Workshops

The aim of this article is to explore the role that anthropology can play in designing participatory workshops, as a space to imagine possible futures. The article would like to shift the focus from the idea of a past oriented anthropology grounded on ethnography that informs design, to a future oriented anthropology grounded on participatory practices that is informed by design. The experimentation of anthropology in design will be explored through the project Spazi Neonati, a participatory workshop aiming to share experiences of a neonatal intensive care ward and create a space for co-ideation between mothers, nurses, doctors and architects. In this case participation is not a space where transformation is complete, but where a first step of encounter is made, and the future can be visualized. In the space of the workshop, the most desirable futures are not only the expected output but also the modality for engagement (Pink 2018). The role of workshops as methods for anthropological research has been little investigated by anthropologists and therefore, we refer to Pink and Akama's work (2018), in which they design anthropological workshops aimed at exploring future-making possibilities.

Workshop, or peer-review, is part of writing in many genres. We cannot escape it. It should be beneficial for us as writers, but more often than not, it isn’t. In this article, the author describes how as writers, we fluctuate between the view that we suck and that our peers suck as writers which ultimately shuts down the productive potential of workshops. Sharing from her own experience in a creative writing workshop, the author describes how she learned to see the peer-review process differently after encountering “He-Who-Must-Not-Be-Named” (the often inevitable “jackass” in workshops) who scribbles three meager words of useless judgment on deeply personal poems. At first, the author wants to run for the hills and never look back at writing again. Fortunately, her professor helps her see the value of workshop which the author passes along to us, here.

Mudéjar pieces of furniture with bone inlay (taracea) were favoured by art critics during the second
half of the 19th century. The fact that the technique was heir to sophisticated Islamic culture as well
as the delicacy of the work helped its prestige. Antique furniture with solid wood inlay and block
inlay were desirable merchandise for antique dealers. The main collectors, like Eusebi Güell, placed
them together with other pieces of ancient and modern art, creating ‘a nice variety’. Furthermore,
the success of the technique led to its restoration, recreation, copy and forgery. Workshops, such as
those of Gaspar Homar and Miguel Sastre, built and restored furniture with these types of handwork,
commonly referred under the name of tarsia in the Catalan documents.
Keywords: inlay, bone, Barcelona, furniture, workshops, M. Sastre

A Workshop for Higher Degree Research Students at Griffith University
Produced & Delivered by Dr Robert Carr,
Griffith University
19th October 2017
Tweet: @robcarr09
E-mail: R.Carr@griffith.edu.au

WORKSHOP OBJECTIVES:
To understand ‘employability’ - beyond skills and qualifications
2. Strategically map out ‘your’ learning + personal objectives
3. Develop appreciation of periodically reviewing your objectives
4. Develop appreciation of a collegial approach to supporting each other as peers

BENEFITS & OUTCOMES OF WORKSHOP:
1. Take home a fresh list of objectives
2. Overcome ‘silo’ thinking - think outside the circle
3. Tools for your own undergraduate students to use
4. Assurance the workshop is grounded in research and practical experience

เว็บช่วยสอนยังเป็นสื่อใหม่ที่ยังไม่เป็นที่แพร่หลาย      หรือนำมาใช้เพื่อการเรียนการสอนอย่างกว้างขวางในประเทศไทย            เหมือนกับสื่อการสอนสมัยใหม่หลายอย่างที่ถูกนำมาใช้อย่างมากมายจนเป็นที่รู้จักกันดีอย่างคอมพิวเตอร์ช่วยสอนหรือวีดิโอคอนเฟอร์เรนต์    คำถามที่นักการศึกษาจะต้องถูกถามเหมือนกับที่เคยถามเมื่อเวลามีสื่อใหม่ ๆ ถูกนำเข้ามาใช้ในการศึกษาว่า  อะไรคือเว็บช่วยสอน ?

