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PLACE, TIME AND THE VIRTUAL DESIGN STUDIO
... Virtual Design Studios (VDS) have evolved from a conceptual idea into a practical reality, reshaping the landscape of design education (Fleischmann, 2021;Khan & Thilagam, 2023;Thakker & Shrivastav, 2022). In this context, the traditional image of a renowned desk critic in Barcelona engaging with a Massachusetts Institute of Technology student via virtual platforms (Mitchell, 1994) is no longer confined to the imagination; it is a growing trend in contemporary education. Yet, skepticism surrounds the efficacy of these virtual interactions. ...
... Comparing these findings with the broader literature, it aligns with research highlighting the beneficial outcomes obtained despite the initial challenges of implementing innovative teaching methods, particularly in design education (Al Maani et al., 2021;Mitchell, 1994;Thakker & Shrivastav, 2022). In addition, the highlighted positive impact of embracing innovative design mediums in VDS echoes the foresight outlined by Al-Qawasemi (2006b). ...
... A comparative analysis of these outcomes within the broader literature underscores consistent challenges associated with integrating design activities into VEs (Mitchell, 1994;Thakker & Shrivastav, 2022). The findings resonate with the ongoing discourse regarding the dichotomy between structured and flexible VDSs in the literature. ...
This study provides the educational experience of an architectural design studio in a virtual environment. It aims to illuminate the complications of planning and implementing a VDS and find the balance between flexibility and structure in VDS design. Action research was used due to its ability to document the process and reflect on the methods tested. Five cycles of action research, in addition to a preplan and a pilot cycle, were conducted on a case study. Students’ design quality, clarity of presentations, and engagement with VDS were selected as indicators of a successful action plan. The results highlight that despite the initial challenges, introducing new design mediums and leaving the students free to work with any combination of them (flexibility) fosters creativity and efficiency but poses technical issues and confusion. However, sessions with a loose set of activities without proper instructions resulted in increased confusion. The successful action plan provided a VDS with an intricate balance between a structured set of activities to achieve the educational goals and flexible participation of students to improve the engagement of students. In addition, the students’ grades improved during the research as they got more familiar with the VE and got a sense of the VDS. However, the challenges that are reported in this research may moderate the results and instructors should find proper innovative solutions on the go to make the educational experience rewarding for the students.
... The pedagogically distinctive implications of digital design are driving this trend for new educational frameworks. Various educators and academics have begun to investigate various types of educational agenda in order to meet the requirement to incorporate digital design in architectural design courses (Wojtowicz, 1995;Kvan, 2001;Strojan & Mullins, 2002;Giovannella, Passarelli, & Persico, 2020). ...
... However, despite their great potential, distance education and digital design have been constrained in the past by technical issues such as CAD programs limitations, internet bandwidth, cost and accessibility, and also limitations of digital media for housing and recording design studio sessions (Wojtowicz, 1995;Kvan, 2001;Reffat, 2007;Schnabel & Kvan, 2001;Russell, 2001), but today, many of these concerns have been alleviated by the rapid development of digital technology it's time to establish new empirical frameworks for distant education and as a result digital design, ones that aren't constrained by technical constraints but rather by a resistant-to-change existing system (Iranmanesh & Onur, 2021). ...
... The worldwide pandemic of 2020 provides an opportunity to reflect the rising phenomena of virtual design studios (VDS). It increases self-reliance and a research-oriented design approach possibility, which can help the improvement of the multidisciplinary character of architectural teaching (Wojtowicz, 1995;Webster, 2007). VDS allows for reflection-in-action and learning-by-doing since it emphasizes a student-centered process (Iranmanesh & Onur, 2021;Akoury, 2020). ...
The World Health Organization (WHO) declared the COVID-19 outbreak a worldwide pandemic in March 2020. As a result, all educational establishments have been expected to finish the 2019-20 spring semester online. Despite the significance of distance education, it appears that online education has not assisted architecture education adequately. This is due to the fact that it has higher learning objectives, is taught via coaching approaches, and incorporates nonverbal communication. Architects are trained through a method focused on the ‘studio course’. In this environment, students’ decisions are unintentionally affected by the unanticipated backtalk and discussions that arise from the design development process. In other words, criticism, which is a graphic and oral communication between the students and the instructor, is one of the most frequent learning strategies utilized in the design studio. The pedagogically distinctive implications of digital design have prompted the need for new educational frameworks in architecture. Thus, the primary aim of this study is to monitor and document current trends, benefits, and limitations of online architectural discourse and learning ecosystems from both students’ and tutors’ perspectives. It also investigates alternative pedagogical agendas in order to address the requirement to integrate different levels of students with online education. In this regard, the effects of the design medium, knowledge-based or theoretical courses, and practical courses are three common types of influences on educational system adaptability and inertia. Finally, in this research, authors attempt to formulate a theoretical framework and didactic principles for the modification of architectural online education by using multiple methods of data collection, primarily based on a systematic observation of the experiments, questioning the participants before and after the experiment, and evaluate of the descriptive results of the experiment.
... In parallel, Li et al. (2020) mention the role of training through participants' perceptions that "their learning can be improved by using digital tools and the training in technology-enhanced language learning should be considered in language education programs in the future" (p. 6). There are also other studies investigating the effects of training in which EFL instruction is provided with a specific focus on DL instruction as well report positive effects of training on students (Atmanegara et al., 2013;Irawan et al., 2020). ...
... The pedagogically distinctive implications of digital design are driving this trend for new educational frameworks. Various educators and academics have begun to investigate various types of educational agenda in order to meet the requirement to incorporate digital design in architectural design courses [4,[6][7][8][9]. ...
