ethanporcaro/eric-fulltext-meta huggingface dataset:
Open to Better? Teachers&apos; Perceptions of Curriculum Integration in the Erasmus Mundus PETaL Master&apos;s Degree
Author: Aguayo-Arrabal, Natividad
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Integrated Curriculum,Foreign Countries,Play,Toys,Interdisciplinary Approach,Graduate Students

Erasmus Mundus Joint Master's Degrees (EMJMD) offer a unique opportunity to jointly design and deliver an integrated curriculum of excellence in an international context. This study analyses the case of a Master's Degree specialised in Education: PETaL &quot;Play, Education, Toys and Languages&quot;. This is the first EMJMD obtained by the University of Cordoba (Spain) within the framework of the Erasmus+ Program (2014-2020), in coordination with the Polytechnic Institute of Lisbon (Portugal) and Marmara University (Turkey). Through the design, validation and distribution of an online questionnaire, this research aims to examine teachers' opinions on the place of integration in their teaching, as well as on the level of interdisciplinarity in the programme based on Harden's model (2000). This pioneering course represents a favourable context in which to evaluate the &quot;jointness&quot; in the curriculum and other aspects of the teaching-learning process, little explored so far in this context. The results reveal that, foreseeably, the conditions for greater integration in the successive editions are in place. Thus, it is necessary to continue strengthening teaching coordination and the aspects leading to further curricular integration. The study also serves as a reflection on teaching practice and the possibilities for interdisciplinarity in postgraduate education.
Project-Based Learning (PBL) and Its Impact on the Development of Interpersonal Competences in Higher Education
Author: Crespí, Paula
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Program Effectiveness,Interpersonal Competence,College Students,Foreign Countries,Instructional Effectiveness,Interpersonal Communication,Teamwork,Skill Development

In response to globalisation, and the cultural, socio-economic, and educational changes it implies, higher education must offer a comprehensive education that favours personal and professional growth. To do this, it must promote competence-based learning through active teaching methodologies. This study will analyse the use of Project-Based Learning (PBL) methodologies in the context of transversal subjects, as an efficient technique to develop interpersonal communication and teamworking skills. This research is quasi-experimental, with a pre-test/post-test design with an equivalent control group. The sample consists of 610 university students from the Community of Madrid, of whom 387 participated in the PBL (Experimental Group: EG) and 223 did not (Control Group: CG). A reliable and validated questionnaire on personal competences was used as a measurement instrument. The hypotheses on the effectiveness of PBL as a technique for the development of interpersonal communication and teamworking skills in the context of transversal subjects are confirmed. The results suggest that greater use of active methodologies to promote the development of transversal or generic competences is highly recommended and that the insertion of transversal subjects into university curricula may be highly beneficial.
An Exploration of the Cognitive Processes of Design Teams to Inform Design Education and Practice
Author: Kiernan, Louise
Date: 2022-02-00
Type: Journal Articles
Subjects: Design,Cognitive Processes,Teamwork,Interaction,Creativity,Thinking Skills,Creative Thinking

While design is associated with novelty and creativity, few studies have explored the cognitive processes employed during team interactions. Design practice is collaborative where designers work in multidisciplinary teams. Along with the cognitive skills involved in designing, designers also need skills to work in teams, share information, and negotiate decisions. The aim of this study is to understand the cognitive processes used by design teams during the early phases of product design. This study uses case studies and applies content analysis to examine the conversations of design teams during the problem definition, ideation, and concept development phases of the design process. Creativity has been described in terms of sudden bursts of ideas described as creative leaps and is associated with creative thinking. The findings in this study shows that while creative thinking is essential to creative teams, other cognitive modes such as knowledge processing, critical thinking, and metacognition are engaged in more frequently. The emphasis of each cognitive process also varies depending on the phase of the design process. These findings have implications for how design students are educated, the skills required and how we promote creativity in design teams.
Audio Feedback in Distance Design Education
Author: Jones, Derek
Date: 2022-02-00
Type: Journal Articles
Subjects: Foreign Countries,Audio Equipment,Design,Distance Education,Feedback (Response),Open Universities,Academic Achievement,Tutors,Student Evaluation,Written Language,Oral Language

