ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning to Design Backwards: Examining a Means to Introduce Human-Centered Design Processes to Teachers and Students
Author: Gibson, Michael R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Design,Teaching Methods,Social Problems,Problem Solving,Consciousness Raising,Educational Improvement,Stakeholders,Middle Schools,High Schools,Reflection,Human Factors Engineering,Models

&quot;Designing backwards&quot; is presented here as a means to utilize human-centered processes in diverse educational settings to help teachers and students learn to formulate and operate design processes to achieve three sequential and interrelated goals. The first entails teaching them to effectively and empathetically identify, frame and analyze complex social, technological, economic, environmental or public policy problems, or problematic situations. The second involves helping them cultivate understandings from these problem-framing processes to iteratively develop and then assess the relative efficacies of specific prototypes or prototypical ideas that, if implemented, could improve some aspects of these situations on behalf of particular groups of stakeholders. In this context, &quot;prototyping&quot; is defined as a heuristic process that allows students to test how operating various strategies and procedures, or deploying particular interventions in the forms of communication systems, affordances, and tools and toolkits, can yield insights about how to affect useful, constructive transformations. The third goal challenges students to correlate the knowledge they gleaned from engaging in the first two processes to work with given groups of stakeholders to develop and implement more relevant, effective and appropriate outcomes to the complex challenges that directly or indirectly affect specific aspects of their lives.
The Threshold of Uncertainty in Teaching Design
Author: Osmond, Jane
Date: 2015-00-00
Type: Journal Articles
Subjects: Design Crafts,Design,Teaching Methods,Educational Practices,Communities of Practice,Fundamental Concepts,Higher Education,Foreign Countries

In many of our universities and colleges there is a long established approach to teaching design through practice. For most students their end goal is to achieve a level of capability to function as designers in the professional world. Their education helps them construct a passport to enter this community of professional practice. Part of the legacy of the funding initiative in England to support research into teaching has been the development of a better understanding of a practice-based approach to design pedagogy. This was a principal focus in two centres funded by the initiative in which &quot;signature pedagogies&quot; were identified as a distinguishing characteristic for developing student capability within various types of design practice, each of which contains those elements, which are characteristic of the discipline. This notion moves the emphasis away from the content of the curriculum and explores the importance of practical, embodied and experiential ways of knowing. Where these were investigated for product and automotive design the concept of transformative practice was identified as crucial. Designers typically employ two simultaneous interacting cognitive styles. From a five-year longitudinal study involving 89 design students, it became clear that in order to develop the confidence to match these two modes of thought, neophyte designers needed to surmount a barrier, or a threshold concept, which we labelled the toleration of design uncertainty. Accommodating effective arrangements to accomplish this has reinforced the importance of employing the traditional arrangement of studio teaching and given it a greater focus.
Phenomenology for Introductory Architectural Analysis Courses: The Pentagon Methodological Approach
Author: Pombo, Fátima
Date: 2015-00-00
Type: Journal Articles
Subjects: Phenomenology,Architecture,Design Crafts,Design,Introductory Courses,First Year Seminars,Models,Design Preferences,College Programs,Teaching Methods,Educational Practices,Foreign Countries,College Students

As a consequence of fruitful discussions about joining theory and practice both in design research and educational design programmes, this article aims to explore phenomenological parameters in the framework of an exercise for Engineer-architecture students from the University of Leuven in Belgium. Relying upon the arguments of recognised architects regarding the importance of the phenomenological approach in the field of architecture, it is intended to propose a five-step method (pentagon) to add to architectural analytical exercises. The paper argues that an explicit phenomenological awareness within architectural design education should be addressed in addition to the potential references to architectural phenomenology in theoretical courses or in the discourse of architectural design teachers during the studio courses. This article begins this process through the discussion of one example: &quot;Integrated Seminar on Housing&quot; which is taught in the first semester of the bachelor programme. A qualitative review of the outcomes of the exercise stresses a positive effect in the development of students' skills that are not an explicit focus of methodologies related to programmatic or technical skills. The conclusions encourage the development of the experimental study to improve the complementarity of the phenomenological approach with the more technical methodologies. In the final reflections about the results of the pentagon methodological approach some evidence is provided in respect to the article's claims.
Looking Again at &quot;Surface-Level&quot; Reflections: Framing a Competence View of Early Teacher Thinking
Author: Ryken, Amy E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Reflection,Teaching Methods,Teacher Education,Preservice Teachers,Thinking Skills,Teacher Competencies,Teacher Attitudes,Grounded Theory,Teacher Educators,Questioning Techniques,Perspective Taking,Student Teaching,Student Teachers,Masters Programs,Graduate Students

