scholarly journals Teaching and Learning Design Methods: Facing the Related Issues with TRIZ

2019 ◽  
Vol 1 (1) ◽  
pp. 589-598
Author(s):  
Lorenzo Fiorineschi ◽  
Francesco Saverio Frillici ◽  
Federico Rotini
Keyword(s):  
Problem Solving ◽  
Conceptual Design ◽  
Teaching And Learning ◽  
Design Method ◽  
Learning Experience ◽  
Design Methods ◽  
Learning Design ◽  
Professional Careers

AbstractDesign methods are claimed to support designers but, although they are largely taught in academia, their industrial uptake is still lacking. Many reasons have been identified about this flaw and some potential suggestions have been proposed and discussed in literature to overcome the problem. However, a further evidence is that although many students learn such methods from years, they partially or totally abandon the learned methods in their professional careers. This could partially explain the gap between academic and industrial diffusion of design methods. Literature provides suggestions for improving the learning experience of students but different didactical contexts may need more tailored solutions. The work shown in this paper exploits the problem solving potentialities of the TRIZ toolset to provide hints for improving a course focused on teaching a systematic conceptual design method. A set of suggestions has been obtained together some guidelines for applying the considered TRIZ tools to other didactical contexts.

scholarly journals Gamification and Technology-Based Learning: Uncovering the Potential of Using Games in Language Teaching and Learning

2021 ◽  
Vol 11 (2) ◽  
pp. 62
Author(s):  
Fahad H Abdeen ◽  
Waheeb Albiladi
Keyword(s):  
Problem Solving ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Experience ◽  
Educational Institutions ◽  
Educational Settings ◽  
Problem Solving Skills ◽  
Efl Context ◽  
Learning English

The use of games in education has received much attention from educators who perceive games as a motivational tool that can enhance their teaching and learning practice. Gamification in education is a relatively new field that promotes the use of games for educational purposes. Gamification or game-bases teaching is a growing trend among educational institutions, which use it to promote training, develop problem-solving skills in learners, and enhance the learning experience. The present paper aims to revisit the literature on the use of gamification in educational settings. Specifically, the paper discusses the use of gamification for teaching and learning English in the ESL/EFL context. Games have been used effectively with language learners to develop their skills in speaking, listening, writing, reading, and grammar.

Strategic and Tactical “Focused Time Learning” Design for Online Learning

2020 ◽  
pp. 54-64
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Problem Solving ◽  
Research Collaboration ◽  
Learning Experience ◽  
Learning Design ◽  
High Concentration ◽  
Time Awareness

The design of learning does not often emphasize on how much high-concentration “focused time” and other time learners spend on particular endeavors: reading, viewing, listening, writing, assessing, problem-solving, researching, communicating, collaborating, and others. And yet, how time is spent in purposeful learning—in assignments, fieldwork, research, collaboration, invention, co-design, and assessments—is thought to have a clear impact on the learning and the learning experience. This work explores some of the research in the area of time in learning and proposes some methods for including “focused time” design and time awareness in instructional design for online learning, particularly given the available tools for learner check-ins, time monitoring, and other tools.

Study on Integrated Design Method Based on AD, QFD, TRIZ and Taguchi Method

2010 ◽  
Vol 37-38 ◽  
pp. 1301-1305 ◽  
Author(s):  
Guo Qing Sun ◽  
Guan Wei Zhang ◽  
Yong Liang Chen ◽  
Kun Zhang
Keyword(s):  
Problem Solving ◽  
Taguchi Method ◽  
Design Method ◽  
Integrated Design ◽  
Axiomatic Design ◽  
Design Methods ◽  
Design Model ◽  
Advantages And Disadvantages ◽  
Cutting Machine ◽  
Quality Function Development

Based on study and analysis of the advantages and disadvantages of the design methods of AD (AD, Axiomatic Design), QFD (QFD, Quality Function Development), TRIZ (TRIZ, Theory of Inventive Problem Solving) and Taguchi Method, the article established the integrated design model of the four. Taking the design of a compressor cutting machine as example, the article analyzed how to design the machine under the guidance of the integrated design method based on AD-QFD-TRIZ and Taguchi Method according to the actual needs of users. Thus, the article provides a useful reference for the design of related products to designers.

