AUGMENTING DESIGNERS MEMORY - REVISAL OF THE CASE-BASED REASONING PARADIGM IN ARCHITECTURAL EDUCATION AND DESIGN
This research focuses on the Case-based Reasoning paradigm in architectural design (CBD) and education. Initial point for further exploring this only seemingly comprehensive investigated field of research constitutes the finding that promising looking concepts exist but that they do not play a role in daily routine of designing architects or in university education. In search of reasons for this limited success a critical review of the CBR approach to architectural education and design was performed. The aim was to identify gaps in the CBD research and to discover potential fields of research within CBR research in architectural education and design to improve acceptance and practical suitability. Two major shortcomings could be identified. In the first place the way retrieval mechanisms of systems under investigation relate to the needs of architectural designers and students. At second: Successful CBD systems rely on the work of third-parties in sharing their experiences with others and filling the databases with relevant cases. Therefore two questions remain unanswered: The question of which projects become part of the database and how get existing projects not only described but evaluated. This is an essential task and prerequisite to meet the requirements of the underlying theory of CBR.