the use of computers in architectural research and ...

THE USE OF COMPUTERS IN ARCHITECTURAL RESEARCH AND PRACTICE IN JORDAN Ali Abu Ghanimeh

Samer Abu-Ghazalah

Department of Architecture, Faculty of Engineering & Technology, Jordan University

Department of Architecture, Faculty of Engineering & Technology, Jordan University

[email protected]

[email protected]

Moudar Zgoul

Wael W Al-Azhari

Mechanical Engineering Department, Faculty Engineering & Technology, Jordan University

Department of Architecture, Faculty of Engineering & Technology, Jordan University

[email protected]

[email protected]

Abstract—This study aims at investigating the use of computers in Jordan in architecture through tracing the beginnings and its fields of distribution in all its types. It focuses on defining the level and fields of the use of computers especially in the documentation of drawings. This study also concentrates on the distribution of computers for architectural purposes in the private sector since the use of computer has started in architectural offices through the past few years. Currently, it became a basic tool in all different ministries and governmental departments in Jordan. Furthermore, universities provide a basic background for students in a computer course including its applications in architectural design, especially in the Department of Architecture in Jordan University, a leading example of the different architectural departments of Jordanian Universities. 1. INTRODUCTION Increasing advances in information technology, specifically multimedia, offer a significant challenge for Schools of Architecture. This is a part of an ongoing research project examining the use of computing applications relative to design and related information technologies in architectural education and architectural practice. This paper aims to present a specific selection of the research findings regarding the examination of information technologies in architectural education. The study is directed at two ends relating to the issues of information technologies in architectural education and practice. Specifically, these technologies being computing applications relative to design such as 3D modeling, animation, internet activities, and video

conferencing. It considers first, the proposed integration of information technologies in the design studio, with regard to the design process and design studio environment; as well as the role of computing applications and access of information relating to the teaching and learning of design. 2. COMPUTER ARCHITECTURAL TEACHING The teaching of architectural design is primarily concerned with influencing the way students act in certain design situations. Theory and precedents are an integral part of the design studio learning and are incorporated in various ways usually texts, design methodology, architectural history and fundamental related courses (Cross, 1994). However, a mere memorization of these theories and precedents do not constitute a successful knowledge of designing and the design process. Learning by practicing is a common proven method of achieving student knowledge and experience within the design studio setting (Wojtowicz, 1993). It creates a place of interaction and exchange of ideas in the design studio, not only between students and advisors, but among students themselves. Student work is critiqued and evaluated not on how much is learned from precedents and theory, but how well it is applied. Therefore, the media through which these precedents and theories are accessed throughout the process of design becomes influential upon the possible outcomes. The medium itself and making use of information directly affect the end result and the student’s learning experience (Brady 1996). Designers and planners, and related professionals involved in design processes, often use diagrams to convey ideas and their relationships in a more rapid

453

and accessible manner than text or drafted drawings can provide. The ability to make design concepts explicit with a minimal time input facilitates design methodologies that are laden with communication of associational knowledge (Gonzalez and Dankel, 1993): brainstorming, or searching for visual inconsistencies (Jones, 1992) among them. While sketches and drawings often convey the idea of place or space (Cullen, 1968) of more literal design interventions in rapid manners, diagrams have largely been the representational construct of choice when illustrating association characteristics of design concepts. 3. THE NEW APPROACHES TO THE ARCHITECTURAL EDUCATIONAL PROCESS In The Departments of Architecture all around the world one can see a process of re-investment in the computer technologies. The early mandate was to focus the application of computer technologies on helping in the existing areas of design, planning and historical analysis since that time, new computer applications have caused reconsideration of curriculum areas that architects, landscape architects, historians and planners may need to address. In addition, the patterns of using the built environment are increasingly mediated impacted new computer technology (Geert and Dijkstra, 1993). The computer has made the workplace and home less distinct as environments. The modern office place is evolving. As new computer related industries compete in the marketplace and fascinating scenarios arise in the popular imagination, it's difficult to tease apart the hype from the reality (Laurel, 1990). The university is increasingly a place for debate, review and research. Three major changes are occurring within the Departments of Architecture. First, the physical environment of studio and classroom is transforming to allow for the incorporation and more progressive use of information technology. The studio is increasingly unrecognizable to former graduates. Second, the design, planning and historical analysis of the built and natural environment is subject to new computer based methods of visualization, observation and analysis. Third, the curriculum itself is being tested in unprecedented and exciting ways. Because the computer allows for the merging of once distinct analytical worlds within the same representational model, our students are constant innovators of exciting interdisciplinary applications (Dave, 1993). In the more advanced Departments of Architecture, computer technology is adopted in distinct ways. The range of applications is expanding. They teach general principles that help to leverage students’ abilities to adapt to newer technologies that they will face upon graduation. Expertise in any particular area that extends beyond basic competency can be very important to the completion of certain research or