... However, despite their great potential, distance education and digital design have been constrained in the past by technical issues such as CAD programs limitations, internet bandwidth, cost and accessibility, and also limitations of digital media for housing and recording design studio sessions [6,7,[42][43][44], but today, many of these concerns have been alleviated by the rapid development of digital technology it's time to establish new empirical frameworks for distant education and as a result digital design, ones that aren't constrained by technical constraints but rather by a resistant-to-change existing system [5]. ...
Teknolojideki dönüşümün hayatımızda bir “sabit” haline geldiği 21. yüzyılda, öğretmenlerin teknoloji ile tutarlı ve uygun deneyimlere ne kadar sahip olduklarını ve teknolojiyi kendi sınıflarına ne kadar entegre ettiklerini belirlemek bir ihtiyaç haline gelmiştir. Bu çalışmada, 21. yüzyıl öğretmenlerinin teknoloji yeterliklerinin öz değerlendirme yoluyla belirlenmesi amaçlanmıştır. Öğretmenlerin 21. yüzyıl öğrenmeleri için teknoloji yeterliği öz değerlendirme puanları cinsiyet, branş, kıdem, kurum ve yaş değişkenleri açısından ele alınmış; öğretmenlerin bu yeterlikler kapsamında eğitimde dijital dönüşüme hazır olma durumları tartışılmıştır. Araştırmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Katılımcıların belirlenmesinde amaçsal örnekleme yöntemlerinden ölçüt örnekleme kullanılmış ve Milli Eğitim Bakanlığına bağlı kurumlarda görev yapan 198 öğretmenden veri toplanmıştır. Araştırma verileri Christensen ve Knezek (2017) tarafından geliştirilen ve Fidan, Debbağ ve Çukurbaşı (2020) tarafından Türkçe’ye uyarlanan “21.Yüzyıl Öğrenmeleri için Teknoloji Yeterliği Öz
Değerlendirme Ölçeği” aracılığıyla toplanmıştır. Ölçek dört alt boyut içermekte ve toplam 24 maddeden oluşmaktadır. %95 güven aralığında (p=0,05) analiz edilen verilerin öncelikle normal dağılıp dağılmadığı incelenmiştir. Elde edilen bulgulara göre ölçek verilerinin normal dağılım gösterdiği belirlenmiş ve verilerin
analizinde betimsel analiz, bağımsız örneklem t-Testi ve One-Way Anova testleri kullanılmıştır. Araştırma bulgularına göre, öğretmenlerin teknoloji yeterlikleri ile cinsiyetleri arasında istatistiksel olarak anlamlı bir fark bulunmamıştır. Öğretmenlerin teknoloji yeterlikleri ile branşları arasında ise istatistiksel olarak anlamlı bir fark bulunmuştur. Branş ortalamalarına bakıldığında fen bilimleri branşında yer alan öğretmenlerin teknoloji yeterliklerinin sosyal bilimler branşı öğretmenlerine göre daha yüksek olduğu görülmüştür. Fen bilimleri
branşındaki öğretmenlerin entegre uygulamalar ve teknolojiyle öğretim yeterlikleri sosyal bilimler branşındaki öğretmenlere göre daha yüksektir. Özel kurumlarda çalışan öğretmenlerin ortalama puanları devlet kurumlarında çalışanlara göre daha yüksek olmasına rağmen öğretmenlerin teknoloji yeterlikleri ile çalıştıkları kurum arasında
istatistiksel olarak anlamlı bir fark bulunmamıştır. Öğretmenlerin teknoloji yeterlikleri ile kıdem yılları arasında da istatistiksel olarak anlamlı bir fark bulunmuştur. Elde edilen bulgulara göre 20 yıla kadar kıdemli olan öğretmenlerin teknoloji yeterlikleri, 21 yıl ve üstü kıdemli öğretmenlere göre daha yüksektir. Öğretmenlerin teknoloji yeterlikleri ile yaş değişkeni arasında istatistiksel olarak anlamlı bir fark bulunmuştur. Bu fark 41 yaş ve altı öğretmenler lehine olup, bilişim teknolojilerini kullanarak büyüyen Y jenerasyonu dijital yerli öğretmenlerin teknolojik yeterliklerinin daha iyi olduğu görülmüştür.
... While becoming ever more widespread, these new collaboration means are still being used according to traditional paradigms. So there is a strong need for new design and communication methods (Wojtowicz 1994, Schmitt 1996. ...
... The term "Virtual Design Studio" was used for the first time and defined by William Mitchell in his talk at MIT's Media Lab in early 1993, as reported by Wojtowicz (1994). The first Virtual Design Studio experiments date back to the early 1990's, when typical applications were the collaborative work on design problems and the presentation and critique of a project through the network (Wojtowicz 1994, Lee 1998. ...
... The term "Virtual Design Studio" was used for the first time and defined by William Mitchell in his talk at MIT's Media Lab in early 1993, as reported by Wojtowicz (1994). The first Virtual Design Studio experiments date back to the early 1990's, when typical applications were the collaborative work on design problems and the presentation and critique of a project through the network (Wojtowicz 1994, Lee 1998. ...
... What was first achieved in mid-1990s at universities and large AEC firms such as Norman Forster and Partners and Ove Arup and Associates, is now in the reach of small and medium size firms with access to the Internet. But in order to be successful, this type of cooperation requires new design and communication methods (Wojtowicz 1994, Schmitt 1996. This paper describes one possible approach. ...
... The Virtual Design Studio (VDS) exercise described in this paper was a collaborative effort of three academic institutions-University of Hong Kong, Swiss Federal Institute of Technology in Zürich, and University of Washington in Seattle-whereby teachers and students, obviously on three different continents and in three different time zones, roughly eight hours apart, tried to "multiply time." [The term "Virtual Design Studio" was used for the first time and defined by William Mitchell in his talk at MIT's Media Lab in early 1993, as reported by Wojtowicz (1994). Early Virtual Design Studio experiments date back to the early 1990's, when typical applications were the collaborative work on design problems and the presentation and critique of a project through the network (Wojtowicz 1994, Lee 1998).] ...
