A Cross-Cultural and Interdisciplinary Collaboration in a Joint Design Studio

2015 ◽  
Vol 34 (1) ◽  
pp. 102-120 ◽  
Author(s):  
Mi Jeong Kim ◽  
Seo Ryeung Ju ◽  
Lina Lee
Keyword(s):  
Interdisciplinary Collaboration ◽  
Cross Cultural ◽  
Design Studio ◽  
Joint Design

scholarly journals Bridging Academic Disciplines with Interdisciplinary Project-based Learning

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Melissa Warr ◽  
Richard E. West
Keyword(s):  
Communication Skills ◽  
Interdisciplinary Collaboration ◽  
Project Based Learning ◽  
Academic Disciplines ◽  
Design Studio ◽  
Interdisciplinary Design ◽  
Core Skill ◽  
Interdisciplinary Nature ◽  
Creative Problem ◽  
Initial Research

This article describes the implementation of an interdisciplinary design studio as a means to teach creative problem-solving through project-based learning.  "Learning and Innovation Skills" has been designated as a core skill that students need to be successful in today's world, and project-based learning is one approach to helping students develop these skills.  After describing the early genesis and development of the interdisciplinary design studio, the article describes results of initial research into the students’ experiences in studio courses.  Students described courses as flexible and reported high levels of motivation stemming from the authenticity of the problems. Because of the interdisciplinary nature of the studio, some students described deepening disciplinary skills while at the same time being exposed to cross-disciplinary skills.  They believed the courses helped develop interdisciplinary collaboration, creativity, and communication skills.

scholarly journals A collaborative design studio approach to safeguard waterfront resilience in Auckland, Aotearoa New Zeland

2020 ◽  
Author(s):  
Lucia C. Melchiors ◽  
◽  
Xinxin Wang ◽  
Matthew Bradbury ◽  
◽  
...  
Keyword(s):  
Climate Change ◽  
New Zealand ◽  
Collaborative Design ◽  
Interdisciplinary Collaboration ◽  
Design Studio ◽  
Design Work ◽  
Social Challenges ◽  
Interdisciplinary Design ◽  
Aotearoa New Zealand ◽  
Innovative Thinking

This paper discusses the potential of an interdisciplinary design studio to develop innovative thinking in response to the climatic and social challenges facing contemporary waterfront redevelopments. Climate change has a broad and growing range of environmental effects on coastal cities that demand urgent responses. The paper describes the development of a collaborative and interdisciplinary design studio that identified a number of design responses to meet the challenges of climate change. The studio brought together students and lecturers from architecture and landscape architecture along with relevant stakeholders (government agencies, practitioners, community) to collaborate on the redevelopment of the Onehunga Port in Auckland, Aotearoa New Zealand. Engagement with mana whenua (the indigenous people of specific areas of Aotearoa New Zealand) was critical. The students worked in teams to conduct critical research and design throughout a masterplanning design process. The outcomes of the studio included openended and propositional designs rather than the conventional masterplans. Students design work addressed complex problems, such as sea-level rise, to develop a more resilient urban future. Beyond the immediate objectives of the studio, the interdisciplinary collaboration demonstrated a range of benefits, including students learning to work in teams, sharing complementary views, broadening perspectives and increasing social awareness.

The sense of obligation is culturally modulated

2020 ◽  
Vol 43 ◽  
Author(s):  
Andrea Bender
Keyword(s):  
Cultural Studies ◽  
Cross Cultural ◽  
Human Populations ◽  
Cultural Group ◽  
Target Article ◽  
Sense Of Obligation ◽  
Cross Cultural Studies

Abstract Tomasello argues in the target article that, in generalizing the concrete obligations originating from interdependent collaboration to one's entire cultural group, humans become “ultra-cooperators.” But are all human populations cooperative in similar ways? Based on cross-cultural studies and my own fieldwork in Polynesia, I argue that cooperation varies along several dimensions, and that the underlying sense of obligation is culturally modulated.

