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for different activities in the university. The students also developed skills for applying Facebook tools for other educational purposes such as creating study groups. They also indicated their enthusiasm towards the skills acquired during VDS 3. The students agreed that they started applying the skills they acquired in VDS 3 such as working together (team working) and they used it in other areas of study. The students also agreed that the use of thinking skills they learnt in VDS 3 were helping them when applied in other subject areas. 7.7.2 Interviews The interviews conducted with the lecturers of the University of Sharjah also revealed that the lecturers adopted skills they acquired while observing VDS 3. The most important factor is the use of e-portfolio for educational purposes. Facebook is becoming very popular among the lecturers and the students and it is becoming a crucial element for exchanging and storing educational materials. Using of blogs has also attracted the staff and the students at the University of Sharjah and it is becoming part of the assessment procedure in some of the modules taught at the University. 7.7.3 Observations Using Facebook as an observational tool, the researcher observed the continuous use of Facebook as a communication tool. The students make regular access to Facebook. Many events are published on Facebook and many materials are witnessed to be shared using Facebook tools. The students also continued updating their e-portfolio and are regularly contacting the coordinators of the VDS 3 asking for further workshops. The researcher also observed the use of the creative tools they acquired during VDS 3. The corridors at the University of Sharjah show the students use and application of skills such as metaphoric thinking by linking their ideas to a metaphorical icon or something from the nature surrounding. 169
7.8 Conclusion This chapter discussed the evaluation scheme for the VDS framework. The chapter outlines the different evaluation methods used to assess VDS 3. These evaluation methods were aligned to the hypothesis to assess the extent to which the VDS met the desired outcome. Student performance was assessed using Nvivo 8. The observation was used to evaluate the students use and interaction with the proposed framework. The overall impact of VDS 3 was also assessed using observations and focus group data. 170
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FRAMEWORK FOR THE IMPLEMENTATION OF
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As technology is changing rapidly;
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List of Tables Table 6.1: Three Pha
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Contents Chapter 1: Introduction ..
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5.13 Methods of Phase 2 ...........
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9.5.2 Recommendation 2: Change of M
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technology in architecture design e
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e learned. The UNЕЅСO report on
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architecture within universities. 2
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Figure 1.1: The innovative process
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consequently this resulted in the l
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society, and the diverse socio-cult
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with the lifestyle of its occupants
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the study, the purpose of the study
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understanding of the research conte
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Peninsula. It is bordered by the Pe
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2.2.2 UAE POST-1971 This British an
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UAE, the vernacular architecture re
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social groups is being substituted
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The grand expansion is also obvious
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interact website 94 the foreigners
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to rules, policies and regulations,
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The UAE encountered a rapid growth
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Moreover, neither were supplementar
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The Arab League Educational Cultura
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understand the lack of utilisation
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3.2 UAE Vision 2021 In his famous b
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Figure 3.1 shows the culture of wor
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students‟ loans for lab top purch
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А common education in the first th
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improving quality and effectiveness
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stressed the importance of the “f
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design problems and finding a way t
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“The most important role that met
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plan. The benefits of the use of te
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Abu Shakra 220 argues that the use
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According to Reffat 224 the effecti
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Chapter 4: Teaching and Learning Me
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The last few years have witnessed a
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University and the University of Sh
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4.3.4 Design Curriculum Design cour
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expected to finalise their design p
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Chapter 5: Methodology 5.1 Introduc
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make decisions on which new approac
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formulating a framework or a model.
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The research approach used for this
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It also works as a guide for the en
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problematic and has been a tool for
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5.11 Validity and Reliability Herr
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about human developments associated
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the UAEU for the purpose of collect
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5.14 Methods of Phase 3 Secondary d
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analysis of planning systems, havin
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director, the tutors and some of th
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Goodwin‟s use of multi-disciplina
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Through the use of “free time”
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students were encouraged to ask que
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concerned. The students also indica
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ideas and collaborate. Video record
Page 119 and 120: Peer Assessment: Students will be s
Page 121 and 122: also covered the data collection in
Page 123 and 124: to another cycle of observation, ac
Page 125 and 126: 6.3 Phase One The needs analysis in
Page 127 and 128: Figure 6.2: VDS 1 basic elements Th
Page 129 and 130: Figure 6.3: Database Form for Ident
Page 131 and 132: in universities in China and the Fa
Page 133 and 134: conducted to get in-depth understan
Page 135 and 136: which supported the curriculum of t
Page 137 and 138: student engage with their learning
Page 139 and 140: skills to tackle similar problems t
Page 141 and 142: � Team-Working Another important
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Page 149 and 150: Formative evaluations improve and d
Page 151 and 152: the diary of events, and the timeta
Page 153 and 154: Dimension Application Creativity- p
Page 155 and 156: Dimension Aim Implementation Techni
Page 157 and 158: that helped the students in working
Page 159 and 160: Creativity Critique Collaboration C
Page 161 and 162: available. Figure 7.3 illustrates s
Page 163 and 164: Collaboration Anonymous 7.4.4 Focus
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Page 169: Figure 7.9: Student Performance Fig
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Page 175 and 176: Networking also helped the students
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Page 179 and 180: just an hour beforehand with the fo
Page 181 and 182: positively adapted the new culture
Page 183 and 184: 8.3.14 Creativity As shown in Figur
Page 185 and 186: Chapter 9: Recommendations 9.1 Intr
Page 187 and 188: The summary of the findings of the
Page 189 and 190: 9.3.3 Networking Facilities The ope
Page 191 and 192: Figure 9.2 VCCS Framework The resea
Page 193 and 194: Figure 9.4: Hofstede classification
Page 195 and 196: support by providing financial supp
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Page 199 and 200: To better accommodate the above rec
Page 201 and 202: them. The e-learning diary will als
Page 203 and 204: Conclusion Future Architects This w
Page 205 and 206: Appendices
Page 207 and 208: Appendix A a. The University of Sha
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Page 211 and 212: Also, being strict with time, outre
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Page 215: Other suggestions? Student1: The wo
Page 218 and 219: To combat the prevalent cultural re
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The participants will then be instr
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d. Open Learning Workbook Virtual D
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...................................
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Due to the nature of the Virtual De
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...................................
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is your now your group. With the vi
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Conclusion: Again, there are no rig
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...................................
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Activity: Once you have decided you
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Studio as they will not be relevant
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2.2.1 Vision.......................
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1.0 Factual Summary 1.1 Aim of Stud
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� To meet the needs of society an
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� Quality: The University adheres
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The Virtual Design environment prom
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� 3D Design Technology � Collab
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Within the 10 day between the first
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8.3 Assessment 8.3.1 Rationale crea
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To combat the prevalent cultural re
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How to be Effective Research, Cardi
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Director of Studies. Dr. Richard Ra
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Appendix B f. Observations and Anal
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spectacular, grotesque and colourfu
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years. They were asked to consider
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‘leisure’ theme arose including
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work sufficient. With consistent su
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g. Interviews Guide for participant
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h. Creativity Check List 72
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j. Samples of Students Interview 78
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Appendix C l. Exploratory survey at
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The focus group methodology was con
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especially 3-D like videos or slide
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Appendix D m. Case Studies for Phas
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Appendix E n. Published Papers iii.
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