(PDF) Integrating Multi-grade Collaborat

See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/45492025 Integrating Multi-grade Collaborative Learning Pedagogy into Design Studios Article · January 2010 Source: DOAJ CITATIONS READS 0 36 1 author: Ayman Mohamed Ismail Fayoum University 9 PUBLICATIONS 7 CITATIONS SEE PROFILE All content following this page was uploaded by Ayman Mohamed Ismail on 15 March 2015. The user has requested enhancement of the downloaded file. All in-text references underlined in blue are added to the original document and are linked to publications on ResearchGate, letting you access and read them immediately. 201 Spe c ia l Vo lum e : De sig n Educ atio n: Explo ratio ns and Pro spe c ts fo r a Be tte r Built Enviro nme nt Ashraf M. Salama and Mic hae l J. C ro sb ie (e dito rs) INTEGRATING MULTI- GRADE COLLABORATIVE LEARNING PEDAGOGY INTO DESIGN STUDIOS Aym a n Mo ha m e d Ism a il a nd Mo na Ha ssa n So lim a n Ab stra c t Ke ywo rds Und e rg ra d ua te d e sig n instruc ¬tio n in the Ara b wo rld C o lla b o ra tive le a rning , C o o p e ra tive le a rning ; d e sig n ha s tra d itio na lly fo c use d o n the d e sig n stud io a s the stud io p e d a g o g y; a rc hite c tura l e d uc a tio n. p rima ry to o l fo r d e ve lo p ing c re a tive d e sig n c a p a c itie s. Inte ra c tio n c o ntinue s to b e b a se d o n stud e nt-to - c o nte nt, stud e nt-to -inte rfa c e , a nd / o r stud e nt-to - Intro duc tio n instruc to r. Stud e nt-to -stud e nt (p e e r) inte ra c tio n DC o lla b o ra tio n is d e ﬁne d a s a p ro c e ss b y ho we ve r ha s usua lly no t b e e n fo rma lly c o nsid e re d whic h d isc ip line s wo rk c lo se ly to g e the r. This a s a so urc e o f skill-d e ve lo p me nt, o r limite d to g ro up s vie w o f le a rning c a nno t b e ma d e o p e ra tio na l fo rme d in the re se a rc h a nd d a ta c o lle c tio n p ha se o f the d e sig n p ro c e ss. in tra d itio na l d id a c tic te a c hing se t¬ting s tha t a re mo re o fte n tha n no t b o th ind ivid ¬ua l This p a p e r d e sc rib e s a nd e va lua te s a typ e o f a nd c o mp e titive in na ture . The g e ne ric skills, c o lla b o ra tive le a rning whic h wa s a p p lie d in the a ttitud e s, a nd c o mp e te nc ie s re q uire d fo r the c o nte xt o f tra nsfo rming the tra d itio na l sing le -le ve l imp le me nta tio n o f a d iffe re nt a p p ro a c h to d e sig n stud io into a n a ll-le ve l c o mb ine d d e sig n stud io . le a rning re q uire s a se tting with a numb e r o f The imp re ssio ns, skills a c q uire d , a nd the e fﬁc ie nc y o f the q ua litie s tha t a re tra d itio na lly missing in the Ara b p ro d uc e d p ro je c t is c o mp a re d with tho se p ro d uc e d Pa ra d ig m s a nd Po sitio ns in a tra d itio na l d e sig n, c o mp e titive c la ss se tting using wo rld , na me ly: o p e n-mind e d ne ss; re a d ine ss a stud e nt-b a se d surve y. The ite ms o f this surve y we re to a c c e p t o the rs’ o p inio ns; sha re d ne e d s a nd d e rive d fro m the o rie s o n c o lla b o ra tive le a rning tha t g o a ls; ro o m fo r multip le p e rsp e c tive s o n the stre ss the imp o rta nc e o f inte ra c tio n to p ro mo te d e e p p ro b ¬le ms a nd the ir so lutio ns; a nd sha re d le a rning . re sp o nsib ilitie s b o th fo r the p ro c e ss o f a c hie ving a ﬁna l p ro d uc t a nd fo r the p ro d uc t itse lf. Mutua l The lite ra ture re vie w a d d re sse s: d e ﬁnitio n o f trust b e twe e n the p a rtic ip a nts is ne e d e d suc h c o lla b o ra tive le a rning , a ssume d b e ne ﬁts, c o nd itio ns fo r suc c e ss, a s we ll a s the ve rtic a l stud io a p p ro a c h tha t the ir c o ntrib utio ns a nd the ir initia tive a re a nd re le va nt e xp e rie nc e s in the Ara b wo rld . va lue d . In o the r wo rd s, this c a n o nly b e a c hie ve d in a c o lla b o ra tive o r c o o p e ra tive le a rning se tting tha t is p ro b a b ly g ro und e d sinc e kind e rg a rte n C o p yrig ht © 2010 Arc hne t-IJAR, Vo lume 4 - Issue s 2-3 - July a nd No ve mb e r 2010 - (201-215) Arc hne t-IJAR, Inte rna tio na l Jo urna l o f Arc hite c tura l Re se a rc h Inte g ra ting Multi-g ra d e C o lla b o ra tive Le a rning Pe d a g o g y into De sig n Stud io s 202 (Wa g e nkne c ht, 1989; Kirsc hne r, 2004). 2. C o lla b o ra tive te a mwo rk le a d s to mo re AYMAN MO HAMED ISMAIL AND MO NA HASSAN SO LIMAN va rie ty a nd c re a tivity in d e sig n so lutio ns. Whe n The c o lla b o ra tive le a rning mo ve me nt wa s stud e nts fro m d ive rse d isc ip line s a re wo rking o rig ina lly d e rive d fro m lite ra ture a nd p ra c tic e to g e the r, e a c h ind ivid ua l b ring s ne w insig hts a t the e le me nta ry a nd se c o nd a ry le ve l, the n to so lving the p ro b le m a t ha nd . Stud e nts a lso e xte nd e d to hig he r e d uc a tio n. Ac c o rd ing to g a in d iffe re nt p e rsp e c tive s fro m o the r te a m (Sla vin, 1991), C hic ke ring a nd G a mso n (1987) me mb e rs (So lima n, M., O kb a , E., 2006). inc lud e d the use o f c o lla b o ra tio n a mo ng c o lle g e stud e nts in the ir inﬂue ntia l wo rk “ The Se ve n 3. C o lla b o ra tive te a mwo rk le a d s to mo re Princ ip le s fo r G o o d Pra c tic e in Und e rg ra d ua te inte nsive a na lysis o r c ritiq ue o f the ﬁna l d e sig n Ed uc a tio n,” d e mo nstra ting ho w c o lla b o ra tio n so lutio ns. Te a m me mb e rs who b ring id e a s to the a mo ng c o lle g e stud e nts re la te s to p o sitive ta b le must o fte n c la rify the ir so lutio ns, le a d ing to stud e nt o utc o me s, inc lud ing , fo r e xa mp le , a inc re a se d c ritic a l thinking a nd a na lysis o f id e a s p o sitive e ffe c t o n