design goals, but it can also be very temporary. Acquired knowledge and skills are outdated over time by newer computer based methods and technologies. The teaching of specific techniques is therefore no substitute for teaching students to think critically and imaginatively about problem solving with computer technology. Holding critical judgment and adaptive skill is perhaps more important to the success of new technology than is specific knowledge (Hoinkes and Danahy, 1994). Critical judgment is necessary to discriminate among appropriate uses of technology and representation. The following case studies are examples on the approaches taken by some of these advanced departments: 4. CASE STUDIES 4.1 University of California at Berkeley 1 At the University of California at Berkeley for example, they see that goals and aspirations of teaching a digital design process vary widely between different educational institutions, as well as between academia and the profession. In contrast to those who see computer use as a technical skill like 2D drafting, they believe that teaching an explicitly digital design process will substantially improve the students' design abilities. The student work shown on figure (1) is testament to the ability of computer visualizations to strengthen design thinking and radically alter the students' fundamental processes. They believe that this shift will result in a substantial improvement over traditional practice. Some in the profession chastise the schools for not teaching the more technical skills. Clients and competitive demands for efficiency and presentation graphics have pressured many architecture firms to create a skill base more dependent upon young designers than at any time in history. This is primarily because older designers are reluctant to learn new computer skills. This technique has produced significant results at many levels. Foremost has been an explosion of creative energy in the three-dimensional quality of the forms the students have studied and in the quality of their results. The majority of students in the course report that they were able to study architectural forms which they would never have attempted without the computer as the primary design tool. Many of the students used form-Z to study materiality and light in ways deeper than a traditional design method would allow. In essence, the students have clearly learned to use the computer as a true design tool resulting in substantially better designs. 2

1 2

454

http://www.architectureweek.com/2000/0823/tools_1-2.html http://www.architectureweek.com/2000/0823/tools_1-2.html

Figure 1 Sport City is a Stage for the Extreme Sport Players, Signifying a New Age of Dynamic Movements, Designed by Elisa Lui, an Architecture Student at the University of California at Berkeley.

4.2 Massachusetts Institute of Technology’s Virtual 3 Design Studio The Virtual Design Studio project investigated available technology in digital video imaging and interactive file sharing on Macintosh, PC, and UNIX workstations. AT&T Videophone technology considered initially in combination with other ISDN network services. Focus ultimately shifted toward an Internet-based IP transaction environment for telecommunications. Intended implementations for architectural design: x The Virtual Desk Critique. x The Network Charette/ Juried Review. x The Network Sketchpad. x Visual Reference Databases. Research also involved hardware and software requirements and compatibilities for the integration of digital video imaging into architectural design studios, as well as their feasibility of use in education. This included the use of CAD, digital animation and moviemaking, and other image processing techniques; directly integrating them with existing and traditional design studio equipment and paper-based methodology. Particular uses for digital equipment in combination with traditional techniques were investigated, and conclusions were drawn based upon technical feasibility and user response. Technologies to be used for: x Three dimensional design, modeling, and animation. x Lighting simulation. x Engineering systems simulations and testing. x Physical model construction and prototyping. A prototype Virtual Design Studio was designed and implemented in MIT's studios. The prototype Virtual Design Studio is a completely integrated, digital interactive network environment based in a Unix/ Xwindows platform. The Studio pulled tools from standard commercial design, CAD, and imaging applications, making no claim to improve upon these standards. Focus instead lay in the interaction of these tools with the user, or in fact multiple users 3

