framework for the implementation of a virtual design studio model in ...
framework for the implementation of a virtual design studio model in ... framework for the implementation of a virtual design studio model in ...
the real CAVE. It is observed that the technology despite of its existence but was not properly integrated into the design curriculum of the UAEU. � Participants The design of this research required the involvement of participants at its different stages. In the first stage the participants are students and staff from UAE University. The staff consists of five male lecturers in the UAE with two male design studio instructors and one female design studio instructor. The student participants were both male and female, aged 18 to 23, studying design studio as part of their education programme. 80% of the students are UAE nationals and 20% are coming from other Arab countries (Palestine, Iraq, Jordan and Syria) but were born in the UAE or lived there for several years. For more about the focus group questions refer to Appendix C. 5.13 Methods of Phase 2 Secondary Data Collection Method in Phase 2 At this phase the same internet search tools mentioned above were used to further identify needs of the UAE society in terms of the VDS developed in the first phase. An investigation of the international best practice of using technology and specifically VDS in architecture education in the world was conducted. In addition, a database management system was created and placed to accommodate and administrate the data collected (more about the database will be detailed in the next chapter). Two models were identified according to the author. The models were further studied as case studies using a secondary data collection method. The researcher conducted an online search and article search (see appendix C). A database table was created and a second VDS was formulated and then rectified in stage three according to the international best practice. 271 Okeil, A. (2010). op.cit. p202-216. 101
5.14 Methods of Phase 3 Secondary data collection method in Phase Three The same internet and library searching tools were also utilised at this stage aimed at finalising the VDS model and equipping it with all the required tools. In addition, a live case study was conducted and observed for the use of creativity and collaboration in the design studio the case of Cardiff Chimera - more about this case study and its findings can be found in appendix B, the next section will briefly introduce the case study as a research method in stage three of phase three. More details of the case study are found later in this chapter. Primary Data Collection Methods � Case Studies Two case studies were conducted in this phase. The first case study was conducted in stage one of this phase and the second case study was conducted at stage three of this phase. The first case study consisted of observing a collaborative and creative design studio. The purpose was to gain in-depth understanding of tutors and students perception of the use of these skills in a design studio setting. This case study was called Cardiff Chimera. The next section provides more details about this case study. The second case study in this phase was conducted at stage three (evaluation stage). The evaluation stage has to take place in the research-targeted environment – in this case the University of Sharjah (College of Engineering - Architecture Department) which required facilitation from the university‟s staff. University of Sharjah is a semi-government university and conducting the case study at this university gave the research an external validity dimension in the sense that the study could be extended and generalised to more than one setting. The University of Sharjah was also selected because unlike the UAEU it better reflects the UAE society in terms of cultural diversity. As the UAEU is mainly occupied by UAE nationals, the national culture dominates there whereas the University of Sharjah attracts people from different cultures including the national culture. 102
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5.14 Methods <strong>of</strong> Phase 3<br />
Secondary data collection method <strong>in</strong> Phase Three<br />
The same <strong>in</strong>ternet and library search<strong>in</strong>g tools were also utilised at this<br />
stage aimed at f<strong>in</strong>alis<strong>in</strong>g <strong>the</strong> VDS <strong>model</strong> and equipp<strong>in</strong>g it with all <strong>the</strong><br />
required tools. In addition, a live case study was conducted and<br />
observed <strong>for</strong> <strong>the</strong> use <strong>of</strong> creativity and collaboration <strong>in</strong> <strong>the</strong> <strong>design</strong> <strong>studio</strong><br />
<strong>the</strong> case <strong>of</strong> Cardiff Chimera - more about this case study and its f<strong>in</strong>d<strong>in</strong>gs<br />
can be found <strong>in</strong> appendix B, <strong>the</strong> next section will briefly <strong>in</strong>troduce <strong>the</strong><br />
case study as a research method <strong>in</strong> stage three <strong>of</strong> phase three. More<br />
details <strong>of</strong> <strong>the</strong> case study are found later <strong>in</strong> this chapter.<br />
Primary Data Collection Methods<br />
� Case Studies<br />
Two case studies were conducted <strong>in</strong> this phase. The first case study<br />
was conducted <strong>in</strong> stage one <strong>of</strong> this phase and <strong>the</strong> second case study<br />
was conducted at stage three <strong>of</strong> this phase. The first case study<br />
consisted <strong>of</strong> observ<strong>in</strong>g a collaborative and creative <strong>design</strong> <strong>studio</strong>. The<br />
purpose was to ga<strong>in</strong> <strong>in</strong>-depth understand<strong>in</strong>g <strong>of</strong> tutors and students<br />
perception <strong>of</strong> <strong>the</strong> use <strong>of</strong> <strong>the</strong>se skills <strong>in</strong> a <strong>design</strong> <strong>studio</strong> sett<strong>in</strong>g. This case<br />
study was called Cardiff Chimera. The next section provides more<br />
details about this case study. The second case study <strong>in</strong> this phase was<br />
conducted at stage three (evaluation stage). The evaluation stage has<br />
to take place <strong>in</strong> <strong>the</strong> research-targeted environment – <strong>in</strong> this case <strong>the</strong><br />
University <strong>of</strong> Sharjah (College <strong>of</strong> Eng<strong>in</strong>eer<strong>in</strong>g - Architecture Department)<br />
which required facilitation from <strong>the</strong> university‟s staff. University <strong>of</strong><br />
Sharjah is a semi-government university and conduct<strong>in</strong>g <strong>the</strong> case study<br />
at this university gave <strong>the</strong> research an external validity dimension <strong>in</strong> <strong>the</strong><br />
sense that <strong>the</strong> study could be extended and generalised to more than<br />
one sett<strong>in</strong>g. The University <strong>of</strong> Sharjah was also selected because<br />
unlike <strong>the</strong> UAEU it better reflects <strong>the</strong> UAE society <strong>in</strong> terms <strong>of</strong> cultural<br />
diversity. As <strong>the</strong> UAEU is ma<strong>in</strong>ly occupied by UAE nationals, <strong>the</strong><br />
national culture dom<strong>in</strong>ates <strong>the</strong>re whereas <strong>the</strong> University <strong>of</strong> Sharjah<br />
attracts people from different cultures <strong>in</strong>clud<strong>in</strong>g <strong>the</strong> national culture.<br />
102
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