ethanporcaro/eric-fulltext-meta huggingface dataset:
Collaborative Argumentation as a Learning Strategy to Improve Student Performance in Engineering Statics: A Pilot Study
Author: Foutz, Timothy L.
Date: 2018-06-00
Type: Journal Articles
Subjects: Cooperative Learning,Persuasive Discourse,Learning Strategies,College Students,Engineering Education,Academic Achievement,Majors (Students),Questionnaires,Statistical Analysis,Course Evaluation,Grades (Scholastic),Mechanics (Physics)

Educators have used argumentation to help students understand mathematical ideas which often appear abstract to the novice learner. A preliminary investigation was conducted to determine if collaborative argumentation is a strategy that can improve the student's conceptual understanding of the topics taught in the engineering course commonly titled Statics. The academic performance of students enrolled in a traditional problems-solving session was compared to the academic performance of students enrolled in a problem-solving session where collaborative argumentation was used. Results suggest that argumentation improved student performance as measured by grades associated with one-hour long exams, although student written responses on a course evaluation survey responses indicate that students did not believe argumentation was a learning strategy was effective.
Engage Engineering Students in Homework: Attribution of Low Completion and Suggestions for Interventions
Author: Li, Wenshu
Date: 2018-06-00
Type: Journal Articles
Subjects: Homework,Learner Engagement,Engineering Education,College Freshmen,Introductory Courses,Intervention,Qualitative Research,Semi Structured Interviews,Attribution Theory,Student Attitudes

Homework is an important out-of-class activity, crucial to student success in engineering courses. However, in a first-semester freshman engineering course, approximately one-fourth of students were completing less than 80% of the homework. The purpose of this study was to examine students' attribution of their low completion of homework and suggest corresponding interventions to help students with different attribution types. A qualitative approach was applied using semi-structured interviews for data collection. The interviewees were students who were on track to complete less than 80% of the homework. Students in the study attributed their low rates of completion to multiple factors. We coded and summarized students' attributions of homework incompletion according to Weiner's attribution theory and suggested corresponding interventions for students with different attribution types. Results show that most students attributed their failure to complete their homework to external reasons rather than internal reasons. A large portion of student's attributions for low homework completion was due to poor time management skills. Some students attributed low homework completion to unstable factors such as illness, transition, or adjustment problems. A small portion attributed low homework completion to uncontrollable reasons, such as sickness and homework difficulty. Students' reasons for homework incompletion varied across the three dimensions of Weiner's attribution theory suggesting that a variety of intervention techniques is required. In addition to use of widely adopted interventions such as first-year seminars, tutoring, and tutorial sessions, intervention techniques based on attribution theory may be necessary to employ, to help students avoid negative emotional and behavioral consequences of homework incompletion.
Decision Making in Product Design: Bridging the Gap between Inception and Reality
Author: Lindley, Julian
Date: 2018-00-00
Type: Journal Articles
Subjects: Design,Manufacturing,Theory Practice Relationship,Program Administration,Decision Making,Business Administration Education,Pilot Projects,Student Projects,College Seniors,Problem Solving,Technology Uses in Education,Computer Peripherals,Printing,Foreign Countries

Product Design in the modern world is a complex multifaceted discipline comprising of many skills and applications. It also operates in broader cross-disciplinary contexts within direct teams, while also contributing to the strategic business processes of commercial enterprises, government/councils and not for profit organizations. It is no longer a purely creative problem-solving activity where a good idea or innovation is enough to push forward a new product. For the majority of the design profession the days of design on the back of an envelope are gone. Today design is a structured activity with recognizable and repeatable methodologies and processes. Within this the profession is acknowledging and aligning with the principles of business management. A consequence of this is that designers are being asked to undertake increasingly complex challenges where the consequences of making good or bad decisions have far reaching implications for the future of an organization. Education needs to train designers to recognize and operate in these complex situations. As a response Universities now include project or design management within curriculum. &quot;The new program should equip the students with not only the ability to design, manufacture and test design solutions; but also with a firm knowledge of business strategy&quot; (Guo, 2015). However the authors have recognized a gap within the profession and education for a more structured and validated approach to decision making within the design process (Norman, 2010). This paper outlines a pilot study within a student project whereby professional decision making tools are introduced to final year students and used to validate selection of appropriate designs from initial feasibility concepts against a hierarchy of criteria. Would designers see the value or would they perceive it as an intrusive addition to what they believe should be an intuitive process?
Review of Curriculum Development for University-Industry Collaborations with a Comparative Analysis on Master of Industrial Product Design Education
Author: Erkarslan, Onder
Date: 2018-00-00
Type: Journal Articles
Subjects: Curriculum Development,School Business Relationship,Comparative Analysis,Masters Degrees,Masters Programs,Cooperation,Innovation,Feedback (Response),Industry,Foreign Countries,Teamwork,Universities

