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Article
Publication date: 1 June 2007

Jamal Al-Qawasmi

The influence of digital media and information technology on architectural design education and practice is increasingly evident. There has been an astonishing shift in the way…

Abstract

The influence of digital media and information technology on architectural design education and practice is increasingly evident. There has been an astonishing shift in the way architecture is being taught and produced. Networked virtual design environments such as the virtual design studio (VDS) have been introduced in many architectural schools as new ways of teaching and learning design. Applying virtual design education in developing countries such as the Arab states brings with it various opportunities and challenges. As a new phenomenon, little research has been done to study the cultural implications of the new virtual design environments (VDE). This paper examines the new paradigm of teaching and learning design virtually and the possible cultural implications of its implementation in developing countries such as the Arab world.

Details

Open House International, vol. 32 no. 2
Type: Research Article
ISSN: 0168-2601

Keywords

Article
Publication date: 24 November 2021

Asif R. Khan and N. Lakshmi Thilagam

The unparalleled crisis due to the COVID-19 pandemic has displaced the existing normal in every field of higher education. Especially architecture education with high dependence…

Abstract

Purpose

The unparalleled crisis due to the COVID-19 pandemic has displaced the existing normal in every field of higher education. Especially architecture education with high dependence on institutional studio based pedagogical participation has been affected. Consequently, there is a critical necessity to reinvigorate pedagogical approaches in order to ensure continuity of pedagogical pursuits.

Design/methodology/approach

A systematic approach is used to conduct an interdisciplinary study. The research mainly attempts to externalize the basics of virtual design studio composition. In concurrence role of instructional design in providing an underlying framework for enabling virtual discourse is also explored. Primarily, the process commenced by identifying objectives and queries which needed to be addressed. In order to deal with the concerns rationally, the research used exploratory approach. The primary data were based on focus group interactions. The secondary data were based on relevant subject-oriented literature reviews; explicit information based. Explanatory mode of analysis is used to interpret the outcome.

Findings

A pedagogical design; an instructional design process model for effectively structuring the virtual design studio has evolved as part of the research. In addition detailed insights have been derived about the key integrals that make up the constituent phases of the virtual design studio.

Research limitations/implications

The research provides insights into the methodological structure of virtual design studio. The inferences would provide the pedagogues a comprehensive and rational overview to envision and conduct architecture studio discourse virtually.

Originality/value

The study presents a unique contribution to the limited literature available on virtual design studio pedagogy and instructional design in virtual mode.

Article
Publication date: 1 September 2006

Jamal Al-Qawasmi

Traditional architectural curricula have been based on the design studio model, which emphasizes learning by doing. Under this model, a typical architectural curriculum offers a…

Abstract

Traditional architectural curricula have been based on the design studio model, which emphasizes learning by doing. Under this model, a typical architectural curriculum offers a sequence of design studios in which students learn to design by actually engaging in designing. Until very recently the design studio culture remained largely unchanged. The introduction of the virtual design studio and the paperless studio in early 1990s has resulted in fundamental changes in design studio pedagogy. The paper examines the impact of computers and information technology, as applied in the paperless studio and the virtual design studio, on design studio education. Based on literature reviews on paperless studio and virtual design studio and examination of architectural studio instruction, including several experiences in conducting paperless studios, the author considers the pedagogical shift occurring in design studio instruction as a result of integrating digital media in the design studio. The paper considers two types of transformations in studio instruction: pedagogical transformations related to using digital media as a design tool and pedagogical transformations related to distributing the design studio with some or all participants in remote locations.

Details

Open House International, vol. 31 no. 3
Type: Research Article
ISSN: 0168-2601

Keywords

Article
Publication date: 14 May 2020

Ahmet Hamurcu, Şebnem Timur and Kerem Rızvanoğlu

With the release of headsets such as HTC Vive and Oculus Rift in 2016, fully immersive virtual reality (VR) technology has become available for industrial designers to represent…

Abstract

Purpose

With the release of headsets such as HTC Vive and Oculus Rift in 2016, fully immersive virtual reality (VR) technology has become available for industrial designers to represent and communicate design ideas. However, how this development will affect industrial design education practice is not clear enough yet. The purpose of this study is to reveal and discuss the current status of using VR in industrial design education and potentials of it.