e d uc a tio na l g a ins a nd o n (Dille nb o urg , e t a l, 1996). stud e nt re te ntio n. 4. C o lla b o ra tive te a mwo rk c a n e xp e d ite the O n the o the r ha nd , it wa s a lso re p o rte d tha t d e sig n p ro c e ss, a nd te a ms o fte n g e ne ra te fa c ultie s’ use o f te a c hing stra te g ie s tha t mo re wo rk in a sho rte r p e rio d o f time tha n a n p ro mo te d stud e nts’ a c tive le a rning , p o ssib ly ind ivid ua l (So lima n, M., O kb a , E., 2006). in the fo rm o f g ro up p ro je c ts, ha d a ne g a tive e ffe c t o n c o lle g e stud e nts’ re te ntio n (Jo hnso n, 5. C o lla b o ra tive te a mwo rk a lso c a n imp ro ve Jo hnso n, a nd Smith, 1991). The p a p e r g o e s o n p ro je c t q ua lity a nd imp ro ve p e rfo rma nc e . With to re vie w the lite ra ture ’ s p o ssib le e xp la na tio n, te a mwo rk, the re is no ind ivid ua l o wne rship ; sug g e sting tha t p o o rly d e sig ne d g ro up le a rning ra the r, a ll me mb e rs o n the te a m ha ve so me c a n p ro d uc e wo rse re sults tha n c o mp e titive a sp e c t o f o wne rship . Be c a use e ve ryo ne a p p ro a c he s. The c urre nt lite ra ture on c o ntrib ute s to the d e sig n, te a m me mb e rs ma y c o lla b o ra tive le a rning me tho d s is, the re fo re , ve ry fe e l mo re mo tiva te d a nd ta ke mo re p rid e in sp e c iﬁc a b o ut the te c hniq ue s a nd p ro c e d ure s the ir wo rk (So lima n, M., O kb a , E., 2006). ne c e ssa ry fo r te a c he rs to fo llo w to ha ve p o sitive le a rning o utc o me s in the ir stud io s. 6. C o lla b o ra tive le a rning le a d s to g a in a nd e xc ha ng e mo re kno wle d g e a b o ut the sub je c t a nd a b o ut thinking in g e ne ra l (Summe rs, J., e t Adva nta g e s o f C o lla b o ra tive Le a rning a l. (2005). The va lid ity o f te a m-wo rk a s a p ro c e ss fo r 7. C o lla b o ra tive te a mwo rk he lp s a d o p t a nd d e ve lo p ing a nd ma turing skills ha s b e e n lo ng d e ve lo p ne w d e sig n a nd wo rk stra te g ie s. re c o g nize d . The a d va nta g e s to this typ e o f te a mwo rk a re nume ro us a nd inc lud e : 8. C o lla b o ra tive le a rning g e ne ra te s ma na g e ria l skills, b uild ing c o nse nsus, a nd sha re d 1. C o lla b o ra tive te a mwo rk c a n le a d to b e tte r re sp o nsib ility fo r suc c e ss a nd fa ilure (Summe rs, c la riﬁc a tio n o f the ta sk a t ha nd (Wa lto n, 1991). J., e t a l. 2005). Arc hne t-IJAR, Inte rna tio na l Jo urna l o f Arc hite c tura l Re se a rc h - Vo lume 4 - Issue s 2-3 - July a nd No ve mb e r 2010 Inte g ra ting Multi-g ra d e C o lla b o ra tive Le a rning Pe d a g o g y into De sig n Stud io s 203 Appro a c he s o f C o lla b o ra tive Le a rning tha t a ll me mb e rs o f the g ro up a g re e o n the AYMAN MO HAMED ISMAIL AND MO NA HASSAN SO LIMAN te a m g o a ls a nd e a c h me mb e r must a ttrib ute C o lla b o ra tive le a rning ha s b e e n inﬂue nc e d his o r he r o wn suc c e sse s to the suc c e ss o f the by two ma jo r the o re tic a l fra me wo rks: g ro up to ma ximize the le a rning p o te ntia l o f the c o nstruc tivism a nd so c io -c ultura l a p p ro a c he s. who le g ro up (C o o p e r, e t a l, 1994). This is whe re Pia g e t’ s c o nstruc tivism the o ry ind ic a te d tha t ind ivid ua l a c c o unta b ility b e c o me s ke y: Whe n ind ivid ua ls le a rn a nd d e ve lo p kno wle d g e stud e nts the mse lve s a re mo tiva te d a nd a re thro ug h so c ia l inte ra c tio n ra the r tha n ind ivid ua l inve ste d in the suc c e ss o f the g ro up , the y will b e e xp lo ra tio n (Pia g e t, 1969). The se c o nd mo re like ly to e nc o ura g e suc c e ss a nd mo tiva tio n the o re tic a l fra me wo rk is the so c io -c ul¬tura l a mo ng o the r me mb e rs o f the g ro up . (C o lb e c k, a p p ro a c h, whic h c o me s fro m Vyg o tsky (1978). C ., C a mp b e ll, S., & Bjo rklund , S., 2000) re p o rte d He p ro p o se d the c o nc e p t o f zo ne o f p ro xima l in the ir stud y tha t p rio r e xp e rie nc e in g ro up d e ve lo p me nt, whic h me a ns tha t c hil¬d re n wo rk ha d b e e n mo st b e ne ﬁc ia l in he lp ing the m c a n d e ve lo p skills with a d ult g uid a nc e o r p e e r c o lla b o ra te e ffe c tive ly o n a c urre nt p ro je c t. c o lla b o ra tio n, whic h c a nno t b e a tta ine d a lo ne . By d ra wing o n a la rg e r c o lle c tive me m¬o ry a nd Be ne ﬁts d e rive d fro m le a rning in a so c ia l the multip le wa ys in whic h kno wle d g e c a n b e c o nte xt: Ac c o rd ing to (Ic ke s, 1990), c o o rd ina te d struc ture d a mo ng ind ivid ua ls wo rking to g e the r, c o g nitive a c tivity d e p e nd s o n inte rsub je c tivity, g ro up s c a n a tta in mo re suc c e ss tha n ind ivid ua ls tha t is, a sha re d und e rsta nd ing a mo ng g ro up wo rking a lo ne (Brue r, 1993; Pa linc sa r, 1998) me mb e rs o f the wo rk to b e a c c o mp lishe d . In the c a se o f c o lla b o ra tive le a rning , the instruc to r In the b e st c o lla b o ra tive le a rning situa tio ns, the is re sp o nsib le fo r se tting up a p ro b le m so tha t me mb e rs o f a g ro up sho uld b e ne ﬁt in se ve ra l inte r-sub je c tivity c a n b e re a c he d e ve n b e fo re wa ys. Fo r e xa mp le , a c c o rd ing to Sla vin (1995a , the p ro c e ss o f p ro b le m so lving b e g ins. O nc e 1995b ), in the p ro c e ss o f wo rking to g e the r, initia l und e rsta nd ing o f the p ro b le m ha s b e e n stud e nts sho uld a c q uire ne w stra te g ie s a nd re a c he d , o ne o utc o me tha t c a n c o me o ut o f kno wle d g e , b o th a b o ut the sub je c t a nd a b o ut the p ro b le m-so lving p ro c e ss is so c ia lly sha re d thinking in g e ne ra l. Whe