CNC Compliant Methods of Design - Understanding Technology

Computer Aided Architectural Design (CAAD) tools have been available to the architect in practically useful form for a close to a century. It has evolved from being a complicated simulation tool available to mainframe computers and used exclusively by experts working on special “CAAD projects” to being accessible to any interested individual on a personal computer. CAAD plays a vital role on the profession and academia of architecture in recent years. The aim of this study is to provide a reflective perspective of the current architecture education on CAAD in the Department of Architecture in Kwame Nkrumah University of Science and Technology (KNUST). It compares the method of architecture design education in the department of architecture in KNUST to other methods architecture design education of other universities. It examines the various benefits of incorporating CAAD into the curriculum and looks at the various shortfalls limiting the full exploitation of CAAD into the design curriculum of architecture education also the role CAAD the design process from conceptual to final product is examined. Survey questionnaires were distributed to students in the Department of Architecture and CAAD tutors interviewed to ascertain the level of impact of CAAD in the department. It was realized that the level of integration of CAAD with the design studio is low and transition from traditional drafting methods to the modern methods of using computers in design is not clearly established, thus recommendations were made to rectify the situation.

У статті розглянуто організаційно-методичні основи застосування цифрових інструментів на уроках української мови в початковій школі. Акцентовано увагу на тому, що цифрові інструменти можуть бути ефективним засобом навчання, якщо вони використовуються доцільно і доречно. Подано характеристику основних понять наукової розвідки. Висвітлено теоретичні аспекти проблеми застосування цифрових технологій у практиці навчання української мови в початковій школі. Акцентовано увагу на важливості розроблення і впровадження системи підтримки вчителів початкової школи з питань застосування цифрових технологій на уроках української мови. Конкретизовано цифрові інструменти, які доцільно застосовувати з метою навчання мови і мовлення. Визначено важливі напрями роботи вчителя на уроках української мови під час застосування цифрових інструментів в початковій школі. Зазначено педагогічні умови ефективного застосування цифрових технологій в освітньому процесі початкової школи. Подано комплекс інтерактивних методів, прийоми, форм навчання української мови, які доцільно застосовувати на уроках використання цифрових технологій. Рекомендовано мовні вправи і завдання із застосуванням цифрових інструментів. Подано методичні рекомендації для вчителів початкової школи із питань організації застосування новітніх цифрових технологій на уроках української мови і формування в учнів відповідних умінь і навичок роботи із цифровими інструментами під час виконання мовних вправ і завдань. Висловлено поради щодо використання цифрових інструментів із метою навчання рефлексії учнів початкової школи на уроці української мови. Доведено, що уроки української мови, проведені із застосуванням цифрових технологій, мають значні переваги.

With the development of China's national economy and the improvement of science and technology, the design level of domestic architectural engineering has been continuously improved, especially the combination of computer-aided architectural design and BIM technology, which has been highly valued by all sectors of society. The application of BIM technology in computer aided architectural design provides an important auxiliary role for the innovation and development of the construction industry, and is another revolution in architectural design. With the popularization of Internet information technology, digital technology has become an important force to promote economic development. The birth of BIM technology provides a new impetus for the development of the construction industry. Compared with the traditional design mode, computer-aided architectural design has the advantages of more efficient, more convenient and more accurate. This paper makes a brief analysis of BIM Technology and its application advantages, expounds the application function of BIM Technology in computer-aided architectural design, aiming to improve the application level of BIM | technology and promote the effect of computer-aided architectural design.

The development of children’s digital literacy is essential in the 21st century. Digital technologies have been adopted by both parents and grandparents to enhance children’s quality of education, in accordance with the Sustainable Development Goals (e.g., SDGs 4 and 17). Many children have been provided with all types of digital tools and e-devices from birth, which puts their caregivers in a challenging position. In that context, investigating the attitudes, beliefs, communication, and practices of caregivers when interacting with young children while utilizing digital technologies is crucial for comprehending the disparity in digital literacy between parents and grandparents. In this study, we adopted a mixed research design to examine Chinese intergenerational caregiving during the COVID-19 pandemic and different types of caregivers’ beliefs, practices, and communication with children through various digital tools in the home environment. A caregiver-reported survey was conducted to investigate the primary caregivers’ beliefs, practices, and communication using digital media tools with children at home. Intergenerational interviews with 18 families further identified the different methods of caregiving between parents and grandparents. Mixed attitudes were found concerning popular technologies commonly used at home and children’s digital literacy practices, and we heard intergenerational concerns about children’s use of digital technologies. This study shows that Chinese fathers are generally more supportive of digital practices at home, while mothers are more restrictive of their children’s use of digital technology tools. Grandparenting may be overwhelming for Chinese seniors in the 21st century.

