Educational Design Process Research Articles

Creating Guardians of Physiologic Birth: The Development of an Educational Initiative for Student Midwives in the Netherlands.

Women want positive birth experiences with high quality maternity care that is neither too much, too soon, nor too little, too late. Research confirms the effectiveness of midwifery care, and the midwifery approach to birth as physiologic may counter the upward trend of the unnecessary medicalization of birth. The role of guardian of physiologic birth is seen as central to midwifery practice; however, medical hegemony has led to the subordination of midwives, which inhibits them in fulfilling the role as guardian of physiologic birth. Learning to become powerful advocates of physiologic birth creates midwives able to speak up for effective, evidence-based maternity care and challenge the unnecessary use of obstetric intervention. Midwifery education has a role to fulfil in molding midwives who are able to assume this role. This brief report describes the development of an educational prototype aimed at increasing student midwife agency as an advocate of physiologic birth. This was done using rapid prototyping (RP) methodology, in which important stakeholders gave input and feedback during the educational design and development process. Input from stakeholders led to the inclusion of persuasive communication strategies and discussion and debate as teaching methodologies in order to increase student midwife agency to argue for physiologic birth. Reflective evidence-based practice, using the Optimality Index-Netherlands, allowed students to reflect on their practice while providing a framework for discussion. Working with the RP methodology allowed for the development of a prototype that reflected the needs of midwifery stakeholders and was mindful of material and human resources.

Iniciativas pioneiras do ensino de Desenho Industrial na FA-UFRGS

O tema desse artigo é a gênese do processo de implantação do ensino de design no Rio Grande do Sul, tendo como referência o levantamento e análise de três iniciativas ocorridas na Faculdade de Arquitetura da Universidade Federal do Rio Grande do Sul (FA-UFRGS). É um desdobramento de uma tese de doutorado a respeito da implantação do design em âmbito local. A investigação foi feita a partir de dados obtidos por meio de entrevistas, da coleta e análise de documentos e de pesquisa bibliográfica. Constatou-se que o debate ocorrido no ambiente acadêmico da FA-UFRGS ao longo da década de 1960 estimulou a emergência de iniciativas pioneiras do ensino de desenho industrial. No entanto, fatores conjunturais e institucionais dificultaram o êxito de sua implantação. A discussão pode contribuir na compreensão dos motivos que explicam porque a implantação do ensino de design foi tão tardia no Rio Grande do Sul.

Relationship Between Nursing Professional Development and the American Nurses Credentialing Center's Primary Accreditation Framework.

This article is the final one in the series addressing how nursing professional development practitioners operationalize the education design process criteria as delineated in the American Nurses Credentialing Center (ANCC) Primary Accreditation Provider Application Manual to ensure high-quality continuing education activities. Specifically, this article explores the relationship between the ANCC primary accreditation framework's educational design process criteria and the Nursing Professional Development: Scope and Standards of Practice. J Contin Educ Nurs. 2018;49(9):390-393.

Measuring Change as a Result of Participation in Educational Activities.

This article addresses how nurse planners and nursing professional development practitioners can meet educational design process criterion 7 in the American Nurses Credentialing Center primary accreditation criteria that also correspond with the Association for Nursing Professional Development Scope and Standards of Practice standard 6. J Contin Educ Nurs. 2018;49(8):340-342.

The Utilization of the Theory of Multiple Intelligences In Industrial Design Teaching

The research focuses on using the theory of multiple intelligences in the design teaching process, through the knowledge of the multiple intelligences of students, and selection of learning styles, educational activities, and technology methods that suit the intelligence of students and the nature of each stage of the design process, resulting in students absorption of the contents of the courses offered in a better manner, thereby contributing to increase creativity in their work. The study focused on the importance of the theory of multiple intelligences as one of the most important theories of education that concerned on making the learner the main point of the process of education by focusing on discovering the multiple intelligences of students and use it in the process of education to turn the weaknesses of students to strengths, In addition to displaying the types of multiple intelligences, the methods and strategies of learning Which correspond to these intelligences, the stages of design and the skills required during each stage, the process of teaching design in the traditional way, and finally, how to use the theory of multiple intelligences in the process of design education. The study concluded the importance of utilization the theory of multiple intelligences and applying it during different stages of the design teaching process, stressing the need to choose educational activities, technology and learning styles, which correspond to the multiple intelligences of students and the nature of provided information.

