Schnabel, Marc Aurel and Ham, Jeremy J. 2012, Virtual design studio via social networks, in EEM 2012 : Proceedings of the 2nd International Conference on Education and Education Management, Information Engineering Research Institute, [Dover, Del.], pp. 548-554.
(Some files may be inaccessible until you login with your DRO credentials)
With the advent of social networks, it became apparent that the social aspect of designing and learning plays a crucial role in students’ education. 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. Online interactions, multimedia, mobile computing and face-to-face learning create blended learning environments to which some Virtual Design Studios (VDS) have reacted. On the sample of a design studio at Deakin University the paper discusses details of the Social Network VDS, its pedagogical implications to PBL, and presents how it is successful in empowering architectural students to collaborate and communicate design proposals that integrate a variety of skills, deep learning, and construction of knowledge. 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.
Field of Research
120304 Digital and Interaction Design
Socio Economic Objective
970112 Expanding Knowledge in Built Environment and Design
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.
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 email@example.com.