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Evaluation of the Implementation of VDS 3-WS Hypothesis The main hypothesis of this research was highlighted in chapter 5. This section will consider in details the main and sub hypothesis and align the main hypothesis and the sub-hypothesis to the evaluation elements. The main hypothesis: Socio-economic factors such as the work culture and male female issues within the UAE and other Gulf States need to be addressed to implement VDS successfully into the curriculum. Sub-hypothesis: VDS is instrumental in promoting creativity and collaboration in architectural education and to examine the above hypothesis an evaluation scheme was developed. The scheme considered a formative evaluation to examine the use of creativity and collaboration in VDS 3 and to evaluate the socio-economic factors in the VDS 3 as well as a summative evaluation to discuss the overall impact and the outcome of the studio on these factors. The VDS 3 contained several layers (see chapter 6). Table 7.1 shows the content and the scope for each intended pedagogical issue and the tool (technological or educational) used to implement it. 151
Dimension Application Creativity- problem identification Aim Implementation Tool Help the student identify the main problem or issue of concern Creativity- Motivation Encourage the students to think freely and metaphorically Creativity- Fluency Assist the students to think outside the box and base their thinking on their surroundings Creativity- Flexibility Aid the students in their generation of new ideas and adoption of others. Creativity- Originality Help the students on their initial idea generation. Creativity- Elaboration Help the students to build on others ideas. Creativity-Inquisitiveness Encourage the students’ curiosity to research and absorb new knowledge and ideas. Creativity- Persistency Encourage the students to identify their goals and work hard to achieve it. 152 -Virtual tour -formal and informal synchronous tool (chat) -workbook activities -Activities in workbook -Use of Facebook as a sociable tool -Lecture by Radoine - Games -icebreaker Activity Idea generation based lectures Metaphor thinking promoted Idea intersection method Regroup and re-match approach Metaphoric thinking Extension of initial ideas into a complete project Critique Facebook and web page materials and links Facebook group formation Workbook activities Table 7.1 Creativity Dimension and its Implementation Tools
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FRAMEWORK FOR THE IMPLEMENTATION OF
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As technology is changing rapidly;
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List of Tables Table 6.1: Three Pha
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Contents Chapter 1: Introduction ..
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5.13 Methods of Phase 2 ...........
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9.5.2 Recommendation 2: Change of M
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technology in architecture design e
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e learned. The UNЕЅСO report on
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architecture within universities. 2
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Figure 1.1: The innovative process
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consequently this resulted in the l
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society, and the diverse socio-cult
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with the lifestyle of its occupants
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the study, the purpose of the study
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understanding of the research conte
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Peninsula. It is bordered by the Pe
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2.2.2 UAE POST-1971 This British an
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UAE, the vernacular architecture re
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social groups is being substituted
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The grand expansion is also obvious
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interact website 94 the foreigners
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to rules, policies and regulations,
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The UAE encountered a rapid growth
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Moreover, neither were supplementar
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The Arab League Educational Cultura
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understand the lack of utilisation
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3.2 UAE Vision 2021 In his famous b
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Figure 3.1 shows the culture of wor
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students‟ loans for lab top purch
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А common education in the first th
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improving quality and effectiveness
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stressed the importance of the “f
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design problems and finding a way t
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“The most important role that met
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plan. The benefits of the use of te
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Abu Shakra 220 argues that the use
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According to Reffat 224 the effecti
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Chapter 4: Teaching and Learning Me
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The last few years have witnessed a
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University and the University of Sh
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4.3.4 Design Curriculum Design cour
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expected to finalise their design p
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Chapter 5: Methodology 5.1 Introduc
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make decisions on which new approac
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formulating a framework or a model.
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The research approach used for this
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It also works as a guide for the en
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problematic and has been a tool for
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5.11 Validity and Reliability Herr
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about human developments associated
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Page 103 and 104: 5.14 Methods of Phase 3 Secondary d
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Page 109 and 110: Goodwin‟s use of multi-disciplina
Page 111 and 112: Through the use of “free time”
Page 113 and 114: students were encouraged to ask que
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Page 119 and 120: Peer Assessment: Students will be s
Page 121 and 122: also covered the data collection in
Page 123 and 124: to another cycle of observation, ac
Page 125 and 126: 6.3 Phase One The needs analysis in
Page 127 and 128: Figure 6.2: VDS 1 basic elements Th
Page 129 and 130: Figure 6.3: Database Form for Ident
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Page 133 and 134: conducted to get in-depth understan
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Page 137 and 138: student engage with their learning
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Page 141 and 142: � Team-Working Another important
Page 143 and 144: Facebook was utilised in this proje
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Page 149 and 150: Formative evaluations improve and d
Page 151: the diary of events, and the timeta
Page 155 and 156: Dimension Aim Implementation Techni
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Page 159 and 160: Creativity Critique Collaboration C
Page 161 and 162: available. Figure 7.3 illustrates s
Page 163 and 164: Collaboration Anonymous 7.4.4 Focus
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Page 169 and 170: Figure 7.9: Student Performance Fig
Page 171 and 172: 7.8 Conclusion This chapter discuss
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Page 175 and 176: Networking also helped the students
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Page 183 and 184: 8.3.14 Creativity As shown in Figur
Page 185 and 186: Chapter 9: Recommendations 9.1 Intr
Page 187 and 188: The summary of the findings of the
Page 189 and 190: 9.3.3 Networking Facilities The ope
Page 191 and 192: Figure 9.2 VCCS Framework The resea
Page 193 and 194: Figure 9.4: Hofstede classification
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Page 199 and 200: To better accommodate the above rec
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Conclusion Future Architects This w
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Appendices
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Appendix A a. The University of Sha
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Q4. We were hoping that this is goi
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Also, being strict with time, outre
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allocated for this workshop will no
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Other suggestions? Student1: The wo
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To combat the prevalent cultural re
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The participants will then be instr
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d. Open Learning Workbook Virtual D
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...................................
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Due to the nature of the Virtual De
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is your now your group. With the vi
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Conclusion: Again, there are no rig
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...................................
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Activity: Once you have decided you
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...................................
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Studio as they will not be relevant
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2.2.1 Vision.......................
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1.0 Factual Summary 1.1 Aim of Stud
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� To meet the needs of society an
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� Quality: The University adheres
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The Virtual Design environment prom
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� 3D Design Technology � Collab
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Within the 10 day between the first
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8.3 Assessment 8.3.1 Rationale crea
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To combat the prevalent cultural re
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How to be Effective Research, Cardi
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Director of Studies. Dr. Richard Ra
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Appendix B f. Observations and Anal
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spectacular, grotesque and colourfu
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years. They were asked to consider
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‘leisure’ theme arose including
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work sufficient. With consistent su
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g. Interviews Guide for participant
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h. Creativity Check List 72
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j. Samples of Students Interview 78
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Appendix C l. Exploratory survey at
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The focus group methodology was con
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especially 3-D like videos or slide
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Appendix D m. Case Studies for Phas
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Appendix E n. Published Papers iii.
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