Final Proposal

8C: The Implementation of Virtual Studios in Architectural Education

Abstract: Architectural education should be seen as a movement of creativity and reasoning in the building world today. To improve this education, colleges should embrace new technology resources and programs to make the education experience more advantageous to the students. Virtual studios seem like the most logical and most influential way to address the technology situation within architecture colleges. To further prove this statement, an experiment that compares traditional studios to virtual studios is needed. This will show a comparison in the areas of productivity, creativity, and communication within the studio participants.

Introduction: What new knowledge is needed to enhance the design of facilities for design education programs? Obviously, computer knowledge should be seen as more important and more mandatory for the program because of the abundance of technology in the job market today. Also, job site training, like touring facilities and construction sites, would be helpful for college students to understand what the real-world job entails. This may help people decided if architecture is right for them. Overall, architecture college is set up to influence design and creativity because of the open floor plan and relaxed rules. Design studios are less like classrooms and more like creative spaces that we can make our own by arranging lockers and desks and hanging photos or pictures that inspire students.

(Rationale) The path of architectural education is headed into the 21st century and the way that we as architects have been designing has not reached that point fully yet. However, we are proposing that to change the curricula to implement web studios because since we are all designing models on the computer with programs like AutoCAD, Vectorworks, Photoshop, etc., why not fully become a web studio where everything from designing to modeling to presenting is done over the Internet. This way we have a more diverse setting with people not only within the country, but also outside of the country submitting their input on student projects. This will let students have a better understanding of how to better themselves as designers based on a global opinion.

Significance Architecture and design are developmental processes, and as such, their evolution is imminent as new technologies arises. For this reason, shaping architectural education curriculums to integrate these new technologies is necessary. The benefits will result in more effective, sustainable, and precise results reflected in architecture studio projects. Students will be properly trained to undertake and understand real-life projects, and complement their newly acquired knowledge with work experience. Society at large will benefit from the better performance of buildings that are friendlier to the environment. If school curriculums keep ignoring the integration of technology and virtual studios in education, students will keep generating mediocre results due to lack of understanding through global expansion and exposure to diversity because “it is this virtual space that is the stage where human meetings take place, coming together in their diversities to create place.“ (Mullins, The Identity of Place in Virtual Design Studios.) The transition will be even more difficult later on, when the need for virtual studios become a necessity rather than the trend as it is considered today.

Implications One implication of a virtual studio is that it will be detached from traditional learning. If we look at traditional learning, we see that the curriculum has been taught for 50 years the same way due to its success. So how can a new "radical" teaching method compare to traditional and teach the same concepts? Will the student be able to learn all the fundamentals while working only through computer programs? Will the education be more useful if the students use many different design programs as well as 3D programs? Will students be able to detach themselves from the virtual world and also be proficient at physical modeling and sketching, so the student will not fully rely on the software to design? Also, the integration of virtual studios with the real world is important for Architectural Inquiry ARCH 3326

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the job market, how is the student affected by the fundamentals of design when he or she works at her first internship? The way they are taught will affect them in the work force, their mentality and their design. Through virtual studios, the student will actually learn more by using technology made for real world buildings. To further investigate this we must research the student’s performance, the information in their work, and their relationship with the professor and other students. Most importantly, we must account for their knowledge of the fundamentals that were taught in the first two years. This will be showcased in their final work presentation. The researcher is to look at the way they complete the design program, the way it was presented, and finally, their verbal communication about the project’s program and design theory.

Facts and Ideas Computer technology drives our society today by being integrated into all parts of our life, from teaching methods, phone equipment, WebCT, to machines at the gym. Therefore, computer technology should be embraced by the architectural education system. Former architects insisted upon using the ‘technology of our time’ to create the architecture of our time. The virtual studios should help students become more familiar with the realistic aspect of school by encountering budgets, lighting, materials, and structure. Globalization is the spirit of our time. For instance, architecture wants to be self-ornamenting and defined by universal space, space than can be used for anything. Virtual studios will further play into the new way of architecture for our generation because the process of design will not oppose the values of the design. New architecture is supported by the idea of plastic design, where the space is created by the surroundings and is more fluid and abstract. Computer modeling, rather than physical modeling, will make these forms more accurate and easier to represent.

Relational Connections of the Factors Being Studied So why should we think about integrating virtual studios in the architecture program? Architecture has always been a study that has been paralleled with technology. The reason why architecture still exists today is the fact that there are new methods of creation and an appreciation for well thought out and planned buildings. What we see is a jump to a newer stage or architecture. Ever since the introduction of CAD software and the Internet, architecture has never been the same. We are no longer working in a two dimensional workspace of a desk, but we are working in the three dimensional environment on our computer screen. With the advancement of software and technology, architectural drawings are much more advanced and faster to produce. Models can now be printed in three dimensions with the click of a finger instead of strenuously built with a student’s hands. Production is faster than ever due to the fact that technology has allowed us to network almost instantaneously. Face to face meetings aren’t necessary to exchange ideas; online message boards and video conferencing are much more efficient.

Virtual studios need to be integrated into architectural education to better prepare the architecture students of today for the demands of the job market.

Plausible The method that we are proposing to carry out the research is to integrate traditional methods of architecture with new technology. This would require making changes in design curriculums and taking careful consideration of available strategies. Michael Mullins argues in his journal The Identity of Place in Virtual Design Studios, “Most virtual design studios effectiveness at this stage of their development focus on the technology itself - its costs, its complexities, and its maintenance - rather than examining the effectiveness of the technology as a tool for learning design.”

Bias I think the virtual studio will be a success because of the limits and precision of computer modeling programs. I also think that virtual studios will encourage students to have more thought out designs because they have to account for more variables other than aesthetic like lighting, shadows, materials, structure, and budget. They will have a better means to investigate these variables as well. However, I also think that virtual studios will fall short in the beginning design process because of the lack of creative space. A blank screen is not as open as a blank Architectural Inquiry ARCH 3326

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sheet of paper because the computer programs have limits and force the students to have a preconceived idea of the project. We will remain objective in this project for the validity of the research by not physically interacting with the students or the teachers in the case study. The only means of research will be to observe the students and teachers for qualitative information. Also, we will survey the students and teachers experiences to have concrete results.

Epistemology The epistemology of virtual studio will be the researcher analyzing the students performance how they react to a new learning environment, the virtual studio. This is different from a “hands on” studio because the teaching is presented differently and the student’s resources to design are changed. The researchers answer to this manipulation will be the student’s work, different representation, concept and analysis of the program.

Ontology The ontology of virtual studio will be the cultural influence. Virtual studios are influenced by society; we are trying to take advantage of the new technology presented to us. We are not being forced to take this route, however, many other schools have integrated this program into their curriculum. If a school wants to be viewed a more productive and cutting edge, they should have the best resources provided to produce the best outcomes. By having more resources integrated with their knowledge, the possibility of learning is increased.

Project Domain The web studio is actually a combination of theory and practice because the web studio concept is based on a theory that suggests when students have availability to new technology they create better, more informational outcomes. Also, this concept is partly practice because to get an empirical measurement of the successfulness of the study, we have to fully implement virtual studios into a body of college students and observe their methods in which they design.

Development The web studio question is a normative theory because to measure the successfulness of the web studio is to implement that type of environment into the curricula for a specific amount of time to determine the longevity of the method. Also, specific institutions are currently using the web studio, but only in a partial manner, as in that the technology that is available in design is only used to design. Our proposal is utilize the true potential of the technology and fully implement the use of the web studio.

