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2012, Design and Technology Education an International Journal
Art, Design & Communication in Higher Education
New perspectives on design learning, thinking and teaching2013 •
The articles in this special issue on Futures of Design Education have been selected from the 9th International Conference on Engineering and Product Design Education conference proceedings. This international conference was held at Newcastle upon Tyne in the UK in September 2007 and brought together representatives from education and industry that have an interest in shaping the future of design education. The conference provided a forum for educators and researchers from product development, engineering and industrial design, together with industry and government representatives to discuss current educational issues as well as how design education might ‘be’ in the future. Themes explored at the conference included: curriculum development, responsible design, global issues, learning environments, and industry-university collaborations. Seven articles from the conference have been included in this special issue with aim of providing a range of papers from the interdisciplinary field of product design education. The authors of these articles come from different disciplinary backgrounds and different countries, including the Netherlands, South Africa, Israel, Australia, the USA and the UK. The outcome is an edition that tackles diverse design education issues from a variety of perspectives, both disciplinary and institutional. Further, the articles are written from various pedagogical perspectives, ranging from those informed by psychology to those incorporating socio-cultural theorisations of learning. The opening article, by Carolina Gill and Blaine Lilly, titled ‘Bridging design disciplines: preparing students for unpredictable challenges’, explores strategies that promote student cross-disciplinary collaboration and learning. The authors provide three case studies of students working across the disciplines of industrial design and mechanical engineering. They suggest that adapting tools and methods from each of the disciplines involved in the collaboration leads to an improved understanding across these disciplines. The article ‘Distributed collaboration in design education – practising designer and client roles’, by Kristina Lauche, Erik Bohemia, Chris Wilson and Petra Badke-Schaub, outlines a case study of a distributed design studio undertaken between three universities. This article illustrates the ways in which cross-institutional design studios can contribute to enhancing student-learning experiences. It also highlights the importance of providing design students with skills for operating in cross-cultural teams in distributed design studio context. Tania Humphries-Smith, in her article ‘Sustainable design and the design curriculum’, presents data from a pilot study that begins the process of considering how education should deal with the issue of sustainable design specifically in the context of the education of graduate designers in the fields of product, design engineering and interior design. Furthermore, a number of questions related to shaping the future of design and engineering education and designers/engineers are explored. This research addresses whether sustainability, or more specifically sustainable design, should or can be an integral part of engineering/product design programmes or whether it should/or can be developed as a separate design discipline. Humphries-Smith also discusses the difference between, eco-design and sustainable design and the implications of the understanding of this difference for design education. Hernan Casakin and Kevin Miller in their article ‘Individual learning styles and design performance in the metaphorical reasoning process’, explore the relationships between metaphor, experiential learning and learning preferences in the context of product design in a studio based environment. They argue that the relationships between these elements provide a fruitful area for ongoing research in the field of design education. Michael Rodber and Paul Wormald, in their article ‘Aligning industrial design education to emerging trends in professional practice and industry’, provide an industry perspective on the theme of design futures. They argue that the nature of design business in the UK has changed in recent years, and that these changes need to be taken into consideration in university-level product design education. They discuss these changes in relation to curriculum development, new module teaching and learning, and areas of academic research. They propose that university-level product design education shouldbecome more evidence-based and be more user-focused. Gaurang Desai’s article, ‘An activity-theory framework for industrial design’, explores the usefulness of activity theory as an approach for undertaking design research. Using an activity theory framework, Desai examines the design of classroom furniture in India. The article concludes that activity theory, with its emphasis on human activity as the essential unit of study, is a useful methodology for industrial design. Activity theory offers potential for design educators to examine classroom activity through a sociocultural lens, thus drawing to attention to the broader context in which teaching and learning take place. The closing article, ‘Ontologically shaping a designed future: design education as revelation’, by Johann van der Merwe, draws on actor-network theory to explore the construction of knowledge. van der Merwe asks salient questions such as: ‘is learning concerned with epistemology or ontology?’ He also examines the assumptions that underpin ‘how we know’. In illuminating complex processes whereby knowledge is constructed, van der Merwe encourages us to rethink pedagogy in design education. The articles in this Special Issue engage with many of the key issues that are currently impacting on higher education including: internationalisation of curriculum, establishing cross-disciplinary programmes, linking research and teaching, widening participation and an increased focus on collaboration with industry (Hanna, 2003; Barnett, 2005; Jones and Brown, 2007; Barnett and Di Napoli, 2008). These are indeed changing times. Therefore, it is important that space be made for design educators to continue to review their educational practices and the assumptions underpinning these practices. This Special Issue on Futures of Design Education contributes to opening up this space. References Barnett, R. (Ed.) (2005) Reshaping the University: New Relationships between Research, Scholarship and Teaching. Maidenhead, UK: SRHE and Open University Press. Barnett, R. and Di Napoli, R. (Eds) (2008) Changing Identities in Higher Education. London, UK: Routledge. Hanna, D.E. (2003) ‘Building a leadership vision: eleven strategic challenges for higher education’, EDUCAUSE Review Articles, Vol. 38, pp.25–34. Jones, E. and Brown, S. (Eds) (2007) Internationalising Higher Education. London, UK: Routledge.
