Contrary to the highly collaborative nature of architectural practice, architecture education has traditionally been focused on individual skills development. The changing nature of knowledge generation now requires collaborative learning approaches. An international collaborative design studio run between 2008-2013 engaged students from Yildiz Technical University, Sarajevo University, and Twente University. The studio aimed to design sustainable and transformable buildings through collaborative processes that simulated distributed work environments. Students gained experience in remote collaboration, workshops, lectures, and interactions with industry and local stakeholders. Evaluation found that effectively designing collaborative processes led to higher quality designs through greater system integration and technical competency achieved by student groups.

1. THE STRUCTURE OF INTERNATIONAL COLLABORATIVE STUDIO
The change in knowledge generation and creative problem solving is transforming education
towards collborative learining forcing design and engennering schools to address new
course structures with «collaborative» aspect.
In practice, multidisiplinary aspects of sustainable design, integrated design are increasing
the need for practitioners that are skilled in collaboration.
The concept of collaborative learning for the purpose of achieveing an academic goal has
been analyzed though İnternational Studios conducted between three schools.

2. Collaboration is about the people. If it were only about technology the one with the best
toys would always win. Technology can tip the change and speed it up. But in the
networked world, with change moving fast, success dependes more than ever on having the
right people that are open for collaboration.
Collaborative attitute takes a new mind set that says, «we can achieve more together than
we can do alone.» A mind set that looks acroos boundaries of different science fields,
departments, companies and nations, and sees people as partners and change as
opportunity, not threats.

3. Collaboration is about the people, the technology, the paltforms, the politics, and everything that needs
to win.
Readiness for collaboration:
1- have a vision. A vision of better way energizes people around you.
2- right size the way forward. Make it do-able.
3- create a platform, a phsical or virtual, where knowledge insignt is shared and steps taken together.
4- make it pay. Collaboration requires there be something in it for every one.
5- have the right people with in tha game.
6- deliver on performance. Collaboration can promise a way better faster, more efficent or effective.
7- mind political support. Ensure that you need to deliver on the promise.
8- must have passion and playbook to lead.

4. A new bussiness role not only in Architectue Engeneering and Construction (AEC) but for all industries
for competativness is to «collaborate or perish.»
Collaboration fosters innovation and creativity. It is a key operating principle for the 21st century and an
important skill that an architecture students must be exposed to.

5. Contray higly collaborative nature of architecture practice the education of an architect has been highly
individualized pursuit, focused on the deveoplment skill set.
Architecture students are being prepeared in- a manner that is contrary to the highly collaborative
nature of the architectural practice they will enter.
The change in knowledge generations is forcing transformation in education, towards collaborative
learning.

6. Collaborative learning is based on the model that knowledge can be created within a population where
members actively interact by sharing experiences and take on asymmetry roles.
Collaborative learning refers to methodologies and environments in which learners engage in a common
task where each individual depends on and is accountable to each other.
Collaborative learining is based on the idea that learning is a naturally social act in which the participants
talk among themselves.

7. Collaborative studies in educaiton requires basic skills;
- İnterpersonal skills,
- synthesis and presentaion skills,
- Conflict resolution skills,
- group management skills,
- inquiry skills,
-
In collaborative studies students must have the skills neccesary to make the group work effective and be
able regularly to analyze the group’s strengths and weaknesses to make adjustment as needed.
The students should understand that collaborative design learning is a skill , and as any other skill it
must be learned.
Collaborative design learning is based on the methods of collaborative learning that is adapted for design
teaching.

8. Architecture occurs in collaborative environment. It ıs widely acknowledged that collaborative skills are
necessary foundation for succesfull architecture projects.
Collaborative architecture design requires multi-designer and multidisiplinary involvement in which the
individuals act collectively as single body.
In collaborative group work students are responsible for one another’s learning as well as their own.
They work together to solve a problem.

9. Collaborative design studio is based on student centric and student to student rather than teacher
centric guided design learning.
In student centric design learning the knowledge is constructed by students. The teacher is facilitator of
learning rather than a presenter of information.
The design studio coordinator take on role of promoting learning by engaging students to work in culture
of collaboratin and cooperation.

10. Another important aspect of student centric learning is sharing the criteria based assesment process
with students. The students learning comes from what they percieve. They are evaluated on shared
evaluation criterias. This hel p students to have greater sense of control ower their own learning.
Architecture as discipline adapts studio based learning which is in core student centric. However,
collaboration and cooperation culture that exist in the profession does not exist in studio based culture.
Collaborative design studio aims to bridge this gap.

11. Contrary to highly collaborative nature of architectural practice , the education of an architect has been highly
individualized pursuit focused on the developmet of thinking and making skill set.
The change in knowledge generation and creative problem solving forcing architecture and engeneering schools to
adress new course structures with «collaborative learingn» aspects.

12. International Collaborative Design Studio
2008-2013
Organized between: Yıldız Technival University, Sarajevo University and Twente University
The primary goal of the studio was to design green transformable building from conceptual to
construction scale. Each year given topic was designed on a site chosen in one of the participating
school country.
Project sites were located:
in 2008 in Sarajevo school of arch. campus,
in 2009, in İstanbul old town,
in 2010-11, in Twente University campus,
in 2012 in Yıldız Technical University campus.

13. The goal of the studios were:
- To expand collaboraiton among internatioanl community of architecture design educators for current
urban and architecture problems,
- to develop, imlement and refine processes for international team based design in architecture
education by simulating internationally distributed workplace environment,
- to develop collaboraiton between construction industry and university,
- to expand collaboraiton among interdisciplinary community of architecture design education,
All five studios focused on optimization of construction methods;
- accomodation of multiple users; connection between components;
to enable reuse of building components;
- material and computational and manufacturing technologies,
- assembly and disassembly planning,
- flexiable structural systems that can accomodate multiple users

14. IDS studios were structered in «Hybrid Studio» format. Hybrid studio is an active learing environment. It
requires that students are aware of what they know and what they do not know and they are able to use
metacognitive strategies to monitor their own learning.
IDS studio is comprised of three modules:
- lectures
- workshops
- remote collaboration
-Lecture- introductory module run on each school at the beginning of the semester from two to four weeks.
- workshop –face to face working- seccion module was organized three times ( at the beginning, ,mid semester,
and at the end of semester),
- remote collaboration occured between the workshops.

15. Work with industry
Work with municipality
Work with coordinators
Work in teams
Team presentations
Studio finals presentations

16. The succes of IDS collaborative projects is defined through the success of «designing the collaborative
process» with effectively designed process student groups reached a higher degree design system
integration and ultimetaly this lead their work to have a greater level of depth and a higher level of
technical competance of integration.

17. I WOULD LIKE TO THANK
UNİVERSİTY OF TWENTE
UNİVERSİTY OF SARAJEVO
UNİVERSİTY OF YILDIZ
AND
TO MY DEAREST COLLEQUES AND FRİENDS
ADNAN ELMA
AND TO ALL STUDENTS
THAT MAKE THİS PROJECT
SUCCES !