Розглянуто особливості використання цифрових інструментів відповідно до потреб забезпечення сталого розвитку в суспільстві. Вивчено специфіку застосування цифрових інструментів у різних сферах життєдіяльності суспільства. Проаналізовано еволюцію розвитку цифрових інструментів у світі протягом останніх двадцяти років. Представлено напрями активізації застосування цифрових інструментів забезпечення сталого розвитку на сучасному етапі трансформаційних змін в Україні.

The relevance of the study is determined by the growth of digitalization in education and the need to modernize mathematics teaching in special schools in accordance with the needs of students with special educational needs. Under contemporary conditions, the concept of Mathematics 4.0 emphasizes adaptive, personalized, and data-driven instructional models; however, their methodological implementation in special mathematics education remains insufficiently systematized. This necessitates a comprehensive scientific analysis of digital technologies as instruments for improving accessibility, effectiveness, and sustainability of mathematical knowledge formation. The aim of the article is to provide scientific substantiation and systematization of approaches to the formation and development of mathematical knowledge of students with special educational needs in grades 5-6 of special education schools through the use of digital technologies within the framework of the Mathematics 4.0 concept. Research methods included analysis and synthesis of scientific literature in mathematics didactics, special pedagogy, and digital education technologies; system-structural and comparative analysis; didactic modeling; and theoretical generalization of practical experience in the application of digital learning tools in special education settings. The study identified the psychological and pedagogical prerequisites for the acquisition of mathematical knowledge by students with special educational needs in a digitalized educational environment. The didactic possibilities of digital technologies for personalizing learning, step-by-step knowledge formation, and formative assessment were established. The feasibility of using adaptive digital tools as an instrument for the controlled development of mathematical skills has been proven. The main scientific and practical problems of implementing digital technologies have been identified, in particular, the formalization of individualization, limited availability of adapted resources, digital inequality, and insufficient methodological readiness of teachers. The conclusions indicate that the implementation of the Mathematics 4.0 concept in a special school is possible provided that digital technologies are integrated into a comprehensive methodological system with the leading role of the teacher and a focus on the individual learning dynamics of students. The use of digital tools contributes to increasing the effectiveness and practical significance of mathematical knowledge. Prospects for further research include empirical evaluation of Mathematics 4.0 models in special education schools, development of criteria for measuring learning dynamics, and creation of standardized adaptive digital resources for mathematics education.

With the rapid development of digital technologies, education is faced with the need to integrate modern digital tools into the learning process, which makes cyberpedagogy a prominent area of research. The purpose of the present study was to identify the effects of digital educational technologies on student engagement and academic performance, and to analyse the effectiveness of the Kahoot platform in the learning process. To fulfil this purpose, the study employed the methods of theoretical analysis of scientific literature, empirical research with questionnaire survey of students, as well as comparative analysis of control and experimental groups. The study assessed students’ digital competences before and after training in the use of the Kahoot platform. The study found that pre-training in digital tools positively influenced the level of mastery: in the experimental group, the number of students confidently using the platform increased by 46%, while in the control group the changes were minimal. The analysis revealed that digital educational tools helped to increase the engagement and interactivity of the learning process and improved the perception of learning material. It was found that the use of interactive platforms contributed to the development of students’ independence, stimulated their cognitive activity, and helped to form critical thinking skills. The key competences of a teacher necessary for the effective use of digital technologies in educational activities were identified, including technological literacy, adaptability, and the ability to integrate digital teaching methods. The practical value of the study lies in the possibility of using its findings by university and college teachers to optimise the educational process, as well as in the development of methodological recommendations for the implementation of digital educational tools in teaching practice, which will make learning more accessible, interactive, and effective