International Journal of Technology and Design Education
Philosophy of Design, Design Education, and Educational Design Introduction to the Special Issue2001 •
The 1st International Symposium for Design Education Researchers took place in Paris, France on 18–19 May 2011. The Symposium was held under the auspices of the CUMULUS, the International Association of Universities and Colleges of Art, Design and Media and the Design Research Society's Design Pedagogy Special Interest Group. The event was hosted by the Paris Chamber of Commerce and Industry. We would like to thank to Paris Chamber of Commerce and Industry proving their magnificent building to host this important event. One of the aims of the symposium was to develop and to establish relationships between CUMULUS and DRS Design Pedagogy Special Interest Group. The idea was to bring members from these two societies and strengthen the capacity to enhance the quality of design education through examining how innovation in education is informed by and is informing design research. In order to do this the symposium convenors invited a diverse mix of speakers to explore the symposium's theme. Initially, the invited speakers submitted brief proposals. Then they submitted full papers which were critically double blind reviewed by members of the International Scientific Review Committee. The revised submitted papers form these symposium proceedings. The authors of these articles come from different disciplinary backgrounds and different countries, including the Netherlands, the UK, France, Switzerland, Finland, and Italy. The outcome is a symposium that tackles diverse design education issues from a variety of perspectives, both disciplinary and institutional. CUMULUS Association and DRS Design Pedagogy Special Interest Group coming together signals the increased importance of re-examining design education in these changing times. There are further plans for these two associations to work together. For example, CUMULUS Association and DRS Design Pedagogy Special Interest Group are planning to organise a joint international conference in 2013. The more immediate plan is to produce a Special Issue of ‘Collection’, a research journal on the theme of ‘Informing Design Education by Research’ from selected papers presented at the symposium. Another set of papers will be selected for an edited book on the theme of ‘Researching Design Education’. We would like to thank to number of people and organisations who have been helpful in organising the symposium and preparing this set of proceedings. These include Christian Guellerin President of Cumulus and Michael Tovey the conveyor of DRS PedSIG; Jacques Leroux from the Paris Chamber of Commerce and Industry and his colleagues and team who kindly provided the venue and made the symposium delegates welcome; the team from CUMULUS Association Eija Salmi and Justyna Maciak based at Aalto University, Geneviève Sengissen and Pascale Labé and their team based at L'École de Design Nantes Atlantique who provided the logistics; Anne Schoonbrodt and Alessandro Biamonti for organising the poster session; Deborah Wickham from L'École Parsons à Paris who encourage her students to produce artwork proposals for this proceedings, Samantha Schulman and Tanya Benet whose design proposals were adopted and every member of the International Scientific Review Committee who provided their time and expertise during the review process. This was a truly international team effort by symposium committee whose members from DRS and CUMULUS Association were dispersed across European universities. These included Aalto University, L'École de Design Nantes Atlantique, Coventry University, L'École Parsons à Paris; Northumbria University and Politecnico di Milano. Symposium Convenors on behalf of the Organising Committee Erik Bohemia Brigitte Borja de Mozota Luisa Collina Copyright © 2011 each paper in this symposium proceedings is the property of the author(s). Permission is granted to reproduce copies of these works for purposes relevant to the above symposium, provided that the author(s), source and copyright notice are included on each copy. For other uses, including extended quotation, please contact the author(s).