Question Type This will definitely be a relational question since we, as architecture students, are in the new age of hybrid-based courses. Our own experience in hybrid courses will have a parallel between physical studio space and virtual studio space. Our research in this topic of virtual studios will help us understand more of our own curriculum.

LITERATURE REVIEW: Throughout our investigation concerning the topic of virtual studio, we have found positive and negative components that affect the notion of changing architecture education curricula to an online environment. The review of different sources reveal issues on the following aspects: Technology and Teaching, and how through time software applications have become an important component of design and presentation; Environment, in which students can gain a broader knowledge of design through interaction and ample availability of resources; Psychological effects, on how students perform academically in virtual learning environments vs. traditional methods; BIM and faculty, where the introduction of BIM in architecture education would serve as a tool in aiding the process of design, and the relationship between teachers, students, and technology; Politics, and how their influence has affected architecture curricula through time; and lastly, Cultural Exposure, where just like the Environment aspect, students acquire better design skills through diversity and exposure to cultures around the Architectural Inquiry ARCH 3326

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world.

All of these aspects shape what a virtual studio is today, but none of the sources we investigated address the “when” or “how” virtual studio is to be implemented in architecture schools. We have come across several journals that mention how different schools have implemented this process, though none of them explain their procedure, or the outcome of virtual studio applications.

Technology and Teaching: Technology has rapidly changed the way we as architects have designed. The traditional studios that we have currently are hybrids of both analog and digital methods. This path seems to lead us towards one that contains mostly the digital methods with programs such as AutoCAD and Revit and curriculums teaching the methods of BIM. According to Ms. Bender and Mr. Vredevoogd, the traditional design studio was concentrated on the curriculum to make the learning more of an active rather than a lecture-style environment. This method, still used today, sprouted from the methods of the Beaux-Arts. Their case study on the modified design studio focused on the student-faculty interaction, where the student was given a project, he/she had to design it then upload it in PDF format to the course website where the faculty would then see it and then the critique would be sent back in an MP3 format.

In Hadjri's article, he lays out the many processes that could be used to build a model. "In most schools of architecture, students use physical models to express their design intentions, especially at the conceptual level.

Furthermore, architecture students are encouraged to use CAD programs to study and present their work (Hadjri)." He concentrated he paper around finding an affordable tool for students to digitize a 3D physical conceptual model.

"Drawing quality isn't the only prejudice that many landscape architects have over digital imagery. Changing from traditional drafting methods to digital technology can be traumatic for any practice (Watson 2003)."

Technology doesn't just change the way that architects design but it also changed how they draw. Clearly drawing quality of the computer-generated drawings will be far more superior to that of hand-generated drawings. Even with this technology, there shouldn't be complete abandonment of the analog method. It should be at least 60-40 or 50-50 on the amount that we rely on the analog and digital method. In the schools of architecture, we think of face-to-face interaction to include a physical learning environment where we can gather and talk, but with the increasing amount of classes utilizing this new technology, this learning is going outside of the traditional classroom and the physical meeting spaces are all going virtual. "The digital-imperative to switch from analogue to digital mode has already begun to manifest itself at the schools of design and architecture (Reffat 2007)." When designing a project on CAD, it is easier to upload it to a remote website then to plot it out; therefore with the proposal of the virtual studio, there is a demand to make it also paperless.

The Bauhaus was a school that also implemented the methods of the Beaux-Arts, and as our technology gets more and more advanced we need to take the original Bauhaus and transform it into a digital Bauhaus. To begin, we have to start as the curriculum and modifying it to include the technology within the already analog method. The term Design Studio has come to inherit two commonly used definitions. "It is seen as actual physical space where designing occurs and/or the conceptual and practical process of designing: one that sometimes incorporates a method of teaching centered on the activity of ‘learning by doing’ (Bennett and Broadfoot 2003)." Technology has taken the design studio a long way from the Beaux-Arts in the 1800s, the Bauhaus in the 1900s, to the 21st century modern online design studio.

Environment: We have discussed the pros and cons of virtual studio and how we should address these issues. However we have not analyzed the influence virtual studio brings to the students. Other than the pedagogical aspects, we have not studied the actual learning environment in which students inhabit. This is very crucial since it is the environment Architectural Inquiry ARCH 3326

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in which students create, destroy and manipulate most of their designs. According to Peter Edwell, a huge impact on students learning ability is based on the environment in which it is learning these concepts. He believes that the “workshop space” will encourage active engagement of behaviors with in the student body. They believe that a successful learning environment is set up by a community. The community is set up by the traits the student exhibit in virtual studio. The environment exhibits common traits that made it possible but it as well presents different virtues, ideas and backgrounds that make it a melting pot of interaction. This is the idea Edwell, Halskov, and Nielsen are trying to get to, they believe that by having virtual studios students have options, opinions and resources available at any time and in abundance. This creates an environment that is open for research, analyzing, designing and most importantly finding a solution. Donald Schon called this “tacit learning” where the student has options and the choice in finding the answer it is composed of “knowledge, solution strategies and design culture”. This is represented by the students actions in which they “simulate a real-time experience of an architectural office but also offers very intense interpersonal environments in which students may learn from each other as they search for design solutions” (Andia).The main idea established here is that the environment has a huge impact on the students learning and their ability to comprehend. Having students learn design in a virtual studio gives them a greater variety of tactics and knowledge in which they can interpret and display it as best as possible.

Psychological Aspects of Virtual Learning Environments. Positive and Negative Effects Although virtual learning environments seem to be increasingly popular in higher education, the method of learning through on-line virtual environments have not proven to be any more effective than traditional learning modules. According to V.J. Hobbs in “How students and instructors using a virtual learning environment perceive the fit between technology and task”, found out that students in virtual learning environments did have a higher perception towards use and consequences towards web based tasks, however they found no difference between the level of usage between virtual learning environments and physical studios. The students in virtual learning environments feel an obligation to turn in online assignments due to the strict due dates however students aren’t stimulated to have further research than students in traditional classes. So in a psychological standpoint, Hobbs and McGill, have shown that students aren’t affectively becoming more studious due to virtual learning environments. However research has shown that students in virtual learning environments at a younger age have shown better performance. Research from Sun, Yuan, and Yu tested students in the first grade based on the “the impact between traditional methods of teaching versus an online virtual learning environment.” What they revealed is that the “students in the virtual learning environment performed better than the traditional learning environment. Also the kids in the virtual learning environment saw an increase in the expansion of knowledge in the web based sources rather than just reading a book.” Note that this study is based on students in the early years of education. Research done on post high school, collegiate students discovered that students taking hybrid courses using online materials as their main form of learning along with having “Participants in slide-show-supplemented lecture and VLE conditions demonstrated more learning than participants in the traditional lecture conditions. However, participants in the VLE conditions reported significantly higher levels of frustration relative to those in the traditional lecture and slide-show-supplemented conditions.” (Hove). The frustration is due to massive amounts of information given in the virtual learning environments along with technical usage issues of learning how to use the software. Kushnir’s research in “Stimulus overload in online learning environments: an empirical inquiry of design and organizational factors.” explores on the frustration levels of students in virtual learning environments. Kuchnir’s research on information overload in online courses explored on the complaints of students enrolled in online courses in virtual environments. She conducted experiments on “582 participants that were tested in the research program.” She found that. “Stimulus rich environments might have a negative impact on learning outcomes for students ranked high on experience with computers and online learning technologies, but no impact on learning outcomes for other students.” Basically what she discovered is that students with less experience with computer based technology had a higher rate of confusion over students with more experience with computers. Not only are there students that are less experienced with computers, but there are also multicultural students taking these hybrid courses. Dillon claims Architectural Inquiry ARCH 3326

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that there are “Differences in learning behavior and can be attributed in part to the different cultural and linguistic backgrounds of the participants. As virtual learning environments are seldom designed to accommodate cultural diversity, there is often a disconnection between the intended and the actual experiences of the participants.”