The aim of this study was to find ways to modernize Sami language teaching and teaching in the Sami language with digital technology. We realize the importance of digital technology in enhancing the sociocultural position of minority and Indigenous languages. However, the lack of teaching and learning material in the Sami language is still challenging. Free digital teaching and learning tools could help produce and provide learners with multimodal learning material and new ways of learning. Moreover, competencies in the use of digital technology are an internationally accepted key element of teacher education. The Focus on the North–Digital Learning for Pre- and In-Service Teacher Education Project, funded by Norgesuniversitet in cooperation with the Sami allaskuvla - Sami University of Applied Sciences (SUAS) in Norway and the University of Lapland in Finland, aimed to address challenges affecting education in the Arctic educational context by creating a 15-credit (ECTS) course program with three courses on digital tools in education. SUAS practice schools are in Norway, Finland, and Sweden, so distance learning and teaching didactics were designed as the core of this project. Student teachers and in-service teachers at all education levels participated in the courses. The findings indicated that teachers’ and student teachers’ experiences of personalized collaborative learning in using digital teaching tools to support Sami language teaching were remarkable in practice, as teachers gained access to tools for coping in a demanding educational context. Digitalization provides new ways to improve learning in a threatened language context.

Digital Technology Use in US Community-Dwelling Seniors With and Without Homebound Status

The paper describes a new procedure of design management and the results of its application to architectural design in an exercise developed in a didactic context. The procedure requires the participation of all “actors” (i.e. designers, experts, clients, users, etc.) involved in the design process and which contribute, directly or indirectly, to obtain the result. By generating and developing alternative design solutions, this procedure allows the exploration of a region of the performances space which is generally more vast than that explored by the traditional designer.

Robots are gaining popularity in architecture. Snøhetta has recently purchased their own industrial robot, becoming one of the first architectural offices to adopt robot technology. As more and more architects are exposed to robotic fabrication, the need for easy interoperability, integration into architectural design tools and general accessibility will increase. Architects are discovering that industrial robots are much more than kinematic machines for stacking bricks, welding or milling - they are highly multifunctional and can be used for a huge variety of tasks. However, industry standard software does not provide easy solutions for allowing direct robot control right from CAAD (Computer Aided Architectural Design) systems. In this paper we will discuss existing methods of programming industrial robots, published architectural results (Gramazio and Kohler 2008) and the design of a new user interface that allows intuitive control of parametric designs and customized robotic mass production, by integrating CAM (Computer Aided Manufacturing) functions into CAAD.

The presence of both visible and hidden digital resources in daily life is overwhelming and their presence continues to grow exponentially. It is surprising how little the impact of this evolution is questioned, especially in education. Reflecting on past experiences of this subject to learn for the future seems rarely to be done, and the sheer fact that a digital method exists is often seen as sufficient justification for its use. Are these the perceptions of serious misgivings or isolated views that circulate in the educational world and beyond? We would suggest that the eCAADe (Education and Research in Computer Aided Architectural Design in Europe) and its conferences provide the ideal forum to provide answers in this debate. For the first conference in what is to be the next quarter century of the existence of eCAADe, a theme was chosen that could easily include all aspects of this debate: ARCHITECTURE ‘in computro’ , Integrating methods and techniques It seems a bit vulgar to use a dog-Latin phrase ‘in computro’ for such a serious matter but at least it now has a place between ‘in vivo’ and ‘in vitro’. For more than 25 years CAAD has been available, and has been more and more successfully used in research and commercial architectural practice. In education, which by definition should prepare students for the future, the constantly evolving CAAD metaphor is provoking a challenge to cope with the ever expanding scope of related topics. It is not surprising that this has led to differing opinions as to how CAAD should be taught. Questions such as how advanced research results can be incorporated in teaching, or if the Internet is provoking self-education by students, are in striking contrast with the more fundamental issues such as the discussion on analogue versus digital design methods. Is CAAD a part of design teaching or is it its logical successor in a global E-topia? Although the E of education is a prominent factor in the ‘raison d’être’ of the organisation, the papers presented at this conference illustrate that eCAADe is open to all other relevant contributions in the area of computer-aided architectural design. It will be a fortunate coincidence that this exchange of knowledge and opinions on such state-of-the-art subjects, will be hosted by the The Higher Institute of Architectural Sciences, Henry van de Velde, located in the historical buildings of the Royal Academy of Fine Art established since the founding of the academy in 1662.