2015 •
LearnxDesign2015=Design in Kindergarten Through Higher Education Welcome to the volume 3 conference proceedings themed ‘LearnXDesign2015’ a comprehensive engagement of topics across design pedagogy and research. The papers delivered at the 3rd International Conference for Design Education Researchers, co-organized by DRS, CUMULUS, and DESIGN-ED, are the focus of these volumes. The conference was graciously hosted by the School of the Art Institute in Chicago. Highlighted at the heart of the conference were varied presentations and workshops. To prepare for the conference, we asked design researchers to submit their work for consideration. Scholars proposed 289 paper abstract, 31 workshop and 2 symposia submissions. The International Scientific Review Committee invited 243 paper abstract submissions to proceed into the next stage to submit as full papers. After double blind full paper review by the International Review Board, a final 106 full papers will be presented at the conference, and be included in the conference proceedings. In addition, 23 workshops and 1 symposia were conducted. Editorial arrangements by Erik Bohemia, Ingvild Digranes and Robin Vande Zande ©2015 Aalto University, DRS, Cumulus, DESIGN-ED and the Authors. All rights reserved Proceedings of the 3rd International Conference for Design Education Researchers ISBN 978-952-60-0069-5 (vol. 1–4) Published by Aalto University School of Arts, Design and Architecture PO Box 31000, FI-00076 Aalto Finland
2015 •
LearnxDesign2015=Design in Kindergarten Through Higher Education Welcome to the volume 4 conference proceedings themed ‘LearnXDesign2015’ a comprehensive engagement of topics across design pedagogy and research. The papers delivered at the 3rd International Conference for Design Education Researchers, co-organized by DRS, CUMULUS, and DESIGN-ED, are the focus of these volumes. The conference was graciously hosted by the School of the Art Institute in Chicago. Highlighted at the heart of the conference were varied presentations and workshops. To prepare for the conference, we asked design researchers to submit their work for consideration. Scholars proposed 289 paper abstract, 31 workshop and 2 symposia submissions. The International Scientific Review Committee invited 243 paper abstract submissions to proceed into the next stage to submit as full papers. After double blind full paper review by the International Review Board, a final 106 full papers will be presented at the conference, and be included in the conference proceedings. In addition, 23 workshops and 1 symposia were conducted. Editorial arrangements by Erik Bohemia, Ingvild Digranes and Robin Vande Zande ©2015 Aalto University, DRS, Cumulus, DESIGN-ED and the Authors. All rights reserved Proceedings of the 3rd International Conference for Design Education Researchers ISBN 978-952-60-0069-5 (vol. 1–4) Published by Aalto University School of Arts, Design and Architecture PO Box 31000, FI-00076 Aalto Finland
JRAS, Series 3, 28, 3 (2018), pp. 525–535
Aurangzeb and the N¯ ath Yog¯ ıs2018 •
BOLSHEVIK CONCEPT OF LANGUAGE FUSION AND LANGUAGE POLICY IN ABKHAZIA IN 1930’S
Bolshevik concept of language fusion2024 •
Diversity and Distributions
When does agriculture enter into conflict with wildlife? A global assessment of parrot–agriculture conflicts and their conservation effects2020 •
Journal of Clinical Gastroenterology
Postsurgical Chylous Ascites in Sarcoidosis with Portal Hypertension1985 •
Evidence-Based Complementary and Alternative Medicine
Gastroprotective Effects of the Aqueous Extract from Taraxacum officinale in Rats Using Ultrasound, Histology, and Biochemical AnalysisResearch Square (Research Square)
Prediction of Bridge Damage Factors Using Decision Tree Technique (Case Study: Concrete Rad Bridges in ZANJAN Province-IRAN)2023 •
Proceedings of the Karelian Research Centre of the Russian Academy of Sciences
Invasions of Alien Vascular Plants to Natural and Semi-Natural Habitats in Towns of the Republic of Karelia2020 •