A Secret Component in Architectural Design Studio: The “Filtering” Concept

Learning is an internalization process that depends on individual components. This study focuses on the problematic of learning in architectural design education process and examines its components. The relationship between learning and perception and how it can be handled in the architectural environment is discussed. Answers are searched on the axis of “individual, experience, perception” and especially is focused the concept of “filtering”. The learning environment in the architectural design studio is seen as a cultural environment where all actors share their experiences. It is thought that these variables should be brought to the forefront in order not to lose the originality, with so many variables connected with these cultural actors. In this context, it is aimed to examine the relation between filtering and authenticity in the process of debating the problem of learning in working. The discussion was conducted through a blended learning environment that is supposed to support the aforementioned relationship.The study is based on the constructing grounded theory as a qualitative research pattern. The dynamic structure that can be empowered by the field experience of the selected research pattern has been a driving force in the study. Temporary hypotheses were identified with the preliminary problems and conceptual samples that were expected to be discussed, and then an experience environment was created that could generate data for the study. Then an experience environment was created that could generate data for the work. The implications of the observations, the open-ended questionnaires and the process of making the interviews were evaluated by descriptive analysis. With this approach, problems can be observed on an individual basis; and some of the problems that were grounded were brought into questionable positions with the architectural design studio.

Evaluating the Effectiveness of Educational Activities: Part One.

This article, the sixth part of the educational design series, addresses how nursing professional development practitioners can meet the American Nurses Credentialing Center accreditation educational design criteria. Educational design process criterion 6 addresses the evaluation process and corresponds with The Association for Nursing Professional Development's Scope and Standards of Practice. J Contin Educ Nurs. 2018;49(6):245-247.

ESTABLISHING THE SET OF TASKS AS A WAY TO IMPROVE EFFECTIVENESS OF ART AND DESIGN EDUCATION

The paper presents a study in the field of art and design education and focuses on looking for ways to improve the effectiveness of education through establishing a set of consistent professional tasks and identifying the interdisciplinary relationship. The paper outlines patterns of the design education process. The objective of the study is to analyse the interlinkages between abstract tasks, life drawings and graphics design exercises that demonstrate individual creativity of students.

Place of flip book animation technique in communication design education

Due to the interdisciplinary nature of design education, it has a very broad spectrum ranging from motion picture to informative design methods. Animation techniques are also one of the important parts of this wide variety of work. Today, almost every institution is involved in animation techniques in design education. Animation with various application methods is the field where the most creative examples of motion pictures are revealed. The purpose of this research is to discuss the place of flip book animation in design education and to investigate its contributions to design education, which is one of the creative animation techniques.It is considerably significant that students experience how the form of motion pictures is created through one of the methods at a beginning level and understand the nature of motion picture in design education process. Flip book animation, is a method by which students will be able to grasp the logic of creating motion pictures using static drawing or photography. Flip book animation is one of the first animation techniques to be achieved by combining successive still images processed with different surfaces. It may be considered as an old and outdated motion pictures technique for that reason, yet there are still flip book festivals and it is used as an effective method in teaching animation process.

Strategies to Promote Learning and Engage Participants.

This article, the fifth part of the educational design series, addresses how nurse planners and nursing professional development practitioners can meet educational design process 5 in the American Nurses Credentialing Center primary accreditation criteria. This criterion corresponds with the Association for Nursing Professional Development's Nursing Professional Development: Scope and Standards of Practice. J Contin Educ Nurs. 2018;49(5):197-199.

