Extract

In recent years, the design industry and design education has experienced a major epistemological shift in the architectural design process, triggered by Building Information Modeling. Since its inception, BIM has developed into an acceptable concept, implemented by a range of software vendors around the world. The mainstream adoption of BIM has disrupted the traditional methods of design, representation and collaboration during the design and delivery phase of an architectural building project. This shift is affecting practitioners and academics alike, which are involved in teaching, designing and delivering our built environment. The change of industry environment has stimulated new research into the nature of the architectural design problems. The analysis of cognitive activities (that leads to a mental picture of design) supports the transformation of implicit design intentions into explicit design requirements. Diagrams provide the level of abstraction necessary to analyze intentions as well as to transform them into tangible statements. The adoption of Constructive Diagrams is explored within a BIM environment, by means of lightweight geometry, attached with semantic rules that are expressed in form of parametric relationships and formulas. The presented case of teaching Constructive Diagrams at University level suggests its potential adoption in professional design practice.

 

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