n a c la ss is d ivid e d into c o g nitio ns (Le vine , e t a l, 1993). g ro up s, a ne w so c ia l c o nte xt is c re a te d in whic h stud e nts ha ve the o p p o rtunity to sha re ind ivid ua l C o lla b o ra tive Le a rning fo r De sig ne rs: c o g nitio ns with the ir p e e rs a nd c o me to a C o nditio ns fo r Suc c e ss c o nc lusio n b a se d o n the sum o f tho se c o g nitio ns. O ne c a n think o f the b e ne ﬁts o f c o lla b o ra tive Pla nning , a rc hite c ture , a nd la nd sc a p e g ro up le a rning a rising in se ve ra l wa ys. Amo ng a rc hite c ture a re a mo ng se ve ra l uniq ue multi- the se a re b e ne ﬁts d e rive d fro m the me tho d itse lf d isc ip lina ry ﬁe ld s in whic h va rio us a c to rs inte ra c t a nd b e ne ﬁts d e rive d fro m the so c ia l c o nte xt o f to fo rm c o nse nsus o ve r p o lic y o r d e live r a le a rning tha t is p a rt o f g ro up le a rning . sing le p ro d uc t tha t me e ts se ve ra l c rite ria . This uniq ue fe a ture o f d e sig n d isc ip line s re q uire s Be ne ﬁts fro m c ha ra c te ristic s o f the me tho d so lid b a c kg ro und in te a mwo rk a nd suc c e ssful itse lf: The c o lla b o ra tive le a rning p ro c e ss re q uire s c o lla b o ra tio n. Ho we ve r, suc h c o lla b o ra tio n ha s Arc hne t-IJAR, Inte rna tio na l Jo urna l o f Arc hite c tura l Re se a rc h - Vo lume 4 - Issue s 2-3 - July a nd No ve mb e r 2010 Inte g ra ting Multi-g ra d e C o lla b o ra tive Le a rning Pe d a g o g y into De sig n Stud io s 204 its p ro b le ms, e ve n in we ste rn c o untrie s (G a fﬁkin within stud e nt a c tivity a nd struc ture . AYMAN MO HAMED ISMAIL AND MO NA HASSAN SO LIMAN a nd Bra nd , 2007). In the Ara b c o untrie s, te a m- wo rking skills a re a t b e st mo d e ra te . In the Ac c o rd ing to C o o p e r (1999), in a tra d itio na l a rc hite c ts’ a nd p la nne rs’ re a l wo rld , the ne e d c o lla b o ra tive g ro up a c tivity the instruc to r: se ts up fo r b e tte r te a m-p la ye rs a nd c o lla b o ra tio n in the p ro b le m; a ssig ns a ta sk with a n o utc o me g o a l p la n ma king is inc re a sing ly e vid e nt. Mc C a nn to e a c h sma ll g ro up ; g ive s the g ro up s a se t a mo unt (2001) a rg ue s fo r the p la nning p ro c e ss to o f time to c o mp le te the ta sk; a nd the n a sks the be c o nse nsus-b a se d , c o lla b o ra tive , a nd g ro up to sha re its re sults with o the r g ro up s, the inc lusio na ry, ra the r tha n e lite -c e nte re d a nd who le c la ss, a nd the instruc to r. The stud e nts: fo rm e xp e rt-d rive n. This fo c us o n te a m-wo rking skills the ir o wn g ro up s; se le c t the ir le a d e rs; o rg a nize a nd se e ms to b e la c king in ma ny o f o ur unive rsitie s ma na g e the mse lve s. This is a “ so ft” c o lla b o ra tio n g ra d ua te s. This is whe re the d e sig n stud io ﬁts in. a p p ro a c h. This re q uire s le ss sta ff inte rve ntio n, mo re se lf-d e p e nd e nc e b y the stud e nt, a nd p ro mo te s De sig n stud io stud e nts a re usua lly intro d uc e d to c re a tivity in p ro b le m-so lving . Ho we ve r, its suc c e ssful the ir ﬁrst te a mwo rk e xp e rie nc e in the e a rly ye a rs imp le me nta tio n p ro b a b ly is b e tte r suite d to a mo re o f the ir unive rsity e d uc a tio n, usua lly a s p a rt o f so p histic a te d stud e nt with sufﬁc ie nt ma na g e ria l a re se a rc h a ssig nme nt re q uire d to p re p a re skills a nd ma turity. the m fo r the ir d e sig n o r p la nning p ro je c t. In mo st c a se s, the ir te a mwo rk is with c o lle a g ue s In c o ntra st, Jo hnso n a nd Jo hnso n (1998) d e sc rib e o f the sa me le ve l, with little o r no g uid a nc e o r a mo re struc ture d le a rning a p p ro a c h in whic h c o a c hing fro m the instruc to r. Ma ny a utho rs stud e nts a re mo nito re d muc h mo re c lo se ly b y ha ve e nume ra te d c o nd itio ns fo r suc c e ss (Astin the instruc to r a nd re q uire the instruc to r’ s ro le in 1991). Amo ng the mo st sa lie nt a re : the d e sig n, imp le me nta tio n, a nd mo nito ring o f 1) Prio r e xp e rie nc e in g ro up wo rk the p ro je c t. The instruc to r is re q uire d to intro d uc e 2) Pro p e r d e sig n o f the p ro je c t b y the fa c ulty the p ro je c t; a ssig n stud e nts to g ro up s o f two (p o o rly d e sig ne d g ro up le a rning c a n p ro d uc e to ﬁve me mb e rs; g ive stud e nts the ma te ria ls wo rse re sults tha n c o mp e titive a p p ro a c he s) the y ne e d to c o mp le te the a ssig nme nt; a ssig n 3) Inte r-sub je c tivity (a sha re d und e rsta nd ing stud e nts ro le s; e xp la in the ta sk to the stud e nts a mo ng g ro up me mb e rs o f the wo rk to b e a nd te a c h the m a ny c o nc e p ts o r p ro c e d ure s; a c c o mp lishe d . The instruc to r is re sp o nsib le fo r struc ture the c o o p e ra tio n a mo ng stud e nts; se tting up the p ro b le m.) inte rve ne whe n stud e nts d o no t und e rsta nd the a c a d e mic ta sk o r whe n the re a re p ro b le ms Type s o f C o lla b o ra tive Le a rning Me tho ds in wo rking to g e the r; e va lua te the a c a d e mic suc c e ss o f e a c h stud e nt. This a p p ro a c h is Ha rd a nd So ft C o lla b o ra tive Le a rning “ c o o p e ra tive le a rning ,” while the a utho rs o f the Te c hniq ue s p a p e r c a ll it the “ ha rd ” c o lla b o ra tio n a p p ro a c h. Pe e r-le a rning te c hniq ue s p ro vid e o p p o rtunitie s It is a p ro c e ss-o rie nte d , me tho d ic a l, a nd mo re tha t a re b o th so c ia l a nd a c a d e mic in na ture . fo rma l fo rm o f c o lla b o ra tive le a rning . Stud e nt C o lla b o ra tive a c tivitie s in the stud io va ry c ha ra c te ristic s b y this a p p ro a c h