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Level of Practice 30 25 20 15 10 5 0 Chat Video VR CAD E-mail Figure 6.4: Practice of VDS in China and Far East Database Internet Networking Multimedia Project- Group VDS Practice in USA, UK and Europe Critical Technology Critique Bills of Flexibility Simulated Figure 6.5: Practice of VDS in USA, UK, and Europe Due to the large amount of data entered into the database, the universities were classified into two groups according to the area of practice. Figure 6.4 illustrates the availability of the technological tools 129 Integrated Small desing effects of Sense of FTP Transparent VDS - Finland 50 University of Joensuu Savonlinna Department of Teacher Education Finland Design Studio of the Future - netherlands 49 Eindhoven University of Technology Faculty of Architecture, Building and planning Netherlands VDS- Srtathclyde 48 University of Strathclyde Department of Design, Manufacture and Engineering United Kingdom UK VDS- germany 47 Karlsruhe University Department of Architecture Germany Design Studio of the Future- MIT 46 Massachusettes Institute of Technology Civil and Environmental Engineering United States VR in VDS 45 Eindhoven University of Technology Faculty of Architecture Netherlands The Professional VDS 44 Texas A&M University College of Architecture United States VDS Louisiana 43 Louisiana State University School of Landscape and Architecture United States CVDS-UK 42 Cardiff University Architecture Department United Kingdom UK VDS - MIT 41 Massachusetts Institute of Technology Department of Architecture United States VSI 40 Degli Studi La Sapienza Department of Architecture Italy
in universities in China and the Far East, while the practice of the universities in the UK, USA and Europe are illustrated in figure 6.5. Although there were some good examples of implementing an educational VDS in the curricula, the database showed no results matching the specifications mentioned. However, two examples stand out as the best and were defined as the best practice. � Sydney University VDS � University of Strathclyde VDS The above mentioned universities scored higher than the rest according to the criteria matrices for more details about this see appendix C. 286 An evaluative study of the two cases was conducted through an evaluative research to determine the best practice and establish ideas for the better model (See Appendix C). A case study was conducted through internet search and personal communication (emails and phone interviews) to highlight the main elements of the VDS practiced in the above mentioned universities (for more about this case study see appendix C). The aim was to identify the main elements of technology practiced and to get students perception of the VDS and its overall impact on the student performance in the above mentioned universities. 6.4.1 Evaluation of VDS 2 A socio-cultural study of the UAE was conducted to estimate the feasibility of the proposed VDS with its new pedagogical and technological components. 287 The BPI (Best Practiced Investigation) mentioned above was used to determine the feasibility of VDS 2 according to the international standard. From the observational study there were new ideas generated (see chapter five – the analysis of Cardiff Chimera study). The studio generated new ideas that were required for the development of the studio and its pedagogical aspects which were then implemented in the final version of the VDS. 286 Al-Ali, A., Sharma, P. (2009). op. cit.p245-256. 287 (Al-Ali & Sharma, 2009) op. cit. p245-256. 130
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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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Chapter 4: Teaching and Learning Me
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The last few years have witnessed a
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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
Page 87 and 88: make decisions on which new approac
Page 89 and 90: formulating a framework or a model.
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
Page 105 and 106: analysis of planning systems, havin
Page 107 and 108: director, the tutors and some of th
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
Page 115 and 116: concerned. The students also indica
Page 117 and 118: ideas and collaborate. Video record
Page 119 and 120: Peer Assessment: Students will be s
Page 121 and 122: also covered the data collection in
Page 123 and 124: to another cycle of observation, ac
Page 125 and 126: 6.3 Phase One The needs analysis in
Page 127 and 128: Figure 6.2: VDS 1 basic elements Th
Page 129: Figure 6.3: Database Form for Ident
Page 133 and 134: conducted to get in-depth understan
Page 135 and 136: which supported the curriculum of t
Page 137 and 138: student engage with their learning
Page 139 and 140: skills to tackle similar problems t
Page 141 and 142: � Team-Working Another important
Page 143 and 144: Facebook was utilised in this proje
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Page 147 and 148: female are not supposed to be mixin
Page 149 and 150: Formative evaluations improve and d
Page 151 and 152: the diary of events, and the timeta
Page 153 and 154: Dimension Application Creativity- p
Page 155 and 156: Dimension Aim Implementation Techni
Page 157 and 158: that helped the students in working
Page 159 and 160: Creativity Critique Collaboration C
Page 161 and 162: available. Figure 7.3 illustrates s
Page 163 and 164: Collaboration Anonymous 7.4.4 Focus
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Page 167 and 168: extended use of Facebook accounts t
Page 169 and 170: Figure 7.9: Student Performance Fig
Page 171 and 172: 7.8 Conclusion This chapter discuss
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Page 175 and 176: Networking also helped the students
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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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