Cognitive gadgets: A provocative but flawed manifesto

2019 ◽  
Vol 42 ◽  
Author(s):  
Marco Del Giudice
Keyword(s):  
Theory Of Mind ◽  
Cultural Differences ◽  
Twin Studies ◽  
Cross Cultural ◽  
Evolutionary Approach ◽  
Genetic Inheritance ◽  
Double Standards ◽  
Cross Cultural Differences ◽  
Cherry Picking ◽  
Dichotomous Thinking

Abstract The argument against innatism at the heart of Cognitive Gadgets is provocative but premature, and is vitiated by dichotomous thinking, interpretive double standards, and evidence cherry-picking. I illustrate my criticism by addressing the heritability of imitation and mindreading, the relevance of twin studies, and the meaning of cross-cultural differences in theory of mind development. Reaching an integrative understanding of genetic inheritance, plasticity, and learning is a formidable task that demands a more nuanced evolutionary approach.

Sociocultural memory development research drives new directions in gadgetry science

2019 ◽  
Vol 42 ◽  
Author(s):  
Penny Van Bergen ◽  
John Sutton
Keyword(s):  
Episodic Memory ◽  
Autobiographical Memory ◽  
Developmental Psychology ◽  
Cross Cultural ◽  
Memory Development ◽  
Development Research ◽  
Cultural Research ◽  
New Directions ◽  
Cross Cultural Research

Abstract Sociocultural developmental psychology can drive new directions in gadgetry science. We use autobiographical memory, a compound capacity incorporating episodic memory, as a case study. Autobiographical memory emerges late in development, supported by interactions with parents. Intervention research highlights the causal influence of these interactions, whereas cross-cultural research demonstrates culturally determined diversity. Different patterns of inheritance are discussed.

Successful Implicit Vocabulary Intervention for Three Cantonese-Speaking Toddlers: A Replicated Single-Case Design

2020 ◽  
Vol 63 (12) ◽  
pp. 4148-4161
Author(s):  
Christine S.-Y. Ng ◽  
Stephanie F. Stokes ◽  
Mary Alt
Keyword(s):  
Single Case ◽  
Cross Cultural ◽  
Neighborhood Density ◽  
Expressive Vocabulary ◽  
Single Case Design ◽  
Vocabulary Intervention ◽  
Phonological Neighborhood Density ◽  
Phonological Neighborhood ◽  
And Control ◽  
Case Design

Purpose We report on a replicated single-case design study that measured the feasibility of an expressive vocabulary intervention for three Cantonese-speaking toddlers with small expressive lexicons relative to their age. The aim was to assess the cross-cultural and cross-linguistic feasibility of an intervention method developed for English-speaking children. Method A nonconcurrent multiple-baseline design was used with four baseline data points and 16 intervention sessions per participant. The intervention design incorporated implicit learning principles, high treatment dosage, and control of the phonological neighborhood density of the stimuli. The children (24–39 months) attended 7–9 weeks of twice weekly input-based treatment in which no explicit verbal production was required from the child. Each target word was provided as input a minimum of 64 times in at least two intervention sessions. Treatment feasibility was measured by comparison of how many of the target and control words the child produced across the intervention period, and parent-reported expressive vocabulary checklists were completed for comparison of pre- and postintervention child spoken vocabulary size. An omnibus effect size for the treatment effect of the number of target and control words produced across time was calculated using Kendall's Tau. Results There was a significant treatment effect for target words learned in intervention relative to baselines, and all children produced significantly more target than control words across the intervention period. The effect of phonological neighborhood density on expressive word production could not be evaluated because two of the three children learned all target words. Conclusion The results provide cross-cultural evidence of the feasibility of a model of intervention that incorporated a high-dosage, cross-situational statistical learning paradigm to teach spoken word production to children with small expressive lexicons.

Employing Latino Value Orientations to Facilitate Success in Stuttering Treatment

2008 ◽  
Vol 18 (3) ◽  
pp. 111-118
Author(s):  
Lourdes Ramos-Heinrichs ◽  
Lynn Hansberry Mayo ◽  
Sandra Garzon
Keyword(s):  
Foreign Language ◽  
Therapeutic Relationship ◽  
Service Provider ◽  
Speech Therapy ◽  
Cross Cultural ◽  
Value Orientations ◽  
Collaborative Partnership ◽  
The Family ◽  
Therapy Services ◽  
Cultural Connections

Abstract Providing adequate speech therapy services to Latinos who stutter can present challenges that are not obvious to the practicing clinician. This article addresses cultural, religious, and foreign language concerns to the therapeutic relationship between the Latino client and the clinician. Suggestions are made for building cross-cultural connections with clients and incorporating the family into a collaborative partnership with the service provider.

Sign in / Sign up

Export Citation Format

Share Document