This paper reports on the use of feedback as part of a tuition strategy applied in a distance design course at The Open University in the United Kingdom. A blended feedback model (audio and summary text) was compared to the existing written-only feedback model in terms of student attainment, use, and perception. Comparison of feedback models confirms findings in the literature around the affective and interpersonal qualities of audio feedback, primarily in developing the relationship between student and tutor in a distance design education setting. The blended model demonstrated no major differences in student assessment outcome but differences in student activity and approach to feedback were observed, specifically that students engage in a series of extended and unexpected feedback opportunities beyond simple models of feedback normally assumed. It is proposed that a blended model, as part of a suite of approaches in a learning design, is more effective than either written or audio alone, allowing far richer student-tutor interactions and outcomes in distance settings.
Creating New 3D Forms in Collaborative Product Design
Author: Yang, Weishu
Date: 2022-02-00
Type: Journal Articles
Subjects: Computer Simulation,Design,Innovation,Cooperative Learning,Problem Solving,Interior Design,Graphic Arts,Workshops,Undergraduate Students,Computer Assisted Design,Freehand Drawing

In collaborative design settings, designers communicate and explicate their ideas visually and verbally in order to reach a shared understanding. The verbal exchanges of group members engaged in a joint design task provide rich data regarding the design activities being undertaken by the group members. In addition, sketching and modelling are recognized as essential for designers to examine and produce design ideas at the very beginning of a re-design process. This exploratory case study focuses on collaborative design activities and problem-solution coevolution among the various design disciplines that students engage in during their product design processes. Nine students from three design disciplines (interior design, product design, and graphic design) participated in a workshop providing knowledge about 3D modelling, following which they undertook a re-design task to develop a new 3D form of a detergent bottle. The research data consisted of video recordings and sketches, and the analysis focused on the progress of the design processes and the differences between the groups. The results highlight that the creation of new 3D forms was based on intensive reformulation activities such as setting new problem expressions or modifying existing ones. This kind of re-design task, which presented constraints in terms of developing a new 3D form within the prescribed requirements, served as a good exercise through which to practice co-evolution because it drove the design activities towards a balance of transitions in the problem and solution spaces.
Students&apos; Perception of Instructional Feedback Scale: Validity and Reliability Study
Author: Baydas Onlu, Ozlem
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Feedback (Response),Test Validity,Test Reliability,College Students,Factor Analysis

This study aimed to develop the &quot;Students' Perception of Instructional Feedback Scale&quot; (SPIFS) determining a framework related to the perception of instructional feedback by students. The sequential exploratory mixed method was used in the study. The study was conducted during the instructional design course offered to sophomores in the Department of Computer Education and Instructional Technology at two different universities. Accordingly, firstly a scale consisting of 31 items with Likert-type responses was prepared based on the literature review. Validity and reliability analyses of the scale were completed with a total of 231 participants. After necessary steps were applied in exploratory factor analysis (EFA, n=100), a structure with three factors and 19 items was established. The internal consistency analysis (Cronbach's alpha), which was applied to the factors obtained and the whole scale, showed the scale to be reliable (whole scale [alpha]=0.85, 1st factor (mastery, 8 items) [alpha]=0.92, 2nd factor (positive affect, 6 items) [alpha]=0.90, and 3rd factor (negative affect, 5 items) [alpha]=0.96). Confirmatory factor analysis (CFA) was performed (n=131). The structure established through EFA was tested via CFA. The results indicated that the developed structure had acceptable fit (RMSEA=0.08, CFI=0.91, and RMR=0.03).
Design Empathy in Students&apos; Participatory Design Processes
Author: Bosch, Noora
Date: 2022-02-00
Type: Journal Articles
Subjects: Design,Empathy,Participatory Research,Shared Resources and Services,21st Century Skills,Secondary School Students,Student Projects,Technology Education

In this exploratory case study, we focus on empathy, an important aspect of contemporary design practices. We aim to explore how design empathy manifested in students' design processes. A three-month participatory design project was created and assigned to students (aged 14--15), with the following brief: 'co-design and make an e-textile product for kindergarteners according to their wishes and needs'. We examined 72 end-user-related design episodes from two student teams (six students in total), analysing students' end-user-related considerations, as well as different signs and dimensions of empathy. Our findings indicate that the students considered, discussed and referred to topics concerning end users during the process. Signs and dimensions of empathy were found in the various end-user-related discussions and empathetic considerations, through which end-user-friendly design products materialised. We conclude that students could practise empathic design by acknowledging end users in multiple concrete and abstract ways and designing and manufacturing meaningful products for end users. This offers new opportunities for engaging students in reflective (digital) design and making, targeting design-literate citizens in the 21st century. However, this novel field requires further studies in educational contexts other than higher education, which currently has the best research coverage.
Exploratory Study on the Role of Institutional Frameworks on Engineering Curricula Evolution: A Case Study on Transition towards Sustainability
Author: Grimal, Lou
Date: 2022-02-00
Type: Journal Articles
Subjects: Engineering Education,Educational Change,Sustainability,Climate,Technology,Workshops,Technology Education,Guidelines,Barriers,Heuristics,Risk,Natural Disasters,Social Problems,Teaching Methods,Foreign Countries

