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

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

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List of Figures Figure 1.1: The innovative process ............................................................................... 18 Figure 1.2: Project participants .................................................................................... 19 Figure 2.1: The Map of the UAE .................................................................................... 30 Figure 2.2: Wind towers (Al Barajeel) in the UAE Early Architecture ........................... 34 Figure 2.3: The World Trade Centre of Dubai ............................................................... 37 Figure 2.4: Modern Architecture in the UAE ................................................................ 38 Figure 2.5: population growth in the UAE ................................................................... 39 Figure 3.1: Gods of Management according to Handy ................................................. 53 Figure 3.2: The proposed framework for effective utilisation of IT.............................. 71 Figure 5.1: Research Design Cycle ................................................................................ 87 Figure 6.1: Development Process ............................................................................... 122 Figure 6.2: VDS 1 basic elements ................................................................................ 126 Figure 6.3: Database Form for Identifying International Best-Practised VDS ............ 128 Figure 6.4: Practice of VDS in China and Far East ....................................................... 129 Figure 6.5: Practice of VDS in USA, UK, and Europe ................................................... 129 Figure 6.6: VDS 3 Layers .............................................................................................. 133 Figure 6.7: Workbook Activities: Workbook activities ............................................... 135 Figure 6.8: Student conducting some in-class games ................................................. 136 Figure 6.9: Students conducting learning by doing exercise ...................................... 138 Figure 6.10: Most Wanted Activity - Icebreaker ......................................................... 139 Figure 6.11: Web Site Home Page .............................................................................. 141 Figure 6.12: Use of Facebook for Academic Purposes................................................ 143 Figure 7.1: Evaluation Scheme for VDS 3 .................................................................... 148 Figure 7.2: The use of Skills Level ............................................................................... 159 Figure 7.3: Use of Creativity Dimensions Level ........................................................... 160 Figure 7.4: Collaboration Dimensions and Level of Use in the VDS 3 ......................... 161 Figure 7.5: Use of Collaboration According to the Student ........................................ 162 Figure 7.6: The Use of Collaboration, Creativity and Technology in VDS 3 ................ 163 Figure 7.7: The Use of Technological Tools According to the Students ..................... 163 Figure 7.8: The Use of Creativity Dimensions According to the Students .................. 164 Figure 7.9: Student Performance ................................................................................ 168 Figure 8.1: Themes of Discussion in VDS 3 ................................................................. 171 Figure 9.1: Findings Facets .......................................................................................... 186 Figure 9.2: VCCS Framework ....................................................................................... 190 Figure 9.3: Gods of Management according to Charles Handy .................................. 191 Figure 9.4: Hofstede classifications of cultures compared to Handy’s ...................... 192 Figure 9.5: Getting Unstuck according to Yamashita .................................................. 197 Figure 9.6: VDS Dimensions ........................................................................................ 198 v

Contents Chapter 1: Introduction ................................................................................................ 11 1.1 Background of the Study............................................................................... 11 1.2 The importance of Using Technology in Education ...................................... 12 1.3 Architectural Project Cycle and Process ....................................................... 17 1.4 Problem Statement ....................................................................................... 19 1.5 Purpose of the study ..................................................................................... 21 1.6 Research Question ........................................................................................ 22 1.7 Significance of the Study ............................................................................... 23 1.8 Overview of Chapters ................................................................................... 25 1.9 Conclusion ..................................................................................................... 27 Chapter 2: Historical and Cultural Background ............................................................ 29 2.1 Introduction .................................................................................................. 29 2.2 Background of the United Arab Emirates ..................................................... 29 2.2.1 Historical Background ........................................................................... 30 2.2.2 UAE POST-1971 ..................................................................................... 32 2.3 Arсhitесtural Development in the UAE ......................................................... 32 2.3.1 Early Architecture ................................................................................. 33 2.3.2 Contemporary Architecture in the UAЕ ................................................ 35 2.3.3 Modern Architecture ............................................................................ 37 2.4 Cultural Aspects of the UAE Society ............................................................. 39 2.5 UAE Culture and Hofstede’s Dimensions ...................................................... 40 2.6 PEST Analysis of the UAE .............................................................................. 42 2.6.1 Political .................................................................................................. 42 2.6.2 Economical Status ................................................................................. 43 2.6.3 Social Status .......................................................................................... 44 2.6.4 Technological Status ............................................................................. 44 2.7 Education in the Arab World ........................................................................ 45 2.8 Technology Use in Education in Arab World ................................................ 46 2.9 Conclusion ..................................................................................................... 49 Chapter Three: Needs Analysis .................................................................................... 51 vi

  • Page 1 and 2: FRAMEWORK FOR THE IMPLEMENTATION OF
  • Page 3 and 4: As technology is changing rapidly;
  • Page 5: List of Tables Table 6.1: Three Pha
  • 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
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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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    ...................................

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    Due to the nature of the Virtual De

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

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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

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    � 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

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    8.3 Assessment 8.3.1 Rationale crea

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    To combat the prevalent cultural re

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    How to be Effective Research, Cardi

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    Director of Studies. Dr. Richard Ra

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    Appendix B f. Observations and Anal

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    spectacular, grotesque and colourfu

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    years. They were asked to consider

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    ‘leisure’ theme arose including

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    work sufficient. With consistent su

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    g. Interviews Guide for participant

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    h. Creativity Check List 72

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    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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