scholarly journals Formal Learning Sequences and Progression in the Studio: A Framework for Digital Design Education

10.28945/3406 ◽  
2016 ◽  
Vol 15 ◽  
pp. 035-052
Author(s):  
Pontus Wärnestål
Keyword(s):  
Design Education ◽  
Digital Design ◽  
Design Studio ◽  
Formal Learning ◽  
User Centered Design ◽  
Learning Sequence ◽  
Sustainable Solutions ◽  
Design Creativity ◽  
Wide Range ◽  
Learning Sequences

This paper examines how to leverage the design studio learning environment throughout long-term Digital Design education in order to support students to progress from tactical, well-defined, device-centric routine design, to confidently design sustainable solutions for strategic, complex, problems for a wide range of devices and platforms in the digital space. We present a framework derived from literature on design, creativity, and theories on learning that: (a) implements a theory of formal learning sequences as a user-centered design process in the studio; and (b) describes design challenge progressions in the design studio environment modeled in seven dimensions. The framework can be used as a tool for designing, evaluating, and communicating course progressions within – and between series of – design studio courses. This approach is evaluated by implementing a formal learning sequence framework in a series of design studio courses that progress in an undergraduate design-oriented Informatics program. Reflections from students, teachers, and external clients indicate high student motivation and learning goal achievement, high teacher satisfaction and skill development, and high satisfaction among external clients.

scholarly journals Semantic Measures for Enhancing Creativity in Design Education

2019 ◽  
Vol 1 (1) ◽  
pp. 369-378
Author(s):  
Georgi V. Georgiev ◽  
Hernan Casakin
Keyword(s):  
Information Content ◽  
Semantic Similarity ◽  
Significant Relationship ◽  
Design Education ◽  
Semantic Analysis ◽  
Semantic Content ◽  
Design Studio ◽  
Design Activity ◽  
Design Creativity ◽  
Verbal Data

AbstractAnalysing verbal data produced during the design activity is helpful to gain a better understanding of design creativity. To understand exchange of information in terms of creative outcomes, a semantic analysis approach was used to measure the semantic content of communications between students and teachers. The goal was to use this tool to analyse design conversations, and to investigate their relation to design creativity, assessed in terms of originality, usability, feasibility, aesthetics, elaboration, overall value and overall creativity. Abstraction, Polysemy, Information Content and Semantic Similarity were employed to explore 35 design conversations from the DTRS10 dataset. Main findings suggest that a significant relationship exists between Information Content and Originality, and between Information Content and Overall creativity of the produced design outcomes. Significant relations were also found between Abstraction, Polysemy, Information Content, and Feasibility, as well as between Semantic Similarity and Overall Value of the outcomes. Implications for the use of semantic measures for encouraging creativity in the design studio are discussed.

scholarly journals THE INFLUENCE OF DESIGN BRIEF INFORMATION ON CREATIVE OUTCOMES BY NOVICE AND ADVANCED STUDENTS

2021 ◽  
Vol 1 ◽  
pp. 3041-3050
Author(s):  
Georgios Koronis ◽  
Hernan Casakin ◽  
Arlindo Silva ◽  
Jacob Kai Siang Kang
Keyword(s):  
Design Education ◽  
Design Problems ◽  
Frame Design ◽  
Design Creativity ◽  
Abstract Representations ◽  
Advanced Students ◽  
Different Types ◽  
Fishbone Diagram ◽  
Design Expertise ◽  
Novel Design

AbstractThis study centers on using different types of brief information to support creative outcomes in architectural and engineering design and its relation to design expertise. We explore the influence of design briefs characterized by abstract representations and/or instructions to frame design problems on the creativity of concept sketches produced by novice and advanced students. Abstract representations of problem requirements served as stimuli to encourage associative thinking and knowledge transfer. The Ishikawa/Fishbone Diagram was used to foster design restructuring and to modify viewpoints about the main design drives and goals. The design outcomes generated by novice and advanced engineering/architecture students were assessed for their creativity using a pairwise experimental design. Results indicated that advanced students generated more novel design solutions while also contributing the most useful solutions overall. Implications for creativity in design education and professional practice are presented. Educational programs aimed at promoting creativity in the design studio may find it helpful to consider that the way design briefs are constructed can either promote or inhibit different aspects of design creativity.