simultaneously and over wide area networking conditions. Interaction between users and the creative exchange of designs and ideas in a variety and fluidity of forms was the key component. To accomplish this, an integrated environment was necessary which would include all tools for the free exchange of visual, auditory, and textual information. This includes capabilities in audio and video telecommunication, instantaneous note passing between all or some participants, shared application spaces, shared whiteboards/ sketchpads, and multiple (switchable) shared desktops for a number of simultaneous conferences. The shared desktops in particular would enable a completely interactive space containing all participants and the props they might bring along for discussion. Using all available tools, this space allows immediate visibility of all involved, and the highest level of interactive freedom of all tools included, as anything that can be brought to one desktop can be shared by all in a single common space. 5. COMPUTER THE ENGINEERING SECTOR IN JORDAN The engineering sector in Jordan has witnessed a substantial evolution in the automation of the engineering process. Now with a total of 784 Engineering Offices in the capital Amman alone, 129 of which are Consultants, 11 are Advisors, 233 are considered of category A, 101 category B, 41 category C. First Rated Offices are 31, Second Rated are 236 Engineering Offices. Add to this a total number of 750 Contracting Offices.4 All of which use Computer Aided Design (CAD) related software in one part or another of the total engineering cycle. In contrast to those who see computer use as a technical skill like 2D drafting, we believe that digital design process would substantially improve architects and engineers abilities to understand the value of a digital-based evaluation and prediction process. And help them maintain sufficient economical profits. This digitally based process that involves applying convergence of representation and production represents one of the most important opportunities now facing the profession. The modern movement began as a response to industrialization and called upon architects to master the means of production in an attempt to remain engaged in the qualitative aspects of crafting buildings (Druckrey, 1999). New means of production have emerged that can enable new aesthetics in post-industrial digital societies. Of a major concern for engineers in general and architects in particular is the non-automated gap between drafting and design. An increasing number of engineers and architects who practice the use of certain software to replace-and only replace- the traditional 4

http://www.people.virginia.edu/~emf2a/vds-info.html

455

www.jea.org.jo

methods of manual design and drafting, where the target goal of implementing such solutions is to develop the way we design, and the way we develop design and finally the way we build and construct. Instead of separating drafting from design we should work on implementing solutions that will help automate the engineering process as a whole, where ideas, concepts and preliminary design is fully digitized and added to the automated cycle. In order to develop such a successful cycle it is required to implement certain solutions that may help engage designers and concept builders in the digital aspect of the cycle. Furthermore, it is essential to rethink the way we design from basic 2D drawings into the 3D conceptual models. The 3D model visualization can truly change the way we design and conceive buildings. Allowing this atomization to take place, one has to consider the local standards and regulations used by engineers and architects in Jordan. American and international companies like (AutoDesk) have developed certain solutions to suit the American standards and regulations like ADT (Architectural Desktop), which helps architects design, develop and construct using the software. There is a need for a similar approach in Jordan where we need to develop our own standards and regulations using computers. 6. COMPUTERS IN JORDANIAN INSTITUTES Design processes involving multiple perspectives, the "interacting and conflicting forces", which must be communicated and reconciled often, look for the simplest and most expressive representational forms for the portrayal and transfer of knowledge (Lasseau, 1989). Lawson (1990) refers to the necessity of such a communication to make the design process more explicit and open to review with respect to the change from the role of designer protecting their individuality and identity to one of “collective control” (Jones, 1992) by the larger group of participants in the process. The teaching of architectural design, in general and in Jordan in particular, is primarily concerned with influencing the way students act in certain design situations. Theory and precedents are an integral part of the design studio learning experience and are incorporated in various ways such as texts, design methodology, architectural history and fundamental related courses. However, memorization of these theories and precedents does not constitute a successful knowledge of designing and the design process. 7. STUDENTS EXPERIENCE IN COMPUTER CASE STUDY OF DEPARTMENT OF ARCHITECTURE/ JORDAN UNIVERSITY Computer aided-design (CAD) was introduced only in the fall of 1994, still class of 1994 were not computer illiterates. The same goes for the classes that followed.

In fact, key personnel from Class of 1994 and Class of 1995 formed the now famous SyntaxDigital for graphic design and web solutions. Their background in computers enabled them to work with publishing and typography, thus Graphic Design. Class of 1996, was the first to present 3D Studio fullrendering and presentation, Class of 1997, had more students to present their work fully using 3D Studio and the famous method of printing final design work on AutoCAD and render it manually. Although Class of 1998, has had the basic knowledge through school courses earlier (in their 2nd year), and many of its students practiced 3D modeling and animation professionally. It was not possible to present the final graduation projects using computers. With the admission of Class of 1999, regulations were leaner on presenting computer output and defending the graduation project, where you would find projects fully presented using computer (Photoshop) or fully detailed drawings printed out and presented manually. It wasn’t official until the Class of 2000, were allowed to do their final presentation using computers, provided the fact that many regulations are now different from what they were before. Especially the fact that many students did their final presentation at home, with different supervisors for different project… a trend that started the year before. For classes following class of 2000, 90% of the students depended on computer to present their works, especially, AutoCAD and 3D Max software. 8. THE EXPERIENCE OF SELECTED STUDENTS In 1994, and for the first time since its establihment, the Department of Architectural Engineering started to offer a course of Computer Aided Design that covers AutoCAD (ver. 10 at the time), for 2nd Year students in their first semester. Before that computer was introduced to students under a programming course (FORTRAN). A second course in the second semester would follow to tackle another important software: 3D Studio (ver. 3 at the time). These courses were introduced to the Class of 1998. By the end of summer 1995, students learned how to draw two-dimensionally, and do simple modeling & animation. Top-of-the-line available computers then were Pentium (90 Mhz & 16 MB RAM). Work on the computer was carried out by all students for the sake of the two courses requirements. For some students, it was merely required course work and a perspective shot (to be traced) for a smallhousing design-project, by the end of the 2nd year.

