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The social network virtual design studio : integrated design learning using blended learning environments

Schnabel, Marc Aurel and Ham, Jeremy J. 2011, The social network virtual design studio : integrated design learning using blended learning environments, in CAADRIA 2011 : Circuit Bending, Breaking and Mending : Proceedings of the 16th International Conference on Computer-Aided Architectural Design Research in Asia, Association for Computer-Aided Architectural Design in Asia, Hong Kong, China, pp. 589-598.

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Title The social network virtual design studio : integrated design learning using blended learning environments
Author(s) Schnabel, Marc Aurel
Ham, Jeremy J.
Conference name Computer Aided Architectural Design Research in Asia. Conference (16th : 2011 : Newcastle, N. S. W.)
Conference location Newcastle, N.S.W.
Conference dates 27-29 April 2011
Title of proceedings CAADRIA 2011 : Circuit Bending, Breaking and Mending : Proceedings of the 16th International Conference on Computer-Aided Architectural Design Research in Asia
Editor(s) Herr, Christiane M.
Gu, Ning
Roudavski, Stanislav
Schnabel, Marc Aurel
Publication date 2011
Conference series Computer Aided Architectural Design Research in Asia. Conference
Start page 589
End page 598
Total pages 10
Publisher Association for Computer-Aided Architectural Design in Asia
Place of publication Hong Kong, China
Keyword(s) VDS
social networking
social learning
problem-based learning
PBL
Web2.0
Summary Online communications, multimedia, mobile computing and face-to-face learning create blended learning environments to which some Virtual Design Studios (VDS) have reacted to. Social Networks (SN), as instruments for communication, have provided a potentially fruitful operative base for VDS. These technologies transfer communication, leadership, democratic interaction, teamwork, social engagement and responsibility away from the design tutors to the participants. The implementation of Social Network VDS (SNVDS) moved the VDS beyond its conventional realm and enabled students to develop architectural design that is embedded into a community of learners and expertise both online and offline. Problem-based learning (PBL) becomes an iterative and reflexive process facilitating deep learning. The paper discusses details of the SNVDS, its pedagogical implications to PBL, and presents how the SNVDS is successful in enabling architectural students to collaborate and communicate design proposals that integrate a variety of skills, deep learning, knowledge and construction with a rich learning experience.
ISBN 9789881902627
Language eng
Field of Research 120199 Architecture not elsewhere classified
Socio Economic Objective 970112 Expanding Knowledge in Built Environment and Design
HERDC Research category E1 Full written paper - refereed
HERDC collection year 2011
Copyright notice ©2011, Association for Computer-Aided Architectural Design Research in Asia (CAADRIA)
Persistent URL http://hdl.handle.net/10536/DRO/DU:30045302

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