Design Course Research Articles

Can basic design be the base of urban planning education?: A case-oriented quantitative measurement model

The study of design is considered as a scientific activity; however, the integration of urbanism with design thought has remained limited, which can easily be observed in the contemporary urban areas, especially in the developing countries. Thus, increasing design thinking ability and the integration of spatial planning should be a priori within urban planning and design education, and thus be practiced preventing the emergence of chaotic urban spaces. The widespread view is that basic design education increases the planning and design skills of students; therefore, it is offered during the first stage of planning education. Within the scope of the basic design courses, students experience using and transferring the formatting tools such as line, stain, texture, color, volume, light-shadow, abstraction, and perspective effectively. They learn design principles such as suitability, unity, sovereignty, contrast balance, repetition, direction, measure, range, value, motion, and hierarchy. Gestalt visual perception principles adopted by the Bauhaus school of design are often applied in basic design education. The process is completed by providing technical drawing lessons on principles and abstraction parameters. Teaching is a planned process, and objectives are determined through the cognitive-affective and psychomotor learning areas known as Bloom’s Taxonomy of Learning Domains. So, is the current education paradigm accurate and measurable? Is it possible to utilize it to improve planning and design education? For this purpose, this study researches the contribution of basic design learning outcomes to the urban planning studios and the relationship between achievement levels of students in relevant courses through knowledge and attitude tests. The research model is a case study, based on the relational analysis of quantitative data, which quantitatively propounded that the relationship between two different teaching processes is linear and positive.

Reframing engineering design: integrating design thinking and systems thinking in engineering education and practice to address wicked problems

The conceptualization of “engineering design”, as outlined by the Canadian Engineering Accreditation Board (CEAB), has shifted over the years, however, the gap in engineering education remains a prevailing deficiency in engineering education and practice lies in the exclusion of non-technical competencies (such as empathy, communication, innovation, and creativity) that are impeding engineers from effectively addressing complex issues. These frameworks offer a robust methodology for tackling complex, dynamic, and interconnected challenges—referred to as “wicked problems”. In addition, this paper proposes a fourth-year engineering design course that explicitly incorporates these approaches, addressing the identified gap in social competencies within engineering education. By integrating these approaches into the foundation of engineering design education, there may be an avenue to equip engineers with the skills needed to empathize with stakeholders, understand contextual landscapes and generate meaningful solutions that contribute positively to society.

An Algorithm Course Grade Warning Model Based on Ensemble Learning

This paper analyzes the massive multidimensional teaching process data generated in the blended teaching of algorithm design and analysis courses. In response to the problems of uneven data set categories and distribution differences in curriculum data among students at different levels and majors, the data is processed unbiasedly to construct new curriculum ability features. A model based on ensemble learning is constructed to provide intelligent early warning for students' learning status. Teaching application found that the model can effectively identify students with learning difficulties and provide effective assistance for teachers' differentiated teaching and guiding students' curriculum learning

A Frame Work for Development of Hybrid-teaching Factory (H-TEFA) Model on Virtual Lab application

The core of Industry 4.0 is the extensive use of Information System in organizational business processes. The competency of System Analysis and Design is required by companies as an expert in Information System development. UNITAMA, a higher education institution, is developing a program of study in Information Systems that produces competent professionals with a discipline in Analysis and Information System Design. The university will strengthen student competencies through a collaborative approach between the learning process and IDUKA. The type of research is Research & Development (R&D) research so that the process of developing virtual learning media technology media for the Hybrid Teaching Factory (H-TEFA) model is directed and systematic, so in this research and development using the ADDIE development model which consists of five development stages (analysis, design, product manufacturing, implementation and evaluation). The Virtual Lab is a modern learning method based on the Learning Management System (LMS) that provides students with more dynamic and customized educational materials for practical learning. The Virtual Lab UNITAMA is the development of a practical learning method designed and adapted to the needs of the Analysis and Information System Design course based on the IDUKA Information System, utilizing web-based IT technology that allows learning to take place remotely, not limited to the classroom and specific hours. The model of collaboration between teachers, students, and IDUKA in the Analysis and Information System Design course is enabled by the rapid development of technology and information systems in the era of Industry 4.0, using e-learning/LMS systems that are integrated with Virtual Lab. The Link & Match policy between the education sector and IDUKA is expected to improve the competencies of graduates and align them with IDUKA's specific needs.