Therefore some of these environments aren’t totally encompassing toward students in diverse universities.

In conclusion, VLE’s have positive impacts on student learning however there are psychological impacts with students taking VLE courses, due to frustration, cultural differences, and even computer experience.

BIM and Faculty “During the last three decades or so there has been a substantial shift in architectural design education. These changes have manifested in an increased criticism of the traditional design education; attempts to reconsider/rethink the basic assumptions, theories and practices of traditional design education; and calls for major changes in studio culture. The drivers of this change include epistemological, social, and economical forces among which are new knowledge and technological developments; increased use of computers and information technology in design education and practice; pressure on institutions of higher education to reduce space use; and changing student demographics. The intensive application of computers and information technology in architectural design education, for instance, has brought fundamental changes to design studio practices. The introduction of the paperless studio, the e-studio, and the virtual design studio has resulted in a major shift in perspective, and a reorientation in theoretical and conceptual assumptions considered to be central to the prevailing paradigm, thus putting strain on its adequacy” (The First International Conference of the Center for the Study of Architecture in the Arab Region). BIM integration into architecture education is a controversial subject because some people, like Renee Cheng, think that BIM could be a threat to the design process and creativity.

Others, like Paul Seletsky, think that BIM influence on the architectural studio is positive because it modernizes the design process and makes students have logical designs that address material, lighting, and site. One argument is that “the competent BIM operator must have an understanding of the tool, knowledge of materials and construction methods, and appreciation for professional practice. However, to move from ‘competence’ to ‘excellence,’ I would add to this list perhaps the most important aptitude—critical thinking: the ability to simultaneously envision multiple aspects of a problem and their relationships before proceeding toward a solution. In contrast to the other qualifications listed above, this particular ability must be developed before entering practice as is best honed during an academic architectural education. The careless introduction of BIM with all of its prerequisite skills to a curriculum could overwhelm the subtleties inherent in nurturing design thinking, displacing it from its central role in the architectural curriculum. The fear is that heavy emphasis on ‘how to’ guarantees a loss of the critical ‘why’” (Cheng, 2006). However, the other side of the argument is that in a BIM-enabled process, individual students may follow a similar foray into their design psyche but are also encouraged, and (most importantly) enabled, to act upon their ideas by digitally analyzing, critiquing, and then simulating conditions portraying those ideas. This in turn can lead to design conditions "informed" by data, finalized into an assembly "informed" by conditions—fed analytically as well as intuitively. This process, however, will require architects who are trained to think analytically and critically about what they're designing, and to then simulate their decisions in validating—and not just positing—what they're proposing through conditional and intuitive means. Digital analysis fostered by the BIM process—be it morphological, physiological, or psychological—and an architect's ability to synthesize and express analytical results into a validated, cohesive, conceptual framework will, in this manner, fundamentally continue what architecture is all about. The transformation of the traditional linear architectural education process into one more elliptical—by incorporating BIM as a process and not a tool—is the single most difficult challenge (or exciting opportunity, depending upon how you look at it) at hand for today's educators” (Seletsky, 2006). I think that BIM courses are a positive influence on architectural education because it brings the programming up to the level of the practice.

Using computers in design education seems like the most logical step in moving education and teaching techniques in to the future. It also fills the gap of learning between school and the professional world. However, Cheng did influence my thoughts on the negative effects that professors need to be aware of when introducing BIM into architectural courses. All of the articles assumed that the BIM would completely take over the design Architectural Inquiry ARCH 3326

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studio and that hand drafting and modeling would be overridden, but none of the sources looked into the idea of simply combining the two where students would start the parti and programming process by hand and then switch to the computer modeling to finish the ideas. Therefore, students would not be relying on the computer for inspiration but for more construction and detail purposes.

Faculty One of the hurdles in incorporating BIM computer programs and general technology into the education system is the obvious gap in technology experience and expectations between students and the faculty. New technology must solve the problem of pleasing both. “Faculty members are pressed for time—they need materials to be as brief and relevant as possible. Materials must be synthesized and summarized in a jargon-free way. They will not use anything that sounds too complex, involves too many caveats, or does not relate to the classroom. Some are motivated by a "what's in it for me" attitude: they want to understand how something will benefit their course and their professional development” (Campbell, 2007). “Finding the right method to reach faculty amid the constant flood of training opportunities, e-mail messages, and flyers they receive can be difficult. Academic technologists must consider organizational needs and align e-learning strategies to address them while recognizing faculty's diverse needs. Sustainability, central support, and mainstream adoption must be balanced with individual needs and sound pedagogy. Our role is to help advance the use of technology to support the institution's instructional mission, with the priority of matching solutions with faculty needs” (Campbell, 2007). “Student reliance on the immediacy of IM promotes a different sense of time and availability than faculties. The Net Gen's participation in collaborative social projects—online gaming environments, wikis, and blogs—places the focus on participation rather than credentials, invoking the "wisdom of the crowd." Faculty self-identification with a specific academic discipline contrasts with students' interdisciplinary collaboration. Academic technologists who serve faculty and students are thus caught between competing frameworks and expectations. Instructional technologists work with many faculties who are willing to risk change and are interested in transforming the learning environment through new communication and collaboration modalities. To create a successful partnership between faculty, students, and academic technologists requires understanding how each group contributes to the learning process. The Net Gen will increasingly expect faculty to effectively integrate technology into the learning environment—for them, collaboration is a reality, not an ideal” (Campbell, 2007). In a research study that investigated how faculty use technology and want to use technology they “revealed that instructors have the greatest interest in wanting to use the following technologies, Internet, CD-ROM, instructor computer workstation, and student computer workstations. Most instructors feel that the technology they currently use in their classrooms has a positive influence on their teaching and students’ learning. In general, instructors noted several uses of technology: if facilitates the clear and elaborate presentation of information to students; enables the showing of numerous and complex examples; enhances the engagement/attention of students; encourages student-student and student-instructor interaction; and provides structure and support to the in-classroom experience” (Brill, 2006). I think that technology needs to be appealing to faculty simply by its increase in productivity and modernization of the learning environment. This should counteract the hesitancy of the faculty to learn new programs because it should be an obvious improvement in the experience of the student. However, these articles do bring to mind the fact that BIM programs cannot focus solely on the outcome of the design, but it must develop characteristics like security of ideas, design tracking (how to visually see the design transformation), and teacher-student communication.

Politics Politics have transformed the way designers design and practice their methods. This as well is reflected in the teaching of architecture design. Every type of ordering system is based on a power pyramid where the people in the top have the ultimate choice. And who in fact are also influenced by other people who have a higher authority than they do. We live in an “advanced” world where we are influenced by technology and globalization.

