TC İSTANBUL KÜLTÜR UNIVERSITY INSTITUTE OF SCIENCES & ENGINEERING INTEGRATING CAAD INTO ARCHITECTURAL EDUCATION An M.Sc THESIS By MAHMOD M. A. ELHARDUDI DEPARTMENT OF ARCHITECTURE Supervised By Prof. Dr. Koray GÖKAN İSTANBUL, Turkey February 2007 © MAHMOD M. A. ELHARDUDI 2007 i ÖZET ABSTRACT (in Turkish) CAAD, tasarım sürecinde kullanılan bütün programların dahil olduğu (örn. Taslak, tasarım, sunum, iletişim, vs.) Bilgisayar Destekli Mimari Tasarım demektir. Bu tez, CAAD’ın mimari eğitime entegre edilme olasılığını tartışır. Bu tezin temel soruları şunlardır; niye CAAD’ı öğretmek, CAAD eğitime nasıl katkı sağlayabilir? CAAD’ı ne zaman öğretmeye başlamak? Hangi aşamada CAAD öğretilebilir ve ne derecede entegre edilmelidir? Ne öğretilecek, hangi uygulamalar eğitim sürecine yardımcı olabilir? CAAD eğitime nasıl entegre edilebilir? Tez beş bölüme ayrılmıştır. İlk bölüm, mimaride kullanılan bilgisayar programları konseptini inceler, aynı zamanda bu tezin amaçları ve stratejisi de incelenmektedir. İkinci, üçüncü ve dördüncü bölümler bu tezin yapısını oluşturmaktadır. İkincisi, CAAD’ın gelişim tarihini ve bu aracın faydalarını içerir. Üçüncü bölüm, CAAD’ın hem mimari eğitim hem de araştırmalardaki konumunu inceler. İncelemelere ek olarak CAAD öğretiminde değişen kurallar dahildir. Dördüncüsü, CAAD entegrasyonunun gerekleri ve teorisini tartışır. Son olarak, beşinci bölüm bu çalışmanın temel bulgularını ve gelecekle ilgili bazı önerileri içeren sonuç bölümüdür. ii ABSTRACT CAAD refers to Computer Aided Architectural Design which includes all computer programs that used in design process (e.g. drafting, design, presentation, communication, etc.). At first the concept CAD (Computer Aided Design) was used to refer to all computer programs that used in drawing and design. Quickly, CAD was replaced by CAAD (Computer Aided Architectural Design) which expressing the specific character of computer applications that related to architecture field. By the end of 1980s another concept has appeared that is IT (Information Technology). During 1990s, this concept was replaced by ICT (Information and Communications Technology) which representing the current values of computing and digital technology of our era. This thesis argues the possibility of integrating CAAD into architectural education. The main questions of this thesis are; why to teach CAAD, what values that CAAD can add to education? When to start teaching CAAD? In which stage should CAAD be taught and to what extent should it being integrated? What to teach, which applications can be helpful to education process? And how CAAD can be integrated into the education? Thesis divided into five chapters. First chapter reviews the concepts that refer to computer programs used in architecture, also the aims of this thesis and strategy of it. Second, third and fourth chapter form the body of the thesis. Second one includes the history of developing CAAD and utilities of this tool. The third chapter reviews the situation of CAAD in both architectural education and researches. In addition to reviews the changing rules in teaching CAAD. Fourth one discusses the theories and the requirements of integrating CAAD. Finally, the fifth chapter is the conclusion which includes the main findings of this study and some future recommendations. iii ACKNOWLEDGMENT First of all, I wish to express my sincere appreciation to my father (God mercifulness is upon him) and my mother. I would like to express my deep appreciation to Prof. Dr. Koray GÖKAN for his assistance. I wish to express my deep appreciation to: The General Public Committee, Libya The General Public Committee for High Education, Libya The Libyan Public Office “Libyan Embassy”, Ankara, Turkey Fourth and Fifth year’s students of Architectural Department, University of Derna Mr. Ahmed Elmagri, University of Derna I would like to express my deep appreciation to eCAADe “Education and research in Computer Aided Architectural Design in Europe” Lastly, I wish to thank my family, and all my relatives and friends. iv LIST OF CONTENTS APPROVAL PAGE i ABSTRACT (in Turkish) ii ABSTRACT iii ACKNOWLEDGMENT iv LIST OF CONTENTS v LIST OF TABLES vii LIST OF FIGURES viii CHAPTER ONE 1 1. INTRODUCTION 1 1.1 Concepts of Computer Programs 1 1.2 Usages of CAAD in Architecture Field 2 1.3 Thesis Strategy 3 1.4 Thesis Objectives 5 CHAPTER TWO 6 2. CAAD AND ARCHITECTURE 6 2.1 Domination of CAAD 6 2.2 Advantages of CAAD Systems 8 2.3 Development of CAAD 11 2.3.1 Historical Approach 11 2.3.2 CAAD Associations 14 2.3.3 Generations of CAAD Applications 15 2.3.4 Two Directions To Develop CAAD 16 2.3.5 Purposes of Developing CAAD 18 2.3.6 Future of CAAD Development 18 2.4 CAAD between Practice and Education 19 CHAPTER THREE 21 3. CAAD IN EDUCATION AND RESEARCHES 21 3.1 Evaluating CAAD in Architectural Education 21 3.2 CAAD in Architectural Education Researches 22 3.3 Teaching CAAD in