Building communities for design education : using telecommunication technology for remote collaborative learning
Name
48064565-MIT.pdf
Description
Full printable version
Size
33.81 MB
Format
Adobe PDF
Checksum (MD5)
90efb79699ad10062a051fcf52c16482
Author(s)
Yee, Susan, 1966-
Advisor(s)
William J. Mitchell.
Date Issued
2001
Publisher
Massachusetts Institute of Technology
Abstract
The design studio, as both a learning environment and a social place, is one of the major components of architectural education. Traditionally, the studio has been considered a place for individual design work and one-on-one mentoring between an instructor and a student. With the integration of new information and telecommunication technologies, the nature of the design studio and the learning processes within it are being altered. This new landscape of the design studio offers opportunities for globally distributed collaborative work as well as new interpretations of design processes and studio practices. The technologies and the studio system are interwoven and their symbiotic relationships need to be understood if these technology-mediated long-distance collaborative design studios are to be common, valuable, and creative occurrences in architectural education. In this study, the consequences of integrating telecommunication technologies into the design studio are examined through ten cases. The new studios involve multidisciplinary design participants from separate and distant physical and social environments that are electronically connected for sharing design ideas, creating a common understanding of design practices, and co-constructing design objects. With technology use, changes occur in the studio's participants and relationships, the design content and processes, and the events and organization. I argue that the changes to the studio can create an enriched environment for design learning. The successive case studies represent a dynamic pedagogic strategy in which both students and teachers are active participants in constructing their new technology-mediated learning environment through creative experimentation. The findings of these cases provide a comprehensive description of the technical and social characteristics, conditions, and practices of remote collaborative design studios. In these new virtual design studios, there are rich opportunities for building innovative and effective communities for design education in which the traditional boundaries of time, culture, language, discipline, and institution are blurred and new configurations for design learning become possible.
Description
Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Architecture, 2001.
Includes bibliographical references (p. 277-280).
Subjects
Architecture.
MIT Department
Massachusetts Institute of Technology. Department of Architecture
Terms of Use
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