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

Networking also helped the students to exchange and share ideas which
helped them build on each other‟s ideas and increased their flexibility.
This will be discussed later in this chapter as we explore in detail the
factors that affected the integration of creativity.
8.3.3 Maintain Tracking
As part of the assessment procedure the students were made aware
that their contribution in the technological tools would be monitored and
they would be assessed on their contribution. As part of the
pedagogical layer discussed earlier (see Chapter 6) many activities
were made with the purpose of referring the students to the technology
made available for them in this virtual environment. Being aware that
the use of technology would be assessed was believed to encourage
the students to participate in using the available technologies. The
results in the previous chapter show that the students made much use
of Facebook as a tool for synchronous and asynchronous
communications and to exchange ideas and discuss issues related to
their designs. The students used all the facilities available in Facebook;
in contrast, other aspects of the technologies available for the VDS 3
were rarely used. The students were made aware of the website that
links to other synchronous and asynchronous tools (messenger and
video conferencing) as well as discussion forms and blogs and the
students were referred to use these aspects regularly but they decided
not to do so. The results shown in chapter seven illustrate that the use
of 3D technologies as well as the web page was minimal.
The reason behind this is that Facebook is the trendy fashion in the
communication technology at this time so the students were enthusiastic
and motivated to explore the new fashion in communication and so used
it as part of their learning process.
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