a re b e lie ve d a c c o rd ing to the le ve l o f instruc to r inte rve ntio n to inc lud e p o sitive inte rd e p e nd e nc e , c o g nitive Arc hne t-IJAR, Inte rna tio na l Jo urna l o f Arc hite c tura l Re se a rc h - Vo lume 4 - Issue s 2-3 - July a nd No ve mb e r 2010 Inte g ra ting Multi-g ra d e C o lla b o ra tive Le a rning Pe d a g o g y into De sig n Stud io s 205 d e ve lo p me nt, a nd so c ia l d e ve lo p me nt. stud e nt. AYMAN MO HAMED ISMAIL AND MO NA HASSAN SO LIMAN As fo r the stud e nts in ve rtic a l stud io s: • Stud e nts o f va rio us d e ve lo p me nta l a nd skill Ve rtic a l Studio C o o pe ra tio n Syste m le ve ls inte ra c t a nd c o mp e te with o ne a no the r The ve rtic a l stud io is a n e le me nt o f p e e r-te a c hing • Fo rm ve rtic a l g ro up s with c le a r p e e r c o lla b o ra tive le a rning tha t ha s b e e n d e ve lo p e d a ssig nme nts. fo r a p p lic a tio n thro ug ho ut the c o lle g e . Ba rne s, • Ea c h se nio r stud e nt ha s a junio r a p p re ntic e (2008) d e sc rib e s the ho w Rho d e Isla nd Sc ho o l o f • Ea c h junio r a ssists a se nio r. De sig n ha s use d the “ Ve rtic a l Stud io ” syste m to Ba rne s (2008) c o nc lud e s tha t a ny syste m tha t c ha lle ng e tra d itio na l, se q ue nc e d d e sig n stud io a llo ws fre e c ho ic e d o e s so a t the e xp e nse o f o rg a niza tio n b y a llo wing stud e nts o f va rio us rig o ro us c o ntro l. The ve rtic a l stud io p ro vid e s d e ve lo p me nta l a nd skill le ve ls to inte ra c t a nd c o nsid e ra b le fre e d o m o f c ho ic e , b ut with c o mp e te with o ne a no the r in a to p ic a l, the sis- this fre e d o m c o me so me d istinc t limita tio ns b a se d stud io . Ac c o rd ing to Ba rne s (2008), a nd ne w re sp o nsib ilitie s fo r b o th fa c ulty a nd se ve ra l ke y c o mp o ne nts und e rp in the suc c e ss stud e nt. o f the ve rtic a l stud io syste m. First is the b e lie f tha t d e sig n e d uc a tio n is no t a line a r p ro c e ss, Me tho do lo g y fo r Me a suring the Im pa c t o f b ut ra the r is e xp e rie ntia l in na ture . Se c o nd , a fo und a tio n le ve l o f tra ining tha t c le a rly p ro vid e s C o lla b o ra tive Le a rning : Fo ur Fa c to r Mo de l stud e nts with a mutua lly c o mp re he nsive c o re The e va lua tio n o f a p a rtic ula r te a mwo rk o f va lue s, skills, a nd te c hniq ue s a nd nurture s e xp e rime nt ne e d s to c o nsid e r b o th c o nte nt mo tiva tio n a nd ind e p e nd e nt thinking must a nd c o nte xt o f the e xp e rime nt. Ma ny o utsid e b e p a rt o f the syste m. Third , fa c ulty must b e fa c to rs a re tho ug ht to inﬂue nc e the a b ility o f willing to d e a l with stud e nts o f va rying le ve ls the d e sig n stud e nt to p a rtic ip a te e ffe c tive ly in o f te c hnic a l c o nﬁd e nc e in a sing le stud io . And a g ro up p ro je c t. Amo ng the se fa c to rs is p rio r la st, a sufﬁc ie nt numb e r o f me a ning ful stud io e xp e rie nc e in g ro up wo rk (C o lb e c k, e t a l 2000); c ho ic e s tha t a re b o th b ro a d in to p ic a nd ﬂe xib le p ro p e r d e sig n o f the p ro je c t b y the fa c ulty; in struc ture must b e ma d e a va ila b le . inte r-sub je c tivity (a sha re d und e rsta nd ing a mo ng g ro up me mb e rs o f the wo rk to b e In ve rtic a l stud io s the instruc to r: a c c o mp lishe d ); the instruc to r’ s invo lve me nt in • Intro d uc e s a stud io the me a nd a multi-le ve l se tting up the p ro b le m (G a rc ia , a nd Stinso n, p ro je c t; 1990). • De ﬁne s the sub -p ro je c t c o mp o ne nt tha t e a c h le ve l is re sp o nsib le fo r; Also with the c o nte nt o f the e xp e rime nt is • Puts in p la c e a g ra d ing me c ha nism tha t stud e nt g ro up inte ra c tio n. A ho mo g e ne o us re wa rd s ve rtic a l c o o p e ra tio n; a nd c o o p e ra tive g ro up is e xp e c te d to p e rfo rm • C lo se ly mo nito rs c ro ss-le ve l p ro g re ss to ve rify b e tte r in a g ro up a ssig nme nt. The g ro up ’ s d e live ra b le s a re ha nd e d o ve r fro m se nio rs to inte rna l fa c to rs ha ve fo ur ma in a ttrib ute s junio rs o n time to b e g in the ir p ro je c t. inc lud ing : p a rtic ip a tio n; inte rd e p e n¬d e nc e ; • Eva lua te s the a c a d e mic suc c e ss o f e a c h synthe sis o f info rma tio n; a nd ind e p e nd e nc e Arc hne t-IJAR, Inte rna tio na l Jo urna l o f Arc hite c tura l Re se a rc h - Vo lume 4 - Issue s 2-3 - July a nd No ve mb e r 2010 Inte g ra ting Multi-g ra d e C o lla b o ra tive Le a rning Pe d a g o g y into De sig n Stud io s 206 (Tho mp so n a nd Ku 2006). • lo c a tio n a nd typ e o f p rima ry a nd se c o nd a ry AYMAN MO HAMED ISMAIL AND MO NA HASSAN SO LIMAN e d uc a tio n 1. Pa r¬tic ip a tio n is the mo st b a sic re q uire me nt • p re -unive rsity e xp e rie nc e in a ny typ e o f o f a c o lla b o ra tive g ro up b e c a use it is c o lla b o ra tive wo rk. imp o ssib le to c o lla b o ra te witho ut ind ivid ua l c o ntrib utio ns to p ro b le m so lving . Fa c to r 2: First G ro up- Effe c t o n individua l 2. Inte r¬d e p e nd e nc e re q uire s inte ra c tio n So me a utho rs p ut e mp ha sis o f the ﬁrst e xp e rie nc e b e twe e n g ro up me mb e rs to b ring a b o ut o f g ro up wo rk a nd ﬁnd it d e trime nta l o n future a c tive re sp o nse s to o ne a no the r. e xp e rie nc e s. The se fa c to rs inc lud e (Wa lke r, C ., 3. Synthe sis o f info rma tio n re q uire s the p ro d uc t & Ang e lo , T., 1998): o f c o lla b o ¬ra tio n to re ﬂe c t inp ut fro m e ve ry • imp re ssio ns a b o ut the ﬁrst unive rsity le ve l g ro up me m¬b e r. e xp e rie nc e , 4. Ind e p e nd e nt fro m the instruc to r me a