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

Dimension Aim Implementation
Technique
Pedagogical issues –
problem- based learning
Individual and group
ideas
Student-centred learning Student taking
responsibility of their
own learning
Critical thinking Taking part in critique
and analysis of others
work
154
Re-mix and re-match
Workbook activities and
online activities
Studio activities
Table 7.3: Pedagogical Issues and How it was Implemented
Several types of learning methods were used in the development of
VDS 3. Collaborative: collaborative learning, active learning, problem-
based learning and engaged learning (see pedagogical layer in chapter
6).
In the collaborative learning the emphasis was on using technology to
encourage collaboration among students inside and outside the
classroom. Collaborative learning in VDS 3 consisted of other related
methods such as cooperative learning and discovery-based learning.
The structure of VDS 3 concentrated on the idea of working in teams.
The students were encouraged throughout VDS 3 to work in groups and
communicate their ideas, building on each other‟s ideas and taking
initiative in their design. Activities on the workbook also encouraged the
students to use synchronous and asynchronous tools to exchange and
discuss ideas related to their work. The students were also asked to
form Facebook groups to act as a platform for exchanging and
discussing ideas that the tutors could join in with and also maintain the
tracking of student progress and activity in the group. The students
were also expected to declare their broad vision of their design in their
Facebook group and work toward that vision. On the other hand, the
idea of cooperative learning at the same time originated from the
concept of using technology in education. In VDS 3 the use of
technology was encouraged by its synchronous and asynchronous
types (see above). Because discovery-based learning takes its
structure from the use of the Internet to locate and discover the