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

Jeremy J. Ham; Marc Aurel Schnabel

doi:10.1080/00038628.2011.582369

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

Jeremy J. Ham, Marc Aurel Schnabel^*

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

33 Citations (Scopus)

Abstract

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 (VDSs) of the past decades. The studio developed the VDS further by integrating a social learning environment into the blended learning experience. The Web 2.0 VDS utilized the social networking site Ning.com, YouTube, Skype and various three-dimensional modelling, video and image processing, and chat software to deliver lectures, communicate learning goals, disseminate learning resources, submitting, providing feedback and comments to various design works, and assessing of students' outcomes. This research centres on issues of learning and teaching associated with the development of a social network VDS.

Original language	English
Pages (from-to)	108-116
Number of pages	9
Journal	Architectural Science Review
Volume	54
Issue number	SPEC. ISSUE
DOIs	https://doi.org/10.1080/00038628.2011.582369
Publication status	Published - 21 May 2011
Externally published	Yes

Keywords

Architectural education
Design studio
Social networks
Web 2.0

Access to Document

10.1080/00038628.2011.582369

Cite this

@article{6c4684483c9a43bcad20aa4530f61b9e,

title = "Web 2.0 virtual design studio: Social networking as facilitator of design education",

abstract = "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 (VDSs) of the past decades. The studio developed the VDS further by integrating a social learning environment into the blended learning experience. The Web 2.0 VDS utilized the social networking site Ning.com, YouTube, Skype and various three-dimensional modelling, video and image processing, and chat software to deliver lectures, communicate learning goals, disseminate learning resources, submitting, providing feedback and comments to various design works, and assessing of students' outcomes. This research centres on issues of learning and teaching associated with the development of a social network VDS.",

keywords = "Architectural education, Design studio, Social networks, Web 2.0",

author = "Ham, {Jeremy J.} and Schnabel, {Marc Aurel}",

year = "2011",

month = may,

day = "21",

doi = "10.1080/00038628.2011.582369",

language = "English",

volume = "54",

pages = "108--116",

journal = "Architectural Science Review",

issn = "0003-8628",

number = "SPEC. ISSUE",

}

TY - JOUR

T1 - Web 2.0 virtual design studio

T2 - Social networking as facilitator of design education

AU - Ham, Jeremy J.

AU - Schnabel, Marc Aurel

PY - 2011/5/21

Y1 - 2011/5/21

N2 - 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 (VDSs) of the past decades. The studio developed the VDS further by integrating a social learning environment into the blended learning experience. The Web 2.0 VDS utilized the social networking site Ning.com, YouTube, Skype and various three-dimensional modelling, video and image processing, and chat software to deliver lectures, communicate learning goals, disseminate learning resources, submitting, providing feedback and comments to various design works, and assessing of students' outcomes. This research centres on issues of learning and teaching associated with the development of a social network VDS.

AB - 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 (VDSs) of the past decades. The studio developed the VDS further by integrating a social learning environment into the blended learning experience. The Web 2.0 VDS utilized the social networking site Ning.com, YouTube, Skype and various three-dimensional modelling, video and image processing, and chat software to deliver lectures, communicate learning goals, disseminate learning resources, submitting, providing feedback and comments to various design works, and assessing of students' outcomes. This research centres on issues of learning and teaching associated with the development of a social network VDS.

KW - Architectural education

KW - Design studio

KW - Social networks

KW - Web 2.0

UR - http://www.scopus.com/inward/record.url?scp=79960929370&partnerID=8YFLogxK

U2 - 10.1080/00038628.2011.582369

DO - 10.1080/00038628.2011.582369

M3 - Article

AN - SCOPUS:79960929370

SN - 0003-8628

VL - 54

SP - 108

EP - 116

JO - Architectural Science Review

JF - Architectural Science Review

IS - SPEC. ISSUE

ER -

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

Abstract

Keywords

Access to Document

Other files and links

Fingerprint

Cite this