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

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