The purpose of this project was to design, develop, facilitate, and evaluate an experience in which participants come to a deeper knowledge of God the Creator and provide avenues for reflecting His image through innovation. This report reviews an experiential, intensive workshop held at Weimar Institute in Weimar, California that introduced 26 undergraduate students to activities, interactions, and reflections focusing on creativity in everyday life. This document will include an overview and detailed description of the project stages and processes, a literature
review, findings and interpretations as well as conclusions and recommendations with appropriate appendices.

“Não há apóstrofe em zine. Zine não é abreviação para magazine. Uma revista é um produto, uma mercadoria comercial. Um zine é um trabalho de amor, produzido sem lucro. (…) Informação é a razão pela qual um zine existe; qualquer coisa além disso está de fora.” Larry Bob,zineiro.

This article attempts to collect relevant historical materials and handed down works of "Chibi Fu" written by Zhu Yunming, and sort out 7 related studies on "Chibi Fu". It also introduces the scholars' standpoint on the authenticity of each version. Secondly, by comparing the calligraphic styles of the 7 works with each other, we can clarify the connection and authenticity of each version. Finally, it puts forward a research speculation on the falsification of Zhu Yunming's calligraphy works.

This document aims to be a guide for designing a Theory of Change applied to social change interventions. The approach and the contents of the guide emerged from the synthesis of my learning as Theory of Change process facilitator, which implied interacting with social change agents, European INGO, social and community leaders as well as political actors from different Latin American countries.

It should be pointed out that this particular Theory of Change approach seeks to be a thinking-‐action alternative to other more rigid approaches and planning logics. As we live in a complex, and at times, conflictive and uncertain era, we need more flexible and adaptive mindsets and tools to act, monitor and learn.

In general terms, the guide summarizes the core of the contents and methodological steps that are implemented in a Theory of Change design workshop. As it is already known, this thinking-‐action approach is also applied for accompanying organizational learning and change processes.

The document is aimed at the wealth of agents linked to social change and development processes. That is, bilateral donors, grassroots male and female leaders, social and political leaders, NGO officials, community-based grasroots  organizations, social movements, public decision-‐makers, and other agents involved in these processes.

A workshop conducted with students about colour in interior design and methods of colour selection emphasises the importance of colour knowledge and its place in education. This paper contains studio practice and the evaluation of the works that are organised with the interior architecture students in a studio in Turkey. The studio aims to inform and practice the students about colour knowledge and methods of colour selection that has a significant role in the interior architecture profession. The workshop methodology consists of three phases: a pre-study, a presentation of this topic and finally, the same practice done again by students using the methods in presentations. Space is the same in the first and the last studies in which the students made colour selections, thus students can compare and interpret these two works. It is observed that the workshop made a significant difference in colour perception of the students.Keywords: Interior design, colour selection, workshop, educa...

This article will consider student engagement through collaborative teaching and learning practices I have developed within a series of bookbinding workshops in which I acquire new skills alongside my students. The bookbinding workshop developed from my desire to seek ways to engage with and alongside students in my practice and research to ground my own making within my pedagogic practice. In this way students are not being ‘instructed’ by a skilled specialist but rather collaborating with a committed enthusiast and researcher learning from their practice and experience. This article will discuss the impact these workshops have had on participating students, their practice and their sense of ‘creative self’ through the analysis of anonymous surveys carried over the span of two years.

Robert MacFarlene 2005 Times Edebiyat ekinde psikocoğrafya için sıraladığı bir dizi önermeyi "Kendine Ait Bir Yol" diyerek bitirirken aslında psikocoğrafyanın güncel yaklaşıma işaret ediyor: öznelliğe ve deneyimin anlasına. "Kendine Ait Bir Yol-bir kentin psikocoğrafyası" atölyesi  ismini, Robert MacFarlene'nin deneyimin anlatısına işaret ettiği bu yazısından alıyor. Atölyede bir çırpıda anlaşılması kolay olmayan bu kavram (ya da çalışma alanı) çerçevesinde modern kentlerden, gündelik hayata, gösteri toplumuna, öznellikten deneyime, madde ve fayda dünyasından arzulara, iç içe geçmiş bir yığın kavramı konuşuyoruz. Görme biçimlerimizi sorguluyoruz. Gündelik hayatmıza, yaşadığımız kentlere başka türlü bakmanın yollarını geçmişin izinde ararken, günümüzle olan bağlarını keşfediyoruz

