The development of information and communication technologies will transform human ways of working, follow the development of each specific domain, and network with people representing the home and neighboring fields. As well, new, virtual, expert communities will be built. Virtual and networked working practices, which allow sharing of expertise and competencies, are becoming more and more common both in workplaces and in education. The increased need to rely on information networks and virtual design studios is likely to radically transform the work of designers. The work of heterogeneous and multi-professional design teams in VDSs challenges our prevailing understanding of the design process. Design expertise appears in a different light in the context of VDSs: VDSs are now more commonly used to support the work of international design teams, globally dispersed. The starting point of a project is often to assemble a design team for a limited duration to pursue specific design tasks that are parts of a design project. When the tasks are completed, the team disappears.
The VDSs provide novel possibilities for developing the processes of learning and instruction. It is essential not to use VDS only for transmitting knowledge to students, but also to facilitate students’ engagement in collaborative building of knowledge. Groupware and virtual learning environments have opened possibilities of organizing shared activities, sharing knowledge and achievements, besides the creation of new knowledge and understanding. These tools provide new resources for transforming individual insights and accomplishments into externalized and public form so that they may become objects for development, items of collective property. Virtual work processes of expert communities rely on collaborative knowledge-building, methods of team working and collective designing.