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1.
Moti Frank Ilana Lavy David Elata 《International Journal of Technology and Design Education》2003,13(3):273-288
This paper presents perceptions and attitudes of freshmen students that have participated in an introductory Project-Based
Learning (PBL) course in engineering. The course, `A creative introduction to mechanical engineering', was developed and is
taught in the Faculty of Mechanical Engineering at the Technion. In this course, teams of students carry out mini-projects
that require the design and construction of devices that perform pre-defined tasks. The qualitative paradigm was found to
be suitable for studying the process undergone by the students, mainly because the study focused on the human aspect — the
students' emotions, thoughts, behavior, and difficulties. Data was collected by means of semi-structured interviews with the
students, the teacher, and the teaching-assistant, by observations in the classroom, and by analyzing students' reports. The
paper presents the students' perceptions of: the aim of the course; the instructor's role in a PBL environment; characteristics
of PBL course; advantages of the PBL from the students' point of view; PBL as a learning environment for future engineers,
and implications of learning in teams.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
2.
Peter Lloyd 《International Journal of Technology and Design Education》2013,23(3):749-765
This paper shows how the design thinking skills of students learning at a distance can be consciously developed, and deliberately applied outside of the creative industries in what are termed ‘embedded’ contexts. The distance learning model of education pioneered by The Open University is briefly described before the technological innovations—which feature a fully integrated web 2.0 learning environment and design studio—and concepts behind a new course in Design Thinking are explained in detail. In teaching the more generic skills of design and developing experiential knowledge in students, the paper also explores the changing role of designers in becoming less problem-focussed and more socially engaged through the construction of design process. The paper ends by presenting the results of an extensive student and tutor survey as part of an ongoing longitudinal study which indicate that this new approach to teaching design has been successful. 相似文献
3.
Wan-Ling Wang Shen-Guan Shih Sheng-Fen Chien 《International Journal of Technology and Design Education》2010,20(4):433-451
Knowledge-sharing and resource exchange are the key to the success of collaborative design learning. In an architectural design
studio, design knowledge entails learning efforts that need to accumulate and recombine dispersed and complementary pieces
of knowledge. In this research, firstly, ‘Knowledge Trading Game’ is proposed to be a way for promoting students’ design knowledge
exchange, dissemination and refinement. Twelve students are randomly chosen as experimental participants. And secondly, ‘virtual
value’ is used for students to trade their design knowledge. In this game, students buy others’ design knowledge to extend
their design problem space; students decrease their design solution space through their sold design knowledge. Finally, ‘protocol
analysis’ is adapted as the research methodology to examine the results of implementation. A positive outcome is identified
that Knowledge Trading Game encourages collaborative design learning. 相似文献
4.
Selcuk Karaman Suat Celik 《International Journal of Technology and Design Education》2008,18(2):203-215
This study investigates perceptions of 29 prospective teachers about a course based on Project-Based Learning (PBL) approach.
The course, ‘Authoring Languages in PC Environment (B-320)’ lasted in 14 weeks in fall semester of 2004–2005. In this course
each prospective teacher carried out a project that requires designing and developing courseware individually. This study
is qualitative in nature and data were collected through an open ended questionnaire composed of seven items and analyzed
by content analysis technique. The results show that prospective teachers found PBL as an effective way of learning. It also
suggests that when efficient guidance about technical issues and time management is provided, PBL approach can be successfully
implemented in computer related courses such as programming language and web designing. 相似文献
5.
Brigid Barron Caitlin Kennedy Martin Eric Roberts 《International Journal of Technology and Design Education》2007,17(1):75-105
In this article we report assessment results from two studies in an ongoing design experiment intended to provide a single
school system with a sequence of secondary school level (ages 14–18) computer technology courses. In our first study, we share
data on students’ learning as a function of the required introductory course and their pre-course history of technological
experience. In order to go beyond traditional assessments of learning we assessed two aspects of students’ “learning ecologies”: their use of a variety of learning resources and the extent to which they share their knowledge about technology with others.
In our second study we present patterns of course taking by male and female students who have almost completed their secondary
schooling. In addition, we share case studies of students who elected to take more technology classes and leveraged their
course experiences for internships, further education, and jobs. The quantitative and qualitative data are consistent with
our hypothesis that students would become more technologically fluent and that their learning ecologies would diversify as a result of their project-based experiences. 相似文献
6.