The article examines the urgent problem of integrating digital technologies into the educational process, which is becoming increasingly important in the modern information society. It is proved that digitalization has become an integral part of the lives of not only adults but also children, which is especially evident during global crises such as the COVID-19 pandemic and military conflicts. The main emphasis is placed on the potential of digital technologies to improve the quality of educational work, in particular, to increase students' motivation, develop their critical thinking, creativity and independence in learning. Particular attention is paid to the use of VR (virtual reality) and AR (augmented reality), which allow for the creation of interactive and individualized learning environments. These technologies open up new opportunities for engaging and effective learning, allowing students to immerse themselves in the educational process. However, the author also emphasizes the numerous challenges that accompany the process of digitalization of education, among which the issues of ensuring equal access to digital resources and ensuring information security are important. The article highlights the problems of ensuring a balance between digital tools and traditional methods of education that is critical for the effective development of children. In addition, the article discusses the issue of cybersecurity, which is becoming increasingly relevant in the context of the widespread use of digital technologies. The risks of cyberbullying and other online threats require the development of clear protection policies that ensure the safety of children on the Internet, as well as the training of teachers and students in the rules of safe behavior in the digital environment. In general, the article emphasizes the importance of integrating digital technologies into the educational process as a prerequisite for preparing children for life in a high-tech society. At the same time, the authors note that successful digitalization of education is possible only if the problems of equal access to technology, information security, and raising the level of digital literacy among teachers and educators are addressed. In the future, further research should be aimed at studying the impact of digital technologies on children's cognitive, emotional, and social development, as well as at developing new digital education tools that take into account safety and ethics.

The article examines the experience of using modern digital technologies to control and accurately assess the quality of students ' knowledge and skills. It is shown how digital technologies allow us to quickly implement high-quality pedagogical control and objectively assess with high accuracy the level of the student's knowledge, allowing us to conduct testing more efficiently and quickly, as they are able to automate the process of creating tests, evaluating them and reporting results. In addition, the positive side of the systematic control of knowledge based on the use of digital technologies is its objectivity, based on the realization of the possibilities of their informative functions, since they do not allow the teacher to influence the test results, and also allow to establish the accuracy of the answer. When performing this type of control, conditions are created under which the student is not afraid of the control procedure and does not try to invent new ways to increase the grade. Digital technologies allow the teacher to create individual training programs, which makes it possible to adjust testing to the needs of each student and create a personalized approach to the educational process. The teacher has the opportunity to objectively assess the real level of students' knowledge and their compliance with the declared competencies. Digital tests can be taken at any time and from any place, making the testing process convenient and accessible for students. The use of digital technologies to monitor knowledge can be motivating for students, as it allows them to participate more actively in the learning process and increase their achievements.
 The text of the article briefly describes the need for digital technologies in education, types and applications of control and diagnostic systems and online services, justified expediency and advantages of digital testing technologies, as well as examples of modern services and programs for creating tests. It is also noted that digital technologies make it possible to save test results and obtain statistics on student answers, which allows for a more objective analysis of the level of knowledge. The use of digital technologies also makes it possible to increase the efficiency of knowledge control and reduce time spent on preparing tests and evaluating results.

The difference between the use of computer aided architecture design (CAAD) in the FRG and the use of CAD in the building industries of foreign countries or in other applications, like the mechanical industries, is decisive for the carefule use of other experiences of man machine interaction for CAAD in the FRG. The specific situation of the building industrie of the FRG, like handscraft production and large work-sharing between the projekt members, makes specific requirements for the interfaces for CAAD. Not only the interaction of architect and machine but also the interaction between the different tasks are important for the question, how we can increase the quality of architecture with CAAD.