framework for the implementation of a virtual design studio model in ...
framework for the implementation of a virtual design studio model in ...
framework for the implementation of a virtual design studio model in ...
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asic level as well as <strong>the</strong> pr<strong>of</strong>essional, face to face, and <strong>virtual</strong> levels.<br />
Several types <strong>of</strong> activities encouraged <strong>the</strong> peer discussions <strong>of</strong> certa<strong>in</strong><br />
topics (basic collaboration) while o<strong>the</strong>rs encouraged <strong>the</strong> remix and<br />
rematch <strong>of</strong> <strong>the</strong> groups where <strong>the</strong> students had to create new groups<br />
based on skills and experiences (pr<strong>of</strong>essional level). The activities also<br />
encouraged <strong>the</strong> students to work <strong>in</strong> class by shar<strong>in</strong>g and exchang<strong>in</strong>g<br />
<strong>in</strong><strong>for</strong>mation <strong>in</strong> <strong>the</strong> lecture room as well as “<strong>virtual</strong>ly” by blogg<strong>in</strong>g, chatt<strong>in</strong>g<br />
onl<strong>in</strong>e, or discuss<strong>in</strong>g certa<strong>in</strong> views.<br />
The use <strong>of</strong> <strong>the</strong>se <strong>in</strong> class activities also encouraged <strong>the</strong> students to work<br />
with peers and at a later stage to <strong>for</strong>m bigger groups, <strong>the</strong>n to remix and<br />
work with different groups <strong>in</strong> which <strong>the</strong> students had <strong>the</strong> chance to<br />
<strong>in</strong>tersect <strong>the</strong>ir ideas and come up with a shared vision <strong>for</strong> <strong>the</strong>ir f<strong>in</strong>al<br />
product.<br />
The students were also encouraged to th<strong>in</strong>k <strong>in</strong> a free and creative<br />
manner through <strong>the</strong> use <strong>of</strong> workbook activities that encouraged<br />
unlimited free th<strong>in</strong>k<strong>in</strong>g and through <strong>the</strong> use <strong>of</strong> metaphorical th<strong>in</strong>k<strong>in</strong>g<br />
exercises.<br />
The Socio-Cultural Layer<br />
The socio-cultural layer is concerned with <strong>the</strong> cultural traditions <strong>of</strong> <strong>the</strong><br />
UAE society. This work is aimed <strong>for</strong> <strong>the</strong> UAE student. S<strong>in</strong>ce <strong>the</strong> UAE<br />
culture differs from <strong>the</strong> western culture and <strong>the</strong> technology transfer<br />
throughout <strong>the</strong> literature 308 has been noticed to be limited by cultural<br />
diversity and cultural factors, this work considered <strong>the</strong> sensitivity <strong>of</strong> <strong>the</strong><br />
UAE culture and addressed this issue by us<strong>in</strong>g <strong>the</strong> available<br />
technologies to overcome cultural restrictions. An example <strong>of</strong> this is <strong>the</strong><br />
use <strong>of</strong> <strong>the</strong> <strong>virtual</strong> tour <strong>in</strong> which <strong>the</strong> student can <strong>virtual</strong>ly walk outside <strong>the</strong><br />
campus (an advantage that could not be reached o<strong>the</strong>rwise due to <strong>the</strong><br />
female restriction issue) and explore <strong>the</strong> surround<strong>in</strong>gs.<br />
O<strong>the</strong>r use <strong>of</strong> technology to overcome cultural restriction is <strong>the</strong> use <strong>of</strong><br />
Facebook with all its facilities to overcome <strong>the</strong> gender issue as male and<br />
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