Muhammadu Kyari Habibullah (MAIN)
LAND USE PLANNING MODEL FOR STREAMLINNING HOUSING APPROVAL PROCESS FOR AFFORDABLE QUALITY HOUSING BY NON-PROFIT DEVELOPERS.

Annisa Ummihusna Abdul Ghani (MAIN)
EXPLORING THE USE OF IMMERSIVE VIRTUAL REALITIES (IVR) APPLICATION IN MALAYSIAN ARCHITECTURAL PEDAGOGY.

Syafizal bin Shahruddin (MAIN)
THE DEVELOPMENT OF ARCHITECTURAL ACTIVITY BIM-BASED COMPETENCY FRAMEWORK: A MALAYSIAN CASE STUDY

Alfetais, Aysha Mnea (MAIN)
UTILIZING INCLUSIVE DESIGN IN INTERIOR DESIGN RULES AND REGULATIONS IN SUPPORTING INDEPENDENCE LIVING OF THE ELDERLY CITIZENS IN SAUDI ARABIAN HOMES

Adam ArulDewan S. Muthuveeran (CO-SV)
STRATEGIES INTEGRATING MS 31000;2010 RISK MANAGEMENT PROCESS INTO PROJECT LIFECYCLE FOR MALAYSIA LANDSCAPE PROJECT

KhairulWafi bin Mamat (CO-SV)
THE VISUAL COMMUNICATION IN MEDIA

​myklik.rtm.gov.my/berkala/Titik_Sentuhan/27_December_2018?jwsource=cl

​The studio subject is central to the architectural based curricula. However, the architectural based education has changed a little in the past twenty years. New ways of thinking about education (and about architecture-based education in particular) have suggested new approaches which are in line with the rapid advances in technology. Hence, educators in architecture pedagogy should integrate technology into their innovative teaching and learning for a more effective lesson. In this research, architectural curricula has been selected to test the SOLE module. This research has examined two architectural schools (one public and one private) on the integration of Studio Oriented Learning Environment (SOLE) module and reviewed how the selected case studies respond to the innovative teaching using SOLE module in their studio subject. The researcher has evaluated the feedback on the use of SOLE in the architectural studio subject to support a new theory of studiogogy for the design based syllabus. This study presents the challenges of incorporating the new approach into the present studio teaching and learning. The results revealed the following: 1) the readiness to change among the tutors is still low; and 2) the students are more than ready to try the new approach in their studio. In summary, this paper has identified disparities in the architectural education and provided solutions to support studiogogy as the new pedagogy for future design education in general and specifically in architectural education.