R. Preston McAfee 《Review of Industrial Organization》2011,39(3):169-185
Internet advertising exchanges possess three characteristics—fast delivery, low values, and automated systems—that influence
market design. Automated learning systems induce the winner’s curse when several pricing types compete. Bidders frequently
compete with different data, which induces randomization in equilibrium. Machine learning causes the value of information
to leak across participants. Discrimination may be used to induce efficient exploration, although publishers (websites) may
balk at participating. The creation of “learning accounts,” which divorce payments from receipts, may be used to internalize
learning externalities. Under some learning mechanisms the learning account eventually shows a surplus. The solution is illustrated
computationally. 相似文献
7.
8.
Wenzhi Chen 《International Journal of Technology and Design Education》2016,26(3):461-487
Design is a powerful weapon for modern companies so it is important to have excellent designers in the industry. The purpose of this study is to explore the learning problems and the resources that students use to overcome problems in undergraduate industrial design studio courses. A survey with open-type questions was conducted to collect data. Participants in this study were 189 undergraduate industrial design students from three universities, and two coding schema were formulated for analysing the data. The results demonstrated that the most difficult design tasks included concept generation, design presentation, and design research. The learning resources used to solve the learning problems included four categories: people, object, method, and environment. This information will increase the understanding of the learning process of students and provide a reference for teaching and the setting of learning resources in industrial design education. 相似文献
9.
Student perceptions and performance in online and offline collaboration in an interior design studio
Ji Young Cho Moon-Heum Cho 《International Journal of Technology and Design Education》2014,24(4):473-491
Competence in collaboration is one of the critical abilities that interior design majors are expected to develop during the course of their education; however, few students are competent to collaborate with others online. The purposes of this study were to identify student perceptions and performance in online collaboration compared to those of offline collaboration and to explore the way students collaborate online. A total of 29 junior interior design students participated in the study. After finishing each online and offline collaborative project, they completed a survey. The findings show that students are more satisfied with offline collaboration and perceive offline collaboration as more effective than online collaboration; however, no significant difference was apparent in student performance online and offline. In addition, the findings show the need to provide appropriate online interface for design collaborations. This paper includes lessons learned and recommendations to promote both online and offline collaboration in a design studio. 相似文献
10.
为提高中职服装设计专业学生综合素质和就业能力,在《服装陈列设计》课程中提出了一种“赛课结合”的教学模式。理论课堂以项目驱动形式,采用参与式教学法引导学生在课堂中主动参与学习讨论;通过“服装陈列创新工作室”第二课堂,带领学生参加相关学科竞赛,以“课堂+比赛”的方式达到教学相长的目的。 相似文献
11.
Architectural design is a knowledge-intensive activity; however, students frequently lack sufficient knowledge when they practice
design. Collaborative learning can supplement the students’ insufficient expertise. Successful collaborative learning relies
on knowledge sharing between students. This implies that the peers are a considerable design knowledge source for the students.
However, students are involved in grade competition. Students may not be willing to share because knowledge is a critical
resource for students’ performance. The web technology has been used to facilitate knowledge exchange among students; nevertheless,
the convenience of technology may tempt free riding behavior and impede the development of a knowledge sharing culture. The
purpose of this exploratory study is to probe whether the peers and a web forum are the students’ primary knowledge source
by investigating students’ knowledge sources during the design process. The results demonstrated that (1) studio-mates were
a primary design knowledge source for the students, (2) the ill-defined nature of design problems may be the main contributing
factor encouraging knowledge sharing behavior, (3) the shared web forum was not a primary knowledge source for the students
and did not have a significant influence on the knowledge sharing culture, and (4) we can estimate the knowledge sharing culture
in a design studio through investigating students’ knowledge sources. Furthermore, several additional findings and implications
are elaborated. 相似文献
12.
Şule Taşli Pektaş Feyzan Erkip 《International Journal of Technology and Design Education》2006,16(1):79-95
The success of efforts to integrate technology with design education is largely affected by the attitudes of students toward
technology. This paper presents the findings of a research on the attitudes of design students toward the use of computers
in design and its correlates. Computer Aided Design (CAD) tools are the most widely used computer applications in design.
An instrument was developed and applied for the first time to relate computer attitude to design field through CAD. Interior
architecture undergraduates of Bilkent University participated in the survey. As a result, students’ attitudes toward the
use of computers in design were found to be positive. A significant gender difference in attitudes toward computers was observed
with males having more positive attitudes than females. The results also revealed that students’ attitude toward computer
usage in design was highly related to their general attitude toward computers, but it was not correlated with their perception
of instructors’ attitude toward the use of computers in design. 相似文献
13.
