Repositioning the Essential Art in Collaborative Technology-Mediated Design Education

Abstract

Asserting the responsiveness of integrated design processes
to the human condition relies upon these processes being informed
by an artistic tradition founded in cognitive activities that are motivated
by the conceiving of unique environmental form. This paper examines the changing, yet essential role of creative activities in contemporary project delivery systems within the context of an ideal business construct,
the Virtual Organization. The implications of this transformation
for project-based design studio synthetic experience-contingent learning
are discussed with reference to an ideal pedagogical construct,
the Virtual Design Studio. Because the latter represents learning experiences that are predicated on its empirical counterpart, the Virtual Organization, pedagogical dimensions appropriate to learning strategies
in collaborative technology-mediated environments are explicated.