際際滷shows by User: VixSticks / http://www.slideshare.net/images/logo.gif 際際滷shows by User: VixSticks / Thu, 07 Nov 2013 11:46:55 GMT 際際滷Share feed for 際際滷shows by User: VixSticks Encouraging Engagement /slideshow/encouraging-engagement/28011411 ddr2012engagement-131107114656-phpapp01
A paper presented at the 2012 Design, Development and Research conference. A students experience in a tertiary programme should develop the professional skills needed after graduation as well as equip students with necessary skills to navigate real world situations. In the design field students work and learn in an educational design studio which mirrors the working model of professional design industries. Design students learning experiences can be investigated from both an external point of view, by establishing the level of student involvement, as well as from an internal point of view through the level of engagement encouraged by the method of teaching and learning. Student involvement, as explored in this paper relates to the framework develop by Astin (1984) in which he states: Quite simply, student involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience. If a student is involved they stand to gain more from the educational experience. This experience could further be enhanced by developing an engaging learning situation. The term engagement theory, as explored by Kearsley and Shneiderman (1999), is grounded in technology based education but can be applied to most learning environments : The fundamental idea underpinning engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. The Schlechty Centre (2009) describes students who are engaged by their learning environment as able to learn at high levels with a clear and comprehensive understanding of what is being learnt, as well as being able to retain what they have learnt and that they are able to apply this new knowledge to different contexts . The three characteristics of an engaged learning experience are collaboration, project orientated assessment and authentic (real-world) learning . These characteristics are similar to practical studio based education practices which focus on problem based projects, grounded in real world contexts. This paper investigates the level of student involvement of Industrial Design 3 students as well as whether engagement is encouraged within the theoretical subjects associated with this programme. To establish the level of student involvement students completed the 2012 National Survey of Student Engagement (NSSE) and findings are compared to corresponding data from America, Europe and Australia. The level of engagement experienced by third year Industrial Design students in the theoretical subject was documented through video and photographic ethnography. The aim of the research is to establish whether design students, with varying levels of student involvement, would have a more engaged learning experience in theoretical subjects if the learning experience was collaborative, project orientated and based in a real world context. ]]>
A paper presented at the 2012 Design, Development and Research conference. A students experience in a tertiary programme should develop the professional skills needed after graduation as well as equip students with necessary skills to navigate real world situations. In the design field students work and learn in an educational design studio which mirrors the working model of professional design industries. Design students learning experiences can be investigated from both an external point of view, by establishing the level of student involvement, as well as from an internal point of view through the level of engagement encouraged by the method of teaching and learning. Student involvement, as explored in this paper relates to the framework develop by Astin (1984) in which he states: Quite simply, student involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience. If a student is involved they stand to gain more from the educational experience. This experience could further be enhanced by developing an engaging learning situation. The term engagement theory, as explored by Kearsley and Shneiderman (1999), is grounded in technology based education but can be applied to most learning environments : The fundamental idea underpinning engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. The Schlechty Centre (2009) describes students who are engaged by their learning environment as able to learn at high levels with a clear and comprehensive understanding of what is being learnt, as well as being able to retain what they have learnt and that they are able to apply this new knowledge to different contexts . The three characteristics of an engaged learning experience are collaboration, project orientated assessment and authentic (real-world) learning . These characteristics are similar to practical studio based education practices which focus on problem based projects, grounded in real world contexts. This paper investigates the level of student involvement of Industrial Design 3 students as well as whether engagement is encouraged within the theoretical subjects associated with this programme. To establish the level of student involvement students completed the 2012 National Survey of Student Engagement (NSSE) and findings are compared to corresponding data from America, Europe and Australia. The level of engagement experienced by third year Industrial Design students in the theoretical subject was documented through video and photographic ethnography. The aim of the research is to establish whether design students, with varying levels of student involvement, would have a more engaged learning experience in theoretical subjects if the learning experience was collaborative, project orientated and based in a real world context. ]]> Thu, 07 Nov 2013 11:46:55 GMT /slideshow/encouraging-engagement/28011411 VixSticks@slideshare.net(VixSticks) Encouraging Engagement VixSticks A paper presented at the 2012 Design, Development and Research conference. A students experience in a tertiary programme should develop the professional skills needed after graduation as well as equip students with necessary skills to navigate real world situations. In the design field students work and learn in an educational design studio which mirrors the working model of professional design industries. Design students learning experiences can be investigated from both an external point of view, by establishing the level of student involvement, as well as from an internal point of view through the level of engagement encouraged by the method of teaching and learning. Student involvement, as