An experiment in design collaboration

Kolarevic, Branko; Schmitt, Gerhard; Hirschberg, Urs Leonhard; Kurmann, David; Johnson, Brian R.

doi:10.1016/s0926-5805(99)00050-3

Cited by 45 publications

(33 citation statements)

References 3 publications

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“…The term "Virtual Design Studio" was coined in early 1993 within the framework of this experiment, as reported by Wojtowicz (1995). Early virtual design studios utilized multi-user dungeons and multi-user dungeons object-oriented (Maher, Skow, and Cicognani 1999), as well as specially designed software that combined synchronous and asynchronous approaches (Kolarevic et al 2000). Later, 3D virtual worlds such as Active Worlds (Maher and Simoff 1999;Rosenman et al 2007), SecondLife (Gu et al 2009), and immersive virtual environments (Schnabel and Kvan 2001) were used in virtual design studios.…”

Section: A Brief Review On Virtual Design Studiosmentioning

confidence: 99%

The virtual design studio on the cloud: a blended and distributed approach for technology-mediated design education

Pektaş

2015

Architectural Science Review

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The studio is widely accepted as the core in design education because it aims to integrate many curricular topics within its scope. However, learning environments in studio teaching have not been explored and exploited as a response to developing technology and changing socio-cultural context, yet. In order to alleviate the problem, this paper presents an innovative model for a virtual design studio which utilizes social networking media and cloud computing. The virtual design studio is conceptualized as a socio-technical system where intelligence is distributed across people and tools. The study proposes several means of augmenting intelligence in such a studio. The application of the theoretical framework is demonstrated in a real-life case study. The results of an empirical survey show that the proposed model was well accepted by the students. In the paper, the opportunities and challenges of this approach are discussed and suggestions are made for further studies.

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Section: A Brief Review On Virtual Design Studiosmentioning

confidence: 99%

The virtual design studio on the cloud: a blended and distributed approach for technology-mediated design education

Pektaş

2015

Architectural Science Review

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“…Thus, being identified as a major or minor problem is closely related to the cost-effectiveness dimension of the defined universal usability. Because each design decision requires working with specialists from different disciplines that have a significant effect on the design process (Chiu, 2002;Kolarevic et al, 2000;Kvan, 2000;Simoff and Maher, 2000), to avoid such design errors and minimize both major and minor usability problems, this study examined how an interdisciplinary approach could contribute cost-effectively to the success of universal usability, in terms of the heuristic abilities of the evaluators.…”

Section: Need For a Cost-effective Universal Usability Evaluationmentioning

confidence: 99%

An interdisciplinary heuristic evaluation method for universal building design

Afacan

Erbuğ

2009

Applied Ergonomics

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a b s t r a c tThis study highlights how heuristic evaluation as a usability evaluation method can feed into current building design practice to conform to universal design principles. It provides a definition of universal usability that is applicable to an architectural design context. It takes the seven universal design principles as a set of heuristics and applies an iterative sequence of heuristic evaluation in a shopping mall, aiming to achieve a cost-effective evaluation process. The evaluation was composed of three consecutive sessions. First, five evaluators from different professions were interviewed regarding the construction drawings in terms of universal design principles. Then, each evaluator was asked to perform the predefined task scenarios. In subsequent interviews, the evaluators were asked to reanalyze the construction drawings. The results showed that heuristic evaluation could successfully integrate universal usability into current building design practice in two ways: (i) it promoted an iterative evaluation process combined with multi-sessions rather than relying on one evaluator and on one evaluation session to find the maximum number of usability problems, and (ii) it highlighted the necessity of an interdisciplinary ad hoc committee regarding the heuristic abilities of each profession. A multi-session and interdisciplinary heuristic evaluation method can save both the project budget and the required time, while ensuring a reduced error rate for the universal usage of the built environments.

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“…Related tools meet the various functional needs of collaborative design, making collaboration possible with designers in different geographical locations. Even specialists in other fields and users can participate in collaborative design projects (Budd et al 1999;Chen et al 1998;Dave and Danahy 2000;Kolarevic et al 2000;Wood 2003). • Interaction and communication: ''learning by doing'' is the main principle of professional design education.…”

Section: The Potential Of the Internet For Professional Design Educationmentioning

confidence: 99%

“…The organization and size of a VDS depend on the number of projects, the number of participants, the type of digital media and tools used, and the duration of the project. The purposes and objectives of these VDS can be divided into three categories: (1) campus usage, which provides support to design courses and design information communications (Budd et al 1999;Craig and Zimring 2000); (2) design collaboration usage, which provides a platform for school-toschool or country-to-country design collaboration, thereby providing an opportunity for students and teachers to work with other students or experts in other environments (Brusasco et al 2000;Dave and Danahy 2000;Elger and Russell 2003;Kolarevic et al 2000); and (3) multidisciplinary collaboration which focuses on interdisciplinary design collaboration and provides a platform for integrating students with experts from different fields (Ž avbi and Tavčar 2005). According to their degree of use of the Internet (World Wide Web), the Internet-mediated courses can be divided into different levels, from those that provide only basic course information to those that put all course content and course interaction online.…”

Section: The Potential Of the Internet For Professional Design Educationmentioning

confidence: 99%

Student response to an Internet-mediated industrial design studio course

Chen

You

2008

Int J Technol Des Educ

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The purpose of this study is to investigate student attitudes towards and perceptions of using the Internet and information technology to mediate a design studio course and to propose guidelines and suggestions for developing Internet-mediated design studio courses. Two classes of third-year undergraduate industrial design students in two collaborating universities in Taiwan-Chang Gung University and National Yunlin University of Science and Technology-participated in an experimental design studio course mediated with an online design learning environment. Surveys and focus group interviews were conducted at the end of the course to record students' attitudes and perceptions. The students thought that the approach used had a positive influence on design teaching and learning and expressed acceptance of using the Internet to support design education. Finally, suggestions were proposed to help design educators in adopting, modifying, and developing systems for using the Internet to mediate design studio courses.

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An experiment in design collaboration

Cited by 45 publications

References 3 publications

The virtual design studio on the cloud: a blended and distributed approach for technology-mediated design education

The virtual design studio on the cloud: a blended and distributed approach for technology-mediated design education

An interdisciplinary heuristic evaluation method for universal building design

Student response to an Internet-mediated industrial design studio course

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