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

innovative ideas emerge. Schoenfeld 205 argues that it is within the
process of collaborative design the student should find the joy, rather
than from the final product.
As this study aims at integrating collaboration and creativity in design
education with the help of technology; it was important to highlight the
importance of creativity among teams. Leonard and Swap 206 argue that
creativity is a process that can be managed. When seen from this
perspective, according to Ambile 207 , the correct level of challenge has to
be taken into account when trying to stimulate creativity within teams.
The creative process, according to Ambile 208 and Leonard and Swap 209 ,
ranges from the day-to-day processes to the breakthrough point as seen
in the creative process. They believe that this process can be managed
and learnt by groups by providing the right culture and the safe
environment. Ambile 210 categorises three parts of creativity: expertise,
flexibility, and motivation. She further classifies motivation into the
intrinsic and extrinsic. Intrinsic motivation, according to Ambile, is the
internal desire to do something while the external motivation is outside
influencing factors. Ambile claims that intrinsic motivation is a far more
potent creative channel.
From the above we can deduce that when integrating creativity and
collaboration in the design studio culture we have to take into
consideration the factors promoting these skills, which in turn will arm
the student with skills required for their future.
3.9 IT-based Design education
As technology advances, the importance of integrating technological
tools in education increases. IT supporters stress that pedagogical
issues have to be considered when planning a successful integration
205
Schoenfeld, A. H. (2004). ‘The math wars’. Educational Policy, 18(1). p253-286.
206 st
Leonard, D. A., and Swap, W. C. (1999). ‘When Sparks Fly: Igniting Creativity in Groups’ (1 ed.).
Buston, Massachusetts: Harvard Business School Press.
207
Ambile, T. M. (2006). ‘How to Kill Creativity’. Harvard Business review on breakthrough thinking, 66
(5).p76-87.
208 Ibid. p76-87.
209 Leonard, D. A., and Swap, W. C. (1999). op cit.p21.
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