Thirty years ago, Schön (1983) described practitioner reflection as a process of framing and reframing problems, creating reflective conversations with oneself and with others, taking actions to change one's practice, and evaluating the consequences of those changes. Teacher educators teach and model reflection on teaching practices, and observe a range of ways that teacher candidates engage in the reflection process. Yet a consistent finding in the research on teacher reflection is that higher levels of reflection are rarely observed among teacher candidates. This article seeks to gain greater appreciation for the kinds of thinking and reflection that teacher candidates actually do. The authors look at reflections of teacher candidates that are typically categorized as descriptive, routine, or technical and seek to identify if and how &quot;low levels&quot; of reflection in fact serve a relevant purpose for teacher growth and development. They seek additional ways to understand what are typically labeled as &quot;surface-level&quot; reflections.
Framing Behaviours in Novice Interaction Designers
Author: Lotz, Nicole
Date: 2015-00-00
Type: Journal Articles
Subjects: Design,Interaction,Cognitive Processes,Foreign Countries,Behavior,Cross Cultural Studies,Problem Solving,Logical Thinking,Institutional Cooperation,Colleges,Protocol Analysis

Framing design problems and solutions has been recognised in design studies as a central designerly activity. Some recent findings with expert designers relate framing practices to problem-solution co-evolution and analogy use, two further widely recognised design strategies. We wanted to understand if interaction design novices also use co-evolution and analogies to frame their thinking. Furthermore we wanted to see if there are any differences across cultures. The paper reports an analysis of data gained from protocol studies with novice interaction designers in the UK and Botswana. Novice interaction designers in the UK and Botswana show some similarities in framing behaviours using co-evolution and opening analogies to develop metaphorical themes in framing. But within these observations we also found differences across the cohorts, such as different numbers of co-evolution episodes or opening analogies. The implications are discussed in the light of adopting appropriate design pedagogy for novices in different cultures. To increase reframing and generation of more ideas in UK design novices, educators would need to increase the number of leaps between problem and solution spaces. To encourage Botswana groups to frame ideas and work them through in depth, educators would need to discourage students from building too many bridges. Educators are also encouraged to experiment with prohibiting opening analogies to see what other framing behaviours occur.
An Initial Model for Generative Design Research: Bringing Together Generative Focus Group (GFG) and Experience Reflection Modelling (ERM)
Author: Bakirlioglu, Yekta
Date: 2016-00-00
Type: Journal Articles
Subjects: Focus Groups,Design,Modeling (Psychology),Reflection,Sustainability,Diaries,Feedback (Response),Group Discussion,Research Methodology,Equipment,Foreign Countries,Higher Education,Semi Structured Interviews

Understanding people's experiences and the context of use of a product at the earliest stages of the design process has in the last decade become an important aspect of both the design profession and design education. Generative design research helps designers understand user experiences, while also throwing light on their current needs, preferences and future expectations. In this paper, two complementary methods, namely the Generative Focus Group (GFG) approach and Experience Reflection Modelling (ERM), will be presented through a research case focusing on the development of sustainable design considerations in the areas of effective use of resources, and product maintenance and repair. The first method makes use of generative tools (i.e. diaries and timelines) to gain feedback from a group of experienced users. It facilitates group discussions and enables engaging user participation to develop potential design directions. In contrast, the second method utilizes a special toolkit of abstract two- and three-dimensional product parts to reveal the needs, preferences, and expectations of the individual in a more in-depth manner, with the intention being to further explore the insights and design directions that emerged during the application of the first method. This paper proposes an initial model that brings together these two methods, incorporating generative tools and techniques that are adaptable, participatory and engaging, and discusses their implications for design education.
Learning to Draw through Digital Modelling
Author: Temple, Stephen
Date: 2016-00-00
Type: Journal Articles
Subjects: Architectural Education,Design,Freehand Drawing,Models,Computer Uses in Education,Visualization,Computer Assisted Design,Teaching Methods,Spatial Ability,Geometric Concepts,Knowledge Representation

