ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation into Teacher Wellbeing during the Teacher Training Year
Author: Turner, Sarah
Date: 2012-00-00
Type: Journal Articles
Subjects: Well Being,Teaching Methods,Trainees,Coping,Teacher Attitudes,Teacher Education,Teacher Certification,Teacher Role,Teaching (Occupation),Stress Management,Stress Variables,Teacher Behavior,Resilience (Psychology),Questionnaires,Interviews,Science Teachers,Mentors,Foreign Countries,Teacher Placement,Faculty Mobility

For those studying for the Post Graduate Certificate in Education (PGCE), the teaching practice placement can be a daunting experience. Trainee teachers have to adjust into a new workplace and a complicated professional role which can be stressful; this can result in teachers leaving the profession in their early years if they do not equip themselves with coping strategies and display resilient behaviour. The aims of this study were to gain a deeper understanding of how a cohort of science and design and technology PGCE students settled into schools on their teaching placement and to investigate any differences between mature trainees (those who had taken at least one gap year after their undergraduate degree) and those who have continued straight through their education. Two questionnaires (pre n = 42; post n = 48) and a voluntary interview (n = 7) were used. Many trainees described their experience as rewarding, yet exhausting and challenging. However, the interviews highlighted there was some erosion of their personal &quot;self&quot; at this early stage of their career. This resulted in, for example, changes in their sleep, eating and exercise patterns and an impact on their relationships. (Contains 5 tables.)
The Impact of Social Software in Product Design Higher Education
Author: Hurn, Karl
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Web 2.0 Technologies,Influence of Technology,Social Change,Science and Society,Student Behavior,Industrial Arts,Design,Social Networks,Web Sites,Internet,Learning Processes,Electronic Learning,Computer Software,Action Research,Video Technology

It is difficult to ignore the impact that Web 2.0 and the subsequent social software revolution has had on society in general, and young people in particular. Information is exchanged and interpreted extremely quickly and in ways that were not imagined 10 years ago. Universities are struggling to keep up with this new technology, with outdated intranet systems and limited research into its application within the higher education sector. The aim of this paper is to firstly develop a greater understanding of the use of social software by students in product design education and the impact of blogs, wiki's, Facebook groups, Flickr images, Myspace pages, RSS feeds, Tweets and YouTube video posts on their learning processes. The research for the project involved a number of discrete methods over a four year period, initially involving a review of the technological platforms and the e-learning software available to product design academic staff and students and the effect this has had thus far on teaching practices. Product design academic staff were then asked to rank existing platforms against a number of criteria. This was followed by the examination of case studies of successful applications of social software within the writer's institution with a view to establishing if these technologies could be better integrated into higher education and current pedagogic practices in order to provide an enhanced learning experience for the student product designer. The first phase of the research culminated in a literature review to establish the state of play in the wider academic community and beyond. This preliminary research fed into action research which consisted of the formulation and design of a blog and information website for the institutions product design programmes. Semi-structured interviews were then conducted to establish the views and opinions of the blog from key stakeholders including university marketing directors, academics and the student cohort. Questionnaires followed so that qualitative and quantitative data could be analysed. The paper concludes with a description of the perceived validity and possible future developments for the blog and social software as a whole in the product design higher education sector. (Contains 7 figures.)
Authentic Learning: The Gift Project
Author: Bohemia, Erik
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Student Diversity,Criticism,Personal Autonomy,Student Characteristics,Teaching Styles,Intercultural Communication,Communication Skills,Problem Solving,Cooperative Learning,Feedback (Response),Formative Evaluation,Social Exchange Theory,Design,Ceremonies,Cultural Activities,Cultural Context,Cultural Differences,Computer Mediated Communication

Higher Education is experiencing an increasingly diverse student population. Students bring a range of skills and experiences to their courses; they have different backgrounds and different needs. This fluidity requires an approach to teaching that encompasses the social aspects of learning. It has been suggested that authentic approaches to teaching and learning can assist in offering a perspective on learning which views learning as &quot;enabling participation in knowing&quot;. We propose that the authentic learning practices developed in The Gift design project, discussed in this paper, constituted approaches which acknowledged that students' interests and experience are intrinsically bound up with motivation and engagement and, as such, have a major influence on the ways in which learning is constituted and developed. The Gift project has developed a range of innovative formative strategies which have provided both students and tutors with opportunities to become involved in peer assessment and review, peer feedback and reflection on learning outcomes. This re-conceptualisation of the assessment process has provided valuable insights into the development of learning skills such as problem solving, critical analysis, and the development of creativity and learner autonomy.
Involving Assessment Buddies in the Assessment of Design Project Work
Author: Osmond, Jane
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Evaluation Methods,Design,Creative Activities,Peer Evaluation,Program Implementation,Student Attitudes,Satisfaction,College Faculty