scholarly journals On Strengthening the Interest of Architecture Students in Bio-informed Solutions: A Systematic Approach for Learning from Nature

2021 ◽  
Vol 13 (4) ◽  
pp. 2138
Author(s):  
Semra Arslan Selçuk ◽  
Güneş Mutlu Avinç
Keyword(s):  
Design Education ◽  
Architectural Design ◽  
Systematic Approach ◽  
Point Of View ◽  
System Thinking ◽  
Sustainable Solutions ◽  
Research Areas ◽  
Biological Phenomena ◽  
Architectural Structures ◽  
Interdisciplinary Relationships

The bio-informed concept, which means “designing by learning from nature’s best ideas” as an approach, method, tool, discipline or strategy, is one of the most important research areas of today. It does not only shape designs, but also is based on collaborative/interactive/creative methods in education and can be integrated with contemporary educational approaches. This paper questions how to translate the bio-knowledge, which can be an effective and useful method for developing designers’ skills such as system-thinking, innovative thinking and problem-based learning, to design education in an easy and understandable way. In this context, the method of determining and applying biological phenomena/systems into architectural design process through the “natural language approach” is investigated. With this research, it is aimed to open the way to reach more innovative and sustainable solutions by establishing a bridge between architectural and biological terminology while creating architectural structures. It has been shown how to increase the biodiversity utilized for bio-informed solutions in the architectural field by proposing a systematic approach to search for biological systems. From this point of view, this study emphasizes the importance of promoting the bio-informed design approach, increasing interdisciplinary relationships and orienting individuals to nature for creativity and sustainability.

A Pillar of Mechanical Engineering Design Education in Australia: 25 Years of the Warman Design and Build Competition

2013 ◽  
Author(s):  
Warren F. Smith
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Student Assessment ◽  
National Committee ◽  
Engineering Design Education ◽  
Wide Range ◽  
Institutional Learning ◽  
History Of

The “Warman Design and Build Competition”, running across Australasian Universities, is now in its 26th year in 2013. Presented in this paper is a brief history of the competition, documenting the objectives, yearly scenarios, key contributors and champion Universities since its beginning in 1988. Assuming the competition has reached the majority of mechanical and related discipline engineering students in that time, it is fair to say that this competition, as a vehicle of the National Committee on Engineering Design, has served to shape Australasian engineering education in an enduring way. The philosophy of the Warman Design and Build Competition and some of the challenges of running it are described in this perspective by its coordinator since 2003. In particular, the need is for the competition to work effectively across a wide range of student group ability. Not every group engaging with the competition will be competitive nationally, yet all should learn positively from the experience. Reported also in this paper is the collective feedback from the campus organizers in respect to their use of the competition as an educational experience in their classrooms. Each University participating uses the competition differently with respect to student assessment and the support students receive. However, all academic campus organizer responses suggest that the competition supports their own and their institutional learning objectives very well. While the project scenarios have varied widely over the years, the intent to challenge 2nd year university (predominantly mechanical) engineering students with an open-ended statement of requirements in a practical and experiential exercise has been a constant. Students are faced with understanding their opportunity and their client’s value system as expressed in a scoring algorithm. They are required to conceive, construct and demonstrate their device with limited prior knowledge and experience, and the learning outcomes clearly impact their appreciation for teamwork, leadership and product realization.

Development of Commercial Quality Software for Mechanisms Design Education

1992 ◽  
Author(s):  
Steven J. Timmins
Keyword(s):  
Design Education ◽  
Educational Software ◽  
Free Form ◽  
Single Individual ◽  
University Environment ◽  
Persistent Problem ◽  
Institutions Of Higher Learning ◽  
Wide Range ◽  
Fixed Set ◽  
Develop Software