The education of architectural designers begins by learning drawing and digital modelling following the notion that students learn these new modes as instruments of thinking in design process. Curricular arguments persist about which mode should follow the other. Difficulties occur when one mode replaces the other. Students uninitiated to design seem to prefer the more immediate volumetric visualization of digital modelling over plans, sections, and elevations, representational views resulting from the un-real &quot;viewpoint&quot; of the section-cut, a means only drawn out of reality through a way-of-looking NOT natural-to-experience. Therefore, the primary difficulty in learning to think through drawings is their abstraction from, rather than connection to, realness--a needless initiating ordeal that confuses rather than clarifies. Digital modelling offers virtual three-dimensional images that seem to students, by contrast, not quite as abstracted from natural experience, albeit framed by non-physical, seductive, machine &quot;otherness&quot;. This paper proposes drawing pedagogy that learns from digital modelling by making connections rather than distinctions that more seamlessly connect abstract to actual. Projects will be demonstrated that manipulate three-dimensional forms to initiate drawing learning experiences. Drawing and its abstractions can thus more readily be drawn out of experience and made ultimately more concrete for design thinking.
A Project-Based Approach to Learning: Comparative Study of Two Disciplines
Author: Fain, Nuse
Date: 2016-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Comparative Analysis,Interdisciplinary Approach,Skill Development,Job Skills,Marketing,Engineering Education,Student Attitudes,Statistical Analysis,Masters Programs,Questionnaires,Likert Scales,Relevance (Education),School Business Relationship,Partnerships in Education

To be successful in the competitive workforce markets, graduates nowadays need more than just disciplinary skills and knowledge. The changes in how businesses operate, have brought about the need to develop highly skilled workforce that is equipped with generic skills, such as communication, creativity and problem solving, next to their discipline-relevant knowledge. To provide these sets of skills Universities are engaging in project-based learning with industrial partners. Such modules should provide the development of both sets of skills and thus produce highly employable students. In this paper perceptions of marketing and engineering students related to the project-based learning outcomes are explored, to determine how they rate the acquisition of relevant employment skills in the studied modules. The findings show, that the students appreciate the project-based approach, specifically with relation to their project management and team-working skills, there is however improvement possible in the discipline-based aspects of their learning.
STEAM by Design
Author: Keane, Linda
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Design,Interdisciplinary Approach,Creativity,Place Based Education,Electronic Learning,Field Trips,Computer Oriented Programs,Educational Technology,Case Studies,Elementary Secondary Education,Student Projects,Innovation,Workshops

We live in a designed world. STEAM by Design presents a transdisciplinary approach to learning that challenges young minds with the task of making a better world. Learning today, like life, is dynamic, connected and engaging. STEAM (Science, Technology, Environment, Engineering, Art, and Math) teaching and learning integrates information in place-based projects accessing everyday technology of virtual field trips, digital interactives, apps, and contemporary art, science and design practices. STEAM by Design develops designing minds. Designing minds work across STEAM fields developing social, cultural, technological, environmental and economical responses to existing and future conditions. Design adds Art and the environment to the STEM equation to contribute site specific, culturally connected, contributions to creative economies. Documented case studies at the elementary, middle and high school level demonstrate the ease of delivering STEAM by Design opportunities and reveal the inherent creativity of students if encouraged. Design cultivates new knowledge, skills and values derived from becoming aware, developing understanding, and testing ideas through making. Designing place-based projects, K- 16 students acquire STEAM aptitude and better understand the use of STEM fields in solving contemporary problems. Access to everyday technologies cultivate ways to create,communicate and collaborate. STEAM by Design is supported by the ELearning Designopedia, NEXT.cc, aligned with newly released NEXT Generation Science Standards, North American Association for Environmental Education Standards and Art and Design Standards. STEAM by Design positions designing as world pedagogy that connects students as citizen activists in the communities in which they live and learn.
Food in the School Curriculum in England: Its Development from Cookery to Cookery
Author: Owen-Jackson, Gwyneth
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Food,Cooking Instruction,Political Issues,Educational History,Gender Differences,Home Economics Education,National Curriculum,Literature Reviews,Nutrition Instruction,Curriculum Development,Secondary Education,Postsecondary Education