University-industry collaboration (UIC) provides not only effective training for students but also knowledge production in universities for industry to contribute to the economy (Bektas &amp; Tayauova, 2013). The paper proposes to analyse reasons for deficiencies in UIC with a comparative analysis of the curriculum of the industrial design (ID) department of Izmir Institute of Technology (IZTECH) and Linnaeus University (LNU), and taking feedback from industry. As a comparative analysis of curriculum, ID programmes in IZTECH and LNU were examined to understand differences and similarities. To develop UIC for IZTECH, LNU was accepted as an example, and then the two institutions were compared according to each curriculum. For comparison of ID courses, the taxonomy method in the National Association of Schools of Art and Design (NASAD) Handbook 2014-2015 was used. There are three categories for design courses, which are professional design practice (PDP), design studies (DS), and design thinking (DT). Within the scope of curriculum development for university-industry collaboration, feedback was taken from companies that have a design department or are an employer of new ID graduates. For this purpose, surveys were sent to different companies. As a result of curriculum analysis and a survey with industry, courses that need to be developed belong to PDP and DT groups, which are more practice and teamwork based. A solution can be adding new courses to curriculum that contain more teamwork and innovative and collaborative activities. Also, content of existing courses can be developed on DT characteristics.
Critical Design in Universal Design Settings: Pedagogy Turned Upside Down
Author: Torkildsby, Anne Britt
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Design,Workshops,Graduate Students,Researchers,Design Requirements,Undergraduate Students,Methods,Accessibility (for Disabled)

Universal design thinkers are needed now more than ever. The world is facing one humanitarian crisis after the other, forcing people to flee their homes and resettle elsewhere without knowing anything about the local language, traditions, and way of life. Moreover, an ageing population is in need of (housing) design that facilitates long-term accessibility and hence homeowners 'ageing in place' safely without losing their independence. Moreover, nations such as Japan, Spain, and Norway have made diversity and inclusion part of their national political agendas to ensure that future products, buildings, and exterior spaces, are inherently accessible to all. Taking all of this together, it is imperative that the next generation of designers is informed about and skilled at dealing with future challenges and demands, however complex they might be. Originally developed as a powerful tool for designers, architects, and others to explore 'extreme environments', such as hospitals and prisons, and the ways in which objects impinge on existential wellbeing, the critical design method is now gradually being adapted and applied to the field of universal design. Two series of workshops have been conducted to test and further develop this way of thinking about design for educational contexts. The purpose of this paper is to describe the process of applying the critical design method to various universal design contexts, and to discuss the results thus far. Furthermore, the paper examines to what extent critical design is an appropriate method for questioning and improving the field of universal design.
Medical Device Design Education: Identifying Problems through Observation and Hands-On Training
Author: Sherman, Jules
Date: 2018-00-00
Type: Journal Articles
Subjects: Experiential Learning,Equipment,Design,Teaching Methods,Simulation,Workshops,Medical Services,College Students,Comprehension,Interviews,Student Attitudes,Program Effectiveness

Experiential learning, which may include hands-on learning paired with observation and reflection, has been applied in several industries; however, the impact of experiential learning in design education is not well known. We investigated how the type of simulation-based learning could affect the acquisition of knowledge and the ability to synthesize that understanding into insights for medical design innovation. One workshop included observational learning and the other experiential learning with hands-on training. Each course included 14-16 multidisciplinary undergraduate and graduate students. During both workshops, we measured student comprehension of two procedures--infant resuscitation and management of maternal hemorrhage. We focused on the first two phases of design thinking: &quot;Understanding&quot; and &quot;Defining the Problems&quot;. Although the course focused on &quot;medical device design&quot;, we encouraged students to look beyond the tool to imagine how their design change could impact the entire system. We did not find a significant difference between the scores given to students in the two courses by industry experts. Although the quality of the ideas and execution were similar between both workshops, the instructors noticed that the integration of hands-on training into the second workshop created a higher level of excitement in the class. The methodology and the approach adopted may be relevant to many design problems. In order to better understand the impact of observational learning versus hands-on training, both workshops could be expanded into full quarter classes that allow students to expand their design thinking skills to prototype and test their ideas in the real world.
Developing Empathy for Older Users in Undergraduate Design Students
Author: Woodcock, Andree
Date: 2018-00-00
Type: Journal Articles
Subjects: Empathy,Older Adults,Users (Information),Undergraduate Students,Design,Foreign Countries,Models,Psychological Needs,Simulation