explored in this paper relates to the framework develop by Astin (1984) in which he states: Quite simply, student involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience. If a student is involved they stand to gain more from the educational experience. This experience could further be enhanced by developing an engaging learning situation. The term engagement theory, as explored by Kearsley and Shneiderman (1999), is grounded in technology based education but can be applied to most learning environments : The fundamental idea underpinning engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. The Schlechty Centre (2009) describes students who are engaged by their learning environment as able to learn at high levels with a clear and comprehensive understanding of what is being learnt, as well as being able to retain what they have learnt and that they are able to apply this new knowledge to different contexts . The three characteristics of an engaged learning experience are collaboration, project orientated assessment and authentic (real-world) learning . These characteristics are similar to practical studio based education practices which focus on problem based projects, grounded in real world contexts. This paper investigates the level of student involvement of Industrial Design 3 students as well as whether engagement is encouraged within the theoretical subjects associated with this programme. To establish the level of student involvement students completed the 2012 National Survey of Student Engagement (NSSE) and findings are compared to corresponding data from America, Europe and Australia. The level of engagement experienced by third year Industrial Design students in the theoretical subject was documented through video and photographic ethnography. The aim of the research is to establish whether design students, with varying levels of student involvement, would have a more engaged learning experience in theoretical subjects if the learning experience was collaborative, project orientated and based in a real world context. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ddr2012engagement-131107114656-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> A paper presented at the 2012 Design, Development and Research conference. A students experience in a tertiary programme should develop the professional skills needed after graduation as well as equip students with necessary skills to navigate real world situations. In the design field students work and learn in an educational design studio which mirrors the working model of professional design industries. Design students learning experiences can be investigated from both an external point of view, by establishing the level of student involvement, as well as from an internal point of view through the level of engagement encouraged by the method of teaching and learning. Student involvement, as explored in this paper relates to the framework develop by Astin (1984) in which he states: Quite simply, student involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience. If a student is involved they stand to gain more from the educational experience. This experience could further be enhanced by developing an engaging learning situation. The term engagement theory, as explored by Kearsley and Shneiderman (1999), is grounded in technology based education but can be applied to most learning environments : The fundamental idea underpinning engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. The Schlechty Centre (2009) describes students who are engaged by their learning environment as able to learn at high levels with a clear and comprehensive understanding of what is being learnt, as well as being able to retain what they have learnt and that they are able to apply this new knowledge to different contexts . The three characteristics of an engaged learning experience are collaboration, project orientated assessment and authentic (real-world) learning . These characteristics are similar to practical studio based education practices which focus on problem based projects, grounded in real world contexts. This paper investigates the level of student involvement of Industrial Design 3 students as well as whether engagement is encouraged within the theoretical subjects associated with this programme. To establish the level of student involvement students completed the 2012 National Survey of Student Engagement (NSSE) and findings are compared to corresponding data from America, Europe and Australia. The level of engagement experienced by third year Industrial Design students in the theoretical subject was documented through video and photographic ethnography. The aim of the research is to establish whether design students, with varying levels of student involvement, would have a more engaged learning experience in theoretical subjects if the learning experience was collaborative, project orientated and based in a real world context.
Encouraging Engagement from Vikki du Preez
]]> 850 5 https://cdn.slidesharecdn.com/ss_thumbnails/ddr2012engagement-131107114656-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Taking It Further: The Practical Implications of Action Research in the Field of Design /slideshow/taking-it-further-the-practical-implications-of-action-research-in-the-field-of-design/28011271 takingitfurther-131107114232-phpapp02
This presentation was given at the 2011 Design, Development and Research conference and aims to showcase the positive implications of Action Research as a methodology when investigating design areas of interest. The practice of design, as well as design thinking, is compared to Action Research, and in particularly Participatory Action Research, to highlight the similarities in processes and knowledge generation. Participatory Action Research compliments the practical nature of design, which is often solution or goal orientated. The benefit of Action research is two-fold: firstly, it allows the researcher to gain general knowledge about the area of study while, secondly, generating specific information which can be used to change the situation. The presentation and paper draws on findings from an MTech Degree study entitled Networks For Design, Through Design which used Participatory Action Research as the main methodology of the project. The presentation discusses the various phases of the study in relation to Participatory Action Research and describes how this methodology supported and guided the project outcomes. ]]>
