Criteria for Architectural Learning where Virtual Design Studios are Employed

A review of VDS in recent eCAADE and ACADIA papers indicates that they tend to place most emphasis on the communication technology employed. Research is often most concerned with setting up the environment which facilitates the studio. The difficulties in simulating real-time design learning situations in VDS can be compared to earlier years of CAAD research in design education, where most emphasis was placed on the medium itself. However, in the field of CAAD research work, the focus is shifting toward the integration of digital tools with design process, and a rethinking of the role of analogue tools in that process. The limitations to current VDS are almost certain to change rapidly as more affordable and faster means of communication become available. Nevertheless, underlying pedagogical problems deserve attention in order to direct efforts towards viable models of architectural education where VDS are employed. This paper assumes a critical stance to the conventionally presented use of VDS, and asserts that the close integration of design-process with new technology will become an increasingly pressing issue. So that VDS progresses beyond the development of distributed images and a means to communicate design, it is acknowledged that they create a particular learning environment requiring attention from facilitators. The implementation of the suggested criteria will assist the integration of pedagogical engaged-learning objectives with VDS digital technologies.