Dutton gives reference to general education itself by talking about the debates of educational reform; the outcome of hidden curriculum and its basis (the pedagogical theory). He links hidden curriculum to the political system, Architectural Inquiry ARCH 3326

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how in politics there is a hierarchy and only the “few elite” select the choice for the rest of the body, similar to the school board administrators selecting the curriculum for the design school. He references “Palladianism”,”Chomsky a linguistic” both which are concepts of Le Corbusier which is totally the opposite of the architectural ideology in which an oasis exist and only the few survive and share similar ideas. The relationship is shown here in which architecture is influenced by politics. Depending on the theory or “idea” being showcase by the political party, the architecture identity is set the same way. Look at the Romans, then look at Washington DC don’t they look alike? Washington took the Greek form due to their values, which was democracy. Another example is the “Post Industrial Design Education” by Cross. Designers were influenced by the technology advancement of the service line and the concept of supply and demand. Not just that the designer’s equipment in itself help them design products faster. All this influenced the design school, their concept shifted from “traditional to modernism, the Beaux Arts schools to the Bauhaus” (Cross). All this developments call for a new “method of teaching” this goes the same for us now. “The increasing number of virtual designs studios held between two or more Participating international architectural schools demonstrates the widespread acceptance of the previous decade’s explosive growth of digital education.”(Strojan, Mullins). Not just that, we are intertwining with other cultures.

We are actually being influenced by others not alienating ourselves, “Internet technologies also serve the growth of a common information- age culture, freed of national boundaries and local cultural and educational traditions” (Strojan, Mullins).

Cultural Exposure Previous references on the psychological effects of students learning in the virtual studio have revealed that some students have a better understanding about the topic at hand when they have greater availability of resources, rather than the self-contained traditional methods of learning. However, these references fail to acknowledge the importance of exposing students to cultural diversity, and the notion that there is more to design than the traditional Western style of architecture. Only when they are exposed to a diverse group of cultures through the virtual resources available to them, will students have a better understanding of design in relation to the world around them. Virtual studio would provide the possibility of global interaction and project critique among students, faculty, and professionals in the field of architecture. As Ledewitz states “These experiences in crits and reviews are intended to enable students to see that the development of their design skills entails developing self-criticism skills. This is a reinforcement of the role of evaluation, or "testing," in the design process, which must eventually become second nature to a designer.” (Ledewitz) Student project critiques by others are crucial to the student’s academic performance and motivation to think more critically about their designs “Students are encouraged in board crits and in group reviews to take initiative in evaluating their own work.” (Ledewitz) Learning the principles of design through feedback from a continual exposure of peer review around the globe, provides a greater array of knowledge of how to better approach a solution to a problem from different angles “The exchanges arising from in the collaboration between different cultures provide fertile ground for human discourse. However, internet technologies also serve the growth of a common information-age culture, freed of national boundaries and local, cultural and educational traditions.” (Strojan) The same journal by Strojan, The Identity of Place in Virtual Design Studios, presents a negative trait of having too many diverse reviews from different countries at different levels of technological advancement “The communication of architectural and cultural identity cannot be achieved by transmitting representations through visual images and sensory data.

Rather, an inquiry and interchange of more-substantial knowledge about identity and place is required.” This journal then proceeds to propose a solution of how Identity can be implemented on the virtual space. So far this is the only resource I found that addresses this question.

Conclusion The referenced sources we used to conduct our review have presented the different factors and their implications that shape a virtual studio. Although they cover to a great extent the positive and negative effects of implementing architectural education to a virtual space, they fail to address the methodology on how the virtual studio would be Architectural Inquiry ARCH 3326

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integrated in architectural education. The question of “when” and “how” is still very vague. Design professionals have been slowly integrating components of virtual space such as online classrooms, BIM technology applications, design and modeling software, 3D-realistic modeling tools, etc. Even though these tools are being used in architecture schools, very seldom they are officially included in the mandatory architecture curriculum.

There is an increased rate at which schools keep introducing concepts that make part of the virtual studio, but none of them are developed efficiently into a learning framework. And as Strojan argues “the closer integration of design processes with new technology will become and increasingly pressing issue as these tools are further developed.” Therefore, before integrating virtual studio completely, careful consideration must be paid to its development, before it becomes an ineffective way of learning due to the integration of individual components rather than a whole and organized framework approach to learning.

Proposal from Research Team We want to implicate virtual studios into architecture design programs because we feel that virtual studios will enhance the education experience while expanding student’s knowledge of real world expectations. A case study will be necessary to prove that virtual studios create designs that are more logical and thought out compared to traditional studios. This will be cost effective because the only thing that will need to be funded is the training of teachers to the new computer programs used and computers for every student. The creative studio space should stay the same so there will not need to be any extension of computer labs. Virtual studios will be optimal for the student’s introduction into the internship world because they will be more experienced in computer graphics and details than those of traditional studios. Most firms hire out for model building, so therefore traditional studios focus on model buildings is slightly over emphasized because the job market no longer requires it.

Points of Improvement: · Actual costs of research study · How to safely protect computers in an open studio environment · Legal issues with surveillance · If pay rates should be different between students of virtual studio background versus traditional studio background · Compare and contrast the perks of traditional studios versus virtual studios The basis of our research project this semester dealt with an idea based on “Design for Design”. From this setting we were able to narrow our theme to a single topic; “Virtual Studio”. Through extensive research we were able to develop a coherent worthwhile question; "Physical Environment Implications within the Virtual Studio."

In order to formulate a proposal to study our research question we must define the terms that surround our theme.

Today, colleges and universities are on the right path towards this e-learning by hybridization of the course, where the hours required for the class is evenly distributed between face-to-face meetings to online meetings on WebCT, which is an online proprietary virtual learning environment system that is sold to colleges and universities for use in these hybrid courses. These courses can go in and add tools such as discussion boards, an e-mail system, a live chat function and course content in the form of Word documents, PDFs, and external resources. Our desired outcome is to demonstrate the necessity of virtual studios through the analysis of surveys, tactics, and strategies.

To achieve these outcomes, we have established a technique in which we will deliver weekly surveys to students and professors that will then result in the development and relationship with the college's dean as well as observing daily activities in the studio. The methods that we use to design our proposal are the case study, logical argument, and the qualitative method. The qualitative methods of virtual studios are the combination of research that deals with observations and surveys. Using this methods we were able to gain data in which we are then require to analyze and implement into our study. Through these methods, we will be able to measure the academic performance in all classes, fulfillment of the program, productivity, overall integration of architectural components, and the teacher-student relationship and communication. Our variables will consist of professor with various teaching backgrounds and students with the same components. We will explore the question by selecting Architectural Inquiry ARCH 3326

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specific characteristics to characterize the variables. That is a traditional professor will be placed in a virtual studio in which it will teach its techniques in a different setting. From this, we can measure how well they adapt as well as the students adaptation to this teaching method and new environment. Also, this will provide a constant base for opinion and grading methods within our research experiment. By comparing a virtual studio against the traditional studio, we would be able to determine which one demonstrates the most logical and realistic representation of the program as well as the best understanding of architectural concepts. The definition of terms pertaining to our research question follows. A virtual studio is a studio space similar to a traditional studio however the computer will take precedent over the model. A traditional studio is the common architecture design studio where students have free space for creativity; and model building takes precedent over computer programs like BIM. BIM is a Building Information Modeling computer program, like Revit by Autodesk used to allow for efficiency and better performance. . Performance is a way to measure the productivity of student by grade, completeness of design, and overall educational experience. Time management is a way to describe a positive assessment of daily activities by completing all activities to the best of their ability within the allotted time frame.