... [The term "Virtual Design Studio" was used for the first time and defined by William Mitchell in his talk at MIT's Media Lab in early 1993, as reported by Wojtowicz (1994). Early Virtual Design Studio experiments date back to the early 1990's, when typical applications were the collaborative work on design problems and the presentation and critique of a project through the network (Wojtowicz 1994, Lee 1998).] ...
... They could collaborate on a shared object and no information would thus be lost in transfer of project data. But to be successful, this emerging type of collaboration often requires new design and communication methods (Wojtowicz 1994, Schmitt 1996. ...
... Teachers and students, obviously on three different continents and in three different time zones, roughly eight hours apart, worked on a common design project using computer-aided design systems, a central database, World Wide Web, and video-conferencing (Figure 1). Logistically, the Virtual Design Studio described in this paper builds upon similar experiments in early 1990's, when typical applications were the collaborative work on design problems and the presentation and critique of a project through the network (Wojtowicz 1994, Schmitt 1996, Lee 1998). ...
... The notion of shared authorship had important implications for the design process. As Wojtowicz (1994) observed in a somewhat similar VDS experiment conducted in 1993, "designer privacy is breached […] a designer has to give up the privacy protecting his or her own design process and at the same time is exposed to a surrounding context […] which is constantly modified by other members." Surprisingly, in our experiment, the fact that no individual ownership of a design is possible seems not to pose a problem to anyone. ...
... A few of these experimental studios have exploited compressed videoconferencing technologies (Vasquez de Velasco, 1997, 1998. Most of them, however, used Internet-based collaboration technology, synchronous and asynchronous, to maintain contact between the geographically distributed team members (Chen et al., 1994;Tan & Teh, 1995;Maher & Saad, 1995;Kolarevic et al, 1998;Dave & Danahy, 1998). ...
... The success of a virtual design depends on how we understand and accommodate the new media to our needs as much as it depends upon effective technological support. Several studies on the virtual design studio have reported the need to study and understand the effect of communication and collaboration media on students and faculty and on teaching architectural design in general (Chen et al., 1994;Wojtowicz, 1995;Dave & Danahy, 1998;Al-Qawasmi, 1999a). As a new phenomenon, little research has been done to study the new distributed teaching environments and how they affect design education and design process. ...
... The VDS research is influenced with the contemporary spread of computer networks. The Internet offers services that enable a group of geographically distributed designers to work as a team on a common design project (5). In this environment the designer can use existing CAAD applications to create different forms of design presentation, and is able to share them with other designers. ...
... A concept of the 'virtual designer' partially simulates a physical simultaneity of traditional design collaboration, enabling the designer to obtain immediate response from other designers regardless of their physical presence on the network. This solves the difficulty inherent in VDS where the collaboration is often impossible because the designers post their design data at the last minute (5). But the collaboration with the 'virtual designer' is limited to the fixed viewpoints of other designers. ...
The paper gives an account of the specific model of the computer-based design collaboration, compares it with the recent research trends, and describes two programs developed to implement a model's computer prototype
... Çalışmanın genel çerçevesinin belirlenmesi amacıyla araştırmayı yönlendiren sorular listelenmiş ve çalışmanın analiz bölümü bu sorulara verilen cevaplar üzerinden şekillendirilmiştir. 1993 yılının başlarında farklı kültürlerden ve bölgelerden bir grup mimarlık okulu ve öğrencileri bir araya gelerek ortak bir proje yürütmeye başlamışlardır (Strojan ve Mullins, 2002). "Sanal Tasarım Stüdyosu" (Virtual Design Studio) olarak adlandırılan bu projeler, farklı konumlarda bulunan katılımcılar arasında iletişim ve iş birliğine izin veren bir dizi teknolojik aracın kullanımını içeriyordu (Wojtowicz, 1995). 2003 yılında sanal gerçeklik teknolojisi kullanılarak geliştirilen Cave Automatic Virtual Environment (CAVE) projesi; geleneksel bir tasarım stüdyosunu tam olarak kopyalamıştır (Otto ve ark.,2003). ...
English: Online distance education is a prominent teaching model in postuniversity
education and non-formal education practice. Due to the
COVID-19 pandemic that emerged in 2019 formal education was
suspended during the 2019 Winter - 2021 Spring semesters in many
countries shifting towards emergency remote education. This situation
has increased the importance of online distance education and has led
to the emergence of studies in this field. This review primarily started
on visual design education, and due to the lack of sufficient data, it
was expanded with the addition of research on visual design-focused
courses of studio education disciplines such as architecture, interior
architecture, textile design and industrial product design education.
The aim of the research is to examine the findings on online distance
education studies within the scope of visual design education and to
reveal the general situation in this field. For this review, a current field
survey of institutions providing distance education in visual design
education has been carried out. From the introduction of the WWW
(World Wide Web) protocol to general use in 1991 (due to the fact that
distance education studies are carried out using the online network
today). In sum, the articles published in selected international journals
on distance education have been extensively researched and the
results of the studies have been analyzed extensively. / Türkçe: Çevrimiçi uzaktan eğitim günümüzde üniversite sonrası eğitimde ve
örgün eğitim dışı uygulamalarda öne çıkan bir öğretim modelidir.
2019 yılında ortaya çıkan ve günümüzde hala devam etmekte olan
COVİD-19 pandemisi nedeniyle birçok ülkede 2019 Kış-2021 Bahar
dönemi boyunca örgün öğretime ara verilerek çevrimiçi eğitime
geçilmiştir. Bu durum çevrimiçi uzaktan eğitimin önemini arttırarak
bu alandaki çalışmaların gündeme gelmesine neden olmuştur.
