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Collaboration- team-working Tasks Level of involvement Shared tasks 153 Workbook activities Shared responsibilities Peer assessment exercise Mixing of group Awareness of goal Vision and mission identification Shared vision Lectures Motivation Mixture of ideas Communication Synchronous and asynchronous Face to face Sharing responsibilities Task allocation Relationships Ideas generation Tutor: student and student: student communication Trust in each other’s through encouragement and conflict resolution processes Willingness to compromise through critique and lectures Emphasising the importance of time and time management skills Encouraging commitment Authority Encouraging the student to take initiative in making decisions and monitor progress Table 7.2 Collaboration Dimension and it Implementation Tools
Dimension Aim Implementation Technique Pedagogical issues – problem- based learning Individual and group ideas Student-centred learning Student taking responsibility of their own learning Critical thinking Taking part in critique and analysis of others work 154 Re-mix and re-match Workbook activities and online activities Studio activities Table 7.3: Pedagogical Issues and How it was Implemented Several types of learning methods were used in the development of VDS 3. Collaborative: collaborative learning, active learning, problem- based learning and engaged learning (see pedagogical layer in chapter 6). In the collaborative learning the emphasis was on using technology to encourage collaboration among students inside and outside the classroom. Collaborative learning in VDS 3 consisted of other related methods such as cooperative learning and discovery-based learning. The structure of VDS 3 concentrated on the idea of working in teams. The students were encouraged throughout VDS 3 to work in groups and communicate their ideas, building on each other‟s ideas and taking initiative in their design. Activities on the workbook also encouraged the students to use synchronous and asynchronous tools to exchange and discuss ideas related to their work. The students were also asked to form Facebook groups to act as a platform for exchanging and discussing ideas that the tutors could join in with and also maintain the tracking of student progress and activity in the group. The students were also expected to declare their broad vision of their design in their Facebook group and work toward that vision. On the other hand, the idea of cooperative learning at the same time originated from the concept of using technology in education. In VDS 3 the use of technology was encouraged by its synchronous and asynchronous types (see above). Because discovery-based learning takes its structure from the use of the Internet to locate and discover the
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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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the UAEU for the purpose of collect
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
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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 137 and 138: student engage with their learning
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Page 141 and 142: � Team-Working Another important
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Page 149 and 150: Formative evaluations improve and d
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Page 153: Dimension Application Creativity- p
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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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Page 203 and 204: 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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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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Activity: Once you have decided you
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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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