scholarly journals Use of Web 2.0 technologies as mediation tools in higher education with focus on YouTube

2018 ◽  
Vol 1 (1) ◽  
pp. 21-28 ◽  
Author(s):  
Samuel Imathiu
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Education Institution ◽  
Proximal Development ◽  
Student Centered ◽  
Passive Learning ◽  
Hands On Learning

Although the curricula content for similar study disciplines may differ from one higher education institution to another and from one country and/or region to another, it is without any doubt that for all, they promote active learning rather than passive learning. A recent shift has been observed where emphasis is placed on student-centered, collaborative and practical participation of learners in knowledge creation in a learning environment which is more engaging and stimulating. This has particularly been made possible by emerging educational technology mediation tools that does not only promote hands-on learning but also make the whole learning experience fun. Most of these technological tools have been effectively used by More Knowledgeable Other (MKO) in scaffolding the learners, and they have also been directly used by learners themselves as their MKO in addressing Vygotsky’s concept of Zone of Proximal Development (ZPD) which is defined by Vygotsky1 as ‘the distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers’. This literature reviews how YouTube as an example of Web 2.0 technology has been used as a mediation tool to facilitate teaching and learning in higher education.

Effectiveness of Problem Solving Software in Engineering Conceptual Design

2012 ◽  
Author(s):  
Zbigniew M. Bzymek ◽  
Yang Xu
Keyword(s):  
Problem Solving ◽  
Engineering Design ◽  
Conceptual Design ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Graduate Courses ◽  
Software Products ◽  
Software Packages ◽  
Problem Solving Process ◽  
The University

The process of generating the most attractive product concepts in engineering design is still one of the greatest challenges of the 21st century. There are several tools for supporting this extremely uncontrollable phase of engineering design. Except for the method, the problem-solving software is the very important tool. One of the most useful methods in teaching and learning, i.e. Brief Theory of Inventive Problem Solving (BTIPS), is discussed in other papers [1], [2], [3] and [4]. This paper is devoted to the software supporting the problem solving process. There is still no software suitable for a completely satisfactory automation of the conceptual design process. However there are some software packages that could be the most helpful in supporting the process and would greatly influence the quality of the final product, especially in cases of contradicting constraints. In this paper some results of the research on the use and effectiveness of Invention Machine (IM™) software products are described. Four packages are discussed and compared: the IM v. 2 for Windows, TechOptimizer v. 3.5, TechOptimizer v. 4.0 and Goldfire v. 6.5. Goldfire v. 6.5 evaluation is still in the process and is not completely finished yet. The first three packages were used in teaching several junior, senior and graduate courses at the University of Connecticut (UConn) for many years. The experience with Goldfire v. 6.5 is comparatively limited. In the research described in this paper the content and the teaching effectiveness of the software packages in teaching were studied. Data from student feedback was evaluated, conclusions were derived. On the basis of this - recommendations for the future use of the software are offered. This paper concentrates on some instrumental software qualities that could be used in teaching of solving problems of industrial products conceptual design. The user’s experience and its connection with the effectiveness of the packages used are discussed in the paper. Conclusions are derived at the end.

A Ten-Step Design Method for Simulation Games in Logistics Management

2011 ◽  
Vol 12 (1) ◽  
Author(s):  
Michele Fumarola ◽  
Jan-Paul van Staalduinen ◽  
Alexander Verbraeck
Keyword(s):  
Conceptual Design ◽  
Creative Thinking ◽  
Design Method ◽  
Design Methods ◽  
Logistics Management ◽  
Simulation Game ◽  
Simulation Games ◽  
First Case ◽  
Applied Design

Simulation games have often been found useful as a method of inquiry to gain insight in complex system behavior and as aids for design, engineering simulation and visualization, and education. Designing simulation games are the result of creative thinking and planning, but often not the result of a rigorously applied design method. Design methods can be used to structure the creative process. The specific types of games we chose for studying design methods are simulation games focused on information-intensive domains, of which logistics management is an example. Our new design method takes into account the information intensiveness of the domain. The design method incorporates enterprise information management, simulation model design, and instructional design. The design method we propose uses ten steps in designing a simulation game: the first five for making a conceptual design and the final five for using the conceptual design as a basis for the simulation game. Iterative cycles are added to improve intermediate results. This paper discusses the design method and presents two different case studies. The first case study helped in developing the design method, while the second case study served for assessment and improvement.