Hybrid classes allow for students to become better at time management. Hybrid classes have the same number of hours required for a typical class that is evenly distributed into face-to-face hours and online hours on WebCT. WebCt is an online proprietary virtual learning environment system that is sold to colleges and other institutions and use in many campuses for e-learning for online courses. E- Learning, ‘electronic learning' is where the medium of instruction is computer technology. Institutions can add tools such as discussion boards, mail systems and live chat, along with content including documents and web pages using WebCT. To measure the completeness of the project, we may have a jury to measure knowledge and reasoning of design and the student's understanding of concept. The student must also show assembly and performance and responsibility of design decisions. The juries will be a mixture of computer drafting professors and traditional professors to have a balanced critique. To keep the jury as impartial as possible half the jurors will be from virtual background while the others will be from traditional. Another measurement tool we may want to use is surveys. We can design a set of questions that are given to both studios. This can be designed like common student-teacher evaluations. We will observe to see student and faculty integration to measure the amount of time the student and professor communicate.

The tactics that we want to use to gather these measurements are through observation. However, we must seek permission from the dean and the college to allow the use of cameras in virtual and traditional studios without the knowledge of students or professors. The cameras would be used to study the amount of time professor spends with individual students and must recognize any bias of favorite students or project likeness as well as observing students attitudes and behaviors towards a project. One thing we have been able to conclude based on our research is virtual studios should build upon first year program. Some of the information that we would need to get are the grade averages and patterns of student feedback and performance. The pedagogy of the virtual studio is about online education, which is simply where the medium of instruction used is the computer and the technology that comes with it. Today, colleges and universities are on the right path towards this e-learning by hybridization of the course, where the hours required for the class is evenly distributed between face-to-face meetings to online meetings on WebCT, which is an online proprietary virtual learning environment system that is sold to colleges and universities for use in these hybrid courses. These courses can go in and add tools such as discussion boards, an e-mail system, a live chat function and course content in the form of Word documents, PDFs, and external resources. In conclusion, our basic epistemology is that virtual studio enhances human knowledge by giving the student abundant knowledge in construction methods and materials that cannot be gained in traditional studios.

The philosophy is that virtual studios are more advanced than traditional studios because it gives the student a realistic idea of the project being designed. The students become more resourceful and they provide immediate feedback of information from various types of materials to design concept. The desired goal is to demonstrate the necessity of virtual studios through surveys, tactics, and strategies. Our technique is to survey students and professors weekly, to develop relationship and support of college dean; observe daily activities in studios, not to be bias and to be open to new findings. Our qualitative measure: Ordinal and measurable definition and ratio scale to compare results from surveys organize data by age, year in college, hours per semester, and technological Architectural Inquiry ARCH 3326

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background.

Methods 1 The basis of our research project this semester dealt with an idea based on “Design for Design”. We took this to mean for us to create a space that enhances creativity and productivity for design. From this setting, we were able to narrow our theme to a single topic; “Virtual Studio”. We chose virtual studios because we felt that virtual studios could offer new answers and means of creation that traditional studios could not. Through extensive research we were able to develop a coherent worthwhile question; "Physical Environment Implications within the Virtual Studio."

In order to formulate a proposal to study our research question we must define the terms that surround our theme.

Today, colleges and universities are on the right path towards e-learning by hybridization of the course, where the hours required for the class is evenly distributed between face-to-face meetings to online meetings on WebCT. WebCT is an online proprietary virtual learning environment system that is sold to colleges and universities for use in these hybrid courses. These course professors can go online and add tools such as discussion boards, an e-mail system, a live chat function and course content in the form of Word documents, PDFs, and external resources. Our desired outcome is to demonstrate the necessity of virtual studios in architecture education through the analysis of surveys, tactics, and strategies. We would like to see that student’s projects are more creative and though out compared to traditional studios. This should be possible because BIM programs make students address construction problems along with lighting, heating/cooling, and building standards. To achieve these outcomes, we have established a technique in which we will deliver weekly surveys to students and professors as well as observing daily activities in the traditional studios; this will be a result of a positive relationship with the college dean and university permission. The methods that we use to design our proposal are case study, logical argument, and qualitative method. The qualitative methods of virtual studios are the combination of research that deals with the interpretation of observations and surveys. Through these methods, we will be able to measure the academic performance in all classes, fulfillment of the design program, productivity, overall integration of architectural components, and teacher-student relationship and communication. Our variables will consist of a professor with various teaching backgrounds and students with the same components. It would be preferred to have a professor with a BIM background and an appreciation for technology integration into education. We will explore our hypothesis by selecting specific characteristics to organize the variables. A traditional studio professor will be placed in a virtual studio class in which he/she will teach the same studio concepts in a different setting. From this, we can measure how well the professors and students adapt to this teaching method and new environment. Also, this will provide a constant base for opinion and grading methods within our research experiment. By comparing a virtual studio against the traditional studio, we would be able to determine which one demonstrates the most logical and realistic representation of the program as well as the best understanding of architectural concepts.

The definition of terms pertaining to our research question is as follows.

Virtual Studio - a studio space similar to a traditional studio however the computer will take precedent over the model Traditional Studio - the common architecture design studio where students have free space for creativity; and model building takes precedent over BIM programs BIM - a Building Information Modeling computer program, like Revit by Autodesk used to allow for efficiency and better performance Performance - a way to measure the productivity of student by grade, completeness of design, and overall educational experience Time management - a positive assessment of daily activities by completing all activities to the best of their ability within the allotted time frame Hybrid Class – a class where information is provided via Internet and lecture. Hybrid classes have the same number of hours required for a typical class that is evenly distributed into face-to-face hours and online hours on WebCT. Architectural Inquiry ARCH 3326

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WebCT - an online proprietary virtual learning environment system that is sold to colleges and other institutions and use in many campuses for e-learning for online courses.

E- Learning - ‘electronic learning' is where the medium of instruction is computer technology. Institutions can add tools such as discussion boards, mail systems and live chat, along with content including documents and web pages using WebCT. To measure the completeness of the project, we may have a jury to measure knowledge and reasoning of design and the student's understanding of concept. The student must also show assembly and performance and responsibility of design decisions. The juries will be a mixture of computer drafting professors and traditional professors to have a balanced critique. To keep the jury as impartial as possible, half the jurors will be from virtual background while the others will be from traditional. Another measurement tool we want to use is surveys. We can design a set of questions that are given to both studios. This can be designed like common student-teacher evaluations. The surveys will measure how many hours the student spends on BIM programs versus sketching modeling methods to see if the virtual studio layout is effective for time management. We will observe to see student and faculty integration to measure the amount of time the student and professor communicate.

The tactics that we want to use to gather these measurements is through observation. However, we must seek permission from the dean and the college to allow the use of cameras in virtual and traditional studios without the knowledge of students or professors. We don’t want the student to realize they are being observed because we feel that they would act differently than normal. The cameras would be used to study the amount of time professor spends with individual students and must recognize any bias of favorite students or project likeness as well as observing students attitudes and behaviors towards a project. We have been able to conclude, based on our research, virtual studios should build upon first year program because we feel that students should have experience in traditional design studios. Some of the information that we would need to get are the grade averages and patterns of student feedback and performance.

