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� Quality: The University adheres to a high standards and continuous improvement in teaching, scholarship and service. � Creativity: In the pursuit of academic excellence, the University promotes and rewards creativity and innovation. � Outreach: The University is dedicated to community outreach, emphasizing service, transference of knowledge, and positive contribution to social welfare. � Global Outlook: Although rooted in Islamic and Arabic traditions, the University promotes an international outlook and respect for other individuals and cultures. � Intellectual Freedom: The University promotes open thought, diversity, fairness and academic freedom. � Leadership and Collegiality: The University promotes teamwork, tolerance and leadership by example. � Accountability: Personal and institutional responsibility and accountability are necessary conditions for the accomplishment of the University’s mission and goals. 2.3 The College of Engineering – Department of Architecture The College of Engineering offers unique undergraduate and postgraduate courses from one of the best engineering schools in the region. Engineering at the University of Sharjah strives for excellence in teaching and learning, research and scholarship, and community service. It has exceptional facilities to support the students. It aims to achieve a rich and balanced university experience, both in and out of university. The College of Engineering at the University of Sharjah was inaugurated in 1997 and has grown rapidly since. More than 1000 students are currently enrolled in the following degree programs; Architectural Engineering; Civil & Environmental Engineering; Computer Engineering; Electrical & Electronics Engineering, and Industrial Engineering & Management. 2.4 The Programme 44
The Virtual Design studio is designed to achieve the best possible design strategies and results in accordance with the UOS philosophy, and facilities in accordance with Islamic and Arabic gendered cultural restrictions. The programme serves to corroborate students in their design ideas through the integral use of new technology and digital media and encourage them to fully collaborate through this. 3.0 Justification In an unstable global situation, engineering and architectural design is a fundamental necessity for the development of Sharjah, as well as other cities around the world. This programme aims to extract the best possible design concepts from its students to facilitate and enhance the heritage and expanding landscape of Sharjah. It will look to Dubai’s rapid progression over recent years to inspire the students’ innovative strategies for the future of architecture in the Province of Sharjah. The project will facilitate the latest technology and 3D techniques to promote complex skills. The skills believed to be the demand for the future. the studio will relay on the student centred mode of learning. 4.0 Philosophy Universal risks of global warming, population growth, epidemic diseases and natural disasters presently encroach upon us. Times when nature was analysed from a lab have disappeared as man-made environments and nature have fused. It is in this uncertain climate that we request the students to project their strategies for the year 2010. The concepts and work produced during the programme will be intrinsically intertwined with the VDS Technology and its work to redefine the urban landscape of Sharjah through transformation and adaptation. The studio will apply existing armatures of architectural structures from neighbouring Dubai. The programme ultimately seeks new answers to areas of Sharjah’s future, in terms of both the physical and social construction in addition to architectural design and planning. The core precept of the Virtual Design Studio philosophy is concerned with innovation, and aims to inspire students through digital design practices and intensive collaboration. The studio employs a balance between virtual design pedagogy and traditional creative collaborative practices in an attempt to pioneer future developments in architecture and design. 45
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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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ideas and collaborate. Video record
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Peer Assessment: Students will be s
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also covered the data collection in
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to another cycle of observation, ac
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6.3 Phase One The needs analysis in
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Figure 6.2: VDS 1 basic elements Th
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Figure 6.3: Database Form for Ident
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in universities in China and the Fa
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conducted to get in-depth understan
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which supported the curriculum of t
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student engage with their learning
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skills to tackle similar problems t
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� Team-Working Another important
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Facebook was utilised in this proje
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supportive educational tool Second
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female are not supposed to be mixin
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Formative evaluations improve and d
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the diary of events, and the timeta
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Dimension Application Creativity- p
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Dimension Aim Implementation Techni
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that helped the students in working
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Creativity Critique Collaboration C
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available. Figure 7.3 illustrates s
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Collaboration Anonymous 7.4.4 Focus
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synchronous tools scored highly com
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extended use of Facebook accounts t
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Figure 7.9: Student Performance Fig
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7.8 Conclusion This chapter discuss
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The figure above shows the main the
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Networking also helped the students
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the discipline of being part of the
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just an hour beforehand with the fo
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positively adapted the new culture
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8.3.14 Creativity As shown in Figur
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Chapter 9: Recommendations 9.1 Intr
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The summary of the findings of the
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9.3.3 Networking Facilities The ope
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Figure 9.2 VCCS Framework The resea
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Figure 9.4: Hofstede classification
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support by providing financial supp
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positive attitude toward technology
Page 199 and 200: To better accommodate the above rec
Page 201 and 202: them. The e-learning diary will als
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
Page 209 and 210: Q4. We were hoping that this is goi
Page 211 and 212: Also, being strict with time, outre
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Page 215: Other suggestions? Student1: The wo
Page 218 and 219: To combat the prevalent cultural re
Page 220 and 221: The participants will then be instr
Page 222 and 223: d. Open Learning Workbook Virtual D
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Page 226 and 227: Due to the nature of the Virtual De
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Page 230 and 231: is your now your group. With the vi
Page 232 and 233: Conclusion: Again, there are no rig
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Page 236 and 237: Activity: Once you have decided you
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Page 242 and 243: Studio as they will not be relevant
Page 244 and 245: 2.2.1 Vision.......................
Page 246 and 247: 1.0 Factual Summary 1.1 Aim of Stud
Page 248 and 249: � To meet the needs of society an
Page 252 and 253: The Virtual Design environment prom
Page 254 and 255: � 3D Design Technology � Collab
Page 256 and 257: Within the 10 day between the first
Page 258 and 259: 8.3 Assessment 8.3.1 Rationale crea
Page 260 and 261: To combat the prevalent cultural re
Page 262 and 263: How to be Effective Research, Cardi
Page 264 and 265: Director of Studies. Dr. Richard Ra
Page 266 and 267: Appendix B f. Observations and Anal
Page 268 and 269: spectacular, grotesque and colourfu
Page 270 and 271: years. They were asked to consider
Page 272 and 273: ‘leisure’ theme arose including
Page 274 and 275: work sufficient. With consistent su
Page 276 and 277: g. Interviews Guide for participant
Page 278 and 279: h. Creativity Check List 72
Page 284: j. Samples of Students Interview 78
Page 289 and 290: Appendix C l. Exploratory survey at
Page 291 and 292: The focus group methodology was con
Page 293 and 294: especially 3-D like videos or slide
Page 295 and 296: Appendix D m. Case Studies for Phas
Page 297 and 298: Appendix E n. Published Papers iii.
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