Humanity's entrance into the Anthropocene forces us to question the role of technology because of its impacts on the environment. The stake is the viability of the Earth system for humans. Engineers producing a large part of these impacting techniques are not trained in sustainable issues (environmental, social and economic ones - in a systemic way). An exploratory workshop was held at a French University of Technology to study the development of new engineering training courses on issues of strong sustainability. During this workshop, the participants were placed into the current French institutional framework and were asked to develop a new training within this specific framework. The hypothesis formulated at the end of this experiment is that current institutional frameworks can be an obstacle to the production of new training, especially training adapted to the transition phenomenon to respond to the increasing risk of socio-ecological catastrophes. This experiment was conducted as part of a heuristic approach and opens up new perspectives for the evolution of training as well as institutional frameworks in higher education and research.
Gendered Pathways in Design Education: Findings from a Public University in India
Author: Dhaundiyal, Dhriti
Date: 2022-02-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Alumni,Student Attitudes,College Admission,Design,Higher Education,Intellectual Disciplines,Gender Issues,Gender Differences

The substantive aims of education include equitable learning, which stands for equitable gender access to preferred learning and choice within. These substantive aims can be furthered by pursuing certified vocational courses that equalize the presence of males and females in the job market through competitive skill sets. Design education in India was imagined as a composite field encompassing both technical studies and social sciences, and it was concentrated in metropolitan cities and technical institutions. It has now slowly spread to newer cities and more disciplinarily diverse institutions. Our research posits that the current unstructured growth of design education leads to a lack of emphasis on substantive outcomes. Rather, there is a focus on education for the sake of acquiring a certified competitive skill. We further analyze the distinction that has emerged between 'industrial' and 'communication' domains within design. This distinction is visible in the twinning of industrial design with engineering and architecture, while communication design is seen closer to fine arts and aesthetics as a stream not requiring technical expertise. This perception has precipitated a trend of gendered pathways in design education. This study used an exploratory approach to analyze five years of admissions data from the design department of a public university in a Tier 2 town in India, followed by semi-structured interviews with students and alumni. We found evidence to support the thesis of gendered pathways, attributed to factors like conventions of society, perceived safety, learning styles, curricular expenditure, and course briefs.
Landing Your First Job in Creative Technologies: Soft Skills as Core Skills
Author: Sosa, Ricardo
Date: 2022-02-00
Type: Journal Articles
Subjects: Creativity,Soft Skills,Employment Potential,College Graduates,Employment,Foreign Countries,Internship Programs,School Business Relationship,Student Attitudes

Recent university graduates face an ever-changing professional landscape where it can be challenging to find jobs that lead to successful careers. This is particularly the case for emergent professions such as Creative Technologies, given the changing nature of technology and the value as well as the challenges of working across traditional disciplines. This paper presents a research project that seeks to help fresh creative technologists get better work opportunities in a changing landscape. Students, alumni, and industry experts were interviewed to identify current perceptions and practices, opportunities and challenges, and to generate insights that inform the design of future solutions. Three themes were identified from these interviews: unexplored existing opportunities, a demand for employability skills, and the need for better student-industry interactions. The first refers to opportunities that may already be available but lack sufficient recognition or need more visibility. The second points to the need of an ongoing dialogue between academia and industry to identify the changing landscape of skills in demand. The third highlights the need for creative collaborations across sectors and actors to increase the interaction between students and potential employers. The insights from this study inform the aspects that need to be addressed to design solutions that help Creative Technologies graduates start their careers in the right directions. The research raises new questions about why and how universities in the future can engage stakeholders to make the most of existing untapped opportunities and restructure processes to align with changing demands in industry.
Perception over the Use of Traditional and Digital Mediums within the Design Process: A Questionnaire Study on Design Students
Author: Mejia-Puig, Luis Alfonso
Date: 2022-02-00
Type: Journal Articles
Subjects: Design,Teaching Methods,Student Attitudes,Undergraduate Students,Universities,Latin Americans,North Americans,Cross Cultural Studies,Information Technology,Educational Practices,Preferences,Curriculum Development,Computer Software,Technology Uses in Education,Barriers,Educational Benefits,Gender Differences,Foreign Countries