This course is structured to introduce the fundamental techniques of using data to make informed management decisions. In particular, there is focus on various ways of modeling, or thinking structurally about, decision problems in order to enhance decision-making skills. Rather than survey all of the techniques of management science, only fundamental concepts that are most important for the practical analysis of management decisions will be tackled.

The scope of this assignment will tackle two types of decision making methods: [1] Heuristic method – defined as proceeding to a solution by trial and error or by rules that are only loosely defined; [2] Quantitative method – a systematic and computational analysis of data and statistics.  The Quantitative and Analytics methods (collectively called Management Science) are used interchangeably to mean models, structures,
and techniques to enhance the management skill of making informed decisions.  A brief exploration of the basic techniques in using data to make decisions will also be done; and focus will be on the most important and practical only.  It is not the intent of this assignment to delve into algorithms and computational techniques which is reserved
to a dedicated research on decision support systems (DSS).  An introduction to DSS though will suffice in highlighting the Quantitative method.

The Heuristic method will likewise be discussed.  After all, quantitative methods are only as good as the readiness and maturity of organizations, driven largely by the analytical decision-making culture (Popovič, et al., 2011).  The Heuristics method may seem rather crude, but sound judgment and effective decisions are resultant factors of a painful and difficult discovery, exploration, and self-learning process (Popovič, ibid.). 

In Description: From Data to Actionable Insight, there is a further look at how data is transformed and translated to information, to insight, then to actionable intelligence; as well as the part that technology plays in the enablement of each stage.  This will serve as an introduction to the basic techniques in using data: the tools, structures, and models that leaders use to support them in making decisions. 

The section on Discussions present a comparison of two decision making methods within a defined and set criteria.

A case study done on participatory and group decision making (Lunenberg, 2011) for a global shared services organization will be presented in the section on Actualization.  In a facilitated exercise, the objective of the Country Head is to formulate a medium term business strategy within a neutral and balanced framework, increase legitimacy and buy-in from the leadership team, while breaking dominant organizational patterns.  Elements of individual and group decision making methods  using the business model approach are demonstrated as the leaders went through the strategic planning exercise (Hacklin and Wallnöfer, 2015).

This assignment concludes with a conceptual model – a proposal on the collective interplay of leadership skills, organizational maturity, and technology tools along the decision making process. With this model, the underlying objective is to equip individuals aspiring to lead and drive analytics efforts on critical business, people, and operations metrics – with management tools to analyze, interpret trends, and act within an environment of voluminous structured and unstructured data.  It goes without saying that the overarching goal is all towards the purpose of them becoming effective leaders and decision makers.

