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In less than a decade, architectural education has, in some ways, significantly evolved. The advent of computation has not so much triggered the change, but Social Networks (SN) have ignited a novel way of learning, interaction and knowledge construction. SN enable learners to engage with friends, tutors, professionals and peers, form the base for learning resources, allow students to make their voices heard, to listen to other views and much more. They offer a more authentic, inter-professional and integrated problem based, Just-in-Time (JIT), Just-in-Place (JIP) learning. Online SN work in close association with offline SN to form a blended social learning realm – the Social Network Learning Cloud (SNLC) – that greatly enables and enhances students' learning in a far more influential way than any other learning means, resources or methods do. This paper presents a SNLC for architectural education that provides opportunities for linking the academic Learning Management Systems (LMS) with private or professional SN such that it enhances the learning experience and deepens the knowledge of the students. The paper proposes ways of utilising SNLC in other learning and teaching areas of the curriculum and concludes with directions of how SNLC then may be employed in professional settings.

This paper addresses how relationships between music and architecture can be explored within the design studio through a series of digital games and projects and culminating in the actual construction of small-scale architecture. Through the examination of music and architecture, students are provided with valuable opportunities for authentic learning opportunities relating to digital mastery, teamwork, tectonics, the role of digital technologies in the design and construction process and the translation of an architectural concept relating to composition to a physical artifact.

Project BackgroundThe Woolstores Campus multimedia case study that forms the center of this paper has two defining influences. The first of these is the Construction Primer, initially developed by Prof. Mark Burry and currently in development at Deakin University, Victoria University of Wellington (VUW) and University of Arkansas. The 2002 Construction Primer contains multimedia information on construction materials, detailing, construction practice, environmental impact, resource issues, and construction related legal codes and standards. Resources are shared amongst participating institutions, with resource creation undertaken by Deakin and VUW students in coursework and through summer research scholarships. (See Burry, 1995, 1997, 2001 etc) The second defining influence on the case study is the CUTSD 'Reflective Making' project. Since 1999, Deakin University's School of Architecture and Building, the University of Adelaide and Victoria University of Wellington have undertaken a collaborative project funded by the Committee for University Teaching and Staff Development (CUTSD). As part of the project, students and staff from the three participating institutions developed resources and curriculum for early-years built environment tertiary education over the summer of 2000/2001. (Woodbury et al 2001) These included digital resources (3D CAD models, images), physical resources (architect's and consultant's drawings, project information) and multimedia 'construction games'. (Ham 2001) During the summer of 2001/2002, a further group of five Deakin students were funded by CUTSD as 'developers' to create a multimedia case study. Case studies have been utilized widely in education as a framework for deeper learning. (Wyeld, 2001) The case study, as a 'multi-faceted interpretation of a thing or things in the world, ' sought to 130 eCAADe 20 [design e-ducation] Education and Curricula, Traditional and E-ducation Areas. Session 03

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