This paper discusses the impact of a specially developed assessment and feedback system implemented within a second year industrial design module at Coventry University, UK. The &quot;Assessment Buddy&quot; system was developed in response to the need for a successful assessment and feedback method that could cope with the complexities of a creative subject, and also in response to the need to address student dissatisfaction with assessment and feedback as evidenced by the regular UK National Student Survey. The findings from student focus groups and questionnaires show that the system offers the opportunity for a more flexible approach to the assessment of creative subjects and also speaks to best practice as outlined in the NSS Student Charter. At the time of writing the Assessment Buddy system is embedded in the second year assessment procedures for the automotive design course, and is being introduced into Year 3, with plans for Year 4 to follow. (Contains 1 table.)
Transforming Constructivist Learning into Action: Design Thinking in Education
Author: Scheer, Andrea
Date: 2012-00-00
Type: Journal Articles
Subjects: Teachers,Teaching Methods,Learning Strategies,Foreign Countries,Constructivism (Learning),Positive Attitudes,Theory Practice Relationship,Holistic Approach,Interdisciplinary Approach,Program Implementation,Cognitive Processes,Case Studies,Thinking Skills,Design,Problem Solving,Creative Thinking,Critical Thinking,Secondary School Students

In an ever changing society of the 21st century, there is a demand to equip students with meta competences going beyond cognitive knowledge. Education, therefore, needs a transition from transferring knowledge to developing individual potentials with the help of constructivist learning. Advantages of constructivist learning, and criteria for its realisation have been well-determined through theoretical findings in pedagogy (Reich 2008, de Corte, OECD 2010). However, the practical implementation leaves a lot to be desired (Gardner 2010, Wagner 2011). Knowledge acquisition is still fragmented into isolated subjects. Lesson layouts are not efficiently designed to help teachers execute a holistic and interdisciplinary learning. As is shown in this paper, teachers are having negative classroom experience with project work or interdisciplinary teaching, due to a constant feeling of uncertainty and chaos, as well as lack of a process to follow. We therefore conclude: there is a missing link between theoretical findings and demands by pedagogy science and its practical implementation. We claim that, Design Thinking as a team-based learning process offers teachers support towards practice-oriented and holistic modes of constructivist learning in projects. Our case study confirms an improvement of classroom experience for teacher and student alike when using Design Thinking. This leads to a positive attitude towards constructivist learning and an increase of its implementation in education. The ultimate goal of this paper is to prove that Design Thinking gets teachers empowered to facilitate constructivist learning in order to foster 21st century skills. (Contains 12 figures.)
Designing Relations in the Studio: Ambiguity and Uncertainty in One to One Exchanges
Author: Shreeve, Alison
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,College Students,College Faculty,Studio Art,Design,Interviews,Ambiguity (Context),Teacher Role,Student Role,Foreign Countries

At the heart of learning and teaching in studio based design subjects lies the engagement by students and tutors in activities which are based on practical work simulating design professionals' work. We report here on a research project which explored the student/tutor relationship in design pedagogies across a range of academic levels and subjects in one institution. Although a small sample of interviews was obtained, severn students and severn academics, the data is a rich account of relationships which support or restrict student learning. We consider that the relationships, which are mutable, often ambiguous and uncertain in character, are part of enacted roles structured by the university, the design practice and individual dispositions. These are further complicated by socio-cultural, political and spatial factors. In the most positive learning engagements students and tutors are working towards a two-way exchange on an equal level, which enables students to achieve their best and to become independent practitioners in their own right.
Conversations around Design Sketches: Use of Communication Channels for Sharing Mental Models during Concept Generation
Author: Ariff, Nik Shahman Nik Ahmad
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Freehand Drawing,Industrial Arts,Design,Verbal Communication,Cognitive Structures,Schemata (Cognition),Models,Visualization,Interpersonal Communication