İnceleme öncelikli olarak görsel tasarım eğitimi üzerine başlatılmış,
yeterli veriye ulaşılamaması nedeni ile mimarlık, iç mimarlık,
tekstil tasarımı ve endüstri ürünleri tasarımı eğitimleri gibi stüdyo
eğitimi veren disiplinlerin görsel tasarıma odaklanmış dersleri
üzerinde yapılan araştırmaların da eklenmesi ile genişletilmiştir.
Araştırmanın amacı, çevrimiçi uzaktan öğretim çalışmaları üzerine
yapılan araştırmaları görsel tasarım eğitimi kapsamında inceleyerek
bu alandaki genel durumu ortaya koymaktır. Bu inceleme için görsel
tasarım eğitiminde uzaktan öğretim üzerine eğitim veren kurumların
güncel bir alan taraması yapılmıştır. Daha sonra 1991 yılında WWW
(World Wide Web) protokolünün genel kullanıma sunulmasından
(günümüzde uzaktan öğretim çalışmalarının çevrim içi ağ
kullanılarak yapılması nedeniyle) günümüze kadar geçen süreçte
uzaktan eğitim üzerine uluslararası önemli dergilerde yayınlanan
makaleler geniş kapsamlı olarak araştırılmış ve ulaşılan çalışmaların
sonuçları analiz edilmiştir.
... These objects share common features of a "Digital Style," an open process, resembling a Beta-Version of "objects designed by participatory aggregation, which will most likely display signs of approximation, redundancy, patchiness, and disjointedness". (Carpo 2011) This mode of "authoring open-ended designarchitectural notations that others could modify at will" (Carpo 2011) (Wojtowicz 1994), initial experiments in distributed real-time collaboration (Wenz et al 1997) (Hirschberg et al 2000), and theories on fostering digital collaboration in architecture (Achten 2002). Additionally, some software applications like Rhino 3D allowed users to create plugins such as Grasshopper 3D by David Rutten (Grasshopper 3D), further extending the program's capabilities. ...
... (Wojtowicz 1995) In previous years, students from the University of Hong Kong (HKU) have worked on the same architectural design brief as others around the world using network communications (e-mail, ftp, telnet, whiteboard, video-conferencing) to share design strategies. (Cheng 1994) This year's project used separate World Wide Web sites, rather than a centralized server, as the repository for information. Students documented their on-going designs for a Japanese religious center into evolving HyperText Markup Language (HTML) presentations. ...
... Distributed and intercollegiate projects among educational institutions have been tried for some time (Wojtowicz, 1994). In the Virtual Design Studio, the design process is addressed across geographic and cultural boundaries. ...
... The concepts and technologies of using collaborative virtual environments have aroused researchers' and designers' interest since the nineties (Wojtowicz, 1995). However, virtual collaborative design environments, especially B. Dave, A. I. Li, N. Gu, H.-J. Park (eds.), ...
... Four learning methods were used in this course to achieve the learning outcomes: magistral lessons, practical classes, computer practices, and tutorials. All these methodologies were migrated to the online modality when the lockdown started by using the ICTs similarly to the first virtual experiences [31]. The virtual platform used for online asynchronous learning was Moodle [32] to provide learning materials and general announcements. ...
The rapid spread of the COVID-19 worldwide led to the migration of the traditional education system based on the face-to-face classroom into an improvised online system, among many other preventive measures. Thus, all teaching methods had to be adapted to this new modality. This work is aimed at studying the viability of the online teaching of the subject of Applied Statistics in Health Sciences in higher education based on the teaching experience lived during COVID-19. In addition to this, possible technological difficulties and COVID-19-derived problems were investigated. A retrospective observational cross-sectional study was performed to analyze the students' satisfaction according to the teaching methodologies in both face-to-face and online modalities. An exploratory and inferential analysis revealed that online teaching is feasible for the subject under study, although face-to-face learning still continues to significantly revert in favor of the quality of teaching. Therefore, further research is required to develop new online teaching methods given the feasibility of the proposal found in this research. Most of the students reported not having technological learning difficulties, whether related to their connectivity or technological resources, which did not have a significative impact on their teaching perception. Despite the psychological sequalae of COVID-19, this did not affect the students' teaching satisfaction.
... The first aspects to be changed by these innovations are the time and place of education. For example, distance learning means that teachers and students do not need to share the same physical space, or even the same timetable (Mitchell 1995). There is a prior stage to the decision to adopt technological instruments, which is the growth of an awareness of the real needs of modern society, and thus the attempt to meet them with teaching aids. ...
... ease of communication, leadership opportunity, democratic interaction, teamwork, and the sense of community are some of the improved aspects that are offered by Social Networks (SN) (Owen et al, 2006). Mitchell (1995) also refers to the need for an ongoing evolution of the VDS towards a fully integrated studio where the borderlines between realms, professions, tools and mode of communications are dismantled. Subsequently the advancement of VDS moves design education beyond conventional boundaries and curricula, and engages participants socially from diverse professional fields. ...
... Since 1989 CAAD Futures conference on "The Electronic Design Studio" a significant amount of literature has been dedicated to the possible relations between ICT and architectural design education. In 1993, William J. Mitchell coined the "Virtual Design Studio" (VDS) term and described it as a novel way of combining "computer-aided design technology with digital telecommunications to reduce or eliminate the need for such co-location" (Chen et al., 1994). Kolarevic et al. (1997) were one of the first to organize and test a VDS across three different continents and in three different time zones; including three dimensional representations of student projects with traceable genealogy of designs. ...
