Project-based Design Research Articles

MY FAVOURITE MUSLIM HERO: A LEARNING DESIGN DEVELOPMENT OF ONLINE PROJECT-BASED LEARNING (PJBL) USING ASSURE MODEL

Project-based learning is one of the inquiry models that is often carried out in higher education; however, the application of online-based PjBL in English paragraph writing with Muslim friendly topic is still limited. This research aims to develop an online-based PjBL learning design that focuses on creating infographic of inspiring Muslim figures in a project-based design. The development of learning design implemented the ASSURE model, with six stages. The online-based media used include Google Classroom, Google Docs, Padlet, Zoom, Wakelet, Miro for interactive discussions, and Canva for infographic design. Trials were carried out and expert in the field validated the learning design. After validation satge, the learning design was implemented with students for testing. The developed learning syntax was validated as effective. Then, the online-based learning media and lesson timeline are also declared valid. Thus, these two trials were deemed suitable for implememntation with students. Furthermore, the learning strategy design and results were validated and interesting based on positive responses from experts and students. It is concluded that the development results meet the research objectives. The results of this research implies that online PjBL in English writing class can be effectively implemented to Muslim students at islamic institution context.

Teaching child-computer interaction: Critical reflections on a project-based interaction design course

As a response to a recent call for developing teaching materials and sharing examples of good teaching practice in Child-Computer Interaction (CCI), this paper describes previous experiences from incorporating an existing CCI curriculum into an Interaction Design course, that is mandatory for third year Bachelor students enrolled in Communication Design program. This article is an attempt to reflect on the four-year experience constructively and critically in teaching and progressively developing an existing CCI course. The paper describes key elements to teaching how to carry out a theory-oriented and project-based design course formulated around the challenge of interaction design with and for children. As the paper reflects on previous experiences, the contribution of this paper is including formal procedural research ethics into student project proposals as part of core principles and giving students the possibility to manage a group work on several iterations for the same project throughout the semester. I discuss some of the reflections on the teaching experience for interaction design and children have posed to me as a CCI researcher and university teacher and outline a set of lessons learned that I think would shed a light for taking ethical approval for student project works in future CCI teaching practices.

A Socio-Emotional Framework to Understand Engagement in Engineering Student Project-Teams

Project-based design courses typically involve self-managed teams whose goal is to develop solutions to open-ended engineering problems. Due to their collaborative nature, team-based design courses are largely effective only if students participate and are engaged with both individual and team level learning and tasks. Despite efforts to improve team effectiveness, low engagement persists as a critical issue in engineering student project-teams. In this work, we present a socio-emotional conceptual framework to better understand how team member interactions affect the engagement of team members within engineering-student project-teams over time. It is proposed that this framework will be used to investigate previously overlooked characteristics of a team's social climate (including task interdependence, intra-team trust, and psychological safety) which may affect student engagement in the engineering project-team context. It is anticipated that this framework will provide novel insight into the social climate of the team environment and its effects on student engagement. Through better understanding these phenomena, we will be able to design curriculum to leverage this understanding and improve student engagement at a course-wide level.

디자인 씽킹 프로세스를 적용한 디자인 프로젝트 수업 모형연구

In order to lay the theoretical foundation for a systematic education program on the social responsibility and role of design, this study developed a teaching model that applied a project-based design thinking process for solving human-centered social problems to the “Design and Ethics” course, which is a basic major class in the Department of Design at a four-year university in Gyeonggi-do. The project teaching method consisted of five stages: frame a question, gather inspiration, generate ideas, prototype, test to learn, and improvement of the design thinking process. The results of the class showed positive learning satisfaction in terms of learning comprehension, creative thinking, and problem-solving ability, and it was an opportunity to experience a human-centered problem-solving process. The systematic curriculum on the social responsibility and role of design was organized to effectively utilize specialized technology as a means for solving human social problems, and it is significant in that it met the demand for education of the times, which includes sharing various perspectives through team project classes and cultivating a new creative problemsolving skills. In the future, it is hoped that it will develop into a practical social design education program by linking it with multidisciplinary convergence, government agencies, private companies, and social enterprises.

