What happened after the “Hype” on Virtual Design Studios?

Henri Achten, Krzysztof Koszewski, Bob Martens

Click here to download the full article.

The issue of collaborative design has been elabo- rated extensively within the framework of previous CAAD–conferences. Today, an appreciation for tra- ditional attitudes and methods can be observed, but interestingly, a mixture of approaches is also notice- able (computational techniques used in low–tech fabrication environments, for example). This allows

foraround–tablesurveyofthecurrentstate–of–the– art focused on experiences related to distant learn- ing in the architectural curriculum. To make VDS vi- able, not only are technological solutions necessary, but so are social (among people) and professional (ways of behaviour) ones. In this round–table we aim to identify critical factors of success (or failure).

For full text please refer to the conference proceedings, pp. 23-31.

Here are some (provocative) questions/statements which, we hope, will facilitate our discus- sion. Feel free to make some notes regarding them prior to roundtable meeting.

• VDS are not the solution for collaborative design.
• A VDS allows less assertive students to have a voice in the design team.
• VDS are too often handled as a technical problem, not as a social problem.
• VDS tools will always be step behind big social networks that students use.
• Without Netiquete virtual design teams end up in chaos.
• Are architectural schools “suffering” from an antiquated image, where the architect is stylized as a fully autonomous acting “Master Builder”?
• If collaboration is at the heart of most work in practice, then why are we not teaching it?
• Is there a need for specialists to teach collaborative design?
• To what extent does collaborative design force the students to explore about communication issues?
• Are Face-to-face activities inferior to virtual activities?
• Can we teach to design ‚real’ world with virtual methods?
• Should teaching activities related to VDS follow the rules of networked social activity (24/7, language, etc.)?
• Whom do we aim to teach? Is VDS relevant to all schools’ policies?
• Is VDS cost effective?