Design/methodology/approach

In the first part of the study, the use of computer technology in industrial design education and how VR can be positioned in the existing system is discussed by the acceptance of “design” as “representation”. In the second part, the literature review carried out to unveil and analyse the efforts for using VR in industrial design practice and education is presented. The results of the review are interpreted together with the design process in industrial design education.

Findings

VR has the potential for changing the operating ways of not only sketching, visualising, modelling, prototyping, presenting, demonstrating and evaluating design ideas, but also getting inspiration and collaborating in industrial design education. However, it is first necessary to solve the issue of how it will be integrated into industrial design education.

Originality/value

This paper presents the preliminary presumptions regarding the integration of VR into industrial design education that can contribute to future studies.

Details

Journal of Engineering, Design and Technology , vol. 18 no. 6
Type: Research Article
ISSN: 1726-0531

Keywords

Article
Publication date: 21 June 2021

Duaa Al Maani, Saba Alnusairat and Amer Al-Jokhadar

This study explored the virtual design studio as a transformative learning model for the disaster and resilience context, including the factors that affect students' perceptions…

Abstract

Purpose

This study explored the virtual design studio as a transformative learning model for the disaster and resilience context, including the factors that affect students' perceptions and experiences of the quality of this adaptation.

Design/methodology/approach

Data obtained from 248 students who took online design studios during the lockdown in 15 universities in Jordan highlight many factors that make the experience of the online design studio more challenging. Despite these challenges, strongly positive aspects of the online studio were evident and widely discussed.

Findings

A model of a hyper-flexible design studio in which students can have a direct contact with their instructor when needed – in addition to online activities, reviews and written feedback – is highly recommended for the beginner years. This HyFlex model will enrich students' learning and understanding of the fundamentals of design and ensure that technology solutions deliver significant and sustainable benefits.

Originality/value

For students, studying architecture necessitates a fundamental shift in the learning mode and attitude in the transition from school. Beginner students are often surprised by the new mode of learning-by-doing and the new learner identity that they must adopt and adapt to in the design studio. Moreover, due to the coronavirus disease 2019 (COVID-19) pandemic, architecture teaching has moved online. Both instructors and students are experiencing dramatic changes in their modes of teaching and learning due to the sudden move from on-campus design studios to a virtual alternative, with only the bare minimum of resources and relevant experience.

Details

Open House International, vol. 46 no. 3
Type: Research Article
ISSN: 0168-2601

Keywords

Article
Publication date: 3 December 2020

Anurag Varma and Mohammad Shoeb Jafri

The purpose of this paper is to have an overview of how Indian institutions offering undergraduate architecture programs have responded to the pandemic situation. It seeks to…

2613

Abstract

Purpose

The purpose of this paper is to have an overview of how Indian institutions offering undergraduate architecture programs have responded to the pandemic situation. It seeks to appraise the alternative approaches adopted for teaching-learning, communication, assignment and evaluation and assess their effectiveness for progressive improvisations or integration with pedagogy. The paper articulates a view on the suitability of online teaching for architecture education in India, on basis of educators' experiences of teaching during the pandemic.

Design/methodology/approach

An online survey was conducted for obtaining primary data from the educators given the paucity of information. The questions elicited structured information on aspects of the transition process, IT/online platform and tools, the efficacy of online teaching-learning and trajectory of blended learning.

Findings

All institutions managed the transition to online teaching without much difficulty. However, the paper raises the need for professional training and feedback from students. One-third of the respondents express satisfaction with online teaching, despite low satisfaction about the effectiveness of online teaching of a design studio. The results convey the need for more engagement with digital tools and representational software on integrated platforms. The study finds consensus on the future potential of blended learning and advocates developing an integrated framework and curriculum for architecture education in India.