ns tha t • stud e nt ro le a s a le a d e r o r me mb e r (o nc e a whe ne ve r a q ue stio n o c c urs, g ro up me mb e rs le a d e r, a lwa ys a le a d e r) sho uld a tte mp t to c o lla b o ra te with e a c h o the r • g ro up size ra the r tha n turning to the instruc to r fo r a nswe rs. • sub je c t • p e rso na l imp re ssio n o f its va lue . The g ro up ’ s p e rfo rma nc e o n the p ro je c ts is The se fa c to rs c o uld b e te ste d ind ivid ua lly o r me a sure d b y the g ra d e d wo rk b y the instruc to rs a g g re g a te d into a sc a le . b a se d o n g ra d ing rub ric s. The stud e nt’ s a ttitud e to wa rd s the e xp e rime nt is c a lc ula te d a nd ra nke d Fa c to r 3: La st G ro up- Eva lua tio n & G ro up a c ro ss p a rtic ip a nts a s we lla s g ro up s to d e te rmine Pro c e ssing -Effe c t o n ind ivid ua l. the ir imp re ssio n to wa rd s c o lla b o ra tio n. La stly, Summe rs e t a l (2005) d e ve lo p e d a G ro up stud e nt re ﬂe c tio ns a b o ut the skills a c q uire d Pro c e ssing Sc a le b a se d o n e le me nts o f suc c e ssful we re a g g re g a te d into c a te g o rie s a nd the n g ro up wo rk. The me a sure me nt c o nta ine d ite ms c o lla p se d into me a ning ful p a tte rns to se rve a s d e sig ne d to a sse ss stud e nts’ p e rc e p tio n o f the the fra me wo rk fo r d isc ussio n. e ffe c tive ne ss o f g ro up wo rk o n c o mp le tio n o f a stud io c o urse tha t use d g ro up wo rk. This sc a le Ba se d o n the fa c to rs id e ntiﬁe d a b o ve a nd the inc lud e d suc h ite ms a s: lite ra ture re vie w, the p a p e r id e ntiﬁe d fo ur ma in • e va lua tio n fa irne ss g ro up s o f e ffe c tive va ria b le s a nd fa c to rs tha t • g ro up me mb e rs’ c o ntrib utio n d o mina te a nd a ffe c t the te a mwo rk in unive rsity • imp ro ve d p ro b le m-so lving skills. le ve l e d uc a tio n. The se fa c to rs a re : Fa c to r 4: Eva lua tio n o f Multi- G ra de Fa c to r 1: Stude nt Ba c kg ro und C o lla b o ra tio n We me a sure d stud e nts’ re a d ine ss fo r unive rsity At this p o int, the e va lua tio n c o ve rs: le ve l c o lla b o ra tive wo rk. The se fa c to rs c o uld b e • stud e nt’ s a ttitud e a b o ut the ve rtic a l stud io te ste d ind ivid ua lly o r a g g re g a te d into a sc a le • skills a c q uire d inc lud ing suc h ite ms a s: • g ra d e imp o rta nc e a nd e va lua tio n • fa mily size • imp re ssio ns a b o ut wa ys to imp ro ve the • age syste m (d iffe re nc e b e twe e n g ro up -b uild ing Arc hne t-IJAR, Inte rna tio na l Jo urna l o f Arc hite c tura l Re se a rc h - Vo lume 4 - Issue s 2-3 - July a nd No ve mb e r 2010 Inte g ra ting Multi-g ra d e C o lla b o ra tive Le a rning Pe d a g o g y into De sig n Stud io s 207 skills a nd p ro b le m-so lving skills). fo ur-ye a r p ro g ra m while the b ulk is o n the la st AYMAN MO HAMED ISMAIL AND MO NA HASSAN SO LIMAN thre e ye a rs whe re the y ha ve hig he r e xp o sure to te a mwo rk. The ir me a n G PA is 3.5 a nd the ir The C a se o f the Fa c ulty o f Enviro nm e nta l me a n la st stud io g ra d e is 86.3. De sig n – KAU The ve rtic a lstud io a sa n e le me nt o f p e e r-te a c hing c o lla b o ra tive le a rning ha s b e e n d e ve lo p e d fo r a p p lic a tio n thro ug ho ut the c o lle g e sinc e 2003/ 4. Two d e p a rtme nts, Arc hite c ture a nd Urb a n Pla nning , ha ve a p p lie d it b ut a d o p te d va rio us inte rp re ta tio ns o f the c o nc e p t. The c o mmo n the me tha t ha s tra nsc e nd e d in b o th is the sp a tia l c o -e xiste nc e o f a ll fo ur a c a d e mic le ve ls in the sa me o p e n sp a c e . The De p a rtme nt o f C ity a nd Re g io na l Pla nning ha s fo rme d fo ur stud io s. Ea c h stud io ha s 2-3 fa c ulty me mb e rstuto ring 40-50 stud e ntsg a the re d a ro und a sing le the me . Ea c h stud e nt ha s his o r he r o wn p riva te wo rksp a c e within a n o p e n- p la n o fﬁc e sp a c e , sha re d with a ll thre e le ve ls (in a d d itio n to the g ra d ua ting c la ss). Stud e nts live a nd wo rk within the stud io , so the stud io is Fig ure 1: Stud io a rra ng e m e nt d istrib utio n. (So urc e : e q uip p e d with a kitc he ne tte , o utle ts, wire le ss, Autho rs). so fa s a ud io -visua l e q uip me nt. Instruc to rs me e t o fﬁc ia lly d uring the 12 c o nta c t ho urs with the ir stud e nts in two we e kly six-ho ur se ssio ns. Ea c h stud io ha s a so me wha t d iffe re nt inte rp re ta tio n o f the ve rtic a l c o o p e ra tio n c o nc e p t. The se a re b e st summa rize d in ﬁg ure (1). As the ﬁg ure sho ws, the te nd e nc y is d e ﬁnite ly in fa vo ur o f c o lla b o ra tive te a mwo rk. Ho we ve r, so me p re fe r to ha ve a multi-le ve l stud e nt a rra ng e me nt o f the te a m while o the rs use sing le - le ve l te a ms. The se va ria tio ns he lp e xp la in the ﬁnd ing s. The stud y sa mp le s c o nsist o f 85 stud e nts fro m the d e p a rtme nt o f Urb a n a nd Re g io na l Pla nning . The ir b a sic d a ta a re summa rize d in Fig ure 2: Ag e fre q ue nc y d istrib utio n o f the sa m p le . the g ra p hs b e lo w. The ir a g e s c o ve r the who le (So urc e : Autho rs). Arc hne t-IJAR, Inte rna tio na l Jo urna l o f Arc hite c tura l Re se a rc h - Vo lume 4 - Issue s 2-3 - July a nd No ve mb e r 2010 Inte g ra ting Multi-g ra d e C o lla b o ra tive Le a rning Pe d a g o g y into De sig n Stud io s 208 we re g ro up e d und e r fo ur ma jo r c a te g o rie s: AYMAN MO HAMED ISMAIL AND MO NA HASSAN SO LIMAN ma na g e me nt, b e ha vio ra l, so c ia l, a nd d e sig n skills. The ma in d iffe re nc e s a re sho wn in ﬁg ure s 5 a nd 6. Fig ure 3: G PA fre q ue nc y d istrib utio n o f the sa m p le . (So urc e : Autho