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Activity: Once you have decided your targeted areas for development, in a group and at your tutor’s request you must stand in a circle. The tutor will then start the stop-clock for one minute and an appointed person must begin the exercise by saying a random word, without hesitation, the next person must say a word and so on and so on until the clock stops. When the clock had stopped the final word to be said must be used for the next part of the exercise. A video conferencing link via MSN will be set up when needed. Write you word in the space below. Feedback ........................................................................................................................... ........................................................................................................................... .................................. Conclusion: Although this may seem to be a pointless exercise, word association can be a fun way of awakening the mind, and getting others to lose inhibition. Please do not feel pressured because there are no wrong or right answers here. Activity: Now, with your word you must think metaphorically about a design idea which fits best with one of your three areas of development. Choose one and work on the idea as a group. Sketch any ideas below. Feedback (Cont. Overleaf): 30
Conclusion: The idea behind this exercise is to obtain cohesion within your new group. Ideas can be better developed with a unified goal or idea. Activity: Get into your allocated groups, if your groups are cross-gender log into the VDS website and follow the link to MSN messenger so that you can collaborate virtually. Disregard the ideas you have previously formed, but don’t forget them entirely. From the selection of random objects provided choose just one item per group. With this object in mind create a design idea, which links into the existing heritage and cosmopolitan development of Sharjah. Sketch your ideas below. Feedback (Cont. Overleaf): Conclusion: Just as there is no pressure, there are no limitations with this exercise, so think freely and metaphorically to produce a simple idea which can be expressed easily. Activity: With your chosen idea, think about the ramifications of its implementation and who will present it. Then, in your own time, go about making your short presentation, using your phone and other applications provided. Feedback............................................................................................................. ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... 31
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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
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Peer Assessment: Students will be s
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also covered the data collection in
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to another cycle of observation, ac
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6.3 Phase One The needs analysis in
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Figure 6.2: VDS 1 basic elements Th
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Figure 6.3: Database Form for Ident
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in universities in China and the Fa
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conducted to get in-depth understan
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which supported the curriculum of t
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student engage with their learning
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skills to tackle similar problems t
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� Team-Working Another important
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Facebook was utilised in this proje
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supportive educational tool Second
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female are not supposed to be mixin
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Formative evaluations improve and d
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the diary of events, and the timeta
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Dimension Application Creativity- p
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Dimension Aim Implementation Techni
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that helped the students in working
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Creativity Critique Collaboration C
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available. Figure 7.3 illustrates s
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Collaboration Anonymous 7.4.4 Focus
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synchronous tools scored highly com
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extended use of Facebook accounts t
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Figure 7.9: Student Performance Fig
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7.8 Conclusion This chapter discuss
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The figure above shows the main the
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Networking also helped the students
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the discipline of being part of the
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just an hour beforehand with the fo
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positively adapted the new culture
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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
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Page 226 and 227: Due to the nature of the Virtual De
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Page 230 and 231: is your now your group. With the vi
Page 232 and 233: Conclusion: Again, there are no rig
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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
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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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