The view of the authors is that the teaching of food in the school curriculum has varied throughout its history in order to meet political aims rather than educational ones. In this article they highlight the social and political changes that have influenced the teaching of food from its inception in the mid-1840s through to the present day. They argue that the political influences have been detrimental to the value of teaching about food and its potential for contributing to pupils' overall education as well as what pupils should know, understand and learn about food and where it can be taught in schools. The teaching of food as cookery is traced from its introduction in the elementary school system, when it was for girls only, then to its development into domestic science, a subject for more academically able girls and the Sex Discrimination 1975 ensuring its availability for boys and girls. This was followed by the transformation into home economics, with a wider curriculum agenda, in the 1970s, the introduction of higher education degrees and the National Curriculum in 1990, which put food technology within design and technology. Changes within the National Curriculum are considered as are recent events impacting on the teaching of food, up to 2015 when GCSE Food Technology was replaced with GCSE Food and Nutrition and A Level Food Technology, which supports pupil progression into a range of food related degrees and careers, was removed. The article reviews a range of literature in order to consider the value of teaching food, the current situation in schools in England and the possible future role of food in the school curriculum.
Groundwork: Preparing an Effective Basis for Communication and Shared Learning in Design and Technology Education
Author: Looijenga, Annemarie
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interaction,Student Empowerment,Student Motivation,Models,Context Effect,Interpersonal Communication,Teaching Methods,Case Studies,Group Activities,Ethnography,Preschool Children,Elementary School Students,Young Children,Science Education,Hands on Science

In Dutch Design and Technology Education the beginning of a process of learning is usually determined by the teacher. In this paper it is argued that a beginning, determined in interaction with the students, is more profitable as the interaction will lead to joined-up exploring, creating and thinking and an increased motivation to learn. Furthermore, students are empowered to treat an activity as a means rather than an end. The interaction acts as groundwork in advance of the assignment. Groundwork is something that is done at an early stage and that makes later work or progress possible. Literature does however not cover the groundwork topic for children in the four-eight year age bracket. Therefore a model for the groundwork phase, consisting of five components, was designed and tested. The components are: context, communication, integration of acting and thinking, presentation of instruction and presentation of the problem. In this paper two case-studies, which handle groundwork in different ways, are described. The groundwork was in both cases addressed in group activities, aiming to prepare students to commence a process of learning. The cases show that, when used in combination, the five components appear to make groundwork successful. Careful communication gave added value. A communication link was configured between teacher and learner, between learners, and between subject and learner. Through groundwork the teacher shared both thoughts and knowledge with the students and this created a base for effective classroom communication and a common approach.
Institutionalising Design Education and Design Promotion in Australia: From Early British Influences to Wider International Engagement
Author: Jackson, Simon
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Design,Technical Education,Vocational Schools,Apprenticeships,Industrial Training,Trade and Industrial Education,Technical Institutes,Industrial Education

Industrial design has grown in Australia from a series of unnamed activities clustered about an emerging 19th century manufacturing industry into a recognised profession. This transformation largely occurred because of the emergence of specific design education and the support offered by professional design associations. Designers working for the early Australian manufacturing industry were given technical education in the areas of engineering, draughtsmanship and foundry work from 1827 onwards in Mechanics' Institutes. It was from this technical base that the early &quot;designers&quot; working for industry sprang. Technical Schools, Schools of Art and Schools of Mines and Industries all offered training for the designer before industrial design was finally offered as a course of study at tertiary level after WWII. Concurrent with this, professional associations arose to support the emerging industrial design industry in Australia. Nineteenth-century precursors to &quot;modern&quot; design education--Mechanics' Institutes, Technical Schools, Schools of Art, Schools of Mines and Industries, Junior Technical Schools, Apprenticeships and Secondary School design education--will be surveyed. As with many countries, WWII was a catalysing time for Australian industry as the country geared up production. At the conclusion of hostilities, Australia's first specific Industrial Design course at tertiary level was born. The purpose of this paper is to show how industrial design activity in Australia has become a profession. An early British lead in both design education and professional design associations was soon broadened to include other international models, as the Australian design industry and Australian society generally, looked to countries other than the &quot;mother land&quot;. This paper argues industrial design activity was expanded in every way by the experience of mass-production of goods for the war effort, by new immigrants arriving in this country who often had skills lacking locally, and by the new opportunities offered by the post-war reconstruction programmes. Industrial design was formalised as a profession by industrial design education at tertiary level and the assistance offered to industrial designers by professional associations.