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How to be Effective Research, Cardiff University, Cardiff. PUBLICATIONS Readiness for the Use of Technology for Effective Learning via the VDS: The Case of the United Arab Emirates. ASCAAD 2007. Technology, Adoption and Architectural Education: The Case of UAE Universities. Archcairo 2006. 11.1 Teaching Staff Supplementary tutoring is greatly accepted especially within the disciplines embraced by the studio and outside the expertise of the tutors. 11.2 Tutor Profiles Studio Director. Amal Al-Ali. BA, MSc. Lecturer in Computer Science at 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 reader and lecturer in Computer Science at the University of Glamorgan where she is pursuing a PHd concerning the Uses of Visualisation Techniques in Education. Al-Ali’s area of expertise surrounds the internet, in particular multimedia and it’s utilisation in education Studio Facilitator. Pradeep Sharma, BA. MA. Head of Art and Design, School of Creative & Cultural Industries University of Glamorgan, Wales Mr Sharma gained a BA in Electrical & Information sciences from Tripos, Cambridge University and an MA in Industrial Design Engineering at Teeside University. Now the Head of Art & Design at the Cardiff School of Creative & Cultural Industries at the University of Glamorgan in Cardiff, Mr Sharma is one of the project’s expert tutors. He is a prolific contributor to design projects around the UK, including assignments for the Ministry of Defence, BP Research and BT Research. Mr Pradeep has also taught Product Design & Development in New Zealand and was the founding director of the Design Management Masters programme Studio Coordinator, Glamorgan University. Gemma June Howell, BA, MA. Performance Poet and Freelance Writer. 56
Ms. Howell gained a BA in Political communication from the University of Wales Swansea, and an MA in Creative Writing. Since then, Hafan Books has published her debut book of short fiction entitled Inside the Treacle Well which has been has been long listed for Wales Book of the Year 2010. At the University of Wales, Swansea, Ms. Howell founded and was President of the experimental Creative Writers’ Coalition and produced a bi-monthly Daoist-style magazine, Think Allowed. As a prolific writer, Ms. Howell has published many articles online and in culture magazines, and also writes then performs her often radical poetry at various open mic nights around Wales. Currently, Ms Howell is editing Cardiff poetry magazine, The Square. She also organizes literary and music events promoting raw talent in Wales. Her areas of interest include; Post-feminist Theory; Political Science; Social Policy; Contemporary Poetry and Creative Writing & Practices. Her specialties include Journalism; Poetry; Script Writing; Contemporary Film and Writing Fiction. Studio Coordinator, Sharjah University Dr. Randah Taher. Lecturer, Architectural Engineering at University of Sharjah. Educator, Facilitator, and Coach at Contagious Creativity Dr. Taher is a lecturer in Architectural Engineering at University of Sharjah. Educator, Facilitator, and Coach at Contagious Creativity. Her work is grounded in creativity, human-centered design, social innovation, and sustainable development. Dr. Taher’s main areas of interest are design thinking including Ethnography and Prototyping, Creative Thinking, Idea Generation Tools, Facilitation Skills, and Integrative Thinking. Dr. Taher’s expertise include; Creativity & Design Methods & Processes; Architecture & Sustainable Development, Creative Environments; Teams & Social Innovation; Multi-dimensional, multi-disciplinary Design Studios; Complexity Theory and Problem Solving Tools; Cross-cultural Design & Creativity; Idea Visualization & Production; Art-based Learning & Evaluation; Social Enterprises & Sustainable Management; Innovation and Change Leadership. Dr. Taher is the Founder and President of My Arabic Story (2003-2007),a nonprofit project which promotes Arabic culture through its folktales. Later, My Arabic Story grew into a warehouse of stories, in which story collecting, researching, learning, training and producing excelled. She was also Program Development Manager and Youth Leader for United Way Greater Toronto (2007- 2008). The Creative Institute for Toronto's Young Leaders (CITY Leaders) initiative was affiliated with the University of Toronto. 57
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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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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 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 260 and 261: To combat the prevalent cultural re
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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