Pusat Pendidikan Islam di Masyarakat Berbasis Masjid

The study in this study aims to describe the programs and implementation in the mosque as a community education center. This research uses a qualitative approach using a case study that occurred at the H.M. Wijadi Dandangan Mosque, Kediri City. Mosques as the center of Islamic education for the community have many functions that can be studied more contextually. The findings of this study are that the programs at the H.M. Wijadi Dandangan Mosque, Kediri City as a center for Islamic education in the community have 3 programs. 1. Spiritual education program: tahsin for mothers, sunday morning haromain study, shubuh lecture, thematic routine study, khataman, tabligh akbar. 2. Skill education program: english massive, screen printing and graphic design courses, adhan and iqomah courses. 3. Social education program: friday blessings. The implementation is as follows: The Tahsin Women's Program runs for about 5 years. Reciting every Monday-Thursday starts at pkl. 12.30-p.m. 14.30. Teaching using the sorogan method. By participating in tahsin, they increase friendship, practice reciting in each other's homes and have Qur'anic morals. The English Massive program has been running for about 5 years. Every Thursday and Saturday. Teaching with the Teacher Center and Pairing methods. The Friday blessing program is routine every Friday. The problems of the mosque as a center of Islamic education in the community among them are the lack of interest of new students for the list of tahsin of mothers, the number of mothers who are unable to attend the prayer, the lack of socialization of the existence of the mosque which is still new, the age factor affects the ability of students to learn, the lack of consistency and motivation in learning.

Leveraging Digital Twin in Automated High-Tech Production Management

The paper discusses industrial production management in an Industry 4.0 enterprise based on digital twins of manufacturing process and products. The principles of applying digital twins in the production cycle are defined. We present an example structure of an integrated automated production management system that includes the digital twins and a number of other systems. The functions of digital twins in such a system are indicated. The order of formation and development of digital twins in the course of the enterprise design and construction is considered. At the initial stage of collecting requirements and drawing up technical specifications for the enterprise design, we propose to create an approximate simulation model of the production cycle, which allows the feasibility assessment of key requirements. At the subsequent stages of the enterprise life cycle, the simulation model is enriched up to a full-fledged digital twin and augmented with other components of the management system. We show that the digital twin development can be performed at a high level of formal rigor and automation utilizing the mathematical device of category theory. For this purpose, the novel construction called flexible multicomma category is introduced, representing all possible enterprise architecture variants from a given viewpoint in the sense of the ISO/IEC/IEEE 42010 standard. A flexible multicomma is defined by a signature composed of functors that represent the architecture components from the selected viewpoint. We prove that a multicomma of any fixed shape derived from the signature is embedded into the flexible multicomma.

Legal Education for Non-Lawyers as ‘Legal First Aid’: A Participatory Inquiry into Law for Social Work Students

The article documents the experience of the authors in creating and re-calibrating a compulsory legal module within a Bachelor of Social Work degree as a course in ‘legal first aid’. The article explores the pedagogical approach the authors developed, which is based on continually explaining to students the reason for studying law in a way that is tailored to skills they can use in their practical placements and profession. For social work students, the ‘legal first aid’ approach enabled them to develop confidence and skills in triaging the seriousness of particular situations, understanding what they can do in the short term, and knowing how and when to usefully engage with legal professionals. The article also illustrates the value of a participatory inquiry method when refining course aims and approaches. The article details the participatory inquiry undertaken by the students and teachers with the aim of improving future iterations of the course. The rich insights that can be obtained from a participatory inquiry method offered much more robust insights than mainstream course evaluation methods, providing clear direction for future course refinements. These insights may be useful to course coordinators of other programs who are wishing to design or redesign course content.

Peer assessment to promote self-regulated learning with technology in higher education: systematic review for improving course design

Peer assessment is one of the approaches to develop self-regulation of learning. When evaluating the work of peers, metacognitive strategies of critical reflection are employed. They improve their own learning especially if evaluative feedback and/or suggestions for modification are provided. The aim of this systematic review is to learn how technology can facilitate self-regulation of learning, using peer assessment activities. We focus on higher education. To achieve the objective, we searched WoS and Scopus, obtaining 15 publications that concatenate the four search terms: self-regulated learning, peer assessment, higher education, and technology. These four terms must appear in the title, abstract or keywords. In this way, we ensure that the topic to be reviewed is central to the publication. The results are analyzed using the model for systematic review, which has three phases: description, synthesis, and critique. A proposal has been made to improve the design of courses in virtual classrooms, focusing on Moodle, and to include peer evaluation to improve self-regulated learning. It highlights the possibility of virtual classrooms to configure a rubric to guide the evaluation, together with the request for mandatory comments to justify the evaluation. This helps the student reflect on what is wrong and why, and how to improve. It also highlights the facility to randomly assign a specific number of tasks per reviewer or per task, and to make the whole process completely anonymous. The technology allows short deadlines for submission and review times to be maintained for instant feedback, as it can be configured with a single click. Finally, and related to this, Moodle can reopen the submission phase, to send an improved version based on feedback, and the evaluation phase, to check that the proposed improvements have been made. This helps to a greater extent to apply metacognitive strategies.

