Extract

In this paper, we discuss the opportunities and challenges of using a web 2.0-based social-geographic platform to enhance design learning. We base our arguments on our recent findings from an experimental urban design studio and reveal our observations relating to the nature of learning that took place in it. In brief, the web platform enabled us to extend the learning that took place in the design studio beyond the studio hours, to represent the design information in novel ways and allocate multiple communication forms. We found that the students’ activity in the introduced web platform was related to their progress. Moreover, the students perceived the platform as a convenient medium and addressed it as a valuable resource for learning.

 

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