rs). Fig ure 4: De sig n stud io g ra d e fre q ue nc y d istrib utio n. (So urc e : Autho rs). Fig ure s (5,6) C o m p a riso n o f te a m -a c q uire d skills b e tw e e n the ho rizo nta l a nd ve rtic a l d e sig n stud io . (So urc e : Re se a rc h Finding s Autho rs). Skills Ac q uire d Stud e nts liste d a la rg e numb e r o f p o sitive a nd It wo uld se e m tha t the mo st sig niﬁc a nt ne g a tive skills tha t the y a c q uire d uring b o th c o ntrib utio n o f the ve rtic a l te a m a rra ng e me nt- ho rizo nta l a nd ve rtic a l stud io s. The se skills -in the o p inio n o f the stud e nts--is d e sig n skills. Arc hne t-IJAR, Inte rna tio na l Jo urna l o f Arc hite c tura l Re se a rc h - Vo lume 4 - Issue s 2-3 - July a nd No ve mb e r 2010 Inte g ra ting Multi-g ra d e C o lla b o ra tive Le a rning Pe d a g o g y into De sig n Stud io s 209 Stud e nts ﬁnd tha t ha ving se nio r stud e nts in the stud e nts, the stud e nts o wn inte rp re ta tio n o f AYMAN MO HAMED ISMAIL AND MO NA HASSAN SO LIMAN te a m he lp s mo re junio r stud e nts d e a l mo re the e xp e rie nc e is ye t inc o nc lusive . The y a re e fﬁc ie ntly with d e sig n p ro b le ms, so ftwa re , a nd e ve nly sp lit b e twe e n fa vo ring the ve rtic a l a nd ﬁe ld wo rk. This he lp s d e ve lo p a p o sitive p e e r- ho rizo nta l te a m a rra ng e me nt, with the ma jo rity le a rning a ttitud e a nd p ro b a b ly le ss time is use d still und e c id e d . The a rra ng e me nt in URP is mo re so c ia lizing . The ho rizo nta l te a m a rra ng e me nt to wa rd s the fo rma l multi-le ve l inte g ra tio n o f ho we ve r ha s stud e nts inve st a sig niﬁc a nt a mo unt te a ms ( ﬁg ure a b o ve ). An instrume nta l fa c to r is o f time o n so c ia l a nd ma na g e ria l a sp e c ts, the imp re ssio n o f the instruc to r’ s c a p a c ity to d e a l he lp s the m inte ra c t with stud e nts o f the ir sa me with the stud e nt. Re sp o nd e nts fe e l it’ s mo re , b y a g e , a nd ma ke frie nd s. Ho we ve r, it ma y a lso a b o ut 15% in the ve rtic a l a rra ng e me nt. b e e a sie r to d e ve lo p d e p e nd e nc y (la zine ss) e sp e c ia lly with la rg e g ro up s a nd ine ffe c tive ma na g e me nt. C o rre la tio n a m o ng Va ria b le s Fro m b o th p a ra me tric a nd no n-p a ra me tric c o rre la tio n re sults, it is c le a r tha t the stud e nt’ s G PA a nd d e sig n stud io g ra d e is p o sitive ly a sso c ia te d with the ir to ta l numb e r o f le a d e rship in te a ms. The mo re e ld e rs a nd yo ung c o o p e ra te with the ir te a m-me mb e rs, the mo re skills the y a c q uire a nd the fe we r d isp ute s tha t e rup t. Te a m-p la ye rs (in the o p inio n o f the ir p a rtne rs) p e rfo rm b e tte r in te rms o f G PA a nd De sig n G ra d e . The y p e rfo rm b e tte r e ve n if the y ha ve Fig ure 7: Re sp o nse s to im p re ssio n a b o ut the instruc to rs’ c a p a c ity to d e a l w ith ve rtic a l stud io stud e nts. (So urc e : mo re p re vio us e xp e rie nc e in le a d e rship . Autho rs). Ho we ve r, wha t is no t c le a r is the imp a c t o f hig h sc ho o l e xp e rie nc e in te a mwo rk o n e ithe r the ir unive rsity p e rfo rma nc e o r suc c e ss o f the te a m (numb e r o f d isp ute s). This g o e s o n to imp ly tha t e ve n if the up b ring ing o f d e sig n stud e nts ha d no te a m-b uild ing a nd wo rking skills, it is no t to la te to b uild the m in c o lle g e . Stro ng a sso c ia tio n b e twe e n stud io g ra d e a nd te a m p la ye r is a n e nc o ura g ing a nd he a lthy ind ic a to r tha t so me fo rm o f g ro up -thinking c o uld b e te ste d with le ss fe a r o f its a ffe c t o n the stud e nt’ s p e rfo rma nc e . Fina l Pre fe re nc e O ve ra ll, the ﬁna l p re fe re nc e is in fa vo r o f Fig ure 8: Stud io typ e ﬁna l p re fe re nc e o f a ll stud e nts. the ve rtic a l stud io . Unfo rtuna te ly, within URP (So urc e : Autho rs). Arc hne t-IJAR, Inte rna tio na l Jo urna l o f Arc hite c tura l Re se a rc h - Vo lume 4 - Issue s 2-3 - July a nd No ve mb e r 2010 Inte g ra ting Multi-g ra d e C o lla b o ra tive Le a rning Pe d a g o g y into De sig n Stud io s 210 o the r multi-se x e d uc a tio n in o the r p a rts o f the AYMAN MO HAMED ISMAIL AND MO NA HASSAN SO LIMAN Ara b wo rld . C urre ntly, the inc o rp o ra tio n o f te a mwo rk into the d e sig n p ro c e ss b e c a me a ve ry imp o rta nt a p p ro a c h in e nha nc ing the d e sig n stud io s in the sc ho o ls o f a rc hite c ture , p la nning , a nd e nviro nme nta l d e sig n, a s this a p p ro a c h fo rmula te s a ve ry b e ne ﬁc ia l me a ns o f inte ra c tio n with the g lo b a l c ha lle ng e s in the p ro fe ssio n p ra c tic e . This typ e o f c o lla b o ra tive le a rning inc o rp o ra te d in the ve rtic a l d e sig n stud io p e d a g o g y he lp s the stud e nts with b e tte r le a rning a nd b y p o sitive ly d e ve lo p ing the ir p o te ntia ls a nd skills tha t a re ne e d e d fo r Fig ure 9: Stud io typ e ﬁna l p re fe re nc e o f URP stud e nts. c o nfro nting the p re se nt a nd future c ha lle ng e s (So urc e : Autho rs). o f the d e sig n p ro fe ssio n. The e va lua tio n o f a p a rtic ula r te a mwo rk C o nc lusio ns e xp e rime nt ne e d s to c o nsid e r b o th c o nte nt a nd c o nte xt o f the e xp e rime nt. Ma ny o utsid e This p a p e r d e sc rib e d a nd e va lua te d stud e nt-to - fa c to rs a nd va ria b le s a re tho ug ht to inﬂue nc e stud e nt (p e e r) le a rning thro ug h the inno va tive the a b ility o f the stud e nt to d e sig n a nd to tra nsfo rma tio n o f tra d itio na l sing le -le ve l d e sig n p a rtic ip a te e ffe c tive ly in a te a m p ro je c t. The stud io into