Originality/value

The paper synthesizes viewpoints on online teaching-learning of architecture program in wake of the pandemic from an educators' perspective. The emergent perspectives are viewed dialogically in context of global voices to articulate a future trajectory of blended learning in the domain of architecture education.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. 15 no. 1
Type: Research Article
ISSN: 2631-6862

Keywords

Article
Publication date: 1 June 2007

Jamal Al-Qawasmi and Karim Hadjri

The influence of digital media and information technology on architecture is increasingly evident. Architectural design, practice, fabrication and construction are increasingly…

Abstract

The influence of digital media and information technology on architecture is increasingly evident. Architectural design, practice, fabrication and construction are increasingly aided by and dependent on digital technology. The proliferation of computers and telecomputing in design education and practice has resulted in a major paradigm shift and a reorientation in theoretical and conceptual assumptions considered to be central to traditional design education and practice.

Details

Open House International, vol. 32 no. 2
Type: Research Article
ISSN: 0168-2601

Article
Publication date: 1 October 1998

R. William Maule

This paper develops frameworks to help Internet media designers address end‐user information presentation preferences by advancing structures for assessing metadata design

1257

Abstract

This paper develops frameworks to help Internet media designers address end‐user information presentation preferences by advancing structures for assessing metadata design variables. Design variables are then linked to user cognitive styles. An underlying theme is that AI methodologies may be used to help automate the Internet media design process and to provide personalized and customized experiences. User preferences concerning knowledge acquisition in online experiences provide the basis for discussions of cognitive analysis, and are extended into structural implications for media design and interaction. The assumption is made that frameworks for the alignment of design metadata with user metacognitive elements may serve as a reference to aid information design for Internet‐based media.

Details

Internet Research, vol. 8 no. 4
Type: Research Article
ISSN: 1066-2243

Keywords

Article
Publication date: 21 March 2019

Solomon Olusola Babatunde and Damilola Ekundayo

In developing countries, adoption of building information modelling (BIM) concept within the architecture, engineering and construction (AEC) curricula in universities is a…

Abstract

Purpose

In developing countries, adoption of building information modelling (BIM) concept within the architecture, engineering and construction (AEC) curricula in universities is a relatively new effort, and subsequently, studies on the status of BIM implementation in universities are rare. This study, therefore, becomes imperative with a view to identifying and examining the barriers to the incorporation of BIM into quantity surveying (QS) undergraduate curriculum in Nigerian universities.

Design/methodology/approach

The study adopted a questionnaire survey, which was targeted at the academia and students from two selected universities offering QS honours degree programme. Data collected were analysed using mean score, Mann–Whitney test and factor analysis.

Findings

The study identified 30 barriers, and the analysis of the ranking revealed that 17 (out of 30) identified barriers were considered as the most serious barriers. The study, through factor analysis, grouped the 30 identified barriers into six major factors.

Practical implications

The findings provide greater insights and empirical evidence on the major barriers to implementation of BIM education in developing countries.

Originality/value

The identified barriers are relevant not only to QS education but also to other related disciplines within the AEC context. These findings would be of great value to academic staff and university management board to develop strategies for incorporating BIM into AEC disciplines curricula in developing countries at large.

Details

Journal of Engineering, Design and Technology, vol. 17 no. 3
Type: Research Article
ISSN: 1726-0531

Keywords

Book part
Publication date: 3 August 2017

Matt Bower

The ability for learners to interact online via their avatars in a 3-D simulation space means that virtual worlds afford a host of educational opportunities not offered by other…

Abstract

The ability for learners to interact online via their avatars in a 3-D simulation space means that virtual worlds afford a host of educational opportunities not offered by other learning technology platforms, but their use also raises several pertinent issues that warrant consideration. This chapter reviews the educational use of virtual worlds from a design perspective. Virtual-world definitions are explored, along with their key educational characteristics. Different virtual-world environments are briefly contrasted, including Second Life, Active Worlds, Open Sim, and Minecraft. A wide variety of virtual-world uses in schools and universities are examined so as to understand their versatility. Key educational benefits of virtual worlds are distilled from the literature, such as the ability to facilitate 3-D simulations, role-plays, construction tasks, and immersive learning. Emergent issues surrounding the use of virtual worlds are also analyzed, including cognitive load, safety, and representational fidelity. One higher education and one school level vignette are provided in order to offer more detailed insight into the use of virtual worlds in practice. Recommendations for learning design and implementation are presented, based on the thematic analysis of contemporary virtual-worlds research.

Details

Design of Technology-Enhanced Learning
Type: Book
ISBN: 978-1-78714-183-4

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