Improving Validity of Type and Screen for Patients Undergoing Major Obstetric and Gynaecological Surgery Through Implementation of a Workflow for Preoperative Type and Screen: A Before-After Observational Study Remote Project-based Design Thinking Workshop

Improving Validity of Type and Screen for Patients Undergoing Major Obstetric and Gynaecological Surgery Through Implementation of a Workflow for Preoperative Type and Screen: A Before-After Observational Study Remote Project-based Design Thinking Workshop

(Invited) Electrolyser Manufacturing Scale-up Versus Design Development for Meeting Green H2 Targets

Cummins-Hydrogenics pioneered our MW-scale PEM electrolysis cell stack architecture in 2012 and has built and operated multiple sites since, including the 20 MW Bécancour facility for Air Liquide from 2020. Lessons learned from these projects provide a springboard for large-scale manufacturing and deployment of PEM electrolysers worldwide and Cummins has announced GW-scale manufacturing deployment in Europe, N America and Asia. This is required to meet the growing global demand for PEM electrolysers, which derives from the targets and subsidies for green hydrogen production announced by many governments.Concurrent to this manufacturing scale-up, significant work on cost reduction and technology advancement is ongoing resulting in anticipated cost decreases from catalyst loading (Ir<150g/MW), efficiency improvements (<46 kWh/kg) and higher current density, all of which need to be achieved for commercial viability. Driving down the Ir-loading of PEM electrolysers while increasing current densities will remain the primary driver of CapEx reductions in the short to medium term but the deployment of large-scale manufacturing also allows for significant economies of scale. Recycling and regeneration of used components will also become a larger issue and new processes need to be implemented for each stack component.Moving from a project-based design methodology to design for volume manufacturing, all while maintaining the fast pace of technology development, makes for significant challenges and can lead to processing waste and inefficiencies. Rigorous testing and validation protocols are needed across the industry in order to successfully scale-up while implementing technology improvements necessary to meet TCO targets. This talk will focus on the juxtaposition of these challenges and ways to mitigate future risks.

Remote Project-based Design Thinking Workshop

Remote Project-based Design Thinking Workshop

Are Research-Practice Partnerships Responsive to Partners' Needs? Exploring Research Activities During the COVID-19 Pandemic.

Despite everyone's best intentions, RPP-produced research may still fall short of being responsive to the needs of practice partners. The COVID-19 pandemic arguably magnified the demand for research to help education leaders make informed decisions in unprecedented ways. Were RPPs able to be responsive to practice-side partners in their time of need? We draw upon data collected as part of the 2019, 2020, and 2021 National Network of Education Research-Practice Partnerships' (NNERPP) annual reports to explore this question. Our findings suggest an increase in design-based projects, in addition to increases in quick-turnaround research syntheses in order to accommodate partner needs.

Design education: learning design methodology to enrich project experience

Project-based design method is widely used in engineering design education. However, it is time-consuming to develop design thinking skills through projects. This paper proposes that learning methodology and projects will significantly improve students’ learning experience and outcomes. The TASKS framework is used to analyze the pros and cons of three different learning methods: methodology-based learning, project-based learning, and methodology-driven project practice. According to the TASKS framework, perceived Task workload and mental capacity (including Affect, Skills, and Knowledge) affect mental Stress. Mental stress has an inverse U-shaped curve relationship with mental effort. Since the mental capability can be assumed constant for a short period, human performance in a task is related to the mental effort that can be put into the task. Methodology-based learning method requires students to be comfortable using an abstract methodology, which is often not the case. On the other hand, while project-based learning can engage students effectively, a high number of projects are needed to equip students with the necessary design thinking skills. The methodology-driven project practice would integrate the advantages of both previous methods. This paper conducted a detailed analysis of the three learning methods using the TASKS framework.

Achieving Deep Learning through Integration of 360° Virtual Reality Tour, Hands-on Experience, and Simulation-Based Design in a Project-Based Laboratory

We present an integrated project-based learning (PBL) asset integrating 360° virtual reality tour, high-fidelity simulation, and simulation-based design for chemical engineering laboratory courses. The 360° virtual reality tour integrated with videos and learning lessons of distillation equipment components is based on a pilot-scale distillation column of the standard industrial design and an authentic separation system of renewable bioethanol. The dedicated simulation modules, tailored for process simulation and simulation-based design anchored on rigorous theoretical methods, provide students with accurate process performance scenarios and genuine process design practice. The unique combination of virtual reality and high-fidelity simulation enables students of all academic years to explore the connections among the process equipment and operation, underlying concepts, simplifying assumptions and sustainable design with high-level efficiency, depth, and flexibility. The integrated learning modules also contain content-appropriate learning activities and expected learning outcomes for all academic levels, and culminates in senior year as a project-based design laboratory focusing on sustainable design of equipment, systems, and processes, along with hands-on laboratory. Altogether, the integrated learning based on the exploration of the real-world process is structured to support efficient, student-oriented, and design-centric learning for students to acquire knowledge and engineering skills of integrated real-world systems and develop cognitive ability for problem solving. In particular, the integrated learning in the open-ended PBL with design component is expected to help students achieve higher-level learning outcomes and critical engineering skills.