REDESIGNING A LOGOTYPE WITHIN THE SCOPE OF GRAPHIC DESIGN EDUCATION

Corporate identity is a collection of communication strategies, philosophy, behavior and visual elements of a corporation. Graphic designer should not only think visually while designing corporate identity, but should also be aware of other features of the corporation. The significance of these features should be taught during the education they get to the graphic designer candidates. During the process of graphic design education, it is important for students to be able to design contemporary and original emblems and logos, to design corporate identity and to be conscious of introducing corporations in a contemporary identity. The aim of this study is to create a model proposal for redesigning a logo within the scope of graphic design education, in the light of the graphic design principles and in the awareness of the features of the corporate identity. In this context, the terms of redesigning the corporate identity design and logo design principles are explained and the methods of redesigning logos in the scope of the Corporate Identity Design course, which is included in the curriculum of Doğuş University, Department of Graphics, are clarified. As a result of the research, the examination of the application of these methods within the course is analyzed. Keywords: logo, corporate identity, graphic design, design education

Identifying and Resolving Conflicts of Interest for Individuals in a Position to Control Educational Content.

This article addresses how nurse planners and nursing professional development practitioners can meet Educational Design Process 3 in the American Nurses Credentialing Center Primary Accreditation criteria that also corresponds with the Association for Nursing Professional Development Scope and Standards of Practice7. J Contin Educ Nurs. 2018;49(3):102-104.

Educational Website Design Process: Changes in TPACK Competencies and Experiences

The number of technological pedagogical and content knowledge (TPACK) studies has been increasing day by day; however, limited studies has provided both quantitative and qualitative findings based on teachers’ learning by design experiences. This study aimed to reveal the changes in pre-service teachers' TPACK competencies in the educational website design process and their experiences in the design process within the scope of a course based on TPACK framework and the learning by design approach. Designed as an embedded mixed design research, the study was conducted with 28 pre-service teachers. The data were collected through the TPACK-deep scale, a survey and e-mails sent to the instructors. The research concluded that the learning by design approach bring pre-service teachers' TPACK competencies in highly effective significant contributions. Moreover, it was revealed that the design process expands pre-service teachers' schemas regarding the properties which digital instructional materials should possess. The research also enlightened the motivating factors such as receiving support and the challenging factors such not being able to use software for the pre-service teachers in the design process. Finally, the findings were interpreted within the framework of TPACK and the learning by design approach and recommendations were made for future practices and studies.

Identifying the Underlying Educational Needs That Contribute to the Professional Practice Gap.

This article addresses how nursing professional development practitioners and nurse planners can meet the educational design process criterion 2 in the American Nurses Credentialing Center Primary Accreditation process that also corresponds with the Association for Nursing Professional Development's Scope and Standards of Practice. J Contin Educ Nurs. 2018;49(2):52-54.

Analysing the Effects of Critique Techniques on the Success of Interior Architecture Students

AbstractIn architectural design education, the most significant part in the curriculum is the design studio, where students learn how to design. Critique has a crucial role in the design studio, and in determining the best and most beneficial critique type for the architectural design education process. Student attitudes toward critiques and student satisfaction level with each critique technique are also significant. To that end, this article explores design studio learning by reviewing the design learning process and types of design critiques. Focusing on three critique techniques used in design education (desk critiques, pin‐up critiques and group critiques), the article analyses correlations between student attitudes toward each technique and its contribution to the design process. Research was conducted with 84 third‐year interior architecture students from the 2014–15 Fall semester at a university. No statistically significant differences were found between group and pin‐up critiques in terms of students’ preferences and their final performance scores; however, there was a statistically significant relationship between student preferences toward desk critiques and student success. Furthermore, the contribution of a critique technique to the design process was found to be highly correlated with student preference for this technique.

Student Views on The Theme of “Historically Narrated Urban Furniture Workshop” And Its Technological Uses in Design Education

Design is a scientific process that incorporates several different disciplines and responds to the requirements of the natural environment with aesthetics and creativity. Short term “design studies” such as studio workshops, symposiums, workshops, student meetings, etc., where all disciplines including those based on design and creativity come together and various works are presented, are an important part of the education process. These include seminars, exhibitions, workshops and similar events that are held