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

work sufficient. With consistent support from the tutors, the students managed
their projects successfully and felt the deadlines were fair.
Through the use of ‘free time’ the students were required to socialise, relax and
above all reflect upon their projects. Donald Schön’s innovative theory
surrounding notions such as ‘the learning society’, ‘double-loop learning’ and
‘reflection-in-action’ has come to typify theoretical academic thought. The
students were encouraged to become reflective practitioners and embrace the
relationship of ‘reflection-in-action’ to professional activity.
Notions of reflection-in-action and reflection-on-action are integral to Donald
Schön’s philosophy in ‘The Reflective Practitioner’. The former, at times described
as ‘thinking on your feet’, involves using experiences, connecting with feelings,
and attending to our theories in use. This involves building renewed
understanding to inform action in a particular situation which is unfolding.
The practitioner must experience something alien in an uncertain or unique
situation to reflect on the phenomenon. Drawing on previous innate
understanding of the practitioner’s behaviour, the practitioner then experiments
with these new-found behaviours which ultimately serve to generate a fresh take
on the phenomenon and therefore initiates change within the current situation.
In accordance with the delivery of the project the students were required to
employ reflective analysis throughout the project; the alien environment acting as
a stimulus for their design ideas. The idea was to encourage the students to: get
an understanding of the self; to clarify any previous preconceptions; to be able to
grasp the theory and make sense of the data. This stripping of the students
encouraged them to be inductive. Their understanding was gradually built through
the emersion and reflection of the project stimulated by a combination of
participatory observation, lectures and studio based sessions. The aim was for the
students to identify and build on new dimensions which ultimately challenged
their original perceptions.
Throughout this reflective process, Goodwin operationalised a metaphorical,
collective approach to urban design; employing the city’s historical origins and
functional importance as a basis for the design projects. Chosen specifically to give
the project a rich sense of diversity, the contributors stimulated creativity, and
through Goodwin’s emphasis on metaphor the students could freely develop their
projects in accordance with the suitability of Cardiff’s history and identity.
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