Constructivist Learning Theory in Virtual Design StudiosLeman Figen Gül (TOBB University of Economics and Technology, Turkey), Anthony Williams (University of Newcastle, Australia) and Ning Gu (University of Newcastle, Australia)
Copyright © 2012. 24 pages.
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DOI: 10.4018/978-1-61350-180-1.ch009, ISBN13: 9781613501801, ISBN10: 1613501803, EISBN13: 9781613501818 Sample PDFCite Chapter
MLA
Gül, Leman Figen, Anthony Williams and Ning Gu. "Constructivist Learning Theory in Virtual Design Studios." Computational Design Methods and Technologies: Applications in CAD, CAM and CAE Education. IGI Global, 2012. 139-162. Web. 23 May. 2012. doi:10.4018/978-1-61350-180-1.ch009
APA
Gül, L. F., Williams, A., & Gu, N. (2012). Constructivist Learning Theory in Virtual Design Studios. In N. Gu, & X. Wang (Eds.), Computational Design Methods and Technologies: Applications in CAD, CAM and CAE Education (pp. 139-162). Hershey, PA: Information Science Reference. doi:10.4018/978-1-61350-180-1.ch009
Chicago
Gül, Leman Figen, Anthony Williams and Ning Gu. "Constructivist Learning Theory in Virtual Design Studios." In Computational Design Methods and Technologies: Applications in CAD, CAM and CAE Education, ed. Ning Gu and Xiangyu Wang, 139-162 (2012), accessed May 23, 2012. doi:10.4018/978-1-61350-180-1.ch009
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 | | TopAbstractIn the authors’ design teaching, they have been employing virtual world technologies, allowing students the capacity to collaborate and design within a constructivist immersive design platform such as Second Life (www.secondlife.com) and Active Worlds (www.activeworlds.com). These environments support synchronous design communication and real-time 3D modelling. Particularly, 3D immersive design environments have the potential to make a major contribution to design education as constructivist learning environments. Based on authors’ teaching experience and the students’ learning experience, this chapter discusses 3D virtual world as constructivist learning environments that support team-based design and communication skill-building and presents the challenges faced by design education today. The chapter firstly provides a critical analysis of various design learning and teaching features offered in 3D virtual worlds as constructivist learning environments, secondly, identifies a number of key issues in addressing engagement and interaction in virtual design learning, thirdly, addresses the core skills and cognitive processes of designing in 3D virtual worlds, and finally, provides several strategies for the facilitation of virtual worlds as the constructivist design teaching platform. TopComplete Chapter List|
1.
| Systems and Enablers: Modeling the Impact of Contemporary Computational Methods and Technologies on the Design Process
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| Novel Concepts in Digital Design
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| Slow Computing: Teaching Generative Design with Shape Grammars
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| Learning Parametric Designing
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| Direct Building Manufacturing of Homes with Digital Fabrication
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| Building Information Modeling and Professional Practice
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| Advancing BIM in Academia: Explorations in Curricular Integration
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| Applying BIM in Design Curriculum
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Clark Cory (Purdue University, USA), Shanna Schmelter-Morrett (Holder Construction Company, USA)
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9.
| Constructivist Learning Theory in Virtual Design Studios
(pages 139-162)
Leman Figen Gül (TOBB University of Economics and Technology, Turkey), Anthony Williams (University of Newcastle, Australia), Ning Gu (University of Newcastle, Australia)
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10.
| Understanding Collaborative Digital Media Design in the 3D CVE: A Vygotskian Approach
(pages 163-184)
Theodor Wyeld (Flinders University, Australia), Ekaterina Prasolova-Førland (Norwegian University of Science and Technology, Norway)
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11.
| Will Different Scales Impact on Design Collaboration in 3D Virtual Environments?
(pages 185-198)
Jerry Jen-Hung Tsai (University of Sydney, Australia), Jeff WT Kan (Taylor’s University, Malaysia), Xiangyu Wang (Curtin University, Australia), Yingsiu Huang (Tunghai University, Taiwan)
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12.
| Implementing Computer Gaming Technology in Architectural Design Curricula: Testing Architecture with the Rich Intertwining of Real-Time Spatial, Material, Lighting and Physical Simulations
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13.
| Augmented Reality Research for Architecture and Design
(pages 225-237)
Mi Jeong Kim (Kyung Hee University, Republic of Korea), Xiangyu Wang (Curtin University, Australia & Kyung Hee University, Republic of Korea), Xingquan Zhu (University of Technology Sydney, Australia), Shih-Chung Kang (National Taiwan University, Taiwan)
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14.
| Experiencing Digital Design: Developing Interactive Workspaces for Visualizing, Editing and Interacting with Digital Design Artifacts
(pages 238-256)
John I. Messner (The Pennsylvania State University, USA), Robert M. Leicht (The Pennsylvania State University, USA)
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15.
| Interactive Architecture: Spaces that Sense, Think, and Respond to Change
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| A Methodology for Interactive Architecture
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| Information Engagement through Interactive Sonification Design
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18.
| Supporting Design Thinking with Evocative Digital Diagrams
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19.
| Architectural Design Education and Parametric Modeling: An Architecturological Approach
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Caroline Lecourtois (School of Architecture of Paris La Villette, France), François Guéna (School of Architecture of Paris La Villette, France)
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20.
| Design Education and Institutional Transformation
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21.
| Teaching Spatial Thinking in Design Computation Contexts: Challenges and Opportunities
(pages 365-389)
Halil I. Erhan (Simon Fraser University Surrey, Canada), Belgacem Ben Youssef (Simon Fraser University Surrey, Canada), Barbara Berry (Simon Fraser University Surrey, Canada)
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22.
| Inserting Computational Technologies in Architectural Curricula
(pages 390-411)
José P. Duarte (Techical University of Lisbon, Portugal), Gabriela Celani (University of Campinas (Unicamp), Brazil), Regiane Pupo (University of Campinas (Unicamp), Brazil)
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23.
| Computational Methods and Technologies: Reflections on Their Impact on Design and Education
(pages 412-419)
Ning Gu (The University of Newcastle, Australia), Michael J. Ostwald (The University of Newcastle, Australia)
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