... The characteristic of studios is also changing from the Electronic Design Studio (McCullough et.al., 1990), Virtual Design Studio (Wojtowicz, 1995), Collaborative Design Studio (Chiu, 1998), to Digital Design Studio (Chiu, 2003). The domain is expanding, and pedagogy is from technology-driven, toward methodology-driven and context-driven. ...
... Many papers at Human Computer Interface (HCI) conferences emphasize the need for and focus on the means to enhance awareness of collaboration from remote locations (Greenberg, 1992). In design, many systems have been built to support three-dimensional representation (Schweikardt, 1998), on-line critiques (Wojtowicz, 1995), synchronous collaboration through drawing (Qian, 1999), and using gestures to create virtual worlds (Donath 1996). ...
... Virtual distance studios (also referred to as virtual design studios) pioneered by Jerzy Wojtowicz andcolleagues in 1994 (Wojtowicz, 1994) capitalized on the newly available capacities of the internet and related software (white board, image-sharing, video conferencing) to link design studios in disparate locations and time zones. This opened the door to synchronous or asynchronous collaboration on designs and sharing of design reviews. ...
... Delgado et al. (2020), for example, highlights "[t]echnical limitations […]" while Hayek (2011) refers to levels of virtual abstraction as factors or Jaalama et al. (2021) explains that little work linking 3D geo-visualization with a sense of place or, in the virtual world context, a sense of presence has been conducted to warrant acceptance and common use by designers/communities to assess built environment proposals. This is despite practitioners, such as architects, discussing the use of computer technologies in helping to address design problems as early as the 1960 s (Boston Architectural Center, 1964;Kotsioris, 2015) and students being taught to design and analyse space(s) in the virtual setting since the 1990 s (Mitchell, 1995). In terms of the public, their evaluation of urban spaces has evolved since the 1970 s where Whyte's (1980) examinations of New York's urban plazas helped develop a path leading to placemaking, which is now an established "[…] community engagement process where value and meaning of a setting are used as a platform to achieve positive public space related outcomes […]" (Beza & Hernández-Garcia, 2018). ...
Multi-Sensory Design is an experimental project that explores the potential and limitations of immersive environments as a means to support the incorporation of intangible sensory aspects of place integrated into the design process. The study investigates how sensory exploration of designs in VR can be integrated into decision making and design concept assessment. An interactive mixed-media approach adopted for this project, allowed users to tap into visual, aural and kinesthetic human senses; and provided an additional level of engagement by adding a temporal dimension to the space. The manuscript details results of the evaluation study, assessing key features of the proposed sensory design approach and reports on the identified limitations and opportunities for future studies.
... The social importance of it was noted by Mitchell fifteen years before Facebook (Wojtowicz, Davidson, Mitchell 1992). Such early Virtual Design Studio achievements as conducted in 1993 by Jerzy Wojtowicz (Wojtowicz 1994) were almost concurrent with the rise of the WWW, which was justly heralded as a revolution in communication. Even if we consider the Internet access speeds of those times -speeds that resulted in 1MB downloads taking about ten minutes -this was a revolutionary idea. ...
... Los métodos docentes empleados en las cuatro asignaturas fueron planteados para una docencia presencial, pero la situación de confinamiento forzó una migración hacia la docencia a distancia en la que, en general, estos se adaptaron, haciendo uso de las TIC, al estilo de las primeras experiencias virtuales (Wojtowicz, 1995). ...
Este artículo presenta los resultados de una investigación sobre la viabilidad de una docencia a distancia de Arquitectura, adaptando el modelo de enseñanza presencial mediante el uso de las TIC. Se analiza el caso de las asignaturas de Urbanismo de la Escuela de Arquitectura de Toledo (España), en las que, debido al confinamiento provocado por la pandemia de la COVID-19, los estudiantes experimentaron ambos modos docentes. A través del análisis de un cuestionario destinado a recoger la percepción del alumnado sobre ambas modalidades, el estudio muestra: a) un grado de satisfacción con la docencia no presencial que, en general, no es significativamente inferior que con la presencial; b) la mayor eficacia y eficiencia del modelo presencial; c) la posibilidad de incorporar algunas de las metodologías a distancia a la docencia presencial; y d) el efecto negativo sobre la experiencia del estudiante derivado de los problemas con las TIC.
This article presents the results of an investigation on the viability of a distance teaching of Architecture, adapting the face-to-face teaching model using ICT. The study analyses the Urban Design and Planning courses of the Toledo School of Architecture in Spain where, due to the confinement caused by the COVID-19 pandemic, the students experienced both teaching modes. Through the analysis of a questionnaire designed to collect the student's perception of both modalities, the study shows: a) a degree of satisfaction with non-face-to-face teaching that, in general, is not significantly lower than with face-to-face teaching; b) the greater effectiveness and efficiency of the face-to-face model; c) the possibility of incorporating some of the distance methodologies into face-to-face teaching; and d) the negative effect on the student's experience derived from problems with ICT.
... Several Information and Communication Technologies (ICT) have been used since then, even replicating a complete studio space with expensive Cave Automatic Virtual Environment (CAVE) technologies (Otto et al. 2003). However, it has been proven that no VDS model could replicate the physical design studio and the intricate complexities of intra-communication that took place in the physical form (Chen et al. 1994;Kvan 2001;Shaw 2009;Mavrommati and Fotaris 2012). The main factors that play a role in this outcome are: ...
