Abstract
In Hong Kong, there is a persistent need across different disciplines to incorporate new technological tools in the teaching and learning process with an intention to address the increasing complexities of professional practice. In the post Covid-19 paradigm, significant strain has been placed on academic programmes that are grounded in “signature pedagogies” such as Architecture and Fine Arts to devise more effective avenues for eLearning that can incorporate “making cultures”. Virtual Reality (VR) and Augmented Reality (AR) visualization kits are the emerging technologies that can address this issue with the promise to balance the setting up cost and learning effectiveness.
This proposal aims to demonstrate how emerging VR technology is integral in the cultivation of design thinking through organizing a short series of workshops in the School of Architecture. The workshops will expose participants to a process of discovery learning. Tools are introduced to students to stimulate an iterative design and problem-solving approach, where a cycle of action, observation, reflection, and reaction can occur. The experience to learn with these methods prepares students for their future careers in an increasingly technology-driven profession.
Specifically, a series of 2 non-credit bearing online workshops will be arranged over a period of 9 months that is open to all academic disciplines at the CUHK. The workshops will introduce VR tools and their incorporation into standard Architectural workflows that (1) SCAN and digitize the three-dimensional properties of objects, (2) DESIGN using digital and computational software with creative interventions, and (3) COMMUNICATE using virtual spaces along a web driven infrastructure for shared 3D experiences, virtual classrooms and evaluation activities (pinups, presentations etc.).
The teaching and learning processes within the programme will be evaluated as part of its ongoing development and as research into the evolution of architectural education through technology adoption.
Brief write-up
Project objectives
This proposal aimed to demonstrate how emerging VR technology is integral in the cultivation of design thinking through organizing a short series of workshops in the School of Architecture. The workshops expose participants to a process of discovery learning. Tools are introduced to students to stimulate an iterative design and problem-solving approach, where a cycle of action, observation, reflection, and reaction can occur. Exposure to these methods prepares students for their future careers in an increasingly technology-driven profession.
Activities, process and outcomes
Workshops are arranged over a period of 9 months that is open to students across the university. The workshops introduce VR tools and their incorporation into standard Architectural workflows that (1) SCAN and digitize the three-dimensional properties of objects; (2) DESIGN using digital and computational software with creative interventions; and (3) COMMUNICATE using virtual spaces along a web driven infrastructure for shared 3D experiences, virtual classrooms, and evaluation activities (pinups, presentations etc.)
The teaching and learning processes within the programme will be evaluated as part of its ongoing development and as research into the evolution of architectural education through technology adoption.
Deliverables and evaluation
The teaching and learning processes within the programme will be evaluated as part of its ongoing development and as research into the evolution of architectural education through technology adoption.
Dissemination, diffusion, impact and sharing of good practices
Sharing took place through conference presentations and the submission of a manuscript to a peer reviewed journal (in review).
Impact on teaching and learning
The novelty effect was very high with students interested to explore new and top-of-the-line equipment that could integrate into their academic workflows.
More critical review of the interface and practicality of the system (for the generation of 3D models and communications from within the 3D environment) against the standard methods of computer screen, keyboard, and mouse is necessary. While the latter is realistically more streamlined to conventional practice, the VR headset and hand control interface will continue to become more intuitive as new tools and software arise. These alternative tools were also investigated by instructors, and students, and found to have their own potential benefits and drawbacks (interface, communications, compatibility etc.)
Most important is that engaging with VR and technology further enhances a broader set of skills related to digital literacy, computational tools, increased confidence with technology, engagement into a cyclical learning process (design thinking) and an understanding that technology is a conduit for exploration – not a final output device.