456

Third year students were, more or less, experimentation with AutoCAD, with output that varied from three dimensional modeling for Design Studio Projects (to be traced and rendered manually, only for final presentation. A radical move was with Building Construction 4 course, where the whole project was done on AutoCAD, with all the details and twice-a-week modifications and alterations. Fourth Year design studio projects, for some students were all designed and developed using computers, and final presented on AutoCAD (printed on 100x70 drawing boards, and presented manually). The question of presenting design work fully on computer was still in debate. Nevertheless, while others developed their techniques to do full rendered images using 3D studio (now 3D Max6), and sometimes “Animation” extra to their final presentation. The fifth year was a challenge for all the architectural students, for it was a necessity to use the computer for design development, but it was not possible to use it at that time. So, other means of presenting work were used; such as making print out on butter paper, or tracing work printed out. A time consuming task to bypass regulations. Unfortunately, the same applied for other students, and NO graduation project was presented in the spring of 1998 using computers (partially or fully). Unlike the Class of 1997, where there was three projects fully presented using computers. And Class of 1996, where there was at least one animation accompanying the final presentation. From the year 2000 until now, most of the students depend on the computer and the graphics software to produce projects they designed. They depend mainly on the training courses which they have undertaken at training centers outside the university. 9. CONCLUSION Computer-aided design provides architects with a highly effective simulated 3D design environment. This is a significant shift from the two-dimensional process architects have practiced for centuries. The 3D nature of these tools invites the designer to think and act in the third dimension to a greater degree than previously imagined. Computer were used in Jordan since 1969 “IBM/ 360 “but in a very limited number, it was used in private and public institutes. Number of computers then did not exceed ten. However, during the period 1977 to 1984 the use of computers has grown to 250 computers. Afterwards, the use of computers became very noticeable where the number of computer became above one thousand computers per year.

457

In the beginning of the 90’s computers spread even more and with the beginning of the new century most of the public and private institutes in the Jordan used computers in their daily work and PC's entered the civil community at both homes and universities. Furthermore, under the reign of their majesties the King and Queen Jordan, computers have been integrated in public schools from first grade to encourage the youth community in Jordan for connecting with the world of technology. The goals and aspirations of teaching a digital design process vary widely between different educational institutions, as well as between academia and the profession. In contrast to those who see computer use as a technical skill like 2D drafting, we believe that teaching an explicitly digital design process will substantially improve the students' design abilities. The student work shown here is testament to the ability of computer visualizations to strengthen design thinking and radically alter the students' fundamental processes. We believe that this shift will result in a substantial improvement over traditional practice. Some in the profession chastise the schools for not teaching the more technical skills. Clients and competitive demands for efficiency and presentation graphics have pressured many architecture firms to create a skill base more dependent upon young designers than at any time in history. This is primarily because older designers are reluctant to learn new computer skills. However, to focus the debate about the computer's role on skills versus ideas ignores the fact that computers have the potential to change the process of architectural design. We can notice how the leading institutions of the west are competing to enforce the digital media solutions into architectural education. We can not judge yet the success of their approach. But we are sure still that we are way beyond this technological revolution. The following recommendations are posted for the decision makers in our Architectural departments. 10. RECOMMENDATIONS 1. Establish the design studio in Jordan, by means of adapting media show tools and advanced computer systems in teaching the students. 2. Enrich the curriculum with more subjects relating to CAD, visualization and information technology. 3. Recommend using computer solutions to perform built environment and site analysis studies.

4.

5.

6.