Empathy has been recognised as a key skill by practicing designers. With rapid changes to inclusivity and accessibility in the transport sector, student designers need to appreciate and understand the way in which people of differing abilities are able to engage with and interact with transport. They need to not only develop an understanding of older and vulnerable users--how they experience products, vehicles, services and systems--but also have the confidence to try out new ways of finding information and gaining 'authentic experiences' to feed into their designs. Although empathic design is encouraged, there is often little opportunity for this to occur in a full educational curriculum. To meet this need, the authors are developing a framework for teaching empathic design using low fidelity, experiential prototypes--using material that is easily available and affordable to design students. This paper reports the first steps towards designing a brief intervention to increase the empathic horizon of transport design students. It concludes with recommendations on how to create high quality learning experiences for students that will enable enhanced empathic design outcomes as they embark upon design careers.
Design from Discard: A Method to Reduce Uncertainty in Upcycling Practice
Author: Khan, Amaltas
Date: 2018-00-00
Type: Journal Articles
Subjects: Design,Sanitation,Recycling,Stakeholders,Experiential Learning,Prior Learning,Case Studies,Correlation,Foreign Countries

Upcycling is a suitable option for municipal solid waste recovery, especially, in the unorganized waste management scenario(s), where conventional waste recovery options are not efficient. Unlike standardized industrial manufacturing, upcycling is highly dependent on the quantity and quality of discards, and the involved stakeholders. Novel designs are required to suit varying considerations of every new upcycling set-up, and practitioners face uncertainty to parallel handle the variety and develop a design solution. A very few available design education-based methods involve and guide design practitioners to handle the challenges in their case-based upcycling practice. However, these research studies are the first attempts to practice upcycling in an academic environment, and the results were limited to concepts and prototypes. This work categorically identifies the vital requirements regarding discard and stakeholders, discusses the theoretical foundation to handle the variety, and develops a practice-based design education method for upcycling practice. We propose a method--Design from Discard--to facilitate the participants to study the characteristics of discards, conceptualize a design as per the identified stakeholder(s), and accordingly develop upcycled designs. The method is explaining with an illustrative case where the design practitioner(s) conceive a new design from contextually discarded metalized film packaging. Finally, findings and research directions are addressed to bring new insights to the effective application of the proposed method as per diverse upcycling requirements.
Mobile Eye Tracking in Engineering Design Education
Author: Hess, Stephan
Date: 2018-00-00
Type: Journal Articles
Subjects: Eye Movements,Electronic Learning,Design,Engineering Education,Foreign Countries,Functional Behavioral Assessment,Comprehension,Data Analysis,Engineering,Undergraduate Students,Graduate Students

A central part of basic engineering design education aims for imparting profound knowledge of how machine elements are designed and building an understanding about how they work in detail within a technical product. In this context, a basic challenge lies in teaching to analyse complex systems that are usually characterized by a high number of interacting parts and interfering movements. In our basic engineering design education at ETH Zurich, we recognized that high-performing students in functional analysis are able to gain more insights from analysing machine systems than low-performing students. Indeed, high-performers are not only effectively using previous knowledge, they are also more successful in identifying relevant parts. This observation raises two questions. (Q1) Which previous knowledge is required to single-handedly be able to fully understand how a specific system works? and (Q2) How can we support students in drawing special attention to the relevant parts and the areas revealing their role within the system? In order to answer these questions, we conduct a mobile eye-tracking study, including concurrent reporting. Students are asked to analyse a small, but difficult to understand machine system and to explain how it works. This paper highlights the differences between successful and non-successful functional analysis and discusses them in the context of the two questions presented above. The two main results of this paper are that successful students had a wider knowledge-base of mechanical systems and that analysis strategies like &quot;following the flow line of force&quot; gives a guide rail. Both helped them to identify single sub-functions and to evaluate their importance.
Rescued by Design: Enabling Low-Resource Communities to Reduce Global Drowning
Author: Powell, John
Date: 2018-00-00
Type: Journal Articles
Subjects: Design,Foreign Countries,Communities of Practice,Nongovernmental Organizations,Problem Based Learning,Death,Water,Safety,Prevention,Low Income,Undergraduate Students,Resources