In this paper, we present an exploratory protocol study on the use of different communication channels during design sketching. We focus on how individual designers share their mental models with other designers in a group, and analyse their use of graphical, textual, and verbal communications during concept generation. Our findings suggest that verbal communication plays a role in the sharing of individual mental models during sketching, and complements graphical and textual communication channels. However, design teams can still function without verbal communication in that respect, and address design problems. They seem to compensate for the absence of the verbal communication channel by using the graphical and textual channels more, and by relying on a somewhat different communication structure. A natural and arguably more desirable interaction utilises all three channels in conjunction. Our findings also suggest that, when working in groups, designers develop and share individual mental models not only about the design task at hand but also about the design process in order to manage the group interactions. (Contains 1 table and 7 figures.)
Comparison of Designer's Design Thinking Modes in Digital and Traditional Sketches
Author: Wu, Jun-Chieh
Date: 2012-00-00
Type: Journal Articles
Subjects: Cognitive Psychology,Concept Formation,Problem Solving,Freehand Drawing,Computer Assisted Design,Computer Software,Design,Cognitive Processes,Protocol Analysis,Foreign Countries

The internal design thinking behaviour of designers in the concept development has been an important issue of cognitive psychology. In this study, the design thinking process designers have in applying digital media and traditional paper in the early concept development stage was explored. Special focus was made on the structure and procedure of problem solving. With the verbal data obtained, the protocol analysis was employed to analyse designer's thinking behaviours in using different media. From the study, the author had reached the following conclusions: (1) The proficiency and related knowledge designers have for the design project has a big impact on the construction of the design problem and the efficiency of problem solving and completeness of detail design. (2) Compared with the traditional way of idea development, digital media makes it possible for designers to have an in-depth description of the detail design with the help of related functions in digital media. (3) Designers can have an effective thinking process regarding the micro and macro aspects of a design project because of the function of software, enhancing the completeness of the design thinking while in traditional pen and paper environment, designers use the synthetic and contrast way to manipulate their idea development. The results obtained in this study will benefit both the design education and practical design activity where digital media is applied. (Contains 2 tables and 11 figures.)
A Comparison of Diary Method Variations for Enlightening Form Generation in the Design Process
Author: Babapour, Maral
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Industrial Arts,Design,Masters Programs,Graduate Students,Decision Making,Data Collection,Diaries,Differences,Comparative Analysis,Computer Assisted Design,Documentation,Evaluation Criteria,Research Methodology,Visual Aids

This paper presents two studies in which an empirical approach was taken to understand and explain form generation and decisions taken in the design process. In particular, the activities addressing aesthetic aspects when exteriorising form ideas in the design process have been the focus of the present study. Diary methods were the starting point of this research for investigating the form generation process through collecting self-reflective comments from the participants. The main focus of this paper is to address potentials and limitations of the three variants of diary method used for data collection, namely, unstructured diaries, structured diaries and visual diaries. A set of method evaluation criteria was developed to compare the structure of the diary variants. By qualitative analysis of the results and comparison of the diary variants, strengths and weaknesses of each variant were identified. One of the prominent factors in the diary variants was pegged to be due to the logging delay after the occurrence of the activities. (Contains 6 figures and 5 footnotes.)
A Speculative Approach to Drawing as Visualising Thinking
Author: Croft, Michael
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Research,Freehand Drawing,Visualization,Design,Creative Thinking,Visual Perception,Cognitive Processes,Activities,Theory Practice Relationship,Time,Conceptual Tempo

This paper starts from the premise that drawing can be a means of visualising thinking, with an emphasis on the process involved. A gap often seems to exist in the minds of students of visual/material creative fields in ideas-generative contexts, between thought and action. The thesis is that the gap between thinking and doing can be reduced to being near simultaneous, in this instance through drawing. The methodology is practice-based, with a range of contribution from mid-program and final year students of communication design. Drawing is both the means and the subject of the research. The paper introduces the research's theoretical basis, considers its application and concludes with subsequent development. Some of the students' practical work and linguistic responses illustrate points of the text. The research suggests that at prior or early stages of the design process the relative autonomy of the medium itself can offer visual/material suggestions and objects. Due to the ongoing nature of their practice, the students themselves have moved the research on from its original premise. The paper concludes by proposing to continue the research by observing how one can think about and rationalise one's visual perception of movement at the moment of engagement in the drawing process. (Contains 11 figures.)
Collaboration within Student Design Teams Participating in Architectural Design Competitions
Author: Erbil, Livanur
Date: 2012-00-00
Type: Journal Articles
Subjects: Architecture,Cooperation,Building Design,Architectural Education,Creativity,Creative Thinking,Convergent Thinking,Technology Education,Foreign Countries,Computer Literacy,College Students,Semi Structured Interviews