The purpose of this study was to explore design student's perceptions over traditional and digital mediums within the design process. In this research, a convenient sample of design students was selected from two universities between Latin America and North America to respond a questionnaire which inquired for the design steps and the type of tools they used. The importance of traditional medium in the design process has been widely researched (e.g. Goldschmidt, 1991; Suwa et al., 1998; Tang &amp; Gero, 2002). In a similar manner, digital medium has evolved in the design practice and researchers have looked at how the use of digital tools affect the design process (Salman, et al.2014). Multiple studies have argued that some stages of this process cannot be supported by digital medium tools (e.g. Bilda &amp; Demirkan, 2003; Kwon, et al., 2005; Meniru, et al., 2003; Stones &amp; Cassidy, 2007). In contrast, digital medium stimulates the occurrence of design patterns and epistemic actions (Yu, et al. 2015: Chandrasekera, 2014). Digital medium will require the development of new knowledge which may affect the designer's role and the education practices of new designers. The outcomes of this study will help design educators to understand design students' preferences in using digital tools and develop curriculums accordingly. In addition, it will aid software developers to better understand, cater to design students' needs and take advantage in the growing shift from traditional to digital medium.
The Concept of Using Educational Computer Games in Teaching Legal Disciplines: A View from Russia
Author: Anisimov, Aleksey
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Games,Computer Games,Game Based Learning,Legal Education (Professions),Foreign Countries,COVID-19,Pandemics,College Students,Curriculum Development

The use of educational computer games in the context of the coronavirus pandemic is becoming increasingly popular in the educational process when studying a variety of disciplines. And if practical steps have been taken in this direction in technical, pedagogical, and some other sciences, then there is a doctrinal and practical gap in the teaching of legal disciplines that needs to be filled. The purpose of the study is to argue the prospects for the use of educational computer games at law faculties, which makes it possible to more effectively assess students' knowledge, as well as increase their motivation to actively participate in the educational process. In the course of the study, methodology involved the theoretical and practical experience of developing educational computer games in various academic disciplines was summarized, the scientific literature and the existing practice of their use were analyzed, and the possible effect of introducing educational computer games into the educational process at law faculties after the development and implementation of such games in practice, including the first-generation educational computer game developed by the authors, was modeled. The research findings indicate formulation of a doctrinal concept of the use of educational computer games, identifies three of their generations, and shows the features of the development and application of each of them, including the author's experience in developing a training computer game by right of the first generation. The authors analyzed the technical problems associated with the development of educational computer games and suggested ways to solve them. The authors' proposals can be used by universities in any country to interact with game design studios to develop educational games.
The Importance of Digital Literacy in Quadratic Equations, Strategies Used, and Issues Faced by Educators
Author: Kim How, Richeal Phil Thien
Date: 2022-00-00
Type: Journal Articles
Subjects: Digital Literacy,Equations (Mathematics),Teaching Styles,Foreign Countries,Thinking Skills,Computer Software,Educational Media,Internet,Computer Oriented Programs,Handheld Devices,Technology Uses in Education,Computation,Problem Solving,Mathematics Instruction

The purpose of this study is to identify the teaching styles and problems that are faced by teachers in cultivating digital literacy skills for the topic of quadratic equations. This study helps to overcome and refine all shortcomings that occur in the process of instilling digital literacy skills into the topic of quadratic equations. This study employed a qualitative approach by adopting the structured interview method that involved four participants from three districts in Malaysia. The interview data were analyzed using the ATLAS.ti 8 software by dividing the transcripts into small codes based on thematic analysis. The findings show that the importance of digital literacy skills in quadratic equation comprises the aspect of motivation, space saving, conducive environment, fostering thinking skills, and diversity of resources. The results have also indicated that the teachers' teaching approach is based on existing hardware and software such as the Microsoft software, Google software, teaching aids, the Internet resources, and mobile device applications. Among the constraints that are faced by the teachers include the use of technology in calculations, communicating information, issues in exploring the diversity of information, issues in mathematical modelling, and technical limitations. Accordingly, all emerging themes and codes are summarized using schematic diagrams. A major implication of this research is that it serves as a catalyst in cultivating digital literacy among generation Z such as using the TI-Nspire software to solve mathematical problems.