In recent years Bournemouth University (BU) has witnessed a growth in undergraduate projects aimed at resolving problems in low-resource communities, with an emphasis on sustainability through the use of locally-available resources and production methods. BU academics have also been involved in helping the Royal National Lifeboat Institute (RNLI) to develop product solutions to help prevent global drowning, with an initial focus on the Bangladeshi context. Alongside the potential to enrich or even save lives in the target communities, such projects can offer considerable benefits to a range of domestic stakeholders: from the students and staff themselves to local businesses and non-government organisations (NGO's). But they can also offer considerable challenges--educationally, ethically and practically--including issues with design validation, the reliability and availability of information, and the barriers of differing cultures and languages. How can educators support low-resource projects successfully? Can students truly gain sufficient understanding of all the relevant issues to design products for an unfamiliar culture, no matter how diverse? And why are low-resource communities looking to designers from the other side of the world to provide low-tech solutions to local problems? Bournemouth University's low-resource projects have achieved varying degrees of success. By examining some of these--including the RNLI's Bottle Buoy, which has recently gained international acclaim--the authors explore the complex issues relating to the use of such projects in an educational context, and present a proposal for future success using jugaad strategies and greater collaboration.
Older Adult Insights for Age Friendly Environments, Products and Service Systems
Author: Shore, Linda
Date: 2018-00-00
Type: Journal Articles
Subjects: Older Adults,Foreign Countries,Design,Ethnography,Semi Structured Interviews,Observation,Stakeholders,Qualitative Research,Educational Environment,Conferences (Gatherings)

The environments we grow old in present a challenge to be adaptive to our changing needs and limitations. Environments, in the context of this paper, are the spaces, products and product service systems that we engage with, alone or with others, within and outside the home. A design coalition (Manzini, 2015) was generated between a number of academic Institutions and ISAX (Ireland Smart Ageing Exchange) an 'ageing think tank' organisation in Ireland. The intention of this coalition was to generate awareness of needs requirements for age friendly environments and to provide an example of how participatory design research can inform innovation in business and policy development at a local and state level. A five-week study was conducted using design and ethnographic methods with twenty-two older adult participants (age range 69-80). The themes of study were identified as: mobility, public spaces, safety, social engagement, services &amp; facilities. Cultural probes, semi-structured interviews and user observation, by both researchers and older adult participants, were used as methods to identify the unmet needs of participants within the sample group. A Co-Design Symposium (http://info.isax.ie/national-co-design-symposium) was held during June 2016 as an opportunity to demonstrate to a wider stakeholder audience the needs identified from this study. This Symposium was attended by over 100 people of various backgrounds (town planners, architects, transport experts, retailers, builders, health and other service providers). The older adult participants and designers (staff and researchers from the School of Design at the University of Limerick, IT Carlow, Limerick Institute of Technology and Limerick School of Art &amp; Design) were placed within teams of ten. The research was presented using audio/visual presentation as well as artefacts from the fieldwork, completed diaries, scrapbooks, storyboards etc. Solutions were worked on, and delivered at the end of the day. This Symposium has impacted positively whereby policy makers in local government have invited ISAX to further discuss research outcomes and the needs of older adults as a means to develop access areas in and around Limerick City. This paper outlines in further detail the design research methods used, and the benefits through design education Student/Researcher/Stakeholder collaboration by application 'in the field' and displays the effectiveness of design coalitions in influencing and affecting change and insight into policy. It highlights how co-design collaborations can impact and generate design solutions that improve day to day experiences.
Pathway to Support the Adoption of PBL in Open Data Education
Author: Camacho, Heilyn
Date: 2018-00-00
Type: Journal Articles
Subjects: Adoption (Ideas),Models,Foreign Countries,Problem Based Learning,Data,Access to Information,Teaching Methods,Workshops,Learning Activities

Governments, public sector institutions and organisations have started releasing and sharing information in the format of open data (OD). The opportunities to create and innovate with OD will continue to grow, and there is an expectation that educational institutions will produce competitive graduates with OD skills. A key question arising from these expectations is how to equip the workforce and students with OD skills. Based on literature from education design and design fields and an empirical analysis of different OD training activities in five European countries, we identified a need to support OD teachers by developing a visual, structured and simple model to guide them through the adaption and implementation of PBL and foster their competences as learning designers, thus the paper proposes an OD--Problem-Based Learning (PBL) pathway model. The pathway model aims to guide educators by structuring the design process of OD training activities and promotes design skills among teachers. The pathway model comprises five main steps: understand, review, design, teach and reflect. Each step provides guidelines on how to plan an OD course.