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To combat the prevalent cultural restrictions the essential technological tools rely heavily on digital media sources including: the social networking website Facebook; real-time interactive graphics such as Whiteboard; 3D Visualisation programmes such as Sketch-up and Autocad; and other forms of online communication such as video conferencing via MSN Messenger and email. A VDS website will also be available with all relevant links for reference and collaboration. Essential materials for the project consist of mainly key texts fundamental to the philosophy of the project itself; the VDS website; lectures from field experts and academics; studio-based work including informal and formal meetings with project tutors. Due to cultural restrictions the project will run parallel for male and female students in separation. Prior to the VDS, participants will be fully equipped with all the necessary technological tools via the VDS website, Facebook and MSN messenger. Students will be required to create a Facebook page where they will be expected to complete the profile requirements; they’ll also have an MSN identification, where they will be encouraged to network and collaborate with fellow participants and they will have instant access via a desktop icon to the VDS website where all relevant links will be available. 10.0 Studio Schedule Below is a timetable of the three day intensive VDS. Please note that the free days and periods are intended for the participants to socialise, reflect and relax which is in compliance with David Schon’s theory of reflective practice. DAY 9.30- 10.30hrs 12.10. 09 17.10. 09 21.10. 09 Lecture: Randah Taher Project Deadline 10.30- 11.30hrs Introducti on Lecture: Amal Al- Ali Lecture: Visions for the Future of Sharjah Free Period 11.30- 12.30hr s Virtual Tour Ice Breaker Explore & Observ e Free period 12.30- 13.30hrs Pucha Kucha Presentati ons Initial idea Formation Free Period 54 13.30- 14.30hrs Pucha Kucha Presentati ons Studio: Initial group formation Flexible Lunch/Pra yer Studio: Presentati on & Critique 14.30- 15.30hrs 15.30- 16.30hrs 16.30- 17.30hrs Free Period Studio Work Presentati on Studio: Presentati on & Critique Presentati on Final Installatio n Studio: Re-mix n re-Match Final Installatio n 17.30 Lecture: Gemma June Howell Final Installati on
11.1 Academic Staff Studio Director Amal Al-Ali. BA, MSc. Lecturer in Computer Science and a Ph.D student at the University of Glamorgan. Amal Al-Ali is the founder and Director of the Virtual Design Studio (VDS) and has undergone extensive training and development in the field of Computer Science. She is currently a Ph.D student in at the University of Glamorgan where she is pursuing a PHd concerning the Uses of Visualisation Techniques in Design Education. Al-Ali’s area of expertise surrounds the internet, in particular multimedia and it’s utilisation in education Whilst studying for her MSc at the University of Wales, College of Cardiff, Al-Ali spearheaded research for modules Software I and Software II, creating the first Open Learning Material for both modules. The material developed enhanced student understanding by 40%. As project leader for course module Materials Media and Presentation with the Arabian Gulf University, Al-Ali introduced a computer-based simulation program to enhance teaching and student understanding. The project proved a success with improvement of the participating students’ grades up by 40%. Al-Ali also has valuable practical experience, from when she worked as an IT Manager at Etisalat Company in Dubai (UAE) and achieved the highest performance targets since the department emerged. As an Executive Office Manager for the Ambassador Office with the UAE Embassy in Manama, Al-Ali introduced a database which among other benefits, reduced paper usage from 100% to 20% a year. As a Technical Administrator with the UAE Embassy, Al-Ali also created the Embassy website to support Visa applications. EDUCATION PhD. Computer Science, The Use of Visualisation Techniques in Education, University of Glamorgan UK, Present. Computer Science MSc. Web & Multimedia Utilisation in Education, University of Wales College of Cardiff, UK, English Literature & Language BA. British Literature, United Arab Emirates University (UAE) TRAINING CIW Certified Internet Web Master, New Horizon ,Bahrain. Using AutoCAD, Informatics Institute, Dubai. 55
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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
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To better accommodate the above rec
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them. The e-learning diary will als
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Conclusion Future Architects This w
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Appendices
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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
Page 218 and 219: To combat the prevalent cultural re
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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 250 and 251: � Quality: The University adheres
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 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
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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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