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

More documents

Recommendations

Info

works with a team of people including the engineers, the clients, other designers, investors or authorised people (see Figure 1.2). This preparation and education is necessary for their successful future practice. Figure 1.2: Project participants – adapted from Schekkerman, 2004, the 1.4 Problem Statement (Enterprise) Architecture Process Cycle With what has been described above we now arrive at the main purpose of this research. It will address the issue of utilising technology for teaching complex skills at the conceptual end of the architectural design process. This is to be achieved with the aim of encouraging creativity and collaboration within architectural design education in the UAE. The UAE is one of the fastest developing countries in the world. Official higher education in the UAE is a relatively new academic process. The UAE higher education started when the UAE federal government established the United Arab Emirates University (UAEU) in 1977. This date marked the first formal higher education system in the UAE. Until then, the UAE society practiced no formal higher education; 42 Niezabitowski, A. M. (2009). ‘Architectinics a system of exploring architectural forms in spatial categories’. ArchNet iJAR International Journal of Architectural Research. 3(2).p92-129. 19
consequently this resulted in the lack of expertise 43 among UAE citizens. The lack of skilled national manpower forced the UAE to depend largely on an experienced expatriate workforce to develop its infrastructure. Lately, however, realising the need for its own nationals to take over and participate in its awakening, the UAE‟s planned for educational improvement. This development in education is hoped to help in creating a generation that is capable of tackling future challenges and compete with the foreign experts. Such movements resulted in the emergence of the concept known as „Emiritaisation‟ which can be defined as “the replacement of foreign workers by qualified and skilled national ones”. 44 In order to achieve this, the UAE needs to launch high standard educational programmes. The UAE has a grand vision for investment in human resources. This is reflected in many aspects of UAE improvement plans. It is also reported in many educational summits. 45 Emphasising proper education for UAE nationals is within the UAE‟s mission statement and is required to meet the needs of the national workforce. 46 The UAE government has invested heavily in human resources enhancement as part of its development plan for sustainability. In his announcement for the UAE Vision for 2021 (the date that UAE will celebrate its golden jubilee as a federal government) H.H Sheikh Mohammed bin Rashid Al-Maktoum 47 emphasises the Emirati citizen as the centre for all the development and the most influential factor in the development process. “With Man we start and by Man we conclude” H.H. Sheikh Mohammed bin Rashid Al-Maktoum 43 Lootah, M. S. (2007). ‘Women and political participation in the United Arab Emirates: a diagnosis of the reality and the drive towards more effective participation’. United Nations Development Fund for Women, Arab States Regional Office UNIFEM. p9. 44 Al-Ali, J. (2008). ‘Emiratisation: drawing UAE nationals into their surging economy’. International Journal for Sociology and social policy. 28 (9). Emerald Group Publishing. p365-379. 45 Mohammed bin Rashid Al-Maktoum Foundation & United Nation Development Programme. (2009). towards continues productive Knowledge. Arabic Knowledge Report 2009. Dubai: Al Ghurair Press. 46 Shihab, M. (1996). ‘Human development in the United Arab Emirates’. Economic Horizons. 17,(66). p9– 31. 47 Dubai Media Foundation, (2010), UAE local news, Sama Dubai T.V. aired 16:30pm on 17.2.2010. 20
Page 1 and 2: FRAMEWORK FOR THE IMPLEMENTATION OF
Page 3 and 4: As technology is changing rapidly;
Page 5 and 6: List of Tables Table 6.1: Three Pha
Page 7 and 8: Contents Chapter 1: Introduction ..
Page 9 and 10: 5.13 Methods of Phase 2 ...........
Page 11 and 12: 9.5.2 Recommendation 2: Change of M
Page 13 and 14: technology in architecture design e
Page 15 and 16: e learned. The UNЕЅСO report on
Page 17 and 18: architecture within universities. 2
Page 19: Figure 1.1: The innovative process
Page 23 and 24: society, and the diverse socio-cult
Page 25 and 26: with the lifestyle of its occupants
Page 27 and 28: the study, the purpose of the study
Page 29 and 30: understanding of the research conte
Page 31 and 32: Peninsula. It is bordered by the Pe
Page 33 and 34: 2.2.2 UAE POST-1971 This British an
Page 35 and 36: UAE, the vernacular architecture re
Page 37 and 38: social groups is being substituted
Page 39 and 40: The grand expansion is also obvious
Page 41 and 42: interact website 94 the foreigners
Page 43 and 44: to rules, policies and regulations,