Encouraging Creative Ideas in the Engineering Design Process for Science Classes

One of the most challenging tasks for teachers in projects is to develop creative ideas. Due to the linear system perspective of education, fostering students' creativity is restricted. However, engineering design and scientific process skills that comprise creativity have an iterative structure. An iterative process-oriented education enables students to engage with questions. First, the current study includes a theoretical framework for the nature of engineering design and its transfer to classroom practices. Second, it provides examples of design-based activities that will contribute to the development of the engineering habits of the mind for teachers. In the study, a design of a future living environment activity that can be planned as a long-term student project is introduced. Then, a student design report and a design evaluation rubric for teachers are shared. In this section, engineering design-based projects are demonstrated in detail. These projects are based on the “One Item, One Material” project idea development strategy proposed by the authors. It is considered that such activities, which are carried out with the understanding of simple–complex science, can trigger the enthusiasm of discovery in students’ minds.

Pre-Service Teachers’ Project-Based Instruction with Mathematics Problem-Solving

Project-Based Instruction (PBI) is prevalent in science classrooms, which focuses on real-world tasks as a vehicle for student learning. PBI can be a fitting instructional approach to enhance student mathematics problem-solving. This case study explored two pre-service secondary mathematics teachers’ PBI with mathematics problem-solving based on their intended and enacted lessons. Data sources were the pre-service teacher (PST)’s lesson plans and video-recorded classroom observations. Results from data analysis report that PSTs employed a wide range of heuristics in their lesson units and spent more time for facilitating student group work than other activities during the instructional time. The findings suggested that project-based design principles may encourage teachers to use problem-solving heuristics, especially for restating problems, using a model or diagram, and making suppositions. Furthermore, scaffolding with problem-solving heuristics can be enacted so that teachers keep students engaging and persevering in problem-solving toward reaching goals.

What Do Reflective Essays Tell Us About Student Learning Outcomes From Inquiry- and/or Design-Based International Engagement Projects?

International inquiry- and/or design-based projects are increasingly recognized as a high-impact teaching and learning approach. However, if not incorporated well into STEM curricula, such as ABET-accredited engineering degrees, they may result in more time to graduation. A popular approach is to incorporate these experiences in capstone design-project courses, but assessment of the international activity learning outcomes can be challenging. The objective of this study was to assess if open-ended student reflections can serve as an assessment tool that allows instructors to capture the rich and complex outcomes of international project-based design activities. Qualitative methods (NVivo and BEVI) were used. In the NVivo approach, emergent themes were identified from 45 reflections authored by students who conducted international inquiry- and/or design-based engagement projects. Students’ trips to their respective locations lasted between 2 and 8 weeks. In the BEVI approach, a longitudinal follow-up survey was administered 5 or more years after graduation. Reflective essays captured a wide spectrum of student learning outcomes gained from project-based learning (mostly knowledge and skills) and service-learning (mostly attitude and identity) and can thus be used as a sole assessment tool. Outcomes of international project-based service-learning include not only developing an empathetic attitude but also moving to action consistent with the aroused empathetic feelings and thoughts. Five or more years after graduation, the empathy observed soon after the international project can still be found in former students.

Un/interactive Fish in Posthuman Ethical Design

In the posthuman era, what counts as ethical has dispersed and re-distributed to a nonhuman-centered network that includes nonhuman species and nonliving matter. This hybrid study consists of research and project-based speculative design that aims to recalibrate human relationships with others, in this case, digital fish. The overarching question in this research is: How a human-nonhuman relationship could look like through the lens of Taoist-posthumanism and how to design such a relationship? More specifically, how to design a mutually beneficial interactive system with limited human-initiated interaction? Firstly, I draw on Posthumanism, Taoism, and Contractualism as theoretical frameworks to form the arguments regarding the human-fish relationship. Second, I analyze the theories and transcribe them into the public interactive project Not-my-fish in terms of un-interactive interaction and human experience. Third, I apply the concept of flow as design guidelines and feature four aspects of the flow in the human-fish interaction: ecological flow, sensory flow, social flow, and data flow. Fourth, I discuss how the participating parties mutually benefit from this partnership. Not-my-fish rearticulates the relationship between humans and fish as well as humans and computers and sees the human-fish relationships from posthuman and Taoist perspectives. In short, although the transition from human-centered to posthuman interactive media creates some challenges for human partners and design aspects, the project demonstrates a practical way for humans to develop a posthuman design in public interactives and serve the public good at the same time.

The Virtual Citizen Science Expo Hall: A Case Study of a Design-Based Project for Sustainability Education

A design-based project grounded in learning technology theories and systematically implemented can impact environmental education in many positive ways. This paper explores the systematic application of best practices from design-based projects that were used to combine and implement a drought education program. Embracing diffusion of innovation as its framework, augmented and virtual reality applications were used to design a virtual meeting space called the Virtual Citizen Science Expo. The results and findings show that users found Mozilla Hubs engaging as it gave them new ideas on the creative and inspirational use of virtual reality technology as an interactive and collaborative learning space. The discussions demonstrate that our VCSE can be used to promote and engage learners in science related to environmental monitoring.

