framework for the implementation of a virtual design studio model in ...

students were required to intervene and reinterpret their observations in
an attempt to alter perceptions and meaning.
Required to create new dynamics when considering the connection and
disconnection aspects of Cardiff, the students were to think about
particular modes of interrogation when considering which network, what
cues, and which markets they would explore; what public realm and
what form and focus would the networks have.
The six zones were visited on Day Two: Cardiff Bus and Walking Tour
were not only chosen to give the students a basic overview of Cardiff‟s
historical origins, but it served to stimulate the students‟ creative thought
process. Through fundamental research of Cardiff‟s history and
geography, the students could summarise the urban conditions and
problems of Cardiff‟s infrastructure in relation to other small cities in the
UK and Europe. All students were required to read the key texts and
overseas students were advised to make use of Google Earth at the
point of entry to their studies.
Pecha Kucha
Pecha Kucha presentations served to give the group a snapshot of each
participant. They were quick, brief introductions of cultural and academic
background. The purpose of the Pecha Kucha presentation was for
students to affiliate themselves with others, based not on gender, age or
ethnicity, but on particular philosophies and ideas. The presentations
were quick and were designed to give the group some brief information
about each student without them sounding long-winded and boring.
The Brief
With assistance from the tutors, the students were required to produce
their own brief. Implied by the project name: Cardiff Chimera 2020, the
students had to devise appropriate outcomes for the problems facing
Cardiff. Professor Goodwin visualised the emergence of Chimera 2020
through a collective process of reflection, intensive studio sessions, and
a multiplicity of participants.
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