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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Appendix A<br />
a. The University <strong>of</strong> Sharjah Field work<br />
Interview with Dr. Hassan Rado<strong>in</strong>e Transcript<br />
Q1. Do you th<strong>in</strong>k <strong>the</strong> aspect <strong>of</strong> <strong>the</strong> <strong>virtual</strong> collaborative <strong>studio</strong> was<br />
fulfilled <strong>in</strong> this workshop?<br />
Absolutely, <strong>the</strong> student were very <strong>virtual</strong>, <strong>the</strong> collaboration aspect was<br />
very strong and was obviously present. If <strong>the</strong>y were not <strong>virtual</strong> <strong>the</strong>y will<br />
not th<strong>in</strong>k <strong>of</strong> re<strong>design</strong><strong>in</strong>g sharjah <strong>in</strong> 3 days <strong>the</strong> way <strong>the</strong>y worked and <strong>the</strong><br />
utilisation <strong>of</strong> technology helped <strong>the</strong> student overcome many problems<br />
that might prevent <strong>the</strong> production <strong>of</strong> films <strong>in</strong> this short time. As an<br />
outsider I th<strong>in</strong>k you were successful <strong>in</strong> meet<strong>in</strong>g <strong>the</strong> <strong>virtual</strong> elements and<br />
<strong>in</strong> widen<strong>in</strong>g <strong>the</strong> scope and <strong>the</strong> horizons <strong>of</strong> <strong>the</strong> student imag<strong>in</strong>ation. The<br />
use <strong>of</strong> <strong>the</strong> <strong>virtual</strong> tour was also helpful <strong>in</strong> that matter as <strong>the</strong> student had<br />
an imag<strong>in</strong>ation <strong>of</strong> sharjah and <strong>for</strong> places <strong>the</strong>y would never visit or it<br />
would have been very time consum<strong>in</strong>g and ef<strong>for</strong>ts as well to do a field<br />
visit. The student‟s horizon was widened and <strong>the</strong>y were sent to fly and<br />
<strong>the</strong>n come back to a connect<strong>in</strong>g dot so you objective was attended and<br />
obta<strong>in</strong>ed.<br />
In terms <strong>of</strong> what you said about creativity <strong>in</strong> <strong>the</strong> Middle East, do you<br />
th<strong>in</strong>k that this workshop contributed <strong>in</strong> promot<strong>in</strong>g it tak<strong>in</strong>g <strong>in</strong><br />
consideration <strong>the</strong> student‟s f<strong>in</strong>al products?<br />
When I said about Middle East I was try<strong>in</strong>g to put <strong>in</strong> context your <strong>model</strong><br />
<strong>of</strong> VDS <strong>in</strong> <strong>the</strong> Middle East sett<strong>in</strong>g and specially <strong>the</strong> UAE. The<br />
problematic area is <strong>the</strong> architectural education and <strong>the</strong> elements are<br />
creativity, collaboration and <strong>virtual</strong>ity and <strong>the</strong> objective is to know <strong>the</strong><br />
capacity <strong>of</strong> Middle East m<strong>in</strong>ds/ <strong>in</strong>tellectuality and how <strong>the</strong>y perceived<br />
<strong>the</strong>mselves. To cope with difficult situations and how <strong>the</strong>y perceive <strong>the</strong>ir<br />
own self. Understand<strong>in</strong>g <strong>the</strong>ir own issue (<strong>the</strong> case <strong>of</strong> sharjah) through<br />
creative eng<strong>in</strong>e to make student <strong>of</strong> sharjah realise <strong>the</strong>ir own problems<br />
which might not seem obvious <strong>for</strong> a citizen who is liv<strong>in</strong>g <strong>in</strong> this city and<br />
<strong>for</strong> <strong>the</strong> student to realise and address this issue was a great success <strong>of</strong><br />
<strong>the</strong> <strong>studio</strong> and a way <strong>of</strong> new th<strong>in</strong>k<strong>in</strong>g. The strategic issues <strong>of</strong> <strong>the</strong> city <strong>in</strong><br />
its urban plann<strong>in</strong>g level was reduced to <strong>the</strong> architectural level and<br />
addressed <strong>in</strong>side <strong>the</strong> vds <strong>studio</strong> was beautiful. They were deal<strong>in</strong>g with<br />
<strong>the</strong> urban plann<strong>in</strong>g and <strong>the</strong>y th<strong>in</strong>k <strong>the</strong>y can do it (make <strong>the</strong>m believe <strong>in</strong><br />
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