Virtual design studio via social networks 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. Attached Files Name Description MIMEType Size Downloads ham-virtualdesign-2012.pdf Published version application/pdf 5.45MB 86 Title Virtual design studio via social networks Author(s) Schnabel, Marc Aurel Ham, Jeremy J. Conference name Education and Education Management. Conference (2nd : 2012 : Hong Kong) Conference location Hong Kong Conference dates 4-5 Sep. 2012 Title of proceedings EEM 2012 : Proceedings of the 2nd International Conference on Education and Education Management Editor(s) Hu, Jun Publication date 2012 Series Advances in Education Research v.3 Conference series Education and Education Management International Conference Start page 548 End page 554 Total pages 7 Publisher Information Engineering Research Institute Place of publication [Dover, Del.] Keyword(s) VDS 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. 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. ISBN 9781612750255 ISSN 2160-1070 Language eng Field of Research 120304 Digital and Interaction Design Socio Economic Objective 970112 Expanding Knowledge in Built Environment and Design HERDC Research category E1 Full written paper - refereed Copyright notice ©2012, Information Engineering Research Institute Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30052045 Document type: Conference Paper Collections: Faculty of Arts and Education Faculty of Science, Engineering and Built Environment School of Architecture and Built Environment Higher Education Research Group Open Access Collection   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 drosupport@deakin.edu.au. Versions Version Filter Type Fri, 19 Apr 2013, 15:09:25 EST Mon, 22 Apr 2013, 09:26:22 EST Mon, 03 Jun 2013, 17:12:52 EST Mon, 02 Sep 2013, 12:04:28 EST Tue, 05 Dec 2017, 12:40:17 EST Fri, 07 Sep 2018, 16:28:19 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 228 Abstract Views, 89 File Downloads  -  Detailed Statistics Created: Fri, 19 Apr 2013, 15:09:03 EST by Sandra Dunoon