulation that CSCD does not have to be supported by tools which replicate the face-to-face design context to support distal architectural design. The thesis closely examines the prevailing position that collaborative design is a social and situated act which must therefore be supported by high bandwidth tools. This formulation of architectural collaboration is rejected in favour of the formulation of a collaborative expert act. This proposal is tested experimentally, the results of which are presented. Supporting expert behaviour requires different tools than the support of situated acts. Surveying research in computer-supported collaborative work (CSCW), the thesis identifies tools that support expert work. The results of the research is transferred to two contexts: teaching and practice. The applications in these two contexts illustrate how CSCD can be applied in a variety of bandwidth and technological conditions. The conclusion is that supporting collaborative design as an expert and knowledge-based act can be beneficially implemented in the teaching and practice of architecture

Teacher Transition into Innovative Learning Environments

This open access book focuses on how the design and use of innovative learning environments can evolve as teaching practices and education policies change. It addresses how these new environments are used, how teachers are adapting their practices, the challenges that these changes pose, and the effective evaluation of these changes. The book reports on emerging research in learning environments, with a particular emphasis on how teachers are transitioning from traditional classrooms to innovative learning environments. It offers a significant evidence-based global assessment of current research in this field by designers, architects, educators and policy makers. It presents twenty-five cutting-edge projects from researchers in fifteen countries. Thanks to the book’s comprehensive international perspective, which combines theory and practice in a single publication, readers will gain a wealth of new insights. ; This open access book focuses on the design of learning environments that change as teaching practices and education policies change. It addresses how these new environments are used, how teachers are adapting their practices, the challenges these changes present and effective evaluation of these changes. The book reports on emerging research in learning environment developments, with a particular emphasis on how teachers are transitioning from traditional classrooms to innovative learning environments and assesses the effectiveness of these learning environments. This book is the first ever evidence-based global assessment of current research in this field. Readers will gain new insight through its comprehensive international perspective that brings practice and theory together in one publication

Expertise and collaborative design (abstract)

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Checking the healthiness of commitment profile from its prediction of burnout

Abstract no. 443This paper examines the commitment profiles of Hong Kong Chinese architecture students with the 3-factor model of professional commitment and its impact on burnout. The Chinese version of Maslach Burnout Inventory – Student Survey and adapted version of Occupational Commitment Questionnaire are administered to measure burnout and commitment profile. Multiple regression models are performed with burnout dimensions as dependent variables, the three facets of commitment, namely affective, continuance and normative commitment, as independent variables, and demographic variables as controlling variables. The findings are consistent across different models that continuance commitment is positively, affective and normative commitment negatively, associated with burnout. The study suggests, from its relationship with burnout, a healthy commitment profile is composed of more affective and normative commitments and less continuance commitment in the population of architecture students. Architectural schools are advised to be more aware of the types of commitments encouraged in their curriculum and pedagogy.postprintThe 18th CIB World Building Congress 2010 on Building a Better World, Salford, U.K., 10-13 May 2010. In Proceedings of the CIB 2010, 2010, p. 276-28

A new procedure for load shortening and elongation data for progressive collapse method

Progressive Collapse Method (PCM) has been broadly applied to predict moment-carrying capacity of a hull girder, however accuracy of PCM has not been much studied. Accuracy of PCM is known to be dependent on how Load-Shortening and -Elongation (LSE) curve of a structural units are well predicted. This paper presents a new procedure to determine LSE datum based on box girder Finite Element Analyses (FEAs) instead of using finite element model of stiffened panels. To verify reliability of FEA results, the simple box girder collapse test results are compared with FEA results of same box girders. It reveals one frame-based box girder model is sufficiently accurate in terms of ultimate strengths of the box girders. After extracting LSE data from the box girders, PCM-based moment-carrying capacities are compared with those from FEAs of the box girders. PCM results are found to be equivalent to FEAs in terms of moment-carrying capacity if accurate LSE data are secured. The new procedure is applied to well-known 1/3 scaled frigate full section. Very excellent moment-carrying capacity of frigate hull section is obtained from PCM with LSE data from box girder FEAs

Solution driven versus problem driven design: strategies and outcomes

Data from protocol studies of nine experienced industrial designers, performing the same task, were analysed to develop an expertise model of the product design process. The protocol data and the expertise model were used to identify four different cognitive strategies employed by the designers: problem driven, solution driven, information driven, and knowledge driven design strategies. These strategies were then related to task outcomes such as solution quality and creativity, and to process aspects such as iterative activity. The different strategies appear not to be related to overall solution quality in any straightforward manner. Designers using a solution driven strategy tended to have lower overall solution quality scores but higher creativity scores. Designers using a problem driven design strategy tended to produce the best results in terms of the balance of both overall solution quality and creativity

A RESIDÊNCIA PEDAGÓGICA ENQUANTO POLÍTICA PÚBLICA DE FORMAÇÃO DE PROFESSORES

Neste trabalho fazemos uma crítica sobre o edital CAPES 06/2018 referente ao programa Residência Pedagógica (RP), o qual argumentamos que, em sua estrutura conservadora, o Residência Pedagógica torna-se um refém da Base Nacional Comum Curricular (BNCC), pois seu edital deixa explícito o compromisso de cumprir as atividades seguindo o que está estabelecido na BNCC. Assim nos questionamos qual é o perfil profissional de professor que o Residência Pedagógica pretende formar? Usamos abordagem de pesquisa é qualitativa, com procedimentos metodológicos da análise documental para concluir que edital 2018 do Programa Residência Pedagógica pretendeu formar um professor que fosse um mero reprodutor das bases curriculares. Vale salientar que essa base desconsidera fatores presentes na realidade social

Synthesis of polycalciumphenylsiloxane and composites based on the skeleton of a sea urchin with the resulting polymer

In this work, we obtained polycalciumphenylsiloxane (PCPS) by the interaction of calcium bis (acetylacetonate) with polyphenylsiloxane. The first method consisted in boiling the starting reagents in toluene for several hours; the second was as follows: the mixture of the starting reagents was preliminarily treated mechanically in a ball mill, followed by boiling in toluene for several hours. Two fractions, soluble and insoluble, were isolated in both syntheses. They were investigated using IR, NMR spectroscopy, thermogravimetric analysis, and gel permeation chromatography. It was shown that the insoluble fraction is a mixture of calcium acetylacetonate and polyphenylsiloxane with a small calcium ion content. The soluble fraction is polycalciumphenylsiloxane. The yield of the soluble fraction is higher in the second synthesis method. The polymers obtained in the first and second synthesis methods are similar in composition and structure, which was confirmed by physicochemical methods. Next, the skeleton of the sea urchin Strongylocentrotus intermedius was treated with a soluble fraction in toluene. In this case, a composite was obtained, which was treated with 2–3% hydrochloric acid and then calcined at a temperature of 600 °C. At each stage, the composition of the composites was investigated using elemental analysis and IR spectroscopy. The morphology was investigated using scanning electron microscopy