Recommend using the computer as a design tool not a drafting tool; by giving the students 3D modeling exercises. Develop a Master’s degree in architecture; to include programs for specializing in CAD related fields. Provide scholarships for MA or BA holders; concentrating again on study of the information and technology applied to architecture.

REFERENCES [1] Baeker, R., and Buxton, W. 1987. "Readings in Human-Computer Interaction: A multidisciplinary Approach", Morgan Kaufmann Publishers, San Mateo, CA. [2]Cross, N. 1994. “Editorial in Design Studies”, Butterworth-Heinemann, Col 15 No1, pp.3-4. [3] Danahy, W. 1990. "Irises in a Landscape: an Experiment in Dynamic Interaction and Teaching Design Studio". In The Electronic Design Studio, McCullough, Mitchell, and Purcell (Ed), MIT Press, Cambridge, MA. [4] Dave, B. 1993. "A Computer Assisted Diagramming System", PhD. Dissertation, Nr. 9973 Swiss Federal Technical Institute (ETH Zurich) [5]Druckrey, T. 1999. “Ars Electronica: Facing the Future”. Cambridge, MIT Press. [6]Ellis, A., Gibbs, S., and Rein, G. 1991. "Groupware: Some Issues and Experiences". Reprint in Groupware and Computer-Supported Cooperative Work (Baecker, Ed.), MorganKaufmann, San Mateo, CA. [7]Frazer, J. 1982. "Three-Dimensional Data Input Devices: Computer/ Graphics in the Building Process”. Washington DC. [8]Geert, T., and Dijkstra, J. 1993. "A Time Dimension for Computer-Aided Architectural Design Systems." in CAAD Futures '93, NorthHolland. Hoinkes, R., and Danahy, J. 1994. “Experimental Use of Hypermedia in Teaching Social Factors Concepts and Behavior”. University of Toronto, Program in Landscape Architecture, unpublished. [9]Hoinkes, R., Danahy, J., and Wright, R. 1992. "Real-time Utilization of Remote-sensing in Design Decision-making". In Congress of the International Society for Photogrammetry and Remote Sensing Conference Proceedings. [10]Hoinkes, R., and Mitchell, R. 1994. "Playing with Time: Continuous Temporal Mapping Strategies for Interactive Environments". In Canadian GIS '94 Conference Proceedings.

458

[11]Horn, R. 1989. "Mapping Hypertext". The Lexington Institute, Lexington, MA. [12]Kilov, H, and Ross, J. 1993. "Information Modeling: an Object-Oriented Approach." Prentice Hall. [13]Laurel, B. 1990. "The Art of Human-Computer Interface Design". Addison-Wesley Publishing Company Inc., Don Mills, Ontario. Lawson, B. 1990. "How Designers Think". 2nd ed., Butterworth Architecture, Oxford. [14]McCall, R. et al. "The PHIDIAS Hypercad System: Extending CAD with Hypermedia". In ACADIA 1992. McGrath, J.E. 1984. "A Typology of Tasks." Reprinted in Readings in Groupware and Computer-Supported Cooperative Work (Baeker, R. Ed.), Morgan Kaufman, Los Altos, CA. [15] McKnight, C., Dillon, A., and Richardson, J. 1993. "Hypertext: a Psychological perspective". Ellis Horwood Limited, Wiltshire, Great Britain. Monk, A. 1987. "Empirical Evaluation of User Interfaces". In Readings in Human-Computer Interaction: A Multidisciplinary Approach, Baecker and Buxton (eds.). Morgan Kaufmann Publishers, San Mateo, CA. 1987b. "How and When to Collect Behavioral Data". In Readings in Human-Computer Interaction: A Multidisciplinary Approach, Baecker and Buxton (eds.). Morgan Kaufmann Publishers, San Mateo, CA. [16] Nielson, J. 1993. "HyperText and Hypermedia". Academic Press, Cambridge, MA. [17]Papert, S. 1993. "The Children's Machine: Rethinking School in the Age of the Computer". BasicBooks, New York. [18]Skauge, J. 1993. "An Electronic Tool for Urban Design Analysis". In ACADIA 1993 Proceedings Education and Practice: The Critical Interface, Morgan and Pohlman (eds.). Stuip, J. 1988. Conference Opening Speech. In CAAD Futures '87 (Maver and Wagter, Eds.). Elsevier, New York. [19]Wojtowicz, J., et al. 1993. "Asynchronous Architecture". In ACADIA 1993: Education and Practice: The Critical Interface, Morgan and Pohlman (Eds.).