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5 years ago

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

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

Acknowledgment My first

Acknowledgment My first greatest thanks is to Almighty Allah, the most glorious and the most merciful for his care without his blessing and support none of this work would have been possible. I would like to express my deep sincerest appreciation and thanks to my director of studies Dr. Richard Randall for his patience, suggestions and valuable comments and encouragement throughout this study. I am also sincerely grateful to my supervisor Pradeep Sharma who stepped into the project in a very critical moment. In a time when I thought this work will never finish my supervisor Pradeep Sharma motivated me and guided me through to see new horizons for the whole study. This thesis would have never been reality without the help of my supervisors. I would like also to thank my third supervisor Steve Powell for his valuable feedback. Thanks are also due to June Walsh at the research office for her help and understanding at the moment of a research crisis. Financial support throughout this study from the Ministry of Higher Education in the UAE is appreciated. I would like to acknowledge Mr. Abdul Raheem Al-Mery the Emirati cultural attaché for his help and understanding and all the staff at the education department in the UAE Embassy, naming Jo Pritchard and Ann the accountant. I am also thankful to Dr. Hassan Radoine at the University of Sharjah, who believed in the effectiveness of this project and provided me with a valuable time at the University of Sharjah to experiment and test my work. I would like to thank him specially and all the staff and the students at the University of Sharjah. My warm thanks are due to my daughter Lulwa for her companionship and patience in the moments when I couldn‟t attend to her demands. iii

List of Tables Table 6.1: Three Phases of the Development process of the VDS.............................108 Table 6.2: Improvements of VDS............................................................................115 Table 7.1: Creativity Dimension and its Implementation Tools...................................136 Table 7.2: Collaboration Dimension and it Implementation Tools...............................137 Table 7.3: Pedagogical Issues and How it was Implemented....................................138 Table 7.4: Alignment of analysis to the research hypothesis.....................................141 Table 7.5: Creativity, collaboration and cultural dimensions ....................................142 Table 7.6: Findings related to creativity..................................................................144 Table 7.7: Findings Related to Collaboration...........................................................146 Table 7.8: Evaluation Process for Outcome...........................................................153 Table 8.1: The Factors that affected the implementation of VDS 3...........................156 iv

  • Page 1 and 2: FRAMEWORK FOR THE IMPLEMENTATION OF
  • Page 3: As technology is changing rapidly;
  • 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 and 20: Figure 1.1: The innovative process
  • Page 21 and 22: consequently this resulted in the l
  • 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

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    А common education in the first th

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    improving quality and effectiveness

  • Page 63 and 64:

    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

  • Page 121 and 122:

    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

  • Page 127 and 128:

    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

  • 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

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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

  • Page 159 and 160:

    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

  • 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

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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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    ...................................

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    Due to the nature of the Virtual De

  • Page 228 and 229:

    ...................................

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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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    ...................................

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    ...................................

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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

  • Page 250 and 251:

    � 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

  • 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

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    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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