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This book connects the different topics and professions involved in
information technology approaches to architectural design, ranging
from computer-aided design, building information modeling and
programming to simulation, digital representation, augmented and
virtual reality, digital fabrication and physical computation. The
contributions include experts' academic and practical experiences
and findings in research and advanced applications, covering the
fields of architecture, engineering, design and mathematics. What
are the conditions, constraints and opportunities of this digital
revolution for architecture? How do processes change and influence
the result? What does it mean for the collaboration and roles of
the partners involved. And last but not least: how does academia
reflect and shape this development and what does the future hold?
Following the sequence of architectural production - from design to
fabrication and construction up to the operation of buildings - the
book discusses the impact of computational methods and technologies
and its consequences for the education of future architects and
designers. It offers detailed insights into the processes involved
and considers them in the context of our technical, historical,
social and cultural environment. Intended mainly for academic
researchers, the book is also of interest to master's level
students.
This book connects the different topics and professions involved in
information technology approaches to architectural design, ranging
from computer-aided design, building information modeling and
programming to simulation, digital representation, augmented and
virtual reality, digital fabrication and physical computation. The
contributions include experts' academic and practical experiences
and findings in research and advanced applications, covering the
fields of architecture, engineering, design and mathematics. What
are the conditions, constraints and opportunities of this digital
revolution for architecture? How do processes change and influence
the result? What does it mean for the collaboration and roles of
the partners involved. And last but not least: how does academia
reflect and shape this development and what does the future hold?
Following the sequence of architectural production - from design to
fabrication and construction up to the operation of buildings - the
book discusses the impact of computational methods and technologies
and its consequences for the education of future architects and
designers. It offers detailed insights into the processes involved
and considers them in the context of our technical, historical,
social and cultural environment. Intended mainly for academic
researchers, the book is also of interest to master's level
students.
The book is inspired by the second seminar in a cycle connected to
the celebrations of the 150th anniversary of the Politecnico di
Milano. "Working with the Image Description Processing Prediction"
was the motto of this meeting, aiming to point out the role of
Visual Language not only in describing reality, but also in
supporting the thinking processes in Science (prediction), in Art
(invention), in Technical studies (prevision) and in identifying
and working on both visible and invisible phenomena. As John Barrow
states, "So often a picture is better than a thousand words" and
"The visual language is the most natural, while the other language
could reasonably be considered as 'postscripts' to the human
story". The essays included in the volume (from lectures, the
poster session, interviews and round table) will show the wide
range of technical possibilities connected with the present use of
the Image, especially thanks to Computer Graphics, from 3D Modeling
to Augmented Reality, while also offering a glimpse of interesting
theoretical perspectives. In the end, as noted by Martin Heidegger,
the word "theory" not only comes from the Ancient Greek verb
"theoreo", that is "to see, to observe", but it also echoes the
words "theos" and "thea", namely "god" and "goddess", and above
all, it shares the root with the term "aletheia", which is the
"truth", which is not far from the ultimate goal of research.
The book is inspired by the third seminar in a cycle connected to
the celebrations of the 150th anniversary of the Politecnico di
Milano (July 2013). "Educating by Image. Teaching Styles vs
Learning Styles" was the motto of this meeting. The contributions
(coming from lectures, the poster session, interviews and round
table) aim to propose an updated look at visual education,
highlighting how digital tools and networks have profoundly
affected the "representational styles" of the teachers and the
"cognitive styles" of the learners, while at the same time
reaffirming the importance of the interaction between the two
groups. As Herbert Alexander Simon once said, "Learning results...
only from what the student does and thinks"; therefore "the teacher
can advance learning only by influencing what the student does to
learn". That is no mean feat if we consider that, according to
Benjamin Samuel Bloom, visual education not only involves the pure
cognition, but also the affective and the psychomotor domains, not
to mention the social aspects. This is why, alongside some
theoretical and historical retrospectives, the contributions
recommend a continuous revision of "what" and "how" could be
included in the academic curricula, also in connection with
secondary schools, the professional world, targeted Lifelong
Learning Programmes for students and teachers. The volume includes
an interview with the science journalist and writer Piero Angela.
