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An e-Learning Environment to Enhance Quality in Collaborative Design.

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Antonio Fioravanti

Dept. Architecture e Urbanística per l'Ingegneria - Sapienza University of Rome, Italy http://www.dau.uniroma1.it

Introduction

Nowadays 'quality' is an increasingly quoted, sought after and desired word after its popularity in the Scholastic period when St Thomas Aquinas defined it 'recta ratio factibilium' - the proper way to do things. Its fortunes declined above all in the period running from the Enlightenment to Positivism when the measurement of performance and acceptability thresholds prevailed.

At the beginning of the 1970s new problems arose that were difficult to model and techniques were developed for multi-criteria analysis to define the quality as the complexity of the phenomena did not allow them to be reduced to a single function. At the same time, quality was rediscovered in everyday and technical language, both during the enthusiastic and pioneering computer era (Pirsig, 1974) and that of the Free Software Foundation founded by R. Stallman in 1983 (FSF, 1983) and by standards entities with the ISO 9000 series in the 1990s.

Be that as it may, whatever the philosophical stance adopted (including Plato and Aristotle), quality is not intrinsic to the object or to the examining subject, but is dependent on both. Rather, it also depends on the context. And this is what happens in the design process: the design solution is dependent on the context, on the actors and on the design proposals of the design/construction (Carrara and Fioravanti, 2002) (Fig. 1).

Project/Solution

(D

E

Fig. 1. The project can be seen as an intersection set of Actors, Context and Process

The design method best suited to meeting the challenges of our times is that of Collaborative Design (Kvan, 2000; Carrara and Fioravanti, 2001; Borkowski et al., 2001; Cheng, 2003). The quality of the building is thus defined as the intersection among the qualities that the individual actors associate with the building itself from their own point of view: the perspectives of quality. This is valid both in design practice in which each actor 'cultivates' his/her own idea of quality, deriving from the current regulations governing his/her own specialist professional sector and his/her own experience and sensitivity, and in the training of students in the architecture and civil engineering faculties who must learn to make a global assessment of a project or a building construction. The best way of attaining this objective is for the student to gain experience in performing the various different roles in the design process, so as to be able to view the project itself from different standpoints: from that of the Architect, of the Structural Engineer, of the Energy- plant Engineer and of the Quantity Surveyor. The greater the awareness of the problems that arise in other disciplinary fields as a result of one's own choices pertaining to one's own design purposes the more the overall quality is enhanced, avoiding the most common design errors which it is difficult to correct later. At the same time, knowledge obtained through role reversal of the other design aims extends the student-actor's field of knowledge, and they can thus propose innovative solutions.

To this end, in our department, research has been undertaken to develop a software environment that can be used in Collaborative Design. It has been illustrated in one of its simplified forms - c-House - in Fioravanti and Rustico (2006) and in Carrara and Fioravanti (2007).

Approach to the scientific problem

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The field of research in Collaborative Architectural Design is extremely vast in scope and here we shall be examining only the aspects listed above. However, several general considerations must be made concerning building design and construction in our times (Fig. 2), which have guided the research programme. The latter is based on the following observations:

• buildings are the result of an increasingly complex design/ construction process which is affected by the continuous expansion of specialist regulations, new materials, specialist technical information, and innovative production/ construction technologies;

• the creation of new highly specialized professional skills or the further refinement of existing ones as a result of the preceding point;

• a general decrease in practice in the quality of architecture and in the performance of the interventions from the conceptual design phase to the preliminary and detailed ones, accompanied, in the construction phase, by an increase in the cost of the end product of up to 50% of the originally allocated cost;

• the growing new needs and new expectations of building must meet, in terms of sustainability, energy, habitability, safety, and conformity with changing business activities.

Fig. 2. Complexity of building design in our times - Opera House in Taichung, Toyo Ito, 2006

project - in construction

The fundamental components of these design problems lie in a low and selfish collaboration among actors. To overcome this limitation we need to deal with:

a) the lack of suitable education in cross-disciplinary collaboration in the various specialist courses in universities;

b) the lack of suitable ICT tools enabling collaboration to be practiced in the design of complex buildings.

In order to allow an efficient and efficacious collaboration aimed at enhancing the overall design quality the research is developing:

a) teaching-training methodology to increase the aptitude for collaboration on complex building projects, which can be validated through the creation of a network of specialist students located in different universities;

b) innovative tools based on advanced ICT technology which can define, transmit, interpret and explain the basic knowledge underlying the project, shared by all the operators involved, thus establishing the technical and infrastructural conditions required for design collaboration among specialists in different fields.

Research method

The research group, in order to successfully tackle what has been outlined above, points out that as far as aspect 'a)' is concerned, collaboration does not automatically emerge from the mere availability of an adequate technical-instrumental tools, but demands adequate training in order to: explain the need, develop the necessary aptitude, learn the techniques, develop its practical skills.

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To this end the student-actor must participate in the principal roles of the design process in Collaborative Design: it is like a compulsory role play on the Internet. This training will increase his/her capacity to devise different strategies depending on the specialization selected.

It has also been found essential that this training in cross-disciplinary group work should be carried out in parallel with 'traditional' specialist technical training, so as to ensure each future professional gains the capacity to apply his/her own technical knowhow with an awareness of the complexity of the collaborative process and with respect for the different cultural backgrounds of the other potential students. Moreover the software environment uses the st

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