Course design of Design and Production of Printed Circuit Board Which Circuit Schematic Design is An Example

The course of Design and Production of Printed Circuit Board mainly includes five parts. This article designs the circuit schematic design module, mainly involving the design of the schematic drawing environment, placement of components, connection of components, editing of components, and post-processing of the schematic.

An Evaluative Study on Challenges in Quality Assurance in Fashion Design Courses in India

An Evaluative Study on Challenges in Quality Assurance in Fashion Design Courses in India

EVALUATION OF DISTANCE EDUCATION IN APPLIED COURSES BY INTERIOR ARCHITECTURE DEPARTMENT STUDENTS IN PANDEMIC AND POST-EARTHQUAKE PRACTICES

Disasters and epidemics have an impact on how societies live. The educational system also exhibits these negative traits. With the emergence of Covid-19, the distance education system, which has been discussed for years to be integrated into the educational system, has become inevitable. Face-to-face instruction resumed when the pandemic's effects were lessened, but the earthquake with its epicenter in Kahramanmaraş, which occurred on February 6, 2023, and was dubbed the disaster of the century, had an impact on every aspect of our nation's education system. Due to the earthquake, students who were enrolled in universities during the spring semester of 2022–2023 began their first stage of distance education. Despite the decision to use a hybrid education system, many students continued their education via distance learning. Similar to the theoretical courses, many students have received applied knowledge from the departments offering design education through the distance education system. Based on the opportunities provided by technology, distance education has entered our educational system to play a redeeming role against such undesirable negatives. The purpose of this study is to examine the effectiveness of face-to-face, online, and hybrid educational systems using students who enroll in applied design courses. Survey and analysis techniques were used as methods in the research. The survey applied in line with the determined method covers a total of 920 students receiving design education in the interior architecture discipline. As a result of the analysis, it was found that it is more efficient to conduct applied courses with a face-to-face education system.

A best practice model of open and distance learning (ODL) for studio-based architectural design courses

A best practice model of open and distance learning (ODL) for studio-based architectural design courses

2년제 대학생의 캡스톤 디자인 수업경험 탐색

Objectives The purpose of this study is to explore the meaning of college students' experiences in capstone design classes.
 Methods A case study using in-depth interviews was conducted with 7 college students enrolled in a two-year university located in the metropolitan area. Participants in the study were students in the fourth semester of the last semester of graduation, which is a requirement to take a capstone design course, and participated in a capstone design class for 3 hours a week for 15 weeks. Efforts were made to increase the validity and reliability through triangular verification and research participant confirmation process through research interview records.
 Results The meaning of the college student's capstone design class experience is, first, a venue for acquiring opportunities to improve understanding of major subjects and improve practical skills. Second, an opportunity to re-establish awareness of work-human relationships. Third, it turned out that they met themselves who grew up in the stage of improving their creative problem-solving skills and voluntarily producing knowledge.
 Conclusions It is believed that it will be meaningful to understand capstone design classes in the future and use them as basic data for systematic capstone design classes to strengthen students' practical skills.

Analysis of Learner Perceptions and Educational Effectiveness in Sports Capstone Design Courses Applying PBL

Analysis of Learner Perceptions and Educational Effectiveness in Sports Capstone Design Courses Applying PBL

Transformation open and distance learning (ODL) for studio based architectural design courses

Transformation open and distance learning (ODL) for studio based architectural design courses

특성화 고등학교에서 PBL을 활용한 증강현실(AR) 광고디자인 수업 과정 적용과 효과 탐색

With the emergence of new media that combines existing media and new technology, the advertising industry is diversifying its expression and doubling its interaction with consumers through augmented reality technology, a form of new media, to provide realistic experiences and deliver practical information. As a result, augmented reality advertising design is required for students who take classes based on the NCS curriculum to cultivate professionals who will lead the advertising industry in the future and contribute to the development of the advertising industry, but a systematic curriculum has not been established. The design curriculum also aims to be able to create creative digital content using a variety of media. This study aims to develop an advertising design course using augmented reality technology for seniors in specialized high schools, and to develop problem-solving, collaboration, communication, and self-directed learning skills using PBL, a learner-centered teaching and learning method that presents practical problems. To this end, PBL and augmented reality advertising design were theoretically considered and the current status of augmented reality advertising design education was investigated and analyzed through a survey. Based on this, an augmented reality advertising design course using PBL was proposed and the class was implemented. This class was conducted for about 4 weeks from November 1, 2023, to November 28, 2023, and as a result of a survey on a 5-point scale after the end of the class, the overall satisfaction with the class was high at 4.23, confirming high effectiveness.

