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

which supported the curriculum of the VDS 3 and helped the student to
be focused and to generate their unique ideas for the project by invoking
several issues of concerns. The workbook also helped to keep the
workshop cohesive by refereeing the student to the all-available material
and make them interact with it to get the best benefit. The activities in
the workbook varied in their nature and style and each aimed at
providing the student with specific learning outcomes, which is an
important element in creating learning materials. 291 The workbook
activities were classified into three main topics and further into
subtopics. The main topics refer to the three intensive days‟ main
concepts and themes where the activities concentrated on different
themes and helped the student during their virtual collaboration when
there were no face to face sessions. The students were made aware of
the main objectives of the workbook in general and for each specific
activity. The sole purpose of this workbook was not to assess the
students‟ capacity of knowledge, but to encourage them to think for
themselves. The lectures and studio time worked in harmony with the
workbook to provide the student with the inspiration, guidance and
support them to fulfil all aspects of their brief. The workbook acts as an
account of the students‟ personal development throughout the course of
the studio. For the purpose of this study the students were asked to
submit their completed workbook at the end of the workshop to perform
as a supplementary data gathering technique for this study.
The workbook consisted of three parts, each serving the requirements of
the main theme of each in of the class meetings. The main theme of the
first part was aimed at helping the student to establish their views about
the surrounding political situations as far as design is concerned which
is believed to help the student develop their characteristics in design as
well as making them aware of the surrounding culture and the political
situation which were affecting their designs in the future. The second
aim was to familiarise the student with the technology supporting the
291 Palloff, R. M. & Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for Virtual
Classroom. San Francisco: Jossey-Bass.
134