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

(CAL) influenced the architectural education in general and architecture
design education in particular. Many others 11,12,13 have confirmed an
enhancement of student understanding as a result of the utilisation of
computer technology in architecture design education. Hence as
universities realise the usefulness of using IT in education, the utilisation
of IT in architectural design education has witnessed a rapid growth.
Boyеr еt al 14 affirm that the primary goal for architecture design
education is to promote learning skills that are helpful to discover, use,
implement and exchange the knowledge for professional as well as
everyday use. The past three decades have witnessed a fundamental
transformation with the introduction of IT in architecture design
education, in which computers have became available for utilisation in
arсhitесtural practice and education. 15,16 Academic institutions have
shown an increase in the use of IT oriented courses in architectural
courses all around the world. The persistency of the use of IT in
education has also resulted in a change in architecture practice.
Reffat 17 asserts that architecture departments competed in the
acquisition of IT resources and increased IT content in their curricula to
provide students with the influential skills and useful techniques.
UNESCO 18 emphasises the importance of technological skills as a
general requirement. According to UNESCO, technological skills should
not distract people or detach them from the society in which they live.
Technological skills should serve but not overwhelm the knowledge to
11 Clayton, M. J., Warden, R. B., Parker, T. W. (2002). ‘Virtual construction of architecture using 3D CAD
and simulations’. Automation in Construction. p334, 227-235.
12 Clark, S. and Maher, M.L. (2005). Learning and designing in a virtual place: investigating the role of
place in a virtual design studio. In Jose Duarte, Goncalo Ducla-Soares and A. Zita Sampaio (eds). eCAADE
23 Digital Design: The Quest for New Paradigms, Technical University of Lisbon. Lisbon, Portugal. p304,
303-310.
13 Reffat, R. M. (2008). ‘Planning for effective utilization of information technology in architectural design
education’. In proceedings of the 2nd Conference on Planning & Development of Education and Scientific
Research in the Arab States. King Fahad University of Petroleum and Minerals. p900, 897-907.
14 Boyer, E. L. & Mitgang, L. D. (1996). ‘Building community: a new future for architecture education and
practice’. A Special Report. California: Princeton Fulfilment Services.
15 Andia, A. (2002). ‘Reconstructing the effects of computers on practice and education during the past
three decades’ Journal of Architectural Education. 56(2). p7-13.
16 Maher, L. M., Simoff, S. J. & Cicognani, A. (2000). Understanding virtual design studio. London:
Springer.
17 Reffat R. (2002). op.cit. p347.
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