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

observe the students‟ and the lecturers‟ acceptance of the new
technology and its suitability. For more information about this study and
its results see appendix C.
The research then goes into the spiral action. The next cycle (phase
two) starts with stage one as the observation stage. The literature again
is reviewed to assess the developed model (VDS1) with the international
best-practice of VDS (see chapter 3). An investigation was conducted
to identify the important elements in the VDS practiced internationally
and its use in the educational setting. The cases of Sydney University
and the University of Strathclyde were closely considered and
investigated using secondary data collection method that included online
searches, document reviews and personnel contacts. This in turn leads
to the improvement of VDS1. New features are then added to VDS 1 to
mark the emergence of VDS 2.
A third cycle is performed that consists of the three stages of
observation, construction, and evaluation. In the third cycle named
phase three, the observation stage (stage one) used a primary data
collection method. A case study was conducted. The aim of this case
study was to observe a studio practice that uses creativity and
collaboration technique in a design studio in Wales (UK). This studio
was named „Cardiff Chimera‟. Cardiff Chimera is an international design
studio that was conducted by Richard Goodwin annually to facilitate and
promote creative and collaborative skills among students of different
nationalities in different environments. The observation of this case
study prompted ideas for the use of collaboration and creativity in design
studio. Based on the observations of this case study and the feedback
of the previous VDS; the researcher formulated a VDS framework that
utilises technology to promote collaborative and creative skills among
students in the UAE. This VDS is then named VDS 3. Stage three of
phase three aims at evaluating VDS 3. This was achieved by
conducting the field work at the University of Sharjah.
89