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

skills to tackle similar problems through the VDS 3 environment (see
Figure 6.9).
Figure 6.9: Students conducting learning by doing exercise
The pedagogical layer also integrated a problem-based learning
approach. This approach is helpful in exercising the memory. This then
results in better memorisation of information. It also speeds up the
recall procedure and increases the volume and the abilities of
memorisation. The approach also develops creative and innovative
abilities. Schwartz et al states that:
“Problem based learning approach facilitates the improvement of faster
body responses. Interactive games provide opportunities for exercising
brains in these various ways described above”. 296
“Icebreakers” are activities that are prepared by the educator and
designed to put the learners at ease. It helps in establishing a relaxed
atmosphere. The learners introduce themselves to each other, and
energise themselves in what it is normally “an unduly formal atmosphere
or situation” according to O‟Neill et al. 297 Icebreakers are not normally
related to the subject area, whereas “openers” are. Moreover,
icebreakers are known to melt the ice and make people smoothly
interact. Icebreakers assist the learners to communicate and form
groups in a non-threatening and fun way. The first informal introduction
296
Schwartz, P. Mennin, S. Webb, G. (2001). Problem-Based-Learning: Case Studies, Experience and
Practice. London: Kogan Page Ltd.
297
O'Neill, G., Moore, S., McMullin, B. (2005). ‘Student-centred learning: What does it mean for students
and lecturers?’. All Ireland Society for Higher Education (AISHE).
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