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Abstract Being a rapidly developing country the United Arab Emirates (UAE) has realised the need for highly qualified and properly skilled manpower to cope with the country‟s ambitious development plans. This has resulted in high investments in education and training in the UAE. The government facilitated high technological tools for education. These tools suffered from underutilisation and a failure to be properly integrated in the curricula. The literature review indicates that today‟s knowledge-driven economy demands a workforce equipped with complex skills such as creativity and collaboration. Universities must not only teach the necessary technical skills and knowledge, but also the culture of creativity and teamwork. The learning theories emphasise the importance of learning by doing and collaboration processes to achieve effective learning. Learning theories also emphasise the importance of teaching creative skills to the students. These approaches are congruent with use of technologies, such as visual design studio (VDS), for the purpose of architecture education in design courses, but such use is lacking in the UAE. The present research focuses on implementing and evaluating technologies such as the VDS in architecture education in an attempt to formulate a framework for implementing technologies combined by creative and collaborative skills in the UAE. Since implementing a new technology into education practice is complex task, this work will formulate a framework that will help in shifting from the traditional learning to learning with technology. This work will take into consideration factors such as pedagogical issues, collaboration creative work and architecture practice and industrial needs in the UAE. The aim of the current research is to formulate a framework for implementing VDS at the conceptual end of the architecture design education in the UAE. This research will apply an action research method framework. The action research will be generated into three phases. Each phase will consist of three stages, the descriptive stage which will analyse the need and criteria of the method, the constructive stage which will include the process involved in constructing the framework and the evaluative stage which will include the testing and evaluation. The resulting framework should satisfy the UAE‟s need of advanced technological tools for enhancing design education taking in consideration the socio-cultural dimension of the UAE. i
As technology is changing rapidly; future research should concentrate on adding further technological tools such as mobile learning. Also as this work provided a framework for integrating technology in architecture design education, yet it is not limited to this discipline only. Other disciplines could benefit from this emerging model and further research could be conducted. ii
Page 1: FRAMEWORK FOR THE IMPLEMENTATION OF
Page 5 and 6: List of Tables Table 6.1: Three Pha
Page 7 and 8: Contents Chapter 1: Introduction ..
Page 9 and 10: 5.13 Methods of Phase 2 ...........
Page 11 and 12: 9.5.2 Recommendation 2: Change of M
Page 13 and 14: technology in architecture design e
Page 15 and 16: e learned. The UNЕЅСO report on
Page 17 and 18: architecture within universities. 2
Page 19 and 20: Figure 1.1: The innovative process
Page 21 and 22: consequently this resulted in the l
Page 23 and 24: society, and the diverse socio-cult
Page 25 and 26: with the lifestyle of its occupants
Page 27 and 28: the study, the purpose of the study
Page 29 and 30: understanding of the research conte
Page 31 and 32: Peninsula. It is bordered by the Pe
Page 33 and 34: 2.2.2 UAE POST-1971 This British an
Page 35 and 36: UAE, the vernacular architecture re
Page 37 and 38: social groups is being substituted
Page 39 and 40: The grand expansion is also obvious
Page 41 and 42: interact website 94 the foreigners
Page 43 and 44: to rules, policies and regulations,
Page 45 and 46: The UAE encountered a rapid growth
Page 47 and 48: Moreover, neither were supplementar
Page 49 and 50: The Arab League Educational Cultura
Page 51 and 52: 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
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Also, being strict with time, outre
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allocated for this workshop will no
Page 215:
Other suggestions? Student1: The wo
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To combat the prevalent cultural re
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The participants will then be instr
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d. Open Learning Workbook Virtual D
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...................................
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Due to the nature of the Virtual De
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...................................
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is your now your group. With the vi
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Conclusion: Again, there are no rig
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...................................
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Activity: Once you have decided you
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...................................
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...................................
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Studio as they will not be relevant
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2.2.1 Vision.......................
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1.0 Factual Summary 1.1 Aim of Stud
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� To meet the needs of society an
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� Quality: The University adheres
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The Virtual Design environment prom
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� 3D Design Technology � Collab
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Within the 10 day between the first
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8.3 Assessment 8.3.1 Rationale crea
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To combat the prevalent cultural re
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How to be Effective Research, Cardi
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Director of Studies. Dr. Richard Ra
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Appendix B f. Observations and Anal
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spectacular, grotesque and colourfu
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years. They were asked to consider
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‘leisure’ theme arose including
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work sufficient. With consistent su
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g. Interviews Guide for participant
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h. Creativity Check List 72
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j. Samples of Students Interview 78
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Appendix C l. Exploratory survey at
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The focus group methodology was con
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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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