2002 Conference Proceedings - Interior Design Educators Council

Case 3: Acknowledging the expansion of digital interconnectivity, faculty from threeinternational universities tested a twenty-four/seven global design studio and to exploredthe concept of a global labor market. Students and faculty used very basic digitalcommunication modes: electronic mail, web pages and net meeting to deliver, gather,and post information online. Using AutoCAD and 3DSVIZ throughout the design processenabled students to easily transport their image files and 3D animations to teammembers. In contrast with traditional studio norms, the project web site displayed anddocumented the entire process for all to view in real time.Summary of ResultsThe results from the projects were varied. A comparison of the cases reveals a commonthread of costs and benefits in the virtual studio experience. The overarching successshared by all three cases is that of access: the virtual studio brings design students anddesign professionals together in teams. Experts in any field become accessible to bothstudents and professionals.ReferencesAtaman, O. and Bermudez, J. (editors) (1999). Media and design process.Proceedings of the Associaion for Computer-Aided Design in ArchitectureBaecker, R., Grudin, J., Buxton, W., and Greenberg, S. (1995). Human computerinteraction: toward the year 2000. San Francisco: Morgan Kaufmann Publishers.Brown, D. G. (Ed.). (2000). Interactive learning: vignettes from America's most wiredcampuses. Boston, MA: Anker Publishing Company.Mitchell, W. (2000). E-topia. Cambridge, MA: MIT PressHanna, D. (2000). Higher education in an era of digital competition: choices andchallenges.Richardson, J. (2001). Collaborative Learning in a Virtual Classroom. NationalTeaching and Learning Forum Newsletter, 9(6).Stein, R. and S. Hurd. (1999). Using student teams in the classroom. Boston, MA:Anker Publishing Company.25