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g. Interviews Guide for participants of Cardiff Chimera No. Questions about collaboration in Cardiff Chimera case study 1 The project aim was clearly stated? 2 Did all members shared the same vision 3 Did all team member took ownership of the project and were keen for its success. 4 Did all members took ownership of the project as a whole 5 Did other members contributed successfully to the completion of this project 6 Was Communication formal or was it open and the ideas flew? 7 Was the communication mainly verbal? 8 Was there written communication? 9 Did team members communicated outside the design studio room? 10 Was the concept shared and clear for all of the team members despite the ideas variation? 11 Did you as a team shared the same outcome? 12 Was there a shared goal? 13 Were you fully involved and committed throughout the whole project 14 To what extent you felt that you were committed to the project? 15 How important is this project to you personally 16 Do you agree that sharing ideas is important? 17 Do you agree that sharing your thoughts and ideas with others contributed toward the success of this project? 18 How easy was it to communicate and share ideas with people from different background and culture? 19 Were other members willing to share their ideas with you? 20 Were all team members encouraged to participate in the decision making process? 21 Were all team members invited to all meetings? 22 Were all team members aware of the role they had to do? 23 Was easy to adapt to the changes occurred in the project? 24 Was the team successful in meeting the deadlines? 25 Was the goal for the project reasonable? 26 Did you have confident in that the work done by other members will be the same standard as yours? 27 Were you willing to accept that the ideas of others could be better than yours? 28 70
No. Questions Guide bout creativity use in Cardiff Chimera case study 1 Were you encouraged to see and analyse problems? 2 Did you use techniques such as min mapping to communicate your ideas? 3 Did you use brainstorming to provoke ideas? 4 Were new and unique ideas encouraged and provoked? 5 Was there a flow of different ideas? 6 Did you have the chance to think freely in this project? 7 Were you able to adapt and build on other ideas? 8 Were others able to adapt and build on your ideas? 9 Was curiosity encouraged? 10 Did you use problem solving technique in this project? 71
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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
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Chapter 9: Recommendations 9.1 Intr
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The summary of the findings of the
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9.3.3 Networking Facilities The ope
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Figure 9.2 VCCS Framework The resea
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Figure 9.4: Hofstede classification
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support by providing financial supp
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positive attitude toward technology
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To better accommodate the above rec
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them. The e-learning diary will als
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Conclusion Future Architects This w
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Appendices
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Appendix A a. The University of Sha
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Q4. We were hoping that this is goi
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Also, being strict with time, outre
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allocated for this workshop will no
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Other suggestions? Student1: The wo
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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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...................................
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 236 and 237: Activity: Once you have decided you
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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 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.
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