TheĀ book is inspired by the first seminar in a cycle
connected to the celebrations of the 150th anniversary of the
Politecnico di Milano. "Dealing with the Image Ivory Towers and
Virtual Bridges" was the motto of this meeting, aiming to stimulate
a discussion among engineers, designers and architects, all of whom
are traditionally involved in the use of the Image as a specialized
language supporting their work, their research activities and their
educational tasks. The book will also include the essays of invited
or interviewed authors from other disciplines, namely Philosophy,
Mathematics and Semiotics. According to Regis Debray, in the
present "Visual Age", which he has significantly defined as a
"Video-Sphere", all the information tends to be processed and
controlled by means of visual devices. This occurs especially in
the various branches of many technical studies and activities, one
of the most sensitive areas to the use of Visual Language in the
past and even more in the present.
The book is inspired by the third seminar in a cycle connected to
the celebrations of the 150th anniversary of the Politecnico di
Milano (July 2013). "Educating by Image. Teaching Styles vs
Learning Styles" was the motto of this meeting. The contributions
(coming from lectures, the poster session, interviews and round
table) aim to propose an updated look at visual education,
highlighting how digital tools and networks have profoundly
affected the "representational styles" of the teachers and the
"cognitive styles" of the learners, while at the same time
reaffirming the importance of the interaction between the two
groups. As Herbert Alexander Simon once said, "Learning results...
only from what the student does and thinks"; therefore "the teacher
can advance learning only by influencing what the student does to
learn". That is no mean feat if we consider that, according to
Benjamin Samuel Bloom, visual education not only involves the pure
cognition, but also the affective and the psychomotor domains, not
to mention the social aspects. This is why, alongside some
theoretical and historical retrospectives, the contributions
recommend a continuous revision of "what" and "how" could be
included in the academic curricula, also in connection with
secondary schools, the professional world, targeted Lifelong
Learning Programmes for students and teachers. The volume includes
an interview with the science journalist and writer Piero Angela.
Thebook is inspired by the first seminar in a cycle connected to
the celebrations of the 150th anniversary of the Politecnico di
Milano. "Dealing with the Image Ivory Towers and Virtual Bridges"
was the motto of this meeting, aiming to stimulate a discussion
among engineers, designers and architects, all of whom are
traditionally involved in the use of the Image as a specialized
language supporting their work, their research activities and their
educational tasks. The volume (the book) will also include the
essays of invited or interviewed authors from other disciplines,
namely Philosophy, Mathematics and Semiotics. According to Regis
Debray, in the present "Visual Age," which he has significantly
defined as a "Video-Sphere," all the information tends to be
processed and controlled by means of visual devices. This occurs
especially in the various branches of many technical studies and
activities, one of the most sensitive areas to the use of Visual
Language in the past and even more in the present."
The book is inspired by the second seminar in a cycle connected to
the celebrations of the 150th anniversary of the Politecnico di
Milano. "Working with the Image Description Processing Prediction"
was the motto of this meeting, aiming to point out the role of
Visual Language not only in describing reality, but also in
supporting the thinking processes in Science (prediction), in Art
(invention), in Technical studies (prevision) and in identifying
and working on both visible and invisible phenomena. As John Barrow
states, "So often a picture is better than a thousand words" and
"The visual language is the most natural, while the other language
could reasonably be considered as 'postscripts' to the human
story." The essays included in the volume (from lectures, the
poster session, interviews and round table) will show the wide
range of technical possibilities connected with the present use of
the Image, especially thanks to Computer Graphics, from 3D Modeling
to Augmented Reality, while also offering a glimpse of interesting
theoretical perspectives. In the end, as noted by Martin Heidegger,
the word "theory" not only comes from the Ancient Greek verb
"theoreo," that is "to see, to observe," but it also echoes the
words "theos" and "thea," namely "god" and "goddess," and above
all, it shares the root with the term "aletheia," which is the
"truth," which is not far from the ultimate goal of research.
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