The use of virtual design studios (VDS) in practice-based STEM education is increasing but requires further research to inform understanding of student learning and success. This paper presents a longitudinal, large-scale study (3 years, 3000 students) of student behaviour in an online design studio used as part of a distance learning Design and Innovation qualification, within the School of Engineering and Innovation at The Open University (UK). The sample size and time period of the study is unprecedented and provides unique insights into student behaviours. Moderate correlations between overall VDS use and student success were identified in early stages of study but were weaker in later stages. Detailed results identify specific behaviour correlations, such as 'listening-in' (viewing other students' work) and student success, as well as behaviour shifts from 'passive' to 'active' engagement. Strong intrinsic motivations for engagement were observed throughout and selected social learning mechanisms are presented to explain the empirical results, specifically: social comparison, presence, and communities of practice. The contribution of this paper is the framing of these mechanisms as steps in the longitudinal development of design students in a distance setting, providing an informed basis for the understanding, design, and application of virtual design studios.

Three exemplars are presented of social technologies deployed in educational contexts: wikis; a photo-sharing environment; and a social bookmarking tool.Students were found to engage with the technologies selectively, sometimes rejecting them, in the light of their prior conceptions of education. Some students (a minority in all the studies) were unsympathetic to the educational philosophy underpinning the technology's adoption. The paper demonstrates, through an examination of in-context use, the importance of socio-cultural factors in relation to education, and the non-deterministic nature of educational technology. The academic study of technology has increasingly called into question the deterministic views which are so pervasive in popular discourse and among policy makers. Instead, socio-cultural factors play a crucial role in shaping and defining technology and educational technology is no exception, as the examples in the paper show. The paper concludes by drawing out some implications of the examples for the use of social technologies in education.

Claudia (2011). Design Med Omtanke: participation and sustainability in the design of public sector buildings. Design Studies, 32(3) pp. 235-254. For guidance on citations see FAQs.

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This paper presents a case study on OpenDesignStudio (ODS), an online, virtual design studio used to support the Design and Innovation qualification at The Open University (UK). The case outlines the main design and development iterations to ODS over a period of nearly 15 years and presents recent usage data of large-scale student populations (3000+ students). As such it is one of the largest and longest-running online, distance design studios, representing a unique longitudinal study of virtual design studio use. The case highlights the importance of learning design, social learning mechanisms, and induction into studio culture.

This paper reports a number of patterns identified during the creation of elearning content within the Open University, the largest provider of distance higher education in the UK. The patterns identified relate to writing and content creation and the development of active learning exercises. The patterns were identified through a mix of self and external, observation and analysis.

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