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How social is the virtual design studio? A case study of a third year design studio

Ham, Jeremy J. and Schnabel, Marc Aurel 2012, How social is the virtual design studio? A case study of a third year design studio, in CAADRIA 2012 : Beyond Codes and Pixels : Proceedings of the 17th International conference on Computer Aided Architectural Design Research in Asia, Association for Computer-Aided Architectural Design Research in Asia, [Chennai, India], pp. 173-182.

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Title How social is the virtual design studio? A case study of a third year design studio
Author(s) Ham, Jeremy J.
Schnabel, Marc Aurel
Conference name Computer Aided Architectural Design Research in Asia. Conference (17th : 2012 : Chennai, India)
Conference location Chennai, India
Conference dates 25-28 Apr. 2012
Title of proceedings CAADRIA 2012 : Beyond Codes and Pixels : Proceedings of the 17th International conference on Computer Aided Architectural Design Research in Asia
Editor(s) Fischer, T.
De Biswas, K.
Ham, J. J.
Naka, R.
Huang, W. X.
Publication date 2012
Conference series Computer Aided Architectural Design Research in Asia. Conference
Start page 173
End page 182
Total pages 10
Publisher Association for Computer-Aided Architectural Design Research in Asia
Place of publication [Chennai, India]
Keyword(s) VDS
SNVDS
social intelligence
design education
social learning
problem-based learning
Summary With the advent of social networks, it became apparent that the social aspect of designing and learning plays a crucial role in students’ education. Technologies and skills are the base on which learners interact. The ease of communication, leadership opportunity, democratic interaction, teamwork, and the sense of community are some of the aspects that are now in the centre of design interaction. The paper examines Virtual Design Studios (VDS) that used media-rich platforms and analyses the influence the social aspect plays in solving all problems on the sample of a design studio at Deakin University. It studies the effectiveness of the generated social intelligence and explores the facilitation of students’ self-directed learning. Hereby the paper studies the construction of knowledge via social interaction and how blended learning environments foster motivation and information exchange. It presents its finding based on VDS that were held over the past three years.
Language eng
Field of Research 129999 Built Environment and Design not elsewhere classified
Socio Economic Objective 970112 Expanding Knowledge in Built Environment and Design
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2012, Association for Computer-Aided Architectural Design Research in Asia (CAADRIA)
Persistent URL http://hdl.handle.net/10536/DRO/DU:30048259

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.