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“The most important role that metaphors play <strong>in</strong> <strong>design</strong> problem solv<strong>in</strong>g<br />

is to support <strong>the</strong> <strong>design</strong> <strong>of</strong> <strong>in</strong>novative products.”<br />

This study will <strong>in</strong>vestigate creativity dimensions <strong>in</strong> order to utilise VDS<br />

tools identified above <strong>for</strong> promot<strong>in</strong>g this skills among students.<br />

3.8 Design Education and Collaboration<br />

Research has shown <strong>the</strong> importance <strong>of</strong> creativity and teamwork <strong>in</strong> <strong>the</strong><br />

per<strong>for</strong>mance <strong>of</strong> <strong>the</strong> organisations. In his report “Construct<strong>in</strong>g <strong>the</strong> Team”,<br />

Sir Michael Latham 202 identifies and sets <strong>the</strong> stage <strong>for</strong> many <strong>of</strong> <strong>the</strong><br />

resultant changes over <strong>the</strong> last decade. In it, he highlights <strong>the</strong><br />

consequences <strong>of</strong> a fragmented and adversarial culture. As <strong>the</strong> title<br />

suggests, Latham 203 recommends that <strong>the</strong> way <strong>for</strong>ward is by improv<strong>in</strong>g<br />

<strong>the</strong> relationship between <strong>the</strong> parties through effective teamwork.<br />

Latham identifies <strong>the</strong> need to shift from <strong>in</strong>dividualism <strong>in</strong> <strong>the</strong> <strong>in</strong>dustry<br />

towards more <strong>of</strong> teamwork and collaboration that is based on <strong>the</strong><br />

foundation <strong>of</strong> trust.<br />

The key pr<strong>in</strong>ciples that were advocated by this report <strong>in</strong>clude:<br />

per<strong>for</strong>mance, efficiency, and be<strong>in</strong>g fair to all. At <strong>the</strong> same time,<br />

Latham‟s report has an echo <strong>of</strong> <strong>the</strong> education practice as research<br />

revived to <strong>in</strong>tegrate teamwork and collaboration skill <strong>in</strong> architecture<br />

education. 204<br />

Collaboration <strong>in</strong> <strong>design</strong> enriches <strong>the</strong> <strong>design</strong> experience. As far as<br />

education is concerned, collaboration also prepares students <strong>for</strong> <strong>the</strong>ir<br />

future <strong>in</strong> which <strong>the</strong>y will be expected to work with o<strong>the</strong>rs <strong>in</strong> <strong>the</strong>ir <strong>design</strong><br />

projects. As <strong>the</strong> students proceed <strong>in</strong> <strong>the</strong>ir <strong>design</strong> collaboration <strong>the</strong>y<br />

encounter <strong>the</strong> ideas <strong>of</strong> o<strong>the</strong>rs <strong>in</strong> <strong>the</strong> group and <strong>the</strong>y learn to work with<br />

<strong>the</strong> tension and bias <strong>of</strong> o<strong>the</strong>rs towards <strong>the</strong>ir ideas. The communication<br />

and <strong>the</strong> healthy <strong>in</strong>tersection <strong>of</strong> ideas is <strong>the</strong> environment <strong>in</strong> which<br />

202<br />

La<strong>the</strong>m, M. S. (1994). Construct<strong>in</strong>g <strong>the</strong> Team. London: Department <strong>of</strong> <strong>the</strong> Environment.<br />

203<br />

Ibid. p17.<br />

204<br />

Nicol, D. & Pill<strong>in</strong>g S. (2000). Chang<strong>in</strong>g Architectural Education: Towards a New Pr<strong>of</strong>essionalism.<br />

London: Spon Press.<br />

66

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