This article discusses the implementation of studio teaching techniques throughout a distance learning graduate course in lighting design. Specifically, conventional distance learning techniques are adjusted so as to include a studio-type educational method for a multi-disciplinary audience, ranging from architects and photographers to electrical and computer engineers. The challenge to be met throughout the course is the integration of several aspects of blended distance learning, such as periodic meetings in a physical space, online tutorials and forums, direct email correspondence, and video conferencing sessions, into a single methodology that can supplement and eventually substitute the absence of a physical design studio. The formulation of individual and teamwork assignments is considered essential during the course and is targeted so that students from different disciplines can actually cooperate to accomplish a lighting design project. To this end, the coursework is designed in such a way so that it provides the necessary stimuli for each different discipline to complete the studio course in their own area of expertise and their corresponding tools. This benefits the whole class, since common practices from different professions become evident as a tool for analyzing, designing, or presenting a lighting project. Thus, the final cooperative design project can be considered as integrated and ready for implementation, while during the design process the students attain skills found in disciplines different than their own, broadening their educational and professional knowledge. Assessment evidence is shown through the statistical results of individual assignments, as well as the graphic representation of the teamwork lighting design projects.
... In many respects the virtual design studio experiments are breaking new ground in the teaching of architecture. However, reports on the last decade's VDSs, as presented in the proceedings of associations such as ACADIA, eCAADe, and CAADRIA, pointed out that limited bandwidth and other limitations of current collaboration technology have negatively impacted design knowledge delivery (Cheng et al. 1994, Wojtowicz 1995, Tan & Teh 1995, Kolarevic et al. 1998, Dave & Danahy 1998, Donath ET. AL. 1999. ...
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.
... Thus many students are not exposed to "a collaborative learning experience, one that brings students to understand how to explore and learn together in design without the ego of any individual dominating" (Kvan, 2001). Collaborative team performance is affected by levels of mutual trust (Larsen & McInerney, 2002), and Chen et al (1994) emphasizes that "trust, which leads to rapport, is very critical in the germinating stages of projects when directions are being formulated". As Hinson (2006) describes, the importance of effective communication skills, expertise at managing collaborative relationships, and an understanding of interdisciplinary approaches to problem solving are just as, if not more, vital to the success of any project, we need to increase our students" exposure to the "interdisciplinary reality of the professional world". ...
The research project investigates the use of a network-enabled platform (NEP) involving a combination of technologies that include: high bandwidth network infrastructure; high-performance visualization and computer cluster solutions; standard and high definition tele-presence/communication infrastructure; co-located immersive environments; and a range of modeling and imaging applications. The NEP enabled student teams in multiple locations to collaborate via on-demand, synchronous access to project data, visualization, modeling, simulation and multimodal interpersonal communication tools through a web service based dashboard interface that hid the logistic and technical complexities to the user. As a preliminary report on a proof-of-concept design studio conducted during the spring semester of 2007 between the Carleton Immersive Media Studio (CIMS) at Carleton University in Ottawa and the Immersive Environment Laboratory (IEL) at Pennsylvania State University, the paper first describes the implementation of this network-centric collaborative design platform. The report articulates the "staging" of the conditions of possibility for a dynamic interplay between technological mediation and the reality of making, then compares the use of high bandwidth technology with customized symmetrical toolsets in the tele-collaborative educational environment, versus commercial toolsets deployed over moderate bandwidth connections. In each setting, the collaborative environment is assessed according to issues encountered by students and design outcomes. The effectiveness of the digitally mediated collaborative studio is also gauged in terms of student reaction to the learning process via feedback surveys and questionnaires.
... Since 1989 CAAD Futures conference on "The Electronic Design Studio" a significant amount of literature has been dedicated to the possible relations between ICT and architectural design education. In 1993, William J. Mitchell coined the "Virtual Design Studio" (VDS) term and described it as a novel way of combining "computeraided design technology with digital telecommunications to reduce or eliminate the need for such co-location" (Chen et al., 1994). Kolarevic et al. (1997) were one of the first to organize and test a VDS across three different continents and in three different time zones; including three dimensional representations of student projects with traceable genealogy of designs. ...
This study introduces a conceptual analysis, a typological framework which aims to map a wide array of possible virtual worlds into a larger frame and explore their signifi cance for architectural education. Using this analysis, we discuss the properties of virtual worlds in four groups: “the real virtual, virtual augmented real, real augmented virtual and fantastic virtual”. Based on these, we propose four different strategies for integrating virtual worlds into architectural education. Overall, this contribution can be seen as a small step towards the revitalization of the architectural design curriculum.} URL = {http://cumincad.scix.net/cgi-bin/works/Show?ecaade2012_234
Materialization practices in the architecture and building industry have evolved with the advancement of manufacturing and information technologies. This evolution is evident across various design and production phases, with a pronounced impact on prototyping. Advances in design and fabrication tools have empowered prototypes, integral in any production cycle, to furnish a growing array of information and feedback for designers and manufacturers. In this context, prototypes have transformed from merely showcasing data-driven building solutions to presenting socio-environmentally conscious systems. Innovation in prototyping connects the initial design and construction stages to the operational phase, creating a seamless transition throughout the project lifecycle. This chapter provides a range of definitions and prototypical case studies for smart prototyping by identifying practiced approaches in integrated design to production workflows. This chapter introduces three paradigms for smart prototyping: Digital prototyping focuses on data-driven design for mass customization, phygital prototyping involves mixed-reality-enabled design and assembly, and thirdly collaborative prototyping explores human-machine hybrid intelligence and co-production in architectural and urban contexts. The chosen case studies in this chapter and how they are categorized aim to provide a comprehensive overview of smart prototyping, covering projects conducted in both research and practice. This chapter concludes with potential future trends and the role of emerging and evolving mediums of prototyping for smart design and construction.
This study investigated seven virtual architectural design studios (VADS) at an Australian university, incorporating survey results returned from 47 students and one in-depth interview with the course coordinator. VADS have been attracting increasing interest particularly since the 2020 pandemic. VADS have the potential to be beneficial for students’ learning experiences by better facilitating students’ ideation process, providing greater accessibility, and enhancing global collaboration among architecture schools. Preliminary results from this study suggest that architectural students have a generally positive experience within VADS, especially in relation to the flexibility offered. These results also identify a need for further development and enhancement of related technologies, to better support the future of architectural design and learning. The results of this study provide an understanding of student and staff teaching and learning experiences of current VADS, which set a foundation for planning and designing of future Metaverse-based architectural education.