Architectural Schools 24 3.4 Changing in Rules of Teaching CAAD 25 3.4.1 First CAAD Lectures 26 3.4.2 Second Period of Teaching CAAD 27 3.4.3 Third Period of Teaching CAAD “CAAD Curriculum” 29 3.5 Current Situation of Teaching CAAD 33 3.5.1 European Case 34 3.5.1.1 Objectives of the Study 34 3.5.1.2 Results of the Study 34 3.5.2 Libyan Case “University of Derna” 38 3.5.2.1 Background 38 3.5.2.2 Study Structure 39 3.5.2.3 Results of the study 40 3.5.2.4 Analyses of the Study 41 3.5.3 Comparison of World Wide and Libyan Cases 44 3.6 Challenges of Teaching CAAD 45 CHAPTER FOUR 47 4. CAAD CURRICULUM 47 v 4.1 The New Tool for Education 47 4.2 CAAD Applications 48 4.2.1 Digital Applications Categories 49 4.2.2 Classification of CAAD Usages in Architectural Education 52 4.3 Approaching to an Ideal CAAD Curriculum 54 4.3.1 Characters of an Ideal CAAD Curriculum 56 4.3.2 Structure of Education 57 4.3.3 Theoretical Approach to an ideal CAAD Curriculum Model 58 4.3.4 A Sustainable Architectural Education Structure 64 4.4 Components of CAAD Curriculum 66 4.4.1 CAAD Education Staff and Tutors 67 4.4.2 Laboratories and Hardware 67 4.4.3 Contents of CAAD Subjects 68 4.5 Hierarchy of CAAD Subjects 69 4.5.1 An Introductory CAAD Curriculum 69 4.5.1.1 Objectives of an Introductory CAAD Curriculum 70 4.5.1.2 Subjects of an Introductory CAAD Curriculum 70 4.5.2 Intermediate Level of CAAD Subjects 71 4.5.3 Advanced CAAD subjects 73 4.6 A Suggested Model for Integrating CAAD 75 CHAPTER FIVE 79 5. CONCLUSION 79 5.1 Conclusion 79 5.2 Future Suggestions 80 REFERENCES 81 ELECTRONIC RESOURCES 83 APPENDIX 84 vi LIST OF TABLES 1 Earlier Programs and Companies of CAAD 13 Differences between Viewing Computers as an Intelligent 2 17 System and a Design System Distribution and Percentage of Researches in Ccomputers 3 23 Usage in Architectural Education Results of the Questionnaire of Architectural Department’s 4 41 Students at University of Derna 5 Digital Applications Categories 52 6 Subjects of a Suggested Model for Integrating CAAD 78 vii LIST OF FIGURES 1 Structure of The Thesis 4 2 Advantages of CAAD 10 3 Shift of the CAAD Researches Focus Over the Forty Last Years 18 The Categories of CAAD Researches and the Percentages of 4 22 Papers Presented in Each Category Architectural Education Subjects and CAD Lectures Relation in 5 27 the First Era of Introducing CAD in Architectural Education Architectural Education Subjects and Using CAAD as Assistant 6 28 Tools for Design Studio 7 The Mean Rating of the Role of CAD Importance 30 8 The Highest 15 CAD Software Used World-Wide 30 9 CAD Across the Curriculum 31 The Max. Distribution of the Total Hours of Training in 10 31 Architectural Curriculum across Seven Countries 11 The Importance of Design Studio Proximity to CAD Labs 32 12 The Major Hardware Platform Used in European Schools 35 13 Institutional Software Used in European Schools 35 14 Institutional CAAD Software Used in European Schools 36 15 Institutional 3D CAAD Software Used in Education 36 Comparison of Institutional CAAD Software Used in European 16 37 Schools and the World Comparison of Institutional 3D CAAD Software Used in 17 37 European Schools and the World Mean Level of Student’s Competence in General Use of 18 42 Computers Mean Level of Student’s Competence in Using CAAD in 2D and 19 43 3D Drawings Student’s Opinion about Total Hours of Training in CAAD 20 43 Courses 21 Level of Students in CAAD Lectures 44 22 The Structure of Education and its Levels 57 Traditional Architectural Curriculum - CAAD as a Separate 23 60 Subject of Architectural Curriculum 24 CAAD Integrate with Design 61 25 IT (Information Technology) in Different Subjects of Curriculum 62 viii IT (Information Technology) as an Axis for Architectural 26 63 Curriculum Integration IT (Information Technology) and Full Architectural Curriculum 27 63 Integrating 28 The Split Structure of Architectural Education 65 29 A Sustainable Structure for Architectural Education 66 30 Structure of a Suggested Model for Integrating CAAD 77 ix CHAPTER ONE INTRODUCTION 1.1. Concepts of Computer Programs CAAD was introduced in the 1950s to assist designers in assessing the ‘goodness’ of their creations. Initially, computers were used to assist in engineering analyses. At first the concept CAD (Computer Aided Design) was used to refer to all graphic computer programs that used in drawing, drafting and design. First graphic system was in mid 1950 the US Air Force's SAGE (Semi Automatic Ground Environment) air defense system. First real drafting program was in 1960, SKETCHPAD by Ivan Sutherland. Quickly, CAD was replaced by CAAD (Computer Aided Architectural Design), in 1980, this is more specific definition for applications that developed for architectural purposes which expressing the specific character of computer applications that related to architecture field.

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