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

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Interview with Ms. Randah Taher<br />

Q1. Do you th<strong>in</strong>k <strong>the</strong> aspect <strong>of</strong> <strong>virtual</strong>ity (use <strong>of</strong> computers) was fulfilled<br />

<strong>in</strong> this workshop?<br />

It was used and very helpful. The effects showed more after <strong>the</strong><br />

workshop as <strong>the</strong> groups kept <strong>in</strong> touch with each o<strong>the</strong>r (some <strong>of</strong> <strong>the</strong>m).<br />

Perhaps it would have been much more helpful if <strong>the</strong> virutality was<br />

across countries and <strong>the</strong> connection was between students at UoS and<br />

at Glamorgan university. That would have been much more <strong>in</strong>terest<strong>in</strong>g<br />

and fulfill<strong>in</strong>g. Also, s<strong>in</strong>ce most students came from <strong>the</strong> same<br />

department, <strong>the</strong>y were complet<strong>in</strong>g <strong>the</strong>ir work meet<strong>in</strong>g <strong>in</strong> <strong>the</strong> ma<strong>in</strong> halls<br />

and classes, and not necessarily onl<strong>in</strong>e. So it did not fulfil <strong>the</strong> “<strong>virtual</strong>ity”<br />

concept <strong>in</strong> this sense (<strong>the</strong> process) but only <strong>in</strong> <strong>the</strong> f<strong>in</strong>al product.<br />

Q2. Do you th<strong>in</strong>k that this workshop contributed <strong>in</strong> promot<strong>in</strong>g Creativity<br />

tak<strong>in</strong>g <strong>in</strong> consideration <strong>the</strong> student‟s f<strong>in</strong>al products?<br />

It did promote creativity with <strong>the</strong> different approaches/tools <strong>of</strong>fered. But<br />

did <strong>the</strong> students use those tools <strong>in</strong> f<strong>in</strong>ish<strong>in</strong>g up <strong>the</strong>ir f<strong>in</strong>al products?<br />

O<strong>the</strong>r than <strong>the</strong> film production (which was a great addition) did <strong>the</strong>y use<br />

<strong>the</strong> concept <strong>of</strong> writ<strong>in</strong>g (or free-flow writ<strong>in</strong>g) or produc<strong>in</strong>g lots <strong>of</strong> ideas<br />

be<strong>for</strong>e choos<strong>in</strong>g one? Aga<strong>in</strong>, I don‟t know.<br />

Q3. In terms <strong>of</strong> time constra<strong>in</strong>t as <strong>the</strong> student and <strong>the</strong> staff had <strong>the</strong>ir own<br />

press<strong>in</strong>g commitments, how do you see ways <strong>of</strong> improvements <strong>in</strong> <strong>the</strong><br />

future?<br />

The tim<strong>in</strong>g was a big issue not only <strong>of</strong> <strong>the</strong> duties <strong>of</strong> <strong>the</strong> workshop with<strong>in</strong><br />

one week but also <strong>the</strong> tim<strong>in</strong>g <strong>of</strong> it (dur<strong>in</strong>g exams). If students knew about<br />

it at <strong>the</strong> beg<strong>in</strong>n<strong>in</strong>g <strong>of</strong> <strong>the</strong> semester <strong>the</strong>n some work might have been<br />

done prior. For example, <strong>the</strong> <strong>in</strong>structors from Glamorgan could have<br />

produced a short video to show <strong>the</strong> participants be<strong>for</strong>e <strong>the</strong>y come here<br />

and ask <strong>the</strong>m to do some work (us<strong>in</strong>g <strong>in</strong>-house facilitation). They could<br />

also start connect<strong>in</strong>g <strong>the</strong> groups and follow<strong>in</strong>g <strong>the</strong>ir progress, watch<strong>in</strong>g<br />

<strong>the</strong> <strong>virtual</strong> tour, etc.<br />

That way no stress <strong>in</strong> time would be as big. Also, f<strong>in</strong>ish<strong>in</strong>g up <strong>the</strong>ir<br />

project <strong>in</strong> a short time added to <strong>the</strong> stress level <strong>of</strong> not only <strong>the</strong> students<br />

but also <strong>the</strong>ir <strong>in</strong>structors from o<strong>the</strong>r classes who compla<strong>in</strong>ed about<br />

students miss<strong>in</strong>g class and/or not com<strong>in</strong>g prepared with <strong>the</strong>ir<br />

assignments. Should it have covered 2 weekends <strong>in</strong>stead might have<br />

been a better story, but aga<strong>in</strong>, each time option has its pros/cons.<br />

4

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