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

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� Ensure the students have gained transferable skills in attending and interacting with their study demands. � Ensure the sustainability of the use of the skills obtained for the future. � Produce students who facilitate the Virtual Design process through the use of digital media, social networking tools, and of multi-disciplinary type, in order to forge strong working partnerships. The study would also result in producing a digital VDS curriculum for the use in design studios. VDS 3 environment Outcome Gaining transferable skills Table 7.8 details the outcomes and the process used in the VDS 3 and how they were evaluated. Table 7.8: Evaluation Process for Outcome Figure 7.9 illustrates the student‟s gaining of the required skills throughout the workshop. Process to gain outcome Type of data considered Lectures, workbook activities, in- class activities, assessment, and technological tools 167 Still pictures during lectures, videos, Facebook snapshot, workbook, and assessment Sustainability of use Technological tools Student feedback and Facebook follow up procedures. Use of technology Facebook follow up, blogs, web page, and 3D technology Final product Teachers’ feedback Interviews Facebook snapshot, webpage blogging follow up, workbook activities and assessments
Figure 7.9: Student Performance Figure 7.9 shows the increase of the use of the facilities inside the VDS environment as the workshop progressed. The numbers accompanying the name of the facility represent the stage of the workshop as the observation and the Facebook follow-up procedures were divided into three stages for the purpose of analysing the data acquired. Each number represents the stage in the VDS. Stage one was at the very beginning of the workshop whereas stage two represents the middle stage and stage three is the final stage. The figure shows the increase and the utilisation of the facilities by the students as the workshop progressed. 7.7 Impact Evaluation In this section the impact of VDS 3 as a project on the educational system in the university is presented and the wider implications on education in the UAE education system considered. 7.7.1 Focus group: The focus group revealed the students perception of the tools deployed in VDS 3. The students stated that they enjoyed using Facebook as a learning environment. The students started creating Facebook groups 168
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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
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5.14 Methods of Phase 3 Secondary d
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analysis of planning systems, havin
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director, the tutors and some of th
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Goodwin‟s use of multi-disciplina
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Through the use of “free time”
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students were encouraged to ask que
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concerned. The students also indica
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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 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 and 154: Dimension Application Creativity- p
Page 155 and 156: Dimension Aim Implementation Techni
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Page 159 and 160: Creativity Critique Collaboration C
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Page 163 and 164: Collaboration Anonymous 7.4.4 Focus
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Page 171 and 172: 7.8 Conclusion This chapter discuss
Page 173 and 174: The figure above shows the main the
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
Page 205 and 206: Appendices
Page 207 and 208: Appendix A a. The University of Sha
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Page 211 and 212: Also, being strict with time, outre
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Page 215: 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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...................................
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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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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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