The pedagogy of the virtual studio is about online education, which is simply where the medium of instruction used is the computer and BIM and WebCT technology is included. Today, colleges and universities are on the right path towards this e-learning by hybridization of the course, where the hours required for the class is evenly distributed between face-to-face meetings to online meetings on WebCT, which is an online proprietary virtual learning environment system that is sold to colleges and universities for use in these hybrid courses. These courses can go in and add tools such as discussion boards, an e-mail system, a live chat function and course content in the form of Word documents, PDFs, and external resources.

In conclusion our basic epistemology is that virtual studio enhances human knowledge by giving the student accessible knowledge in construction methods and materials that cannot be gained in traditional studios. The philosophy is that virtual studios are more advanced than traditional studios because it gives the student a realistic idea of the project being designed. The students become more resourceful and they provide immediate feedback of information from various types of materials to design concept. The desired goal is to demonstrate the necessity of virtual studios through surveys, tactics, and strategies. Our technique is to survey students and professors weekly, to develop relationship and support of college dean; observe daily activities in studios, not to be bias and to be open to new findings. Our qualitative measure: Ordinal and measurable definition and ratio scale to compare results from surveys organize data by age, year in college, hours per semester, and technological background.

Methods 2 Tactics: The first approach we must take to begin our research is to contact the Dean of Architecture for approval of the research project. Once approved the school will have to go through the state, school board, and research committee to receive funding for the research. Next we must select two studios in the architecture school that would be great for our case study. The first is Andrew Vrana’s 3rd year studio due to his very advanced technological approach to architecture; his students will enroll in a hybrid studio course; where the students will attend studio every other day Monday through Thrusday. On the off days, the professor will be available online during regular class time for students who have questions from home or wherever they would be. Studio work will strictly be done on the computer with. The next studio would be Fernando Brave, for his very traditional hands on Architectural Inquiry ARCH 3326

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approach to architecture. His students will not change their way of studio design. They will still have the same studio environment with traditional methods of design that meet four times a week. This studio will be more of a control for the research. After both professors agree, students taking either one of the professors will have to sign a waiver notifying that they will be watched through cameras to study their studio behavior. Cameras will be setup at both studios. All of this has been just a setup to the actual research. During the school year, weekly surveys will be distributed to the students asking several questions to the professor’s performance and their own individual performance. Several questions will be qualitative questioning the overall affective-ness of the professor. There will also be questions about the studio habits of each student, for example; “How many hours have you spent in studio without the use of a computer?”, “How many hours have you spent on the computer?”, During the week how much work have you done out of studio?”, “How many hours of sleep are you getting a week?”, and so on.

The data will be collected and the data will be added to the research. Also there will be weekly reports of the students by the professor grading the student’s performance throughout the week based on process and output. At the end of the semester and year, there will be an end of the semester jury that will evaluate each studio’s student’s project without the prior knowledge of the hybrid and traditional studio research. The grades, student surveys, and professor surveys, will be evaluated and analyzed for results and conclusions.

Objective: The objective of this research is figuring out if virtual studio could possibly replace the teaching method for architectural design studios. “ The repositioning of the creative processes of architecture in a highly digital environment not only by refining skills but ultimately also by developing student’s design methodologies, imagination and goals for improving urban life”(Andia).By asking this question not only do we address the teaching method but as well our placement with technological advancement. It is important to keep this in mind that “technology influences our advancement in design due to its influence on economy“(Cross). We must keep in mind the generation in which we live in is consume in the virtual world. “The influence of digital media and information technology on architectural deign education and practice is increasingly evident. The practice and learning of architecture is increasingly aided by and dependent on digital media”(Gross and Do). Therefore we must take advantage of this setting and use our resources efficiently. A great thing about this idea is that several studies have been done already and it has shown that virtual studio is successful in giving the student abundant of data information, architectural influence, world wide relationships and a sense of the real “professional” world in a studio setting. Our focus will be on the principles of this pedagogical method being use. Is it successful in teaching students the forms? Theories? Do students present a clear understanding of the program given? How in depth did the student go into design research.? Was it creatively done? By asking this question, the research will help us study this teaching method and see how effective it is in implementing design principles to students. We will develop a study in which our main focus will be analyzing students representation of architectural design based on their presentations, behavior and speaking skills. All this analysis will work together and help us come to a conclusion in deciding if virtual studio is a better enhancing environment for the design student.

Settings: The settings that we propose to execute our research strategy include, first of all, that the virtual studio environment be the same as that of the traditional studio. We feel that preserving the current creative atmosphere is essential to the student’s performance, because as Tadeja Zupancic argues, “the relationship between man and a given environment consists in an act of identification, that is, in a sense of belonging to a certain place…of finding a foothold in a given world.” Preserving the current studio setting would also be cost-effective since this would eliminate the need to create a second special setting just to accommodate virtual studio. Secondly, in order to register in the virtual studio, the student will be required to own a laptop, and the school will provide the necessary software applications the student will need to create parametric projects and communicate online outside of the physical studio. In the future, students would no longer be required to own a laptop as the school would have laptops available just as it currently provides a computer lab. Thirdly, the traditional studio would remain exactly the same: equipped with tables, stools, lockers, boards, and 24-hour accessibility to the building. Finally, meeting days for virtual studio hybrid classes would be divided into two segments; There will be studio face-to-face meetings twice a week, and the student will have the opportunity to work on their projects and make their Architectural Inquiry ARCH 3326

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submissions online on the remaining two days. Traditional studio, on the other hand, will have face-to-face meetings four days a week as it currently does today.

Observation:We will go about getting the permission to observe the class by attaching an explanation to the class when they sign up for it. This will explain the case study and the use of cameras; and it will also notify the students that by signing up for the class they are agreeing to our terms and conditions. By the use of cameras during the class periods, we will observe many things that are important to our research question. We will look for how many hours the teacher spends with each student to measure the interaction in the virtual studio. We are curious to see if virtual studios have the same amount of teacher-student conversation as traditional studios because virtual studios do not need face-to-face contact and there is less hands on interaction with the physical projects. Also, in these observations we will take into account teacher favorites and likeness of projects. We believe that teacher-student conversation is essential to the design experience because teachers give projects a sense of logic and order, and keep the students in line with the assignment program and learning concepts. If students do not have sufficient interaction we expect they will get off task and have an illogical design that is less thought out. Also, we want to observe how enthusiastic the students are about the class. This will be shown by how much time the students spend in BIM programs during the class, participation, and attendance. Observation is important to research so that we have a way to view the class without physically interacting. In Life of Small Urban Spaces, the researchers gathered a large quantity of their information from observation. This information was special because they could have not acquired without observational skills. We will intend to use cameras and videotaping in the same manner.

Physical Environment of Virtual Studio’s Effect on Architecture Education Does the absence of a physical studio environment hinder or aid in the student’s learning process? Does a visual design studio space give the student more opportunities to learn technique and enhance creativity? Does the virtual studio promote a positive interaction between peers and professors?

Some of the concepts of physical environment implications in virtual studio include, but is not limited to face-to-face peer interaction; creativity and inspiration that come from being present in a studio environment; and the learning process in virtual studio vs. physical studio. First of all, student performance would be measured to show how the student is affected without having physical interaction in lieu of web-based peer support to find immediate answers. Secondly, the creative environment that physical studio fosters would be measured by how students implement evidence-based design in their thought process when they are not working on tactile models.

Finally, learning the principles of design in a virtual environment would be manifested academically by the students.