1. Workshop Overview 1.1 Introduction and aims for the workshop. The aim of the workshop was to prepare and deliver the information based on the chosen topic from the assignment brief. I and my group members decided to focus on the user testing techniques and prototyping. Our chosen theme was Card Sorting, mainly because it involves critical thinking, helps organize and test the information architecture to make it more accessible and user-friendly. [1] To ensure we conduct a successful workshop related to the card sorting, we went through the process which includes workshop design, development process, and evaluation of the workshop for the future workshop improvement. 1.2 Resources During the first workshop design stages, I and my group members used a Methodkit to plan and prioritize various tasks. [2] In my opinion, Methodkit was a useful tool to find the most important aspects of the workshop. It also ensured that we prepare and deliver information efficiently to our target audience. [3] Working as a team we found the necessity for a collaboration tool so we could organize and store the essential information for our workshop. We all agreed to use Trello to store our research materials and record the information discussed in the group meetings. [4] [Figure 1] Trello was easy to use and made our workshop preparation process more efficient. As a group, we made decisions about the resources to use for the workshop activities. Some of the resources were – A3 paper, Blue-Tac, Post-its, Marker Pens and a Tracing paper which would be used for brainstorming and share the participant ideas. 2. Workshop Design Process I strongly believe that during the design process, collaborative work was a key element to define the goals of the workshop. I and my group members looked for the themes which would help us deliver meaningful workshop based on hands-on approach. From our research, we found that Card Sorting is a popular user testing technique which involves active participation and helps to identify the most important aspects for the users within the information architecture. We found that there are many types of card sorting and it was challenging to choose the specific card sorting technique to show during the workshop activities within provided timeframe. [5] The key principles underpinning card sorting is a good understanding of critical thinking and prototyping. In order to cover these principles, we structured the workshop in a way that the participants use the critical thinking process first to discuss the provided design based on the scenarios, and find the ways to enhance their experience. [Figure 2] [6]. Then we look at the card sorting principles and introduce the participants with different examples where card sorting was used as a tool to enhance user experience. [Figure 3] [7]. Lastly, we place the emphasis on paper prototyping and explain the connection between prototyping and card sorting. [Figure 4]. This structure provided us with the insights of how we can develop the tasks and activities further to ensure participants find these techniques useful. 3. Workshop Development Process The very first stage in the development process was to find a right strategy for us to follow in order to prepare a consistent workshop. In the beginning of the workshop, I and my group members decided on giving an overview of the tasks and activities we have prepared and are going to focus on. [Figure 5] The workshop overview helped us identify tasks for each

This workshop addresses the changing nature of work and the important role of exchange platforms as both intermediaries and managers. It aims to bring together interdisciplinary and critical scholars working on the power dynamics of digitally mediated labor. By doing so, the workshop provides a forum for discussing current and future research opportunities on the digital economy, including the sharing economy, the platform economy, the gig economy, and other adjacent framings. Of particular interest to this workshop is the intersection between worker and provider subjectivities and the roles platforms take in managing work through algorithms and software. Our one-day workshop accommodates up to 20 participants.

alışma; literatür, uygulama ve sonuç olmak üzere üç bölümden oluşmaktadır. İlk bölümde oyun kavramı, özellikleri ve oyunun çocuk gelişimi üzerindeki etkisi ile ilgili kaynaklar taranmış ve alıntılar, uygulamanın dayandırıldığı temelleri yansıtacak şekilde sunulmuştur.İkinci bölümünde, yapılan workshop çalışmasının amacı, kapsamı, hedefleri, ortamı ve uygulama süreci betimsel olarak yansıtılmıştır. Sonuç bölümünde ise uygulama tematik olarak analiz edilmiş, bulgular temalar doğrultusunda sunulmuştur.

The Sentient House project is an investigation into approaches that the artist- designer can take to better involve the public in developing a critical perspective on pervasive technology in the home and the surrounding environment. Using Interaction Design approaches including workshops, surveys, rapid-prototyping and critical thinking, this thesis suggests a framework for developing a more participatory atmosphere for Critical Design.
As the world becomes more connected, and ‘smarter’, citizen’s concerns are being sidelined in favour of rapid progress and solutionism. Many of these initiatives are backed by government and commercial concerns who may not have the public’s best interest at heart.
The designs and approaches generated from this public participation seek to provide an outlet for a more agonistic debate and to develop tools and approaches to engage the public in questioning and addressing how technology affects them in the future.
The outcomes of this research suggest that the public is receptive to a more active involvement in designing their digital future, and that the designer can be a critical component in revealing hidden consequences and alternative pathways for a more transparent and desirable future.

