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

Appendix D
m. Case Studies for Phase 1 Stage 3
i. Case of Sydney University:
Sydney University has a history of experimenting with the VDS since the 1991 when the
famous book “understanding virtual design studio” was published. In the collaboration
side Sydney university has experimented and practiced an cross discipline VDS as well as
cross universities VDS with some other worldwide universities. This enables the student
to gain experience with dealing with different cultures (multicultural VDS).
The use o media in Sydney University has included the use of digital course materials as
well as digital media for drawing and sketching.
The use of advanced 3D tools in Sydney’s VDS is obvious by the use of software such as
virtual world for communicating in both synchronous and asynchronous modes as well
as using avatar technology for representing participant in the studio. The use of WebCT
course management tools is also present for managing student progress and monitoring
their participation in the studio activities.
Duration of VDS at Sydney varied according to course requirement from as little as two
weeks to as long as three or four semesters.
Student at Sydney has been practicing with VDS in different sets of design briefs
according to the course requirements. Some complex problems have been tackled as
well as short term single problems.
At Sydney university the interest was on the technology side as well as the educational
side, in another words the university competed to integrate the highest technology as
far as VDS is concerned such as the use of avatars and 3D objects as well as the use of
course management systems to be able to manage the students progress and
contribution to the course.
ii. Case of Strathclyde University
In Strathclyde University the experiment with VDS started as early as the 1996 when the
ICON project (Institutional Collaboration Over a Network) which was a joint project
between the Department of Design, Manufacture and Engineering Management
(DMEM) at the University of Strathclyde and the Department of Product Design
Engineering at Glasgow School of Art (GSA). Third year undergraduate students work in
pairs, one from each institution, on an intensive eight/nine-day-long collaborative
design task. All stages of the activity involved in this task, from initial generation of ideas
through to final presentations, are coordinated by means of remote interaction between
members of a pair, supported by a range of communication technologies. These include
shared whiteboard and workspace, email and chat facilities, and audio and video links.
The ICON project was then developed into ICON 1 in June 1997 and ICON 2 in
September 1998. This project web sight was the precursor of the Clyde Virtual Design
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