The literature that the team has recently reviewed on this topic has lead them to believe that there is a definite interest in incorporating virtual studios into the education experience. Most of the articles have discussed the differences in environments of a virtual studio versus a physical studio; however, they have not discussed the medium balance needed to implement virtual studios successfully into the degree program. According to Peter Edwell, a huge impact on students learning ability is based on the environment in which learning takes place. He believes that the “workshop space” will encourage active engagement of behaviors within the student body. They believe that a community feeling sets up a successful learning environment. (Literature Review) The students in virtual studios represent a community because they can “simulate a real-time experience of an architectural office but also offers very intense interpersonal environments in which students may learn from each other as they search for design solutions” (Andia). The main idea established here is that the environment has a huge impact on the students learning and their ability to comprehend (Literature Review). If school curriculums keep ignoring the integration of technology and virtual studios in education, students will keep generating mediocre results due to lack of understanding through global expansion and exposure to diversity because “it is this virtual space that is the stage where human meetings take place, coming together in their diversities to create place.“ (Mullins, The Architectural Inquiry ARCH 3326

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Identity of Place in Virtual Design Studios.) The transition will be even more difficult later on when the need for virtual studios become a necessity rather than the trend as it is considered today (Rationale). These statements from our previous research show that virtual studios are the new topic among education professionals. There is an abundance of information on the complexities of the virtual studio environment and the pros and cons of its effect on education, but there is no information on how to find a balance between virtual studios and physical studios.

We want to research implementation of a virtual studio because we think of it as a necessary goal instead of an option.

The information data that is needed to evaluate this question will be based on students performance and understanding of the architectural design principles. Professor will need to determine if the student successfully solved the program and was able to use theories and manipulate it to its own needs. Most of the research analysis will be observational due to the fact that the students need to be able to present their project to their peers and talk about it. This will showcase the students understanding of the project and the main concepts of design itself.

Another analysis will be the project itself in which the design that was developed fits in a certain criteria or distinguishes itself from the others. This analysis gives insight in the student’s design ability in regards to the environment in which they create. One can predict that the environment in which the student’s work influence it to design more creatively or more limited due to its surroundings. This brings me to my last point students interaction with their peers also can be an evaluation of the environment due to the fact that being isolated from the real world influence the student to think and act differently.

As the team has researched previously from their literature review, the popularity of the virtual learning environment is rapidly increasing. Even with the increase, we have to consider the effectiveness of either the physical or the virtual studio. Since architectural education is entering the 21st century, we believe that through the virtual environment, students learn through mostly feedback from critics then in the physical environments of design studio, students have the ability to learn through no only critiques, but also through concepts that arise from their models. Therefore, the virtual studio environment would improve or innovate design a lot better than in the physical studio because since it is done mostly on the computer and various technologies and we are able to see on the screen what we are unable to see in our physical models.

The researchers believe what they will see is a pattern in the student's use of technology correlated to the success of the student. So the more computer experience the user has, the better the success the student will have.

But we must also figure out how to evaluate or record success. Some may say success can be measured by grades, however in architectural education much of the design studio project's grades are subjective to the professor.

Other subjects like structures and history can be measured through tests though. The pattern in the data collected will most likely be grading the productivity of the student's output of work. The computer as a tool will allow the student to produce work extremely quickly and efficiently.

Point of View on Virtual Studio (Principal Architect of Firm) The researcher saw the advantages of hiring students who come from a virtual studio education background. The reason for this is that the architecture intern would be more prepared technologically and make better design decisions based in methods used in actual projects. Being that the student has previously taken hybrid classes, he/she would have an understanding of traditional methods of design, and would be able to communicate these concepts in a clear and time effective manner. This person would also be a great asset to the firm, since he/she would provide assistance to their colleagues who are not proficient in parametric software applications.

In order to enhance the flow of ideas in a familiar environment, the researcher would provide a workstation for the virtual studio intern that includes the software programs he/she is used to using. This person would also count on technical support from the software development company with whom the firm has a subscription to keep the software updated. The benefit to the interns is their design skills and project development insight would be further enhanced through immersion Architectural Inquiry ARCH 3326

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in real-life projects.

Strengths -Students adapt to technology

Weaknesses -Transition time from analog to digital method is significant -Better education background -Firms tend to hire those with strong technology background to reduce training costs -Hybrid classes does not abandon traditional -Schools to allocate budget towards computers, design, but rather enhances the student’s ability security, and maintaining software upgrades to work under pressure -Better decisions through logical reasoning -Students should have a mindset to conform to this hybrid system -Increased profitability for firm resulting in -Dependency on electricity and technology better pay for interns -Conducting research proposal is a lengthy and costly process

Point of View on Virtual Studio (Federal Funding Agency with Limited Budget) The team has found that there will be a lot of cost attributed to the research problem. What is being asked is to have one computer per student per studio along with updated software. Although there are educational versions of the software cost is also accrued to teacher training, technical support, cameras, surveillance, cost to pay people to watch and observe cameras, servers to store data, and yearly upgrades to software. Although there may be a lot of cost involved much of the software programs, the cost can be subsidized through tax cuts and educational funding. However, generally speaking, the cost compared to schools of technology and engineering isn’t actually much more. There is a lot of cost issues to this research, but there are many positive possible outcomes to this research for better prepared students to the outside world.

Strengths Weaknesses -Adapting change to technology -Transition and integration into software takes time -Interaction to real world situations -Cost to school insurance and security -Hybrid course incorporating traditional -Energy dependency to online virtual studios educational methods -Logical reasoning to apply towards design -Recovery time after natural disasters -Higher quality of teachers and incoming -Long research process; as in actually teachers as a result of teacher training and evaluating student success beyond university familiarizing with new software education

Point of View on Virtual Studio (Dean of a School of Architecture) The researcher has come to conclusion that to take this step will be a huge step for the architecture school. Since this will affect not only the students but the faculty, the physical school itself and not to mention the architecture design curriculum. This change is a great idea, a great change to our school in integrating itself with the ever evolving technological world. This will put the school itself at a new “competitive” level with other schools and show that our school’s commitments to the students by showcasing our adaptation to technology, most importantly to the changes of design itself. However the team must take a couple steps back and look from a different point of view and see what really will help our school and what will hinder it. The researcher believes the team needs to act this way to test this theory out. Hence in order to implement this teaching Architectural Inquiry ARCH 3326

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method, the researcher will need funding from the state so the researcher will need proof of the program actually working by showing the virtual studio student’s improvement in design learning than from the traditional studio.

Strengths Weaknesses -Technological advancement -Costs to adapt to this change, i.e. insurance and replacement cost for every laptop -Environment influence student’s learning -What programs (AutoCAD, Vectorworks, etc.) ability will be used/taught?

-Not costing much as in no new studios are built -How will the curriculum be changed to (Traditional studios are kept, students are given accommodate longer periods in laptops for the virtual studio) school?=Increase in pay?=Increase in tuition?