Covid-19 pandemic has affected the field of education, and transition to the distance learning has led to changes in the learning environment and pedagogical transformations. In this process, design studios, which are the basis of architectural education, were also maintained on online platforms. The aim of this study is to investigate the effect of the rapid learning environment change in the architectural design studio due to the Covid-19 pandemic on student behaviour. Examining students’ holistic perspectives and behaviours based on their experience in face-to-face design studios and online design studios, this research attempts to reveal the potential and challenges of face-to-face and online studios. In this study, students’ behavioural changes regarding face-to-face studio and online studio were measured using the survey method, and these two learning environments were interpreted over six themes (peer learning, socially mediated learning, self-efficacy, self-regulation, motivation, and communication with the instructor) by using the survey results, the course structure and the theoretical framework. The findings reveal that change in the learning environment affects student behaviour and that face-to-face design studios and online design studios have different potentials and limitations. In addition, the course structure of the face-to face studio and online studio, the tools and methods used in learning, the way of communication and collaboration vary depending on the structure of the learning environment. This study reveals that the face-to-face design studio is a learning environment where the social structure of the studio is developed, peer learning is supported, and methods such as physical model and hand-sketching are used as well as digital tools during communication with the instructor. It shows that the most important potentials of the online studio are that it offers a flexible learning environment, does not have time and place restrictions, allows for cross-cultural and inter-institutional collaboration, and supports self-study. As a result, the research shows that online studio experiences gained during the pandemic period can offer the opportunity to create blended learning environments by adding online features to the traditional face-to-face studio.
The present paper describes two similar experiences in the setting up of digital fabrication laboratories in architectural schools and the introduction of such techniques in the schools curriculum, with the aim of answering the following questions: how long – and how much – does it take to incorporate these new technologies in a traditional architectural course? Both experiences were held in Portuguese-speaking countries, but within very different economic and cultural contexts (Europe and South-America).
Design education has traditionally been deemed a face-to-face endeavor causing online learning to be disregarded as a viable teaching option. Nonetheless, the recent impact of COVID-19 pressured design schools to rapidly migrate online, impelling many educators to utilize this unfamiliar and largely dismissed methodology. The impending problems exposed with this sudden shift point to a significant gap in research. Accordingly, this study proposes a set of guidelines targeting design knowledge-building, based on an in-depth look at student experience during an online design course. Data were collected through a 63-item course efficiency survey (n = 59) and a series of semi-structured focus group interviews (n = 16) with the enrolled students. The following overarching themes emerged through iterative thematic analysis of the interview data: (1) flexibility and handling stress, (2) managing self-pacing issues (3) formal conversation platform, (4) content variety and access options. The themes were interpreted in relation to the survey findings and the broader research on learning. The proposed guidelines emphasize initially clear goals and objectives, pacing flexibility with progress guidance, content and communication variety, sense of presence and peer exposure, and individualized feedback. It is expected that the guidelines will be helpful in building, conducting, and evaluating future online design knowledge-building experiences.
In recent decades, there has been an increase in online learning in many disciplines including architecture. In 2020, this situation accelerated as architecture programs world-wide transitioned to online learning. This paper uses surveys and semi-structured interviews to evaluate the effectiveness of online teaching for architecture courses. A total of 15 courses from three Australian universities were included in this study, survey results from 88 students in these courses were collected, and three in-depth interviews with course convenors were conducted. The results indicate that students have relatively positive learning experiences in online courses, in particular due to the increased flexibility that they can enable. However, there is also a need for further development of the online teaching tools associated with architecture studio courses, and an opportunity to enhance teaching for online lecture-based courses which presently show sub-optimal student engagement.
A model of human-machine design interaction is presented. The model is based on synchrony of actions [Mitchell95a] as it relates to designing, presenting, and discussing a design object over an electronic medium. The model descriptively accommodates existing technologies and areas of CAD research. The model prescriptively illuminates future CAD vis. the Web. The model is based on 3 factors: synchrony, presence, activity; and 2 players: human and machine. Future technologies are considered in terms of the a shifting role of the machine (the computer and the net) from server to agent to actor.
Face-to-face human interaction is divided into “focused” and “unfocused” types. Unfocused interaction often conveys important content and context information and contributes to group cohesiveness and effectiveness. Research in Computer Mediated Communication (CMC) and Computer Supported Collaborative Work (CSCW) is also concerned with human interaction. CMC tools, such as electronic mail, and CSCW tools, such as Decision Support Systems (DSS) and Group Support Systems (GSS) provide for focused interaction among members of distributed workgroups. However, little has been published regarding unfocused interaction in distributed workgroups, where group members’ primary work activities hold “center-stage” and communication activities are peripheral, though this describes many distributed educational and work situations. A framework for studying this type of support using standard web browsers and server applications is described, and informal preliminary results are discussed. Opportunities for future support of peripheral awareness and unfocused interaction are also discussed.
This chapter describes two case studies concerning the introduction of computational design methods and technologies in new undergraduate architectural curricula, one in Portugal and the other in Brazil. In both cases, the immediate goal was to introduce state-of-the-art technologies in the curriculum to promote creative design thinking. The ultimate goals were to fulfill the criteria of intellectual satisfaction, acquisition of specialized professional skills, and contribution for the economic development of society that should underlie university education. The chapter describes the theoretical framework, the various courses and labs that were devised and implemented, as well as the strategies used to implement them. Then it presents the final results and concludes with a discussion of the pros and cons of each strategy. The main lesson drawn from both efforts was that cultural and organizational aspects are at least as important as technical aspects for the successful integration of computer media in architectural education.