This presentation was given at the 2011 Design, Development and Research conference and aims to showcase the positive implications of Action Research as a methodology when investigating design areas of interest. The practice of design, as well as design thinking, is compared to Action Research, and in particularly Participatory Action Research, to highlight the similarities in processes and knowledge generation. Participatory Action Research compliments the practical nature of design, which is often solution or goal orientated. The benefit of Action research is two-fold: firstly, it allows the researcher to gain general knowledge about the area of study while, secondly, generating specific information which can be used to change the situation. The presentation and paper draws on findings from an MTech Degree study entitled Networks For Design, Through Design which used Participatory Action Research as the main methodology of the project. The presentation discusses the various phases of the study in relation to Participatory Action Research and describes how this methodology supported and guided the project outcomes. ]]> Thu, 07 Nov 2013 11:42:32 GMT /slideshow/taking-it-further-the-practical-implications-of-action-research-in-the-field-of-design/28011271 VixSticks@slideshare.net(VixSticks) Taking It Further: The Practical Implications of Action Research in the Field of Design VixSticks This presentation was given at the 2011 Design, Development and Research conference and aims to showcase the positive implications of Action Research as a methodology when investigating design areas of interest. The practice of design, as well as design thinking, is compared to Action Research, and in particularly Participatory Action Research, to highlight the similarities in processes and knowledge generation. Participatory Action Research compliments the practical nature of design, which is often solution or goal orientated. The benefit of Action research is two-fold: firstly, it allows the researcher to gain general knowledge about the area of study while, secondly, generating specific information which can be used to change the situation. The presentation and paper draws on findings from an MTech Degree study entitled Networks For Design, Through Design which used Participatory Action Research as the main methodology of the project. The presentation discusses the various phases of the study in relation to Participatory Action Research and describes how this methodology supported and guided the project outcomes. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/takingitfurther-131107114232-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This presentation was given at the 2011 Design, Development and Research conference and aims to showcase the positive implications of Action Research as a methodology when investigating design areas of interest. The practice of design, as well as design thinking, is compared to Action Research, and in particularly Participatory Action Research, to highlight the similarities in processes and knowledge generation. Participatory Action Research compliments the practical nature of design, which is often solution or goal orientated. The benefit of Action research is two-fold: firstly, it allows the researcher to gain general knowledge about the area of study while, secondly, generating specific information which can be used to change the situation. The presentation and paper draws on findings from an MTech Degree study entitled Networks For Design, Through Design which used Participatory Action Research as the main methodology of the project. The presentation discusses the various phases of the study in relation to Participatory Action Research and describes how this methodology supported and guided the project outcomes.
Taking It Further: The Practical Implications of Action Research in the Field of Design from Vikki du Preez
]]> 2249 8 https://cdn.slidesharecdn.com/ss_thumbnails/takingitfurther-131107114232-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Using Design to Design Learning /VixSticks/learning-by-design-27969549 teacherpres-131106103647-phpapp02
Presentation from workshop presented at HELTASA 2013, 27 - 29 November, Pretoria ]]>
Presentation from workshop presented at HELTASA 2013, 27 - 29 November, Pretoria ]]> Wed, 06 Nov 2013 10:36:47 GMT /VixSticks/learning-by-design-27969549 VixSticks@slideshare.net(VixSticks) Using Design to Design Learning VixSticks Presentation from workshop presented at HELTASA 2013, 27 - 29 November, Pretoria <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/teacherpres-131106103647-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presentation from workshop presented at HELTASA 2013, 27 - 29 November, Pretoria
Using Design to Design Learning from Vikki du Preez
]]> 1477 9 https://cdn.slidesharecdn.com/ss_thumbnails/teacherpres-131106103647-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Research Methodology for Design /slideshow/presentation1-25916006/25916006 presentation1-130905063340-
An introduction to research methodology and research principles aimed at Industrial Design students at the Cape Peninsula University of Technology.]]>
An introduction to research methodology and research principles aimed at Industrial Design students at the Cape Peninsula University of Technology.]]> Thu, 05 Sep 2013 06:33:40 GMT /slideshow/presentation1-25916006/25916006 VixSticks@slideshare.net(VixSticks) Research Methodology for Design VixSticks An introduction to research methodology and research principles aimed at Industrial Design students at the Cape Peninsula University of Technology. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/presentation1-130905063340--thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> An introduction to research methodology and research principles aimed at Industrial Design students at the Cape Peninsula University of Technology.
Research Methodology for Design from Vikki du Preez
]]> 33852 24 https://cdn.slidesharecdn.com/ss_thumbnails/presentation1-130905063340--thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-VixSticks-48x48.jpg?cb=1597854028 sixdesignhats.wordpress.com https://cdn.slidesharecdn.com/ss_thumbnails/ddr2012engagement-131107114656-phpapp01-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/encouraging-engagement/28011411 Encouraging Engagement https://cdn.slidesharecdn.com/ss_thumbnails/takingitfurther-131107114232-phpapp02-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/taking-it-further-the-practical-implications-of-action-research-in-the-field-of-design/28011271 Taking It Further: The... https://cdn.slidesharecdn.com/ss_thumbnails/teacherpres-131106103647-phpapp02-thumbnail.jpg?width=320&height=320&fit=bounds VixSticks/learning-by-design-27969549 Using Design to Design...