-Free program for students -Pay for professors, technical experience in the field -Interaction with school locally and -Student’s ability to adapt to the virtual world internationally creating more internships and study abroad opportunities -Student’s logical reasoning is at a higher level -Other school integrating into the program during their first year due to the requirements of creating a bigger pool of knowledge the curriculum -Incorporating traditional to improve the new -Professors being proficient in the field and “advanced) modern way design concept and usefulness to students -Hybrid studio=more ways of learning and -Amount of time to integrate into this program multi-tasking Proposal from Research Team The research team wants to implicate virtual studios into architecture design programs because they feel that virtual studios will enhance the education experience while expanding student’s knowledge of real world expectations. A case study will be necessary to prove that virtual studios create designs that are more logical and thought out compared to traditional studios. This will be cost effective because the only thing that will need to be funded is the training of teachers to the new computer programs used and computers for every student. The creative studio space should stay the same so there will not need to be any extension of computer labs. Virtual studios will be optimal for the student’s introduction into the internship world because they will be more experienced in computer graphics and details than those of traditional studios. Most firms hire out for model building, so therefore traditional studios focus on model buildings is slightly over emphasized because the job market no longer requires it.

Points of Improvement: · Actual costs of research study · How to safely protect computers in an open studio environment · Legal issues with surveillance · If pay rates should be different between students of virtual studio background versus traditional studio background · Compare and contrast the perks of traditional studios versus virtual studios Discussion The success of virtual studios is a very important concept for architectural education research. Virtual studios have the potential to change the fundamentals of the architecture program that have been known for decades. It will move architecture design into the next phase of technology in which both will come together. As the research team has discussed before, current research has just expressed interest in virtual studios, but none of the articles Architectural Inquiry ARCH 3326

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the team reviewed have answered the question of how to implement virtual studios into architectural education.

The team’s research has stated that the team should apply virtual studios in the place of traditional studios during the second or third years of studio because the team agrees that traditional studio fundamentals in craft, theory, and mass and void relationships are very important to the design process. Also, the team has researched factors in a comparison between traditional studios and virtual studios; whereas all other case studies the team examined just researched virtual studios singularly. This factor means that our research adds a dimension of a constant sample by having a studio environment and a studio teacher. Also, our evidence is more concrete because the team observed the traditional studios in the same way as the virtual studios. This means that the researchers can compare traditional studios and virtual studios on levels of quality of design, productivity, and teacher-student communication. Our research adds usefulness to the current research knowledge of virtual studios because it verifies that virtual studios are more successful than traditional studios because of the results in which it concludes the answer to our theory and the implementation of virtual studios into the architecture program.

After observing students in a traditional studio setting compared to a hybrid or technology-based one, the team found out methods to be quite successful the results that the team ended up with was what they had expected. For our observations, the team found that the virtual studio was more efficient than the traditional studio in that more time was spent on quality drawings rather than a quality model. Therefore since drawings are the changing variable in the project, students are able to save time on building models by using the BIM program in which one model can be replicated and adjusted to the changes made periodically. Doing this will give students more time to draw and analyses the relationship of spaces in their drawings. Within the studio, the researchers found that students tend to be more satisfied with their design and therefore are able to participate in a meaningful discussion with the professor about their design and this gives the professor more confidence in the student to help them do well in studio. Overall, as the students are designing better and the professor is giving more useful insight into a student’s project and the mainstream design method shifts from the traditional to the hybrid course, the team gave the school of architecture a new status. In the end, the team concluded that more than half of the students we observed liked the idea of having a virtual studio than traditional due to its effectiveness in time management and information gained in the problem solving. Also, the findings we gathered after the implementation of Virtual Studio in architectural education have demonstrated that students are better prepared to take active participation in projects outside of the studio environment. Architectural firms have found special value in students who have taken hybrid classes because they have the ability to concentrate on developing the concept of an assigned project and on shaping its design, rather than focusing on the technicalities of the project. At the same time, the collected data shows that students are more confident about their projects and feel more knowledgeable about operating the software applications required to complete their designs early on in their education; they also stated that they have been able to redefine their skills in regards to computer applications and web-based technology due to their constant exposure to the components of Virtual Studios throughout the years. When students have the freedom to learn new architecture concepts, materials, and methods, architecture firms are more inclined to assign, under close supervision, real-life projects to their interns, and make their mentoring experience much more valuable.

Furthermore, these students have offered great support to employers who are currently upgrading to new technology, and in educating those who are transitioning into utilizing new tools of design. On the other hand, the framework of Virtual Studio has served as a model to other disciplines that have embraced design as part of their curriculum. They have been able to approach solutions to problems at a global level, since they have the opportunity to share their opinions and benefit from the expertise from people of different cultures, just like architecture students in Virtual Studio have had the opportunity to do so. Lastly, as part of the observations conducted during juries during student’s final projects, the freedom students have employed in their design was highlighted; they have been able to utilize other methods of design and pushing their boundaries to employ different styles of architecture. This is due to their ability to take risks and model their projects accordingly, instead of predicting in the conceptual stages of design how complex and time-consuming will the model be to produce which sets limitations.

Though the team has found great data that supports our theory, the research question was only limited to the architecture studio. The question only pertained to how an architecture student would interact within a virtual Architectural Inquiry ARCH 3326

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studio versus a traditional studio. Therefore our question does not touch on other types of studies like business schools, or other design studies like industrial design, interior design, or even digital graphics. The researcher does not believe their research question could apply to other studies outside of creative professions because those studies did not have the same qualities found in creative studios. Professions like Mathematics and Engineering are based on qualities that already have precedent and do not need such things as virtual studios; therefore our question really only applies to architecture and creative professions. What the team must also realize is that the virtual studio is supposed to prepare the student for future employment and the integration of hands on and technological approach to architecture and not particularly other professions. Furthermore, our study also has shown some biases or better aid the team has acknowledged some bias. Mainly our bias lies within the belief that our research will result in success of students being more productive and more successful students; however the team does not know if in fact technology and virtual studios will help student performance. If anything the use of technology and networking online through virtual studios could in fact hinder student’s performance. Students could be distracted by surfing the web by other virtual means through other websites like facebook, myspace, and so on. Maybe allowing students to work from home will not really allow for a student to focus on their project properly or positively. Possibly student and teacher interaction through face to face critiques could be better than online critiques because of the inability to interact with the student first hand. From all the information the team has gathered, the team has come to realize that they are still to face many questions to come. Though the research turn out to be a success there’s still some subjects they still have not addressed nor have mention at all. One of the important questions the team might ask themselves is the role of the traditional studio once virtual studio is implemented. Will traditional studio still be thought? If so in what way? To whom? And will the curriculum be the same for both programs? Will there be a grade inflation due to the difference amount of work presented from both? Not just that should we even keep the traditional studio? Should traditional studio be terminated? This is a critical question hence this will affect the curriculum and the students themselves. The answer can be quiet simple, we can just terminate it, however we must address it due to the fact it will help us address a method in which we can implement virtual studio into the traditional studio. This will help us by not affecting the students learning process nor the function of the school curriculum system. Another question the team must answer is preserving the schools design identity. In comparison to other schools, the UH curriculum focuses on the artistic side rather than the technical side unlike the universities like A&M & UT nor the philosophical side like Rice University. Due to the method the school has been teaching for the past ten years students designs have transformed from a fine art base to a more technical engineered system. This is an important issue the team must address; they must analyze the benefits of virtual studio and its influence on artistic talent. By analyzing the data the researchers can conclude the importance of this system and suggest a position in the curriculum.

In conclusion, as you can see the team still must address some important factors that will influence our research in the time being and the future. Once the team has addressed these issues, they believe that the process to implement virtual studios will be easier and less stressful on the students, the school and the faculty. Most importantly the researchers will be able to develop a more coherent curriculum in which all these issues will be tackled and resolved to create a reasonable program for years to come in the new virtual design studios.

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