Abstract Development of high quality technical software in a university environment has been a persistent problem since the introduction of educational software to institutions of higher learning. Design software presents a number of special considerations. It differs significantly from other types of educational software in that it requires a free-form creative environment rather than a question-and-answer format or even a detailed analysis of a fixed set of specified problems. Ideally, the student should be able to explore a wide range of realistic problems and develop both optimal and non-optimal solutions using a variety of mechanisms. This paper outlines the differences between truly “commercial quality” software and that developed for use at the local campus and explores the difficulties involved in producing such a product. Users drastically underestimate the amount of manpower and funding required to develop software packages on a par with widely available applications such as AutoCAD, WordPerfect, or Lotus 1-2-3. Similarly, design education software developed at universities for national distribution represent thousands of man-hours of development and may be the work of a single individual or a team of programmers led by a faculty member.

scholarly journals Colour Studies: Clarification and Alpha-Numeric Adaptation of Notation Systems for Artists and Designers

1970 ◽  
Vol 4 (2) ◽  
pp. 121-148
Author(s):  
ZS Ebigbagha
Keyword(s):  
Subject Matter ◽  
Design Education ◽  
Qualitative Approach ◽  
Pivotal Role ◽  
Art And Design ◽  
Wide Range ◽  
The Subject ◽  
Effective Use ◽  
Creative Construction

Colour studies have generated much confusion in art and design education, particularly among students of the discipline in Nigeria. This is due to the complexity of the subject matter itself, wide-range of available materials and a variety of concepts developed in its multi-disciplinarity that is not kept distinct. Therefore, this paper utilizes a qualitative approach that employs the critical, historical, and analytic examination to provide clarification on the constructive and expressive aspects of colour studies. The paper introduces the reader to the pivotal role of colour and its multi-disciplinary interest. Also, it adequately clarifies paradigms and theories in the physical, psychophysical and psychological domains with particular emphasis on areas of practical value to art and design. Moreover, it considers the numeric adaptation of the colour wheel to a set of numbers for harmonic relationship. And it ends with the need for artists and designers to comprehensively grasp the contextual behaviour of colour and develop colour originality through creative construction and effective use in order to successfully express themselves in colour.

scholarly journals Konferanse: Nodem 06: Nordic Digital Excellence in Museums

1970 ◽  
pp. 131
Author(s):  
Tore Slaatta
Keyword(s):  
Digital Design ◽  
Research Papers ◽  
Software Developers ◽  
Digital Museum ◽  
Academic Fields ◽  
Wide Range ◽  
Museum Design ◽  
Set Up

The article reports from NODEM 06, the Nordic Digital Excellence in Museums Conference, which was held in Oslo on 7–9 December 2006. The NODEM conference was set up to promote interaction and learning enhanced by technology and digital design in museums.The conference had an impressive, ambitious programme and proved to be a successful meeting involving Nordic and International scholars from a total of 13 countries, museum researchers and curators, hardware and software developers, designers, consultants and students from a wide range of academic fields, institutions and organisations. Keynote speakers from the EPOCH network, and from the field of digital museum design in Ireland and Australia, were invited, and research papers about 30 ongoing projects featuring digital mediation in museums were presented, with a critical focus that provided a thorough presentation and discussion of the main contributions and themes.

scholarly journals The design studio in promoting citizenship: an educational project developed in Aoteaora

2021 ◽  
Vol 6 (11) ◽  
Author(s):  
Marcos Mortensen ◽  
Tatiana Tavares
Keyword(s):  
Graphic Design ◽  
Knowledge Construction ◽  
Design Education ◽  
Phenomenological Analysis ◽  
Design Studio ◽  
Long Term Effects ◽  
Social Design ◽  
Real World Problem ◽  
Historical Comparative

This study describes the framework of a brief developed for level 7 of a Bachelor of Graphic Design majoring in Communication Design and the design outcomes developed during an academic semester in Aotearoa. The brief employed the Design Studio approach to integrating social, technical and cognitive dimensions of knowledge construction. We explored the potential of Social Design to engage students in real-world problem and design outcomes to improve local and global contexts and facing problems that are complex and with long-term effects. The study seats in the post-positivist paradigm, and privileges the pluralism between quantitative data, and the qualitative perspectives of historical, comparative, philosophical, and phenomenological analysis. It contributes to discussions about the design studio approach in Design Education and methodologies for the development of tertiary-level curricula.

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