a n a ll-le ve l c o mb ine d d e sig n p a p e r id e ntiﬁe d fo ur ma in g ro up s o f e ffe c tive stud io . The imp re ssio ns, skills a c q uire d , a nd the va ria b le s a nd fa c to rs tha t d o mina te a nd a ffe c t e fﬁc ie nc y o f the p ro d uc e d p ro je c t in c o mp a riso n the te a mwo rk in unive rsity le ve l e d uc a tio n. with tho se p ro d uc e d in a tra d itio na l d e sig n Also it d e te rmine d its imp a c ts a nd imp o rta nc e c o mp e titive c la ss re ve a l a sig niﬁc a nt va ria tio n le ve ls. in the skills le a rnt b y e a c h. Whe re a s the ve rtic a l a rra ng e me nt he lp s d e ve lo p mo re d e sig n skills, In c o nc lusio n, this p a p e r p ro vid e s a va lid a tio n ho rizo nta l te a ms e xc e l in ma na g e ria l skills. o f me a sure me nt fa c to rs a nd va ria b le s to a Pre vio us hig h sc ho o l a nd p rima ry e d uc a tio n typ e o f c o lla b o ra tive le a rning tha t wa s a p p lie d typ e d id no t sho w a sig niﬁc a nt imp a c t o n the in the c o nte xt o f tra nsfo rming the tra d itio na l p e rfo rma nc e o f stud e nts in te a ms. Ve rtic a l sing le -le ve l d e sig n stud io into a n multi-le ve l stud io s a p p e a r to b e mo re a d a p te d to the typ e s c o mb ine d stud io (ve rtic a l stud io ). It sho ws the o f p ro je c ts in a rc hite c ture d e sig n whe re a s in imp a c ts o f so c ia l a nd c ultura l fa c to rs a ffe c ting URP the re sults a re inc o nc lusive . The ﬁnd ing s a re the te a mwo rk p ro c e ss, p e rfo rma nc e , a nd limite d to the c o nte xt o f sing le -se x e d uc a tio n e va lua tio n. The se fa c to rs, whe n c o nsid e re d in o f KSA, a nd it is a d visa b le to te st the ﬁnd ing s in p la nning the d e sig n stud io , c o uld e nha nc e the Arc hne t-IJAR, Inte rna tio na l Jo urna l o f Arc hite c tura l Re se a rc h - Vo lume 4 - Issue s 2-3 - July a nd No ve mb e r 2010 Inte g ra ting Multi-g ra d e C o lla b o ra tive Le a rning Pe d a g o g y into De sig n Stud io s 211 d e sig n p e d a g o g y a nd p ro d uc ts in sc ho o ls o f p syc ho lo g y (p p . 16–44). Ne wb ury Pa rk, C A: Sa g e AYMAN MO HAMED ISMAIL AND MO NA HASSAN SO LIMAN d e sig n a nd p la nning . Jo hnso n, D. W., Jo hnso n, R. T., & Smith, K. (1991). C o o p e ra tive le a rning : Inc re a sing c o lle g e fa c ul- ty instruc tio na l p ro d uc tivity (ASHE-ERIC Hig he r Re fe re nc e s Ed uc a tio n Re p . No . 91-1). Wa shing to n, DC : As- Astin, A. (1991). Wha t ma tte rs in c o lle g e ? Fo ur c ritic a l so c ia tio n fo r the Stud y o f Hig he r Ed uc a tio n ye a rs re visite d . Sa n Fra nc isc o : Jo sse yBa ss. Jo hnso n, D. W., Jo hnso n, R. T., & Smith, K. A. (1998). Ba rne s, J. (2008) “ A C a se fo r the Ve rtic a l Stud io ” in C o o p e ra tive le a rning re turns to c o lle g e . C ha ng e , Jo urna l o f Inte rio r De sig n. V19/ 1, Pp 34-38 Pub lishe d 30(4), 26-35 O nline : 2 Jun 2008 Inte rio r De sig n Ed uc a to rs C o unc il. Kirsc hne r, P., (2004). De sig n, d e ve lo p me nt, a nd Brue r, J. T. (1993). Sc ho o ls fo r tho ug ht: A sc ie nc e o f imp le me nta tio n o f e le c tro nic le a rning e nviro nme nts le a rning in the c la ssro o m. C a mb rid g e , MA: MIT Pre ss. fo r c o lla b o ra tive le a rning . ETR&D, Vo l 52, No . 3, 39-46. C o lb e c k, C ., C a mp b e ll, S., & Bjo rklund , S. (2000). Le vine , e t a l. (1993). So c ia l fo und a tio ns o f c o g nitio n. G ro up ing in the d a rk: Wha t c o lle g e stu¬d e nts le a rn Annua l Re ¬vie w o f Psyc ho lo g y, Vo l. 44, p p 585–612 fro m g ro up p ro je c ts. Jo urna l o f Hig he r Ed uc a tio n, Mc C a nn, Eug e ne J. (2001). “ C o lla b o ra tive Visio ning Vo l. 71, p p 60–83 o r Urb a n Pla nning a s The ra p y? The Po litic s o f Pub lic - C o o p e r, M. (1999). C la ssro o m c ho ic e s fro m a Priva te Po lic y Ma king ” The Pro fe ssio na l G e o g ra p he r c o g nitive p e rsp e c tive o n p e e r le a rning . In A. M. Vo l. 53 No . 2, p p 207 – 218 O ’ Do nne ll & A. King (Ed s.), C o g nitive p e rsp e c tive s Pa linc sa r, A. S. (1998). So c ia l c o nstruc tivist o n p e e r le a rning . The Rutg e rs Invita tio na l Symp o sium p e r¬sp e c tive s o n te a c hing a nd le a rning . Annua l o n Ed uc a tio n Se rie s; Ma ha wa h, NJ: Erlb a um, p p . Re vie w o f Psyc ho lo g y, Vo l. 49, p p 345-375. 215–233. Pia g e t, J. (1969). The me c ha nisms o f p e rc e p tio n. C o o p e r, M., e t a l (1994). C o o p e ra tive le a rning in Ne w Yo rk: Ba sic Bo o ks. the c la ssro o m. In D. F. Ha lp e rn a nd Asso c . (Ed s.), C ha ng ing c o lle g e c la ssro o ms. Sa n Fra nc isc o : Jo sse y- Sla vin, R. (1991). Synthe sis o f re se a rc h o f c o o p e ra tive Ba ss, p p 74–92. le a rning . Ed uc a tio na l Le a d e rship , Vo l. 48, p p 71–82. Dille nb o urg , e t a l (1996). The e vo lutio n o f re se a rc h Sla vin, R. E. (1995a ). C o o p e ra tive le a rning a nd o n c o lla b o ra tive le a rning . In P. Re ima nn & H. Sp a d a inte rg ro up re la tio ns. In J. A. Ba nks (Ed .), Ha nd b o o k (Ed s.), Le a rning in huma ns a nd ma c hine s: To wa rd s o f re se a rc h o n multic ultura l e d uc a tio n. Ne w Yo rk: a n inte rd isc ip lina ry le a rning sc ie nc e (p p . 189-211). Ma c milla n. p p . 628–634 Lo nd o n: Pe rg a mo n. Sla vin, R. E. (1995b ). Enha nc ing inte rg ro up re la tio ns in G a fﬁkin, F a nd Bra nd , R (2007) “ C o lla b o ra tive sc ho o ls: C o o p e ra tive le a rning a nd o the r stra te g ie s. In Pla nning in a n Un-c o lla b o ra tive Wo rld ” in Pla nning W. D. Ha wle y & A. W. We lls (Ed s.), To wa rd a c o mmo n The o ry 6: 3, 282-313 d e stiny: Imp ro ving ra c e a nd e thnic re la tio ns in Ame ric a . Sa n Fra nc isc o : Jo sse y-Ba ss. p p . 