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

VDS environment and to make sure that the students were utilising the
technologies and making required use of it. Figure 6.7 shows a sample
of the activities available for the participant.
Figure 6.7: Workbook Activities: Workbook activities based on Situated-Learning
Style
The second theme aimed at encouraging the students to observe the
surrounding environment, in this case the Emirate of Sharjah, and help
them establish their initial views about areas of improvements (see
appendix A). It was also aimed at engaging the students in more virtual
work through the use of Facebook and the web page and furthermore it
encouraged the student to reflect on each other‟s views and on their
own and finally the student is asked to think freely and get inspired by
their surroundings.
The final section concentrated at preparing the student for their final
submission by referring them to concrete examples of previous studios
(in this case the Cardiff studio)
The workbook activities encouraged collaboration and creativity
throughout the whole process by encouraging the student to think freely
and observe the surroundings and work in groups.
� Games
Another important element of the pedagogical layer is the deployment of
games as a learning tool. Using games in classroom can help the
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