TY - GEN
T1 - The social network virtual design studio
T2 - 16th International Conference on Computer-Aided Architectural Design Research in Asia, CAADRIA 2011
AU - Schnabel, Marc Aurel
AU - Ham, Jeremy J.
PY - 2011/4/27
Y1 - 2011/4/27
N2 - Online communications, multimedia, mobile computing and face-to-face learning create blended learning environments to which some Virtual Design Studios (VDS) have reacted to. Social Networks (SN), as instruments for communication, have provided a potentially fruitful operative base for VDS. These technologies transfer communication, leadership, democratic interaction, teamwork, social engagement and responsibility away from the design tutors to the participants. The implementation of Social Network VDS (SNVDS) moved the VDS beyond its conventional realm and enabled students to develop architectural design that is embedded into a community of learners and expertise both online and offline. Problem-based learning (PBL) becomes an iterative and reflexive process facilitating deep learning. The paper discusses details of the SNVDS, its pedagogical implications to PBL, and presents how the SNVDS is successful in enabling architectural students to collaborate and communicate design proposals that integrate a variety of skills, deep learning, knowledge and construction with a rich learning experience.
AB - Online communications, multimedia, mobile computing and face-to-face learning create blended learning environments to which some Virtual Design Studios (VDS) have reacted to. Social Networks (SN), as instruments for communication, have provided a potentially fruitful operative base for VDS. These technologies transfer communication, leadership, democratic interaction, teamwork, social engagement and responsibility away from the design tutors to the participants. The implementation of Social Network VDS (SNVDS) moved the VDS beyond its conventional realm and enabled students to develop architectural design that is embedded into a community of learners and expertise both online and offline. Problem-based learning (PBL) becomes an iterative and reflexive process facilitating deep learning. The paper discusses details of the SNVDS, its pedagogical implications to PBL, and presents how the SNVDS is successful in enabling architectural students to collaborate and communicate design proposals that integrate a variety of skills, deep learning, knowledge and construction with a rich learning experience.
KW - PBL
KW - Problem-based learning
KW - Social learning
KW - Social networking
KW - VDS
KW - Web2.0
UR - http://www.scopus.com/inward/record.url?scp=84873495169&partnerID=8YFLogxK
M3 - Conference Proceeding
AN - SCOPUS:84873495169
SN - 9789881902627
T3 - Circuit Bending, Breaking and Mending - Proceedings of the 16th International Conference on Computer-Aided Architectural Design Research in Asia, CAADRIA 2011
SP - 589
EP - 598
BT - Circuit Bending, Breaking and Mending
A2 - Herr, Christiane M
A2 - Gu, Ning
A2 - Roudavski, Stanislav
A2 - Schnabel, Marc Aurel
PB - The Association for Computer-Aided Architectural Design Research in Asia (CAADRIA)
Y2 - 27 April 2011 through 29 April 2011
ER -