Web 2.0 virtual design studio: social networking as facilitator of design education

Jeremy J. Ham, Marc Aurel Schnabel
2011 Architectural Science Review  
In 2009, Deakin University and the Chinese University of Hong Kong trailed the use of Web 2.0 technologies to enhance learning outcomes in a third year architectural design studio that was modelled on the Virtual Design Studios (VDS) of past decades. The studio developed the VDS further by integrating a social learning environment into the blended learning experience. The Web 2.0 VDS utilised the social networking sites Ning.com, YouTube and Skype; various 3D modelling and video-and/or
more » ... cessing software; plus chat-software. These were used in combination to deliver lectures, communicate learning goals, disseminate learning resources, submit work, and provide feedback and comments on various design works in assessing students' outcomes. This paper centres on issues of learning and teaching associated with the development of a Social Network VDS (SNVDS). Keywords: design studio, architectural education, Web 2.0, social networks The Virtual Design Studio (VDS) The early nineties saw the emergence of one particular form of design studio, which investigated various possibilities that digital media and Virtual Environments (VE) can offer to the learning and the exploring of architectural design (Kvan 2001). These Virtual Design Studios (VDS) established virtuality as acting while physically distant or as acting by employing digital tools (Maher et al 2000) . VE were established by the choice of design (Achten 2001), way of communication (Schmitt 1997) or digital tools (Kurmann 1995) . Later the VDS developed into real immersion within a VE, the medium for design interaction being the VE Design Studio (VeDS) (Schnabel 2002) . With the advent of Web 2.0 technologies, it became apparent that the next logical step to develop the VDS was collaboration within a social learning environment. Ease of communication, leadership opportunity, democratic interaction, teamwork, and the sense of community are some of the improved aspects that are offered by 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 backgrounds, locations and fields. This leads to novel learning activities that match with the students' way of interaction and communication; subsequently enhancing deep learning within a social intelligent network of learners. The Web-enhanced Design Studio The web-enhanced design studio research has evolved over a period of ten years, starting with a government funded Committee for University Teaching and Staff Development grant. This grant involved the development of digital "Games" in design education (Woodbury et al 2001) , leading to student-created online construction learning resources (Ham et al 2002) . These involved the framing of projects around an online case study, wherein students
doi:10.1080/00038628.2011.582369 fatcat:4mu3lr4tlja2jhowjyk5tmnspq