Ali İhsan Ünay Cengiz Özmen 《International Journal of Technology and Design Education》2006,16(3):253-271
This paper explores the place of structural design within undergraduate architectural education. The role and format of lecture-based
structure courses within an education system, organized around the architectural design studio is discussed with its most
prominent problems and proposed solutions. The fundamental concept of the current teaching model in the Middle East Technical
University (Ankara, Turkey) is quite appropriate for the education of future architects. If we consider that the main occupation
of an architect is to design, then, naturally, the design studio should be at the center of the curriculum. Since the act
of designing cannot be realized without artistic skills and scientific and theoretical knowledge it is also suitable that
the activities in design studios are backed up with relevant lecture courses. On the other hand, the importance of effective
structural design knowledge for an architect is emphasized within the context of a country that encountered major earthquakes
in the past. 相似文献
14.
Ji Young Cho Moon-Heum Cho Nadya Kozinets 《International Journal of Technology and Design Education》2016,26(4):567-586
With the recognition of the importance of collaboration in a design studio and the advancement of technology, increasing numbers of design students collaborate with others in a technology-mediated learning environment (TMLE); however, not all students have positive experiences in TMLEs. One possible reason for unsatisfactory collaboration experiences is that existing text-oriented collaboration technology may not fully support interior design students’ needs for spontaneous interaction with visual images. The purpose of the current research was to determine whether a visually supported collaboration technology (VSCT) for designers, enhances students’ collaboration experiences in a TMLE. A total of 28 junior interior design students participated in the study, all of whom engaged in similar group projects via two collaboration modalities: face-to-face and VSCT. The results show that collaboration modalities influence students’ learning experiences, in particular, achievement and confidence in completing collaborative tasks. When using VSCT, students achieved significantly higher grade and demonstrated higher confidence in completing collaborative tasks compared to face-to-face collaboration; however, no significant differences were reported in either their perception of the collaboration process or their evaluation of the medium in the two collaboration modalities. The findings demonstrate that VSCT enhanced students’ collaboration experiences in design studio. Discussion and implications are provided to facilitate design students’ positive collaboration experiences in a TMLE. 相似文献
15.
Jinsong Tao Stephen C. McClure Xiaoxing Zhang Muhammad Waqas Xishan Wen 《International Journal of Technology and Design Education》2020,30(2):413-426
Assessments of new pedagogical practices usually rely on instructor oriented surveys and questionnaires to measure student perceptions of teaching methods; however, fixed response categories in structured questionnaires might bias results. This paper demonstrates a mixed methods approach using open and multi-dimensional scaling (MDS) for a student-oriented exploratory analysis and visualization of perceptions of teaching methods. A scientific writing and research methodology course is a required course for first year PhD students in software engineering and geo-infomatics at Wuhan University, China. PhD students attending this course came from countries whose first language is not English, and from a variety of software engineering and geo-infomatics domains. The problem therefore, was to elicit un-mediated perceptions of course assignment, reduce and generalize the resulting data for interpretation. A graphical visualization of themes emerging in student responses to two open-ended questions about an assignment provided a basis for inferring student interests and needs. In this course, an assessment of a task oriented problem-solving experience was implemented through a mixed method strategy incorporating qualitative methods, exploratory data mining techniques, and cartographic visualization. The visualization shows that participating students generally perceived the exercise as challenging, helped them understand journal requirements, and develop ways to survey texts to extract information. The results also suggested that this consensus breaks down in terms of each participant’s own goals, domain, and research interests. Unstructured questions, open coding, and MDS visualization might also prove to be helpful in the process of devising and assessing other student centered pedagogies. 相似文献
16.
In 2007, the Faculty of Industrial Design Engineering of the Delft University of Technology introduced a new bachelor program.
Based on theories of learning and instruction three design principles were used to develop an approach that aims to make it
easier for students to bridge the gap between theoretical design engineering courses and practical design projects. To investigate
whether the new program is successful in this respect, we selected a representative combination of one course and one design
project, analysed grades, sent out questionnaires and interviewed teaching staff. The unique change of all three course years
at once, as opposed to sequential introduction, allowed us to establish a control group and obtain precise results. By repeating
our studies 1 year later, we further enhanced the reliability of our findings. We conclude that our approach indeed strengthens
the link between theory and practice, and have reason to be positive about the research method adopted. Furthermore, we identified
several barriers that must be overcome for such an approach to become successful, and can now give additional recommendations
for course and/or program revisions in teaching design engineering at academic level. 相似文献
17.
Evgeny Korchnoy Igor M. Verner 《International Journal of Technology and Design Education》2010,20(2):217-237
Growing popularity of robotics education motivates developing its didactics and studying it in teacher training programs.
This paper presents a study conducted in the Department of Education in Technology and Science, Technion, in which university
students and school pupils cope with robotics challenges of designing, building and operating computer-controlled mechanisms.