A series of workshops, presentations, and performances become sites of inquiry working through shared expertise between design, anthropology, choreography, exhibition-making, and curatorial disciplines. What are the structures, conversations, methodologies, and reflections when one works with contributors, stakeholders, archives, communities, colleagues, institutions, and beyond? These questions informed the long-form essay in the Anthology "Curating After the Global: Roadmaps for the Present". MIT Press, 2019, edited by Paul O'Neill, Simon Sheikh, Lucy Steeds, and Mick Wilson.

Sempozyum, Muğla Sıtkı Koçman Üniversitesi Bilimsel Araştırmalar Koordinasyon Birimi tarafından 17/074 kod numaralı proje ile desteklenmiştir. Araştırmacılar kuruma teşekkür ederler. The symposium has been granted by Muğla Sıtkı Koçman University Research Projects Coordination Office through Project Grant Number: 17/074. The researchers thank to the institution. Sempozyum bildiriler kitabında yer alan tüm çalışmalar sempozyumda sunulmuştur. Sunulmayan çalışmalar bildiri kitabına dâhil edilmemiştir. Sempozyum bildirileri kitabında yayımlanan yazılarla ilgili bütün sorumluluklar yazar ya da yazarlara aittir. It is hereby notified that all papers included in the proceedings book were presented orallyat the symposium. All responsibilities related to the papers published in the proceeding book belong to the author(s).

O projeto de arquitetura é composto por diferentes variáveis que precisam ser constantemente negociadas, algumas delas envolvem situações contraditórias, aumentando a complexidade da solução do problema. Os algoritmos evolutivos correspondem a um conjunto de técnicas que contribuem para a solução desse tipo de problema, e que podem ser incorporados ao sistema generativo de projeto de maneira a potencializar a obtenção de melhores resultados. Para isso, foi necessário entender a teoria evolucionista e os seus principais mecanismos, a estruturação e a implementação dos algoritmos evolutivos no ambiente computacional, e a sistematização do processo de projeto como base para o desenvolvimento de um método evolutivo. Dessa forma, foi definido um quadro teórico composto pelos principais eventos e conceitos relacionados à teoria evolucionista, à computação evolutiva e à discussão na década de 1960 sobre a sistematização do processo de projeto como uma sequência operativa capaz de registrar o processo mental do projetista, e o método evolutivo de projeto de arquitetura, sendo apresentada a sua estrutura, os componentes e exemplos. Embora esse método tivesse sido implementado na arquitetura na década de 1960, foi verificado que as aplicações estavam bastante restritas, limitando-se a trabalhos acadêmicos em universidades específicas. O domínio de uma linguagem de programação e a falta de clareza e apropriação dos vocabulários, conceitos e técnicas desenvolvidas pela Computação Evolutiva dificultaram a sua implementação como método de projeto na arquitetura e urbanismo. Atualmente, existem recursos digitais que facilitam a implementação desse método de maneira simplificada sem perder a eficiência do método, justificando a sua retomada como um método de projeto pelos arquitetos e urbanistas. Dessa forma, os objetivos desta pesquisa foram os de organizar o conteúdo teórico dos algoritmos evolutivos de maneira a esclarecer a sua estrutura, o vocabulário, os conceitos básicos e os mecanismos que os envolvem, de definir como ocorre a sua relação com o elemento arquitetônico e com o método de projeto, da identificação de uma ferramenta computacional capaz de facilitar a sua implementação e o de apresentar situações concretas em que os arquitetos e urbanistas possam utilizá-los. Como resultado foi possível verificar que não existe dificuldade no entendimento do mecanismo evolutivo como possível recurso para o desenvolvimento de um método de projeto, mas sim, a necessidade de maior domínio sobre a ferramenta de programação que não estaria relacionada diretamente com o sistema evolutivo, mas sim, com a descrição algorítmica através de um código computacional de todo processo de projeto.

