The Identity of Place in Virtual Design Studios

Strojan, Tadeja Zupančič; Mullins, Michael

doi:10.1162/104648802321019137

Cited by 10 publications

(5 citation statements)

References 3 publications

(4 reference statements)

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“…Virtual Design Studio (VDS) has been a part of architectural pedagogy for more than two decades (Strojan & Mullins 2002; Kvan 2001; Wojtowicz 1995). The relevance and utilisation of different tools and techniques available for virtual teaching have created an emerging discourse in the predominantly physical studio‐based education system (Rodriguez et al 2018).…”

Section: Introductionmentioning

confidence: 99%

Mandatory Virtual Design Studio for All: Exploring the Transformations of Architectural Education amidst the Global Pandemic

Iranmanesh¹,

Onur²

2021

Int J Art Design Ed

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Virtual design studio (VDS) has been a part of the discourse of architectural pedagogy for the past two decades. VDS has been showcased as a potential educational tool in schools of architecture often in controlled, pre‐designed experiments. However, the global COVID‐19 pandemic has forced most schools to move their design studios into virtual space. This article aims to explore the potential advantages and shortcomings of VDS during the COVID‐19 quarantine from the perspective of students in a department of architecture. The study investigates three aspects of VDS namely, participating students’ evaluation of the virtual studio experience, the effectiveness of VDS in achieving the studio’s expected learning outcomes and the evaluation process for final design projects. Some 360 students from eight consecutive design studios participated in the study. The results indicate improvement in students’ ability to conduct independent research and in learning new computer‐aided design (CAD) software. Furthermore, the study finds VDS to be much more applicable for third‐ and fourth‐year students. The results also show a significant decline in background informal peer learning among students. Further studies are needed to address the implementation of a more immersive social experience in VDS.

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Section: Introductionmentioning

confidence: 99%

Mandatory Virtual Design Studio for All: Exploring the Transformations of Architectural Education amidst the Global Pandemic

Iranmanesh¹,

Onur²

2021

Int J Art Design Ed

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“…The tutors must understand the essentials of face-to-face studio learning that should be transformed into online learning (Shannon et al, 2013;Sidawi, 2015). The choice of learning platform should also anticipate the possibility of how the new mode of delivery through a virtual environment could accommodate the things that could or could not be done in the traditional, face-to-face environment (Strojan & Mullins, 2002). There is an opportunity that a virtual learning environment could offer a distinctive mode of activities and communication.…”

Section: Virtual Studio: Challenges and Opportunitiesmentioning

confidence: 99%

Virtual Learning Platform in Architecture Design Studio for Maintaining Autonomy and Authority

Harahap

Atmodiwirjo

2021

MODUL

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This paper highlights a strategy for design studio learning due to the restriction during the COVID-19 pandemic that requires an immediate change from physical, face-to-face learning to virtual, online learning. The study examines how creative design and knowledge construction could be monitored throughout the learning process in the virtual studio. The study reflects upon the autonomy and authority of students and tutors, respectively, as they utilise a particular platform for virtual learning. The virtual communication platform becomes the media to accommodate reflection, peer learning, benchmarking and constructive feedback as essential parts of design learning. The study argues that it is essential to establish a strategy to balance the tutor’s space in maintaining their authority and the students’ space in building their autonomy as a design learner in the virtual studio environment.

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“…An enquiry into VR must necessarily bear in mind that reality as ordinarily perceived is somewhat different from that reality conveyed in digital contexts [9].Where facilities like the CAVE and Panorama simulate spatial experience of an existing environment, they both represent the residents' situated knowledge [10] and add to it.This entails an enquiry into the representation of situated knowledge and reinforces the need to refine the methods used to represent architectural intentions in virtual reality.…”

Section: Variablesmentioning

confidence: 99%

Representational Thickness: A Quantitative Comparison between Physical, CAVE and Panorama Environments

Mullins

Strojan

2005

International Journal of Architectural Computing

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This study compares aspects of spatial perception in a physical environment and its virtual representations in a CAVE and Panorama.To measure accuracy of spatial perception, users were asked to look at identical objects in the three environments and then locate them and identify their shape on scaled drawings. Results were then statistically compared for differences. In a discussion of the results, the paper addresses three hypothetical assertions -that depth perception in physical reality and its virtual representations in CAVE and Panorama are quantifiably different; that differences are attributable to prior contextual experience of the viewer; and that design professionals and laypeople have different perceptions of what they see in VR. In conclusion, the concept of 'representational thickness' is suggested by the results. 128IJAC 3-1 body 7/4/05 3:55 pm Page 128

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The Identity of Place in Virtual Design Studios

Cited by 10 publications

References 3 publications

Mandatory Virtual Design Studio for All: Exploring the Transformations of Architectural Education amidst the Global Pandemic

Mandatory Virtual Design Studio for All: Exploring the Transformations of Architectural Education amidst the Global Pandemic

Virtual Learning Platform in Architecture Design Studio for Maintaining Autonomy and Authority

Representational Thickness: A Quantitative Comparison between Physical, CAVE and Panorama Environments

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