Object Companionship

This paper focuses on two key perspectives of my artistic doctoral research. First, Born from the moment, focusing on my improvised, group-centred working approach with found objects in the context of process drama (one of the forms of participatory theatre). Second, Thinking by hands with found objects. This perspective addresses the use of the bricolage practice (Rogers, 2012) and the object-oriented, material-concrete activity as a process work method in the practical part of my research. Likewise, the paper draws attention to the effects of neo-liberal politics that lead to instrumental, project-based design of participatory theatre practices. The scope of the paper is limited to explore my object-oriented working methods.

Становление отечественной эргономики и эргодизайна в советский период

The 60s-80s of the last century are characterized by emerging a number of theoretical and methodological works devoted to new understanding of design as a person’s interaction with his objective world. These are the works of designers (Fedorov M.V., Minervin G.B. and others), philosophers (Kantor K.M., Shchedrovitsky G.P., Yudin E.G.) and psychologists (Zinchenko V.P., Munipov V.M., Chainova L.D. and others). Common positions were noted in a variety of interpretations; these positions are interdisciplinarity and project-based design. Intensive development of technical means of labour activity determined the need to have an integral system of ideas about a working person, his labour activity, his relationship with the machine and with the environment, his ergonomics. Thanks to the research and development of prominent Russian philosophers, engineers and psychologists, ergonomics received the status of an interdisciplinary, scientific and design discipline of a new type, based on a systemic methodology and an activity approach. On the basis of the All-Union Scientific Research Institute of Technical Aesthetics, founded in 1962, a productive integration of design and ergonomics tools was fulfilled; a direction was formed, which would later be called ergodesign. Special interdisciplinary research, projects and developments were organized where specialists from different fields of knowledge studying the human nature participated. In the process of these events the ideas of various disciplines were synthesized. A significant part of the research in the field of ergodesign in the period of 1960s-1980s was carried out within the framework of a closed problem in the field of space ergonomics and defence technology. Some of the solutions in the field of space ergonomics and defence technology related to the developments conversion in the post-Soviet period are discussed in this article.

Research on Project-based Teaching of Building Decoration Construction Technology

Building decoration construction technology is the professional core course of construction engineering technology major in higher vocational colleges. The focus of this course is to cultivate students' ability to prepare construction scheme, organize on-site construction, project quality inspection and on-site operation management and control. Starting from the characteristics of architectural decoration construction technology course, this paper carries out Project-based teaching design, establishes the Project-based teaching mode of "combination of work and study", and determines the specific teaching contents and assessment methods, to effectively promote the teaching reform of the course.

Design of computer aided translation system for English communication language based on grey clustering evaluation

In order to facilitate communication and communication, this paper studies the optimization of the current computer-aided translation system, and proposed a design method of English communication language computer-aided translation system based on grey clustering evaluation. By optimizing the hardware configuration and algorithm function keys of the system, the English translation mechanism of multilanguage interaction, the design idea of editing and modifying after English translation and knowledge database management are realized, and the system function framework was constructed, including the system transceiver unit, automatic translation unit, manual correction unit, task management unit and memory management unit, the performance of task management unit and memory management unit is analyzed. On this basis, the specific work flow of the design system mainly includes the English translation service flow integrating multilanguage interaction and the project-based multilanguage interaction English translation service flow design, which realizes the English translation online assistance under the multilanguage interaction environment. The experimental results show that the design system has the advantages of high online translation speed, pronunciation success rate and multilanguage translation success rate.

SUPPORTING HUMAN-CENTERED DESIGN IN PSYCHOLOGICALLY DISTANT PROBLEM DOMAINS: THE DESIGN FOR CYBERSECURITY CARDS

AbstractIncreasingly digital products and services make cybersecurity a crucial issue for designers. However, human-centered designers struggle to consider it in their work, partially a consequence of the high psychological distance between designers and cybersecurity. In this work, we build on the Design for Cybersecurity (DfC) Cards, an intervention to help designers consider cybersecurity, and examine a project-based design course to understand how and why specific DfC cards were used. Three findings result. First, designers found the intervention useful across all design phases and activities. Second, the cards helped design teams refocus their attention on the problem domain and project outcome. Third, we identify a need for support in framing and converging during user research, opportunity identification, and prototyping. We argue that the psychological distance between designers and the problem space of cybersecurity partially explains these findings, and ultimately exacerbates existing challenges in the design process. These findings suggest that design interventions must consider the psychological distance between designer and problem space, and have application in design practice across many complex problem domains.