[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600099-105":59,"doc-detail-600099-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","an-experimental-framework-for-designing-a-parametric-design-course","An Experimental Framework for Designing a Parametric Design Course","","An experimental framework addresses how computer-aided design tools are transforming architectural practice and education, while also helping universities incorporate parametric design into traditionally structured curricula. The framework guides course design by accounting for university, course, and student profiles. Departments are evaluated using three dimensions: openness to new design approaches, support for CAD, and rejection of new design approaches. A parametric design course is then designed and implemented as a case study, with its process and results discussed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/an-experimental-framework-for-designing-a-parametric-design-course/600099/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/an-experimental-framework-for-designing-a-parametric-design-course/600099.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is a framework needed for designing parametric design courses?","Question",{"text":112,"@type":113},"Because incorporating parametric design tools into undergraduate programmes remains challenging for both students and teachers, given that curricula are often structured and traditional.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the framework evaluate departments?",{"text":117,"@type":113},"It evaluates departments across three categories: openness to new design approaches, support for CAD, and rejection of new design approaches.",{"name":119,"@type":110,"acceptedAnswer":120},"What was done to test the proposed framework?",{"text":121,"@type":113},"A parametric design course based on the framework was designed and implemented as a case study, and the process and results were discussed.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600099,1792171446,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","An Experimental Framework for Designing a Parametric Design Course  \nAsli Agirbas, Ozyegin University, Turkey  \nAbstract  \nArchitectural forms, architectural knowledge, design process, and design thinking are all changing with the use of computer-aided design programmes, and even traditional university architecture departments now wish to teach these programmes. However, it can be difficult to implement courses on such computer programmes because these departments have traditionally structured curricula. We developed a framework that can inform the design of a parametric design course which considers the university profile, the course profile, and the student profile. This framework evaluates the departments in three categories: ‘open to new design approaches’, ‘supportive of CAD’ and‘reject new design approaches’. A parametric design course in relation to the proposed framework was designed and implemented as a case study. The process and the results were discussed.  \nKeywords  \nParametric Design, Design Education, Design Process, Architecture Curriculum.  \nIntroduction  \nChange in architectural forms, architectural knowledge, design processes, and design thinking has occurred due to the use of various computer-aided design (CAD) tools in the architectural world. These changes are also reflected in architectural education. Especially in graduate programmes, expansions are being made and new methods are being tested. In particular, teaching methodologies for parametric design are being researched all over the world since there is a growing demand for computer programming logic in the field. At the undergraduate level, such knowledge is equally needed; however, it is still a challenge for both students and teachers to incorporate it into undergrad programmes, which are still rather more structured and traditional. For this reason, a framework is needed for designing parametric design courses. The framework is proposed to support the challenge of incorporating parametric design tools on programmes of study. The framework supports course instructor to build a parametric design teaching methodology by articulating the conditions or characteristics of individual programmes.  \nParadigm Shift  \nIn order to create a framework that can inform the design of a parametric design course, it is necessary to first examine the change caused by the effect of computer aided design tools on the architecture world. We can classify these changes as form-based change, change in architectural knowledge, change in design process, and change in design thinking. It is important to consider these changes which are reflected to a certain extent in parametric design education, depending on the scope of the course.  \nComplex geometries have begun to be created with the rapid development of computer-aided design tools. With today’s tools, it is possible to not only create but also revise and refine these complex forms without the necessity of remodelling many sub-parts (Burry, 1999; Woodburry, 2010; Jabi, 2013) . With developing technologies, such as 3D printers and robots, complex and unique forms can now be produced. The interest of architects naturally shifts to these complex forms. This, in turn, pushes research toward the development of new construction techniques and the search for new materials with which architects can extend these complex forms and satisfy their aesthetic understanding and vision (Kolarevic, 2003) . The increased use of various design tools has also changed architecture as a discipline. New ideas also begin to emerge as novel conceptual structures arise in the field (Oxman, 2008) . This suggests that architectural knowledge can change periodically.  \nThe design process is becoming more holistic with the use of emerging technologies. New technologies allow designers to make more than one design decision in the early stages of design (e.g. using optimisation tools) . For example, decisions about fabrication and the use of materials a","cbCaie5lKptzP7fX","https://ap.wps.com/l/cbCaie5lKptzP7fX","pdf",871987,17,"English","# Introduction\n# Paradigm Shift\n## Form-based and knowledge change\n## Changes in design process and design thinking\n# Parametric Design Teaching Methodologies","[{\"question\":\"Why is a framework needed for designing parametric design courses?\",\"answer\":\"Because incorporating parametric design tools into undergraduate programmes remains challenging for both students and teachers, given that curricula are often structured and traditional.\"},{\"question\":\"How does the framework evaluate departments?\",\"answer\":\"It evaluates departments across three categories: openness to new design approaches, support for CAD, and rejection of new design approaches.\"},{\"question\":\"What was done to test the proposed framework?\",\"answer\":\"A parametric design course based on the framework was designed and implemented as a case study, and the process and results were discussed.\"}]","An Experimental Framework for Designing a Parametric Design Course | PDF",1792090028,43]