Teaching Multiple Approaches to Engineering Design Within a Unified Curriculum

2010 ◽  
Author(s):  
Robert L. Nagel ◽  
Kerry Poppa ◽  
Robert B. Stone
Keyword(s):  
Problem Solving ◽  
Engineering Design ◽  
Integrated Curriculum ◽  
Systematic Approach ◽  
Design Method ◽  
Design Methods ◽  
Design Approach ◽  
General Definition ◽  
General Description ◽  
General Design

This paper presents a comparison on four different, yet complimentary, design methods: (1) Pahl and Beitz’s Systematic Approach to Design, (2) Suh’s Axiomatic Design, (3) Altshuller’s Theory of Inventive Problem Solving and (4) Ulwick’s Outcome-Driven Method. To compare these approaches to design, a general definition and process for design is first derived from common engineering design texts. After a general description of each of these design approaches is presented, a comparison is made between each design approach and the general design method. The paper is concluded with the proposal of an integrated curriculum for teaching the methods within the scope of a single design course.

scholarly journals A systematic approach to learning design for supervisor training in a specialist medical college

2021 ◽  
Author(s):  
Jorge Reyna ◽  
Victoria Baker-Smith ◽  
Ellen Cooper
Keyword(s):  
Teaching And Learning ◽  
Systematic Approach ◽  
Learning Experience ◽  
Medical Council ◽  
Learning Design ◽  
Digital Learning ◽  
Theoretical Frameworks ◽  
Supervisor Training ◽  
Educational Approach ◽  
Approach To Learning

Specialist medical education aims to develop clinical knowledge in conjunction with professional attributes such as communication skills, collaboration, health advocacy, management, and professionalism. RANZCO is undertaking a 3-year curriculum redesign plan that incorporated feedback received from the Australian Medical Council and is moving towards a systematic approach to supervisor and trainee teaching and learning interventions to improve the quality of the learning experience. In parallel to the new curriculum, the college has established the Digital Learning Transformation initiative by developing theoretical frameworks to guide a systematic approach to learning design. The frameworks informed the design, implementation, and evaluation of interactive modules to support supervisors in educational topics. This concise paper aims to present the theoretical underpinning and the Modus Operandi of the intervention. The authors hope this initiative could inspire other medical colleges to take an evidence-based educational approach to supervisor training.

Comparative Analysis of Features of Task Based Conceptual Design Methods

2013 ◽  
Author(s):  
H. V. Darbinyan
Keyword(s):  
Conceptual Design ◽  
Mechanical Design ◽  
Design Method ◽  
Structural Characteristics ◽  
Main Idea ◽  
Design Methods ◽  
Concept Design ◽  
Synthesis Conditions ◽  
Product Concept ◽  
Novel Concept

In well known conceptual design methods movement based working principles are considered to provide demanded key function of the future mechanism. Acceptable kinematical structures are searched within large number of topological diagrams generated on the base of original mechanism selected in accordance with functional demand. Further filtering of topological diagrams is leaving structures which are satisfactory for structural characteristics and additional functions. For many cases of mechanical design those concept design methods are not providing equal synthesis conditions for all functions, discriminating the rest of functions against the key function. The suggested novel concept design method [1] provides possibility of wide modifications of mechanism and function entities with mandatory dependence between sets of functions and mechanism’ various embodiments and implies application of identical design cycles for different stages of concept design. Some chapters of this method, as main idea, unified synthesis tools, modeling in concept design, graph and matrix based formalization of functions and mechanisms were presented in the earlier publications [2, 3]. Current study aims to formalize the concept design method itself, which facilitates presentation of the suggested design method and enables its formalized comparison with existing ones. Examples of product concept design are considered and resolved by existing methods and by the novel one, thus making obvious feature and performance efficiency evaluation.

Complex Problem Solving and Worked Examples

2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Experience ◽  
Worked Examples ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Strategic Learning ◽  
Learning Behavior ◽  
Worked Example ◽  
8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

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