Page 45 and 46: The UAE encountered a rapid growth
Page 47 and 48: Moreover, neither were supplementar
Page 49 and 50: The Arab League Educational Cultura
Page 51 and 52: understand the lack of utilisation
Page 53 and 54: 3.2 UAE Vision 2021 In his famous b
Page 55 and 56: Figure 3.1 shows the culture of wor
Page 57 and 58: students‟ loans for lab top purch
Page 59 and 60: А common education in the first th
Page 61 and 62: improving quality and effectiveness
Page 63 and 64: stressed the importance of the “f
Page 65 and 66: design problems and finding a way t
Page 67 and 68: “The most important role that met
Page 69 and 70: plan. The benefits of the use of te
Page 71 and 72:
Abu Shakra 220 argues that the use
Page 73 and 74:
According to Reffat 224 the effecti
Page 75 and 76:
Chapter 4: Teaching and Learning Me
Page 77 and 78:
The last few years have witnessed a
Page 79 and 80:
University and the University of Sh
Page 81 and 82:
4.3.4 Design Curriculum Design cour
Page 83 and 84:
expected to finalise their design p
Page 85 and 86:
Chapter 5: Methodology 5.1 Introduc
Page 87 and 88:
make decisions on which new approac
Page 89 and 90:
formulating a framework or a model.
Page 91 and 92:
The research approach used for this
Page 93 and 94:
It also works as a guide for the en
Page 95 and 96:
problematic and has been a tool for
Page 97 and 98:
5.11 Validity and Reliability Herr
Page 99 and 100:
about human developments associated
Page 101 and 102:
the UAEU for the purpose of collect
Page 103 and 104:
5.14 Methods of Phase 3 Secondary d
Page 105 and 106:
analysis of planning systems, havin
Page 107 and 108:
director, the tutors and some of th
Page 109 and 110:
Goodwin‟s use of multi-disciplina
Page 111 and 112:
Through the use of “free time”
Page 113 and 114:
students were encouraged to ask que
Page 115 and 116:
concerned. The students also indica
Page 117 and 118:
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
Page 143 and 144:
Facebook was utilised in this proje
Page 145 and 146:
supportive educational tool Second
Page 147 and 148:
female are not supposed to be mixin
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
Page 165 and 166:
synchronous tools scored highly com
Page 167 and 168:
extended use of Facebook accounts t
Page 169 and 170:
Figure 7.9: Student Performance Fig
Page 171 and 172:
7.8 Conclusion This chapter discuss
Page 173 and 174:
The figure above shows the main the
Page 175 and 176:
Networking also helped the students
Page 177 and 178:
the discipline of being part of the
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
Page 197 and 198:
positive attitude toward technology
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
Page 209 and 210:
Q4. We were hoping that this is goi
Page 211 and 212:
Also, being strict with time, outre
Page 213 and 214:
allocated for this workshop will no
Page 215:
Other suggestions? Student1: The wo
Page 218 and 219:
To combat the prevalent cultural re
Page 220 and 221:
The participants will then be instr
Page 222 and 223:
d. Open Learning Workbook Virtual D
Page 224 and 225:
...................................
Page 226 and 227:
Due to the nature of the Virtual De
Page 228 and 229:
...................................
Page 230 and 231:
is your now your group. With the vi
Page 232 and 233:
Conclusion: Again, there are no rig
Page 234 and 235:
...................................
Page 236 and 237:
Activity: Once you have decided you
Page 238 and 239:
...................................
Page 240 and 241:
...................................
Page 242 and 243:
Studio as they will not be relevant
Page 244 and 245:
2.2.1 Vision.......................
Page 246 and 247:
1.0 Factual Summary 1.1 Aim of Stud
Page 248 and 249:
� To meet the needs of society an
Page 250 and 251:
� Quality: The University adheres
Page 252 and 253:
The Virtual Design environment prom
Page 254 and 255:
� 3D Design Technology � Collab
Page 256 and 257:
Within the 10 day between the first
Page 258 and 259:
8.3 Assessment 8.3.1 Rationale crea
Page 260 and 261:
To combat the prevalent cultural re
Page 262 and 263:
How to be Effective Research, Cardi
Page 264 and 265:
Director of Studies. Dr. Richard Ra
Page 266 and 267:
Appendix B f. Observations and Anal
Page 268 and 269:
spectacular, grotesque and colourfu
Page 270 and 271:
years. They were asked to consider
Page 272 and 273:
‘leisure’ theme arose including
Page 274 and 275:
work sufficient. With consistent su
Page 276 and 277:
g. Interviews Guide for participant
Page 278 and 279:
h. Creativity Check List 72
Page 284:
j. Samples of Students Interview 78
Page 289 and 290:
Appendix C l. Exploratory survey at
Page 291 and 292:
The focus group methodology was con
Page 293 and 294:
especially 3-D like videos or slide
Page 295 and 296:
Appendix D m. Case Studies for Phas
Page 297 and 298:
Appendix E n. Published Papers iii.
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?