This paper investigates design collaboration with reference to convergent and divergent idea generation processes in architectural design teams entering a design competition. Study of design teams offer a unique opportunity to investigate how creativity is fostered through collaborative work. While views of creativity often relate creativity to individual originality, collaboration requires different designers to work together towards one common design idea and consider as many different ideas as possible. In collaborative design, it would be easier to offer a variety of ideas but equally difficult to establish a consensus on a single idea. To investigate the role of convergent and divergent thinking in the design process, we interviewed three groups of architecture students who participated in competitions as a team. Interviews were analysed thematically to investigate how the teams overcame spatial, temporal, conceptual, and technological barriers. We conclude that the barriers and roles of members in design collaboration interact with convergent and divergent concept generation. (Contains 1 table and 5 figures.)
Using Stop Motion Animation to Sketch in Architecture: A Practical Approach
Author: Zarin, Ru
Date: 2012-00-00
Type: Journal Articles
Subjects: Building Design,Architecture,Animation,Workshops,Architectural Education,Undergraduate Students,Course Organization,Group Activities,Student Projects,Foreign Countries

Widely acknowledged as an archetypal design activity, sketching is typically carried out using little more than pen and paper. Today's designed artifacts however, are often given qualities that are hard to capture with traditional means of sketching. While pen and paper sketching catches the character of a building, it may not equally well capture how that building changes with the seasons, how people pass through it, how the light moves in between its rooms from sunrise to dawn, and how its facade subtly decays over centuries. Yet, it is often exactly these dynamic and interactive aspects that are emphasised in contemporary design work. So is there a way for designers to be able to sketch also these dynamic processes? Over several years and in different design disciplines, we have been exploring the potential of stop motion animation (SMA) to serve this purpose. SMA is a basic form of animation typically applied to make physical objects appear to be alive. The animator moves objects in small increments between individually photographed frames. When the photographs are combined and played back in continuous sequence, the illusion of movement is created. Although SMA has a long history in filmmaking, the animation technique has received scarce attention in most design fields including product design, architecture, and interaction design. This paper brings SMA into the area of sketching in architecture by reporting on the planning, conduct, result, and evaluation of a workshop course carried out with a group of 50 students at Umea School of Architecture, Umea University, Sweden. (Contains 1 table and 5 figures.)
Patterns of Literacy among U.S. Students
Author: Reardon, Sean F.
Date: 2012-00-00
Type: Journal Articles
Subjects: Literacy,Reading Skills,Developed Nations,Race,Middle School Students,Low Income Groups,Socioeconomic Background,Reading,Reading Instruction,Racial Differences,Comparative Analysis,Academic Achievement,Literacy Education,Elementary School Students,Scores

How well do U.S. students read? In this article, Sean Reardon, Rachel Valentino, and Kenneth Shores rely on studies using data from national and international literacy assessments to answer this question. In part, the answer depends on the specific literacy skills assessed. The authors show that almost all U.S. students can &quot;read&quot; by third grade, if reading is defined as proficiency in basic procedural word-reading skills. But reading for comprehension--integrating background knowledge and contextual information to make sense of a text--requires a set of knowledge-based competencies in addition to word-reading skills. By the standards used in various large-scale literacy assessments, only about a third of U.S. students in middle school possess the knowledge-based competencies to &quot;read&quot; in this more comprehensive sense. This low level of literacy proficiency does not appear to be a result of declining performance over time. Literacy skills of nine-year-olds in the United States have increased modestly over the past forty years, while the skills of thirteen- and seventeen-year-olds have remained relatively flat. Literacy skills vary considerably among students, however. For example, the literacy skills of roughly 10 percent of seventeen-year-olds are at the level of the typical nine-year-old. This variation is patterned in part by race, ethnicity, and socioeconomic background. Black and Hispanic students enter high school with average literacy skills three years behind those of white and Asian students; students from low-income families enter high school with average literacy skills five years behind those of high-income students. These are gaps that no amount of remedial instruction in high school is likely to eliminate. And while the racial and ethnic disparities are smaller than they were forty to fifty years ago, socioeconomic disparities in literacy skills are growing. Nor is the low level of literacy skills particularly a U.S. phenomenon. On international comparisons, American students perform modestly above average compared with those in other developed countries (and well above average among a larger set of countries). Moreover, there is no evidence that U.S. students lose ground relative to those in other countries during the middle school years. Thus, although literacy skills in the United States are lower than needed to meet the demands of modern society, the same is true in most other developed countries. (Contains 2 tables, 4 figures and 53 endnotes.)