Virtual studios have proliferated and a large number of design schools now engage in them. Typically, they bring together students in several institutions, although some are used to support teaching in a single studio. We have to ask why we engage in virtual studios. The process is not easy, certainly not easier than teaching at a desk locally. Some are driven by an instinctively feeling that virtual studios are important and represent an essential learning for practice of the future. For others, it is a context of research into the nature of design communication and processes. Many, however, search for ways in which we can use virtual studios to improve the educational experience of a student. Virtual studios have provided a valuable content in which to explore and test approaches to both collaborative design and pedagogy. While mere has been extensive earlier experience in virtual campuses, not least that at The Open University in England, virtual design studios have explored a different nature of collaboration and interaction, shedding light on a new range of tasks and methods. These lessons have been applied in many fields. For example, the lessons have been used to understand the nature of collaboration. Most directly, they have been applied to the context of teaching design and understanding better how students learn to design. The change in technology can open up new opportunities in what is taught, not only how it is taught. Most broadly, they have been taken in to consideration in the creation of virtual campuses for broader university teaching. All these aspects are explored in this panel.
Keywordsarchitectural design–collaboration–design medium–immersive virtual environments
Knowledge-sharing and resource exchange are the key to the success of collaborative design learning. In an architectural design studio, design knowledge entails learning efforts that need to accumulate and recombine dispersed and complementary pieces of knowledge. In this research, firstly, ‘Knowledge Trading Game’ is proposed to be a way for promoting students’ design knowledge exchange, dissemination and refinement. Twelve students are randomly chosen as experimental participants. And secondly, ‘virtual value’ is used for students to trade their design knowledge. In this game, students buy others’ design knowledge to extend their design problem space; students decrease their design solution space through their sold design knowledge. Finally, ‘protocol analysis’ is adapted as the research methodology to examine the results of implementation. A positive outcome is identified that Knowledge Trading Game encourages collaborative design learning.
This paper presents an overview of an on-going effort that focuses on combined research and curriculum development. It presents a tool kit of collaboration technologies developed by our group, and an education testbed for multidisciplinary and geographically distributed teams that exercise the Internet-based Web-mediated collaborative technologies tool kit. The tool kit of collaboration technologies is aimed to assist team members, project managers and owners to: (1) capture, share, publish, and link knowledge and information related to a specific project, (2) navigate through the archived knowledge and information, (3) evaluate and explain the product's performance, and (4) interact in a timely fashion. The Architecture/Engineering/Construction (AEC) course offered at Stanford University acts as a testbed for cutting edge information technologies and a forum that trains a new generation of professionals to team up with practitioners from other disciplines and take advantage of information technology to produce a better, faster, cheaper product. The paper concludes with a number of questions regarding the impact of information technologies on team performance and behavior.
A suite of prototype CAD (computer-aided design) tools has been developed as part of an educational experiment in which an architectural design studio course was combined with a computer science graduate course on architectural CAD to study the collaboration between architects and their clients in a computer-based environment. The suite of tools is based on formalized abstractions inspired by lessons learned in the VLSI (very large-scale integrated circuit) CAD revolution of the 1980s. It encourages a step-by-step transformation of a building program, first into symbolic representations that can be checked and evaluated with automated programs, and eventually into simple but consistent 3-D (three-dimensional) geometry that can be inspected with an interactive walk-through visualization program.
The Department of Architecture at the Massachusetts Institute of Technology has conducted a series of experimental design studios, as part of a larger ongoing research endeavour called The Design Studio of the Future, an interdisciplinary effort focusing on geographically distributed computer-mediated design and work group collaboration issues. A recent exploration was a collaborative design project joining geographically dispersed design students, faculty, researchers, and practitioners from Kumamoto University, Kyoto Institute of Technology, and MIT to examine the nature of computer networked collaborative environments and advanced computer-aided design technologies to support architectural education and practice. This paper will describe this project, which provided the students and faculty members with practical experience in the use of emerging technologies for collaboration, design, and communication in both the day-to-day activities of distributed groupwork as well as in the more formalized reviews.
The Internet beckons seductively to students. The prospect of nearly instantaneous communication with acquaintances spread across the face of the earth is alluring. The ease with which rich graphical content can be made available to the world is stunning. The possibility of a design being seen by friends, family, and famous architects is tantalizing. Faculty are drawn by the potent synergy and learning that can be found in the opposition and cooperation of different cultural roots. It is probable that entire design studio sequences will be offered through distance-learning programs in the near future. Is that a good idea? Much has been written about "virtual design studios" in architecture schools and "virtual offices" in practice. Most offices have largely or totally abandoned drafting boards in favor of digital tools of production. Yet, regarding design, Ken Sanders, author of The Digital Architect, and Manager of Information Services at Zimmer Gunsul Frasca Partnership (ZGF), of Portland, Oregon, has written "we still make an effort to locate project teams together and always will". Production CAD work requires different kinds of interaction than design and design instruction. The experiments have been invaluable in developing strategies for use of the Internet as a component of a design studio series, but rarely depend entirely on use of the Internet for all course communications. In fact, most describe fairly isolated efforts to augment some aspect of traditional design environments using Internet tools (ftp, email, web). A few have implemented new pedagogic or collaboration paradigms (e.g., ETH?s phase(x)). This paper considers the traditional design studio in terms of formal and informal activities, characterizes the major Internet technologies with regard to the resulting interaction issues. In particular, it describes an area of informal work group communications that appears to be ill-supported with existing tools. The paper goes on to describe a web-based collaboration tool which was developed to address the need for less formal communication. The context for this development is the concept of a fully distributed collaboration environment with particular attention to questions of informal communication. Finally, it describes how the tool was deployed in an experimental "web studio" setting and student responses to use of the tool.
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