Workbench is a bench at which any practical work can be done. Workbenches currently in use are not good enough to compete for the future needs of maintenance tasks on workbenches. Because there is no space for keeping tools and special machinery which is used during maintenance on the workbench. This workbench is for maintenance engineers, technicians and maintenance personnel which are working in the maintenance facility. Working on this workbench is convenient because many maintenance tasks can be carried out on this workbench and it is portable. Necessary tools for maintenance are available on the workbench in its drawers and on the workboard, which exclude the need for the separate toolbox. This project deals with the construction and designing of the workbench and this report includes all the stages of work.

—We propose a workshop that will solicit contributions from the game user research and human-computer interaction communities. The workshop will provide a format for discussion of issues in best practices in user research and experiment methodology, as well as technical contributions in novel game user interfaces.

Facilitating a hands-on earth oven course is a beautiful way to connect people and create community. I hope this manual will help you with all of the logistics of running your own successful oven course. The first section of this book is about the cultural context of ovens and the role that teaching an oven workshop has in creating community. The second section is the pre-course logistics of setting up an oven course. The third section is a detailed technical guide to teaching an oven course using a specific oven design as a guide. The fourth section has details on building specifics. The fifth section covers the use of an earth oven, building oven tools and the basics of sourdough.

This article presents the design and construction process of a geodesic dome built in a student workshop as the bearing structure for an artificial sky lighting installation. The applied methods and tools are discussed as a case-study of an educational module providing not only significant input for the specific type of structures and related technologies, but, furthermore, giving valuable feedback to future practicing engineers.

Resumo A oficina pedagógica trata-se de uma metodologia de trabalho coletivo que, se bem realizada, nas aulas de ciências possibilita uma educação científica mais crítica e participativa. Este trabalho objetivou analisar quais as concepções e práticas sobre oficinas pedagógicas de licenciandos do quarto ano do curso de Ciências Biológicas de uma Universidade do Norte do Paraná. A coleta de dados, por meio de questionários, ocorreu durante as aulas da disciplina de Estágio Supervisionado I. As respostas, analisadas de acordo com a técnica de análise de conteúdo, evidenciaram que a maioria dos licenciandos não tinha nenhuma experiência com oficinas pedagógicas e aqueles que já haviam trabalhado com esta metodologia apresentavam conceitos deturpados sobre a mesma, fato que evidencia que o tema foi ausente ou pouco trabalhado na formação inicial destes futuros professores. Palavras chave: Oficinas pedagógicas, ensino de ciências, formação inicial de professores. Abstract Pedagogical workshops are a methodology in which teamwork, properly conducted, provides highly critical and participating scientific education within the context of Science lectures. Current research analyzes the concepts and practices on pedagogical workshops of fourth year students in Biological Sciences in a university in the northern region of the state of Paraná, Brazil. Questionnaire-retrieved data collection was undertaken during lectures of the discipline Supervised Teaching Training I. Through content analysis, answers showed that most last-year students do not have any experience on pedagogical workshops. Further, some students who practiced the methodology do not have the right concepts. Results show that the topic was absent or only slightly practiced in the initial formation of future teachers.

This paper argues that workshop co-facilitators should be actively involved in planning, conducting and debriefing the workshops in which they are involved. The paper discusses 12 possible roles for workshop co-facilitators and attempts to motivate some of these roles with reference to Humanistic Psychology, Social Interdependence Theory, Socio-Cultural Theory and Social Constructionism. The co-facilitator  roles are planning the workshop, befriending participants and facilitators, providing general and technical assistance, modelling behaviours and tasks, observing workshop processes, participating alongside participants, correcting and clarifying what facilitators have said and done, sharing their own and participants’ ideas, assessing the workshop’s effectiveness and understudying the facilitator.

Does your UX design persuade people to act differently and perpetually influence their thoughts? UX/UI designers, innovators, influencers, strategists, web developers, marketers, advertisers, system architects, product developers, data analysts, disruptors, digital rebels, now-ists, scientists, game changers - let's use the strategies for designing UX aimed at driving people to change their minds and acquire new behaviors. Let's apply an extensive body of knowledge from social psychology, focusing on social influence, behavioral change, persuasion, to design socially influential UX.