The university students were involved in developing robot prototypes and related instructional materials, and assisted in
teaching robotics and guiding projects to middle school and high school pupils. The study focused on behaviors of the two
groups of learners and aimed to elicit and analyze typical characteristics of learning in the developed robotics environment.
We collected qualitative data on learning through robot design and experimentation activities and, by means of the ground
theory method, elicited and analyzed typical behavioral characteristics of students’ and pupils’ learning: self-confidence,
help, collaboration, interest, seriousness, self-dependence, learning effort, responsibility, coping with learning pressure,
learning through observation, and perseverance. As found, the behavior characteristics evolve in the course of robotics studies
and their evolution can give indication on the development of the desired competences. 相似文献
18.
Adam P. R. Taylor 《International Journal of Technology and Design Education》2007,17(2):217-229
This paper reports on a novel approach taken by the author to the teaching of an Internet programming course targeted at final
year diploma and second year degree students. The uniqueness of engineers and their identity is discussed, as is the self-constructed
world and ways of knowing in which humankind operates. The novel approach to teaching a software-coding course, and this course’s
underlying philosophies of learning, the approach taken in class-contact time, and the methods of interaction with the students
are presented, along with the conventional structure, quantitative measures, outline, and assessment of the course. The effects
and observations of approaches employed are discussed, and the quantitative outputs achieved are presented alongside the unquantifiable
impressions, comments and positive feedback. 相似文献
19.
Shi-Jer Lou Ru-Chu Shih C. Ray Diez Kuo-Hung Tseng 《International Journal of Technology and Design Education》2011,21(2):195-215
This study was designed to explore the effects of problem-based learning (PBL) strategies on the attitudes of female senior
high school students toward integrated knowledge learning in science, technology, engineering, and mathematics (STEM). Content
analysis and focus group methods were adopted as the research processes. Data and information about the STEM internet platform,
an attitude scale and the contents of interviews were also collected for analysis. The subjects were 10th grade students at
a girls’ senior high school who volunteered to organize teams for a Solar Electric Trolley Contest. A total of 40 students
were grouped into 18 teams. The results of the study indicate: (1) that PBL strategies can be helpful in enhancing students’
attitudes toward STEM learning and the exploration of future career choices; (2) that the PBL teaching strategy helped to
lead students step by step toward completing the contest’s mission and to experience the meaning of integrated STEM knowledge;
(3) that not only that students can actively apply engineering and science knowledge, but also that students tend to gain
more solid science and mathematics knowledge through STEM learning in PBL; and (4) that PBL can enhance students’ abilities
and provide them experiences related to knowledge integration and application. Therefore, it is recommended that the curriculum
at the girls’ senior high school include more content related to specialty subjects to enhance their technological capabilities.
In addition, a learning mechanism should be offered to aid advisers or teachers in strengthening students’ integrated and
systematic knowledge about STEM. 相似文献
20.
This paper reports on the results of a survey and qualitative analysis on the teaching of ‘Basic Design’ in schools of design
and architecture located in 22 countries. In the context of this research work, Basic Design means the teaching and learning
of design fundamentals that may also be commonly referred to as the Principles of Two- and Three-dimensional Design. The body
of knowledge associated with Basic Design may be regarded as part of the general theory of teaching and learning design as
practiced in many design schools and which has its origins in the classical design schools such as the Bauhaus. In the author’s
perception and practice, the pedagogy of Basic Design promotes a holistic, creative and experimental methodology that develops
the learning style and cognitive abilities of students with respect to the fundamental principles of design. This includes
an understanding of the elements of shape, colour, texture, light, and rhythm in a manner complementary but usually unrelated
to the common design methods teaching approach. As is well known among design practitioners, including architects and industrial
designers, a deep understanding of the purpose of these fundamental design elements and principles is still relevant to contemporary
design practice. The main objective of the research described in this paper was to determine the status and development of
Basic Design pedagogy in a significant number of contemporary design schools. On the basis of the results of two surveys conducted
in 2001–2002, this paper will identify and illustrate interesting aspects concerning the programmes and organisation of courses
delivered by teachers of ‘Basic Design’. This work will also survey the viewpoints of Basic Design teachers in elementary
years of design courses and of those teaching design through projects during the subsequent years of the same courses. Interestingly,
the design project teachers surveyed in this research expressed a desire to be more involved in the teaching of Basic Design
fundamentals which indicates strongly that Basic Design principles are still relevant in contemporary design education terms
as they have ever been and that more research is needed in order to better understand and apply the related pedagogy. 相似文献