291–314. Ic ke s, W., e t a l. (1990). Imp le me nting a nd using the d ya d ic in¬te ra c tio n p a ra d ig m. In C . He nd ric k & M. Summe rs, J., e t a l. (2005). Eva lua ting c o lla b o ra tive S. Smith (Ed s.), Re se a rc h me tho d s in p e rso na lity a nd le a rning a nd c o mmunity. The Jo urna l o f Exp e rime nta l so ¬c ia l p syc ho lo g y: Re vie w o f p e rso na lity a nd so c ia l Ed uc a tio n, 73(3), 165-188. Arc hne t-IJAR, Inte rna tio na l Jo urna l o f Arc hite c tura l Re se a rc h - Vo lume 4 - Issue s 2-3 - July a nd No ve mb e r 2010 Inte g ra ting Multi-g ra d e C o lla b o ra tive Le a rning Pe d a g o g y into De sig n Stud io s 212 So lima n, M., O kb a , E., (2006). Te a mwo rk a s a ne w c o lle g e -Je d d a h, KSA. She is a n e d uc a to r a nd AYMAN MO HAMED ISMAIL AND MO NA HASSAN SO LIMAN susta ina b le p e d a g o g y fo r te a c hing a rc hite c tura l d e sig ne r sp e c ia lize d in e nviro nme nta l a nd b e ha vio r d e sig n, Ain Sha ms Unive rsity Inte rna tio na l stud ie s, a nd d e sig ning fo r p e o p le with sp e c ia l ne e d s. c o nfe re nc e , C a iro , .p p 181-192. She se rve s a s a sp e c ia lize d c o nsulta nt fo r Al-Ha k Fe El-Ha ya a nd Al-Ta thke f El-Fe kry Asso c ia tio ns fo r Tho mp so n, L., Ku, H., (2006). A c a se stud y o f o nline Me nta lly Re ta rd e d C hild re n, C a iro , Eg yp t. As we ll, c o lla b o ra tive le a rning . The q ua rte rly re vie w o f she se rve d a s a c o nsulta nt o f a rc hite c tura l a nd urb a n d ista nc e e d uc a tio n, Vo l 7(4), 361-375 d e sig n in ma ny a sso c ia tio ns inc lud ing EHAF c o nsulting Wa g e nkne c ht-Ha rte , K. (1989). Site + sc ulp ture : Eng ine e rs, Ha b ita t-Ho using a nd la nd rig ht ne two rk, The c o lla b o ra tive d e sig n p ro c e ss. Ne w Yo rk: Va n C DS-Ne a r Ea st Fo und a tio n. She is a me mb e r o f the No stro nd Re inho ld . Inte rna tio na l a sso c ia tio n fo r p e o p le -e nviro nme nts stud ie s – IAPS. She is a lic e nse d a rc hite c t in Eg yp t, Wa lke r, C ., & Ang e lo , T. (1998). A c o lle c tive e ffo rt e d uc a te d a nd tra ine d a t C a iro Unive rsity. She ho ld s a c la ssro o m a sse ssme nt te c hniq ue : Pro mo ting hig h PhD in a rc hite c tura l e ng ine e ring fro m C a iro Unive rity p e rfo rma nc e in stud e nt te a ms. In T. Ang e lo (Ed .), sinc e 2000. She wa s a wa rd e d the first p rize o n 2003 fo r C la ssro o m a sse ssme nt a nd re se a rc h: An up d a te he r re se a rc h wo rk p ub lishe d a t the inte rna tio na l Ara b o n use s, a p p ro a c he s, a nd re se a rc h ﬁnd ing s. Ne w Re g io na l c o nfe re nc e . She p ub lishe d two a c a d e mic Dire c tio ns fo r Te a c hing a nd Le a rning . Sa n Fra nc isc o : te xtb o o ks o n Histo ry a nd the o rie s o f Arc hite c ture . She Jo sse y-Ba ss. Vo l. 75, p p . 101–112. c a n b e c o nta c te d a t d r_mo na so lima n a t ya ho o . com ----------------------------------------- Aym a n M. Ism a il Ayma n M Isma il is a Pro fe sso r o f Urb a n a nd Re g io na l Pla nning , a nd C ha irma n o f the De p a rtme nt o f Arc hite c ture , Fa c ulty o f Eng ine e ring Fa yo um Unive rsity - Eg yp t. Be fo re whic h he ha s ta ug ht in Je d d a h’ s King Ab d ula ziz Unive rsity. He a lso se rve d a s a c o nsulta nt in p la nning d e ve lo p me nt p ro je c ts to ma ny a g e nc ie s inc lud ing the UNDP, Wo rld Ba nk, the Ara b Le a g ue a nd the Eg yp tia n Ministry o f Ho using a nd Ministry o f Irrig a tio n. He ho ld s a PhD fro m The O hio Sta te Unive rsity a nd two Ma ste rs De g re e s fro m Lo nd o n a nd the USA. He ha s b e e n a wa rd e d the Fulb rig ht C o mmissio n Awa rd to the US in 2004, the G e rma n Ac a d e mic Exc ha ng e in 2003, a nd British C o unc il C he ve ne Sc ho la rship in 1991. His c urre nt re se a rc h inte re sts inc lud e G IS Enviro nme nta l Pla nning a p p lic a tio ns, inte rna tio na l d e ve lo p me nt a nd susta ina b le p la nning . ----------------------------------------- Mo na Ha sa n So lim a n Dr. Mo na So lima n is a n a sso c ia te Pro fe sso r o f Arc hite c ture a nd Urb a n d e sig n, Fa c ulty o f e ng ine e ring , Fa yo um Unive rsity-Eg yp t a s we ll a s Da r Al-He kma Arc hne t-IJAR, Inte rna tio na l Jo urna l o f Arc hite c tura l Re se a rc h - Vo lume 4 - Issue s 2-3 - July a nd No ve mb e r 2010 Inte g ra ting Multi-g ra d e C o lla b o ra tive Le a rning Pe d a g o g y into De sig n Stud io s 213 APPENDIX Ta b le 1: C o rre la tio n AYMAN MO HAMED ISMAIL AND MO NA HASSAN SO LIMAN a m o ng Va ria b le s a nd Im p a c t Le ve l o n C o lla b o ra tive Le a rning in De sig n Stud io s. (So urc e : Autho rs). Arc hne t-IJAR, Inte rna tio na l Jo urna l o f Arc hite c tura l Re se a rc h - Vo lume 4 - Issue s 2-3 - July a nd No ve mb e r 2010 Inte g ra ting Multi-g ra d e C o lla b o ra tive Le a rning Pe d a g o g y into De sig n Stud io s 214 APPENDIX Ta b le 2: URP a nd AYMAN MO HAMED ISMAIL AND MO NA HASSAN SO LIMAN NO N-URP Pa ra m e tric C o rre la tio n Re sults. (So urc e : Autho rs). Arc hne t-IJAR, Inte rna tio na l Jo urna l o f Arc hite c tura l Re se a rc h - Vo lume 4 - Issue s 2-3 - July a nd No ve mb e r 2010 Inte g ra ting Multi-g ra d e C o lla b o ra tive Le a rning Pe d a g o g y into De sig n Stud io s 215 APPENDIX Ta b le 3: Ho rizo nta l AYMAN MO HAMED ISMAIL AND MO NA HASSAN SO LIMAN a nd Ve rtic a l Skills Pe rc e nta g e . (So urc e : Autho rs). Arc hne t-IJAR, Inte rna tio na l Jo urna l o f Arc hite c tura l Re se a rc h - Vo lume 4 - Issue s 2-3 - July a nd No ve mb e r 2010 View publication stats

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