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

stressed the importance of the “fourth dimension” which is the time
dimension. They facilitated the VDS tools for working around the clock
to compensate for the time difference between US and Japan. Despite
the apparent importance of VDS in design education, Reffat 168 states his
concerns regarding the integration issue of infusing VDS tools into the
design pedagogy and stresses the student factor and their background
as an important element. The socio-economic factors should also be
considered when integrating new technology in education according to
the literature. 169,170 Hadjiyanni 171 explores the importance of using the
latest technologies in design education and further asserts the
importance of utilising technology to teach complex skills to equip
tomorrow‟s designers with the required skills. Hesham et al 172 asserts
the importance of the collaborative tools found in the VDS environment
for the globalised world. Furthermore, Reffat 173 emphasises that
architecture courses underlying the socio-cultural domain are not the
concerns of some architecture departments in terms of the number of
courses and their academic content and rarely refer to the
environmental context within the region.
3.7 Design Education and Creativity
Researchers argue that creativity is difficult to define. 174,175,176 Creativity
is a mystical realm and an idea only vaguely understood; it has different
meanings in different contexts. Some 177 define creativity as
168 Reffat, R. (2002). op.cit. p347-354.
169 Bates, A. W. (2005). Technology, E-learning and Distance Education. New York: Routledge.
170 Emmitt, S. (2002). Architectural Technology. UK: Blackwell Science Ltd.
171 Hadjiyanni T. (2008). ‘Beyond Concepts a studio pedagogy for preparing tomorrow's designers’.
Archnet-IJAR International Journal of Architectural Research, 2(2), p41, 41-56.
172 Hesham T. Eissa, Lee J. (2008). ‘Dynamic adaptive web-based model for architectural design education
(DAAD) an e-Learning environment for an architectural design course’. Archnet-IJAR, International
Journal of Architectural Research, 2(2). p24 ,23-40.
173 Reffat, R. (2006). Developments of e-learning in design and architectural education. Muscat, Oman
174 Sternberg R., J. (2006). ‘The nature of creativity’. Creativity Research Journal. 18(1). p87-98.
175 De Bono, E. (1970). Lateral thinking: creativity step by step. New York: Harper & Row.
176 Guilford, J. P. (1981). ‘Potentiality for creativity’. In J. C. Gowan, J. Khatena, & E. P. Torance (Eds.).
Creativity: Its educational implications 2nd ed. Dubuque. IA: Kendall Hunt. p1-5.
177 Heap, J. (1989). The management of innovation and design. London: Cassell.
62