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6.3.1 The First Proposed VDS Model Maher et al, 278 classified metaphors about the VDS as Desktop metaphor and Place metaphor. The desktop metaphor refers to the use of collaborative tools as if they were lying on a working desk in a physical office. On the desktop, and nearby, a designer finds tools for drawing (e.g., pencils, rulers), communicating (e.g., telephone), archiving (e.g., folders, filing cabinets), organising (e.g., diary), finding information (e.g., catalogues, archives), and so on. In general, the designer has access to all the office resources necessary to perform the design task. On the electronic desktop – which is based on a metaphor of the physical one – all the functions are present on the same interface, in this case, visible on the computer screen. This approach is the most common and is presented as the “toolkit approach” by Kvan. 279 When adopting the place metaphor, preparing a virtual design studio is much like designing a physical studio. 280 The studio is set up to facilitate and support collaborative design activities. A virtual design studio differs from the physical design studio in a significant way: where a virtual studio can automatically react to people‟s use and presence, a physical studio is passive and is changed only when people physically change it. As the international best practice investigation resulted in the choice of two models 281 , Maher‟s model was modified according to the UAE‟s characteristics and then proposed as the first attempt in this research. 278 Maher, L. M., Simoff S. J & Cicognani (2000). Understanding Virtual Design Studio. London: Springer. 279 Kvan, T. (2001). Op.cit. p345-353. 280 Maher, L. M., Simoff S. J & Cicognani (2000). op.cit. p13. 281 Al-Ali, A., Sharma, P. (2009) ‘Creativity and collaboration in architecture education in the United Arab Emirates’, Digitizing Architecture Formalization & Content, Bahrain: Bentley. p245-256. 125
Figure 6.2: VDS 1 basic elements The pedagogical aspects were implemented within the first model using blackboard and active worlds. Blackboard was used as a learning management system that supports educational elements. Active world backed up by blackboard assisted the student to work on their design ideas. Students participate in the studio by going to the virtual place to present, discuss and develop their design. Their presence in the world is represented by avatars. In addition, the Blackboard is used to facilitate communication and educational tools such as: learning materials, bulletin boards, whiteboard, and email. 6.3.2 Evaluation of VDS 1 An exploratory survey was conducted at this stage to get a thorough understanding of the design education need in the UAE educational institutes. 282 The survey also aimed to investigate the students and instructors perceptions of the proposed VDS. The study confirmed the UAE educational institutes‟ need of the VDS environment. The study also revealed the existence of high technological tools in the UAE educational institutes yet not potentially utilised 283 . For more about this study refer to appendix C. 6.4 VDS 2 The feedback from the previous study alongside the literature review was used as a need analysis for the further development of the VDS. 282 Al-Ali, A. I. (2007). op.cit. p439-456 283 ibid. p439-456 Real World Simulati on 3D Design Tools Virtual Reality Chat VDS Model Text 126 File Manage ment Video Confere ncing Email
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FRAMEWORK FOR THE IMPLEMENTATION OF
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As technology is changing rapidly;
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List of Tables Table 6.1: Three Pha
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Contents Chapter 1: Introduction ..
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5.13 Methods of Phase 2 ...........
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9.5.2 Recommendation 2: Change of M
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technology in architecture design e
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e learned. The UNЕЅСO report on
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architecture within universities. 2
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Figure 1.1: The innovative process
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consequently this resulted in the l
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society, and the diverse socio-cult
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with the lifestyle of its occupants
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the study, the purpose of the study
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understanding of the research conte
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Peninsula. It is bordered by the Pe
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2.2.2 UAE POST-1971 This British an
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UAE, the vernacular architecture re
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social groups is being substituted
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The grand expansion is also obvious
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interact website 94 the foreigners
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to rules, policies and regulations,
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The UAE encountered a rapid growth
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Moreover, neither were supplementar
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The Arab League Educational Cultura
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understand the lack of utilisation
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3.2 UAE Vision 2021 In his famous b
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Figure 3.1 shows the culture of wor
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students‟ loans for lab top purch
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А common education in the first th
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improving quality and effectiveness
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stressed the importance of the “f
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design problems and finding a way t
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“The most important role that met
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plan. The benefits of the use of te
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Abu Shakra 220 argues that the use
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According to Reffat 224 the effecti
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Page 81 and 82: 4.3.4 Design Curriculum Design cour
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Page 85 and 86: Chapter 5: Methodology 5.1 Introduc
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Page 91 and 92: The research approach used for this
Page 93 and 94: It also works as a guide for the en
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Page 97 and 98: 5.11 Validity and Reliability Herr
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Page 101 and 102: the UAEU for the purpose of collect
Page 103 and 104: 5.14 Methods of Phase 3 Secondary d
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Page 109 and 110: Goodwin‟s use of multi-disciplina
Page 111 and 112: Through the use of “free time”
Page 113 and 114: students were encouraged to ask que
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Page 119 and 120: Peer Assessment: Students will be s
Page 121 and 122: also covered the data collection in
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Page 125: 6.3 Phase One The needs analysis in
Page 129 and 130: Figure 6.3: Database Form for Ident
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Page 141 and 142: � Team-Working Another important
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Page 149 and 150: Formative evaluations improve and d
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Page 153 and 154: Dimension Application Creativity- p
Page 155 and 156: Dimension Aim Implementation Techni
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Page 159 and 160: Creativity Critique Collaboration C
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Page 163 and 164: Collaboration Anonymous 7.4.4 Focus
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Page 171 and 172: 7.8 Conclusion This chapter discuss
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the discipline of being part of the
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just an hour beforehand with the fo
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positively adapted the new culture
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8.3.14 Creativity As shown in Figur
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Chapter 9: Recommendations 9.1 Intr
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The summary of the findings of the
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9.3.3 Networking Facilities The ope
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Figure 9.2 VCCS Framework The resea
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Figure 9.4: Hofstede classification
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support by providing financial supp
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positive attitude toward technology
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To better accommodate the above rec
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them. The e-learning diary will als
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Conclusion Future Architects This w
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Appendices
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Appendix A a. The University of Sha
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Q4. We were hoping that this is goi
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Also, being strict with time, outre
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allocated for this workshop will no
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Other suggestions? Student1: The wo
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To combat the prevalent cultural re
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The participants will then be instr
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d. Open Learning Workbook Virtual D
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Due to the nature of the Virtual De
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is your now your group. With the vi
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Conclusion: Again, there are no rig
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Activity: Once you have decided you
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Studio as they will not be relevant
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2.2.1 Vision.......................
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1.0 Factual Summary 1.1 Aim of Stud
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� To meet the needs of society an
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� Quality: The University adheres
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The Virtual Design environment prom
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� 3D Design Technology � Collab
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Within the 10 day between the first
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8.3 Assessment 8.3.1 Rationale crea
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To combat the prevalent cultural re
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How to be Effective Research, Cardi
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Director of Studies. Dr. Richard Ra
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Appendix B f. Observations and Anal
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spectacular, grotesque and colourfu
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years. They were asked to consider
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‘leisure’ theme arose including
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work sufficient. With consistent su
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g. Interviews Guide for participant
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h. Creativity Check List 72
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j. Samples of Students Interview 78
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Appendix C l. Exploratory survey at
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The focus group methodology was con
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especially 3-D like videos or slide
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Appendix D m. Case Studies for Phas
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Appendix E n. Published Papers iii.
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