캡스톤 디자인의 유형별 교수설계 메타분석

The purpose of this study is to identify the instructional design factors of each type of capstone design in universities. Topic modeling and keyword network analysis were conducted by extracting keywords from a total of 50 articles published in journals, and the results are as follows. Capstone design has different types of instructional design elements. First, in the ‘corporate linkage type’, words about the major field and industry appeared, such as 'engineer, fashion, industry'; second, in the ‘social problem solving type’, words about society, solution, service, and field appeared, such as ‘service, solve, field, social’; third, in the ‘creative type’, words about type, type, and field appeared. Third, in the ‘creative type’, words about the subject or type appeared, such as ‘type, subject’. Fourth, in the ‘entrepreneurial type’, words such as ‘compete, active’ appeared, indicating that students are active in competing to start a business. Based on these results, the study describes the factors that should be considered when designing a capstone design course and suggest implications for future effective course design.

The Impact of Using Digital Design Programs On the Interior Design Students Performance: The Case of The School of Art and Design at the University of Jordan

This paper examines the impact of the use of digital design programs on the performance of interior design students at the College of Art and Design at the University of Jordan. Since interior design is closely related to technology and, in light of the amazing development of design programs brought about by modern technology, the use of modern design programs has become urgent. The study used the descriptive survey approach to identify the impact of this use of modern design programs on the level of performance of students. The study sample consisted of (120) students of interior design at The School of Art and Design at the University of Jordan. The study concluded that the students’ performance in terms of level of achievement and educational outcomes is affected by the extent of their reliance on design programs and their use of digital design as a tool that facilitates, helps, and improves the quality of the design product. It also concluded that the lack of sufficient courses covering digital design programs in line with the requirements of the labor market creates a gap between the students’ learning outcomes and labor market requirements. The study recommended including courses for teaching digital design programs in the interior design study plan. It also recommended that the syllabuses of the interior design courses include activities of extracurricular workshops, through which the student learns about the most important developments in the digital world and its uses in interior design. Keywords: Interior Design, digital design, 3D design software, School of Art and Design

Application and Assessment of an Experiential Deformation Approach as a Didactive Tool of Truss Structures in Architectural Engineering

Experiential learning methods are advantageous for students as they motivate them to comprehend structural concepts without complex calculations, enhancing their inherent understanding of static principles. This research introduces a novel, cost-effective haptic didactic tool to enhance the approach to teaching trusses to students in a School of Architecture. The primary goal is to address challenges associated with the complexities of teaching structural systems within the context of architectural education. The proposed approach is related to the most critical issue, which is the state in which the individual elements are under applied load, compression, or tension. The approach explores the deformation of the truss elements and establishes a connection between their visible deformation and the stress they develop under various loads. As a didactic tool, this approach offers an alternative perspective to help students understand truss function under various loads. Also, an assessment procedure of learning outcomes and satisfaction indices has been structured to validate the impact on students on the proposed educational procedure. The findings underscore the significant educational efficiency of the proposed procedure as a sustainable way to connect the structural engineering challenges arising during design courses and creative skills in architecture engineering.

Engineering for Whom? Investigating How Engineering Students Develop and Apply Technoskeptical Thinking

College engineering education prioritizes technical knowledge and skills, but there is growing recognition that it must also address the social and societal implications of engineering work. Beyond professional ethics, engineers need to develop broader understandings of how engineering and technology interact with and impact individuals and communities. This study focuses on the development of engineering students’ ‘technoskeptical’ ways of thinking, defined as their ability to think about technologies as more than neutral tools and analyze their complex interactions with sociotechnical systems and values. Students in the study were incoming first-year engineering students who participated in a four-week summer bridge program. The program included a course called ‘engineering design for humans and the environment,’ which foregrounded sociotechnical issues and was designed to promote technoskeptical thinking. To assess students’ uptake of technoskepticism, they completed a pre and post task on which they analyzed the unintended effects of outdoor street lighting. Although students engaged in similar technoskeptical inquiries during the design course, this study found that students tended not to transfer those emergent skills to the street lighting task. The results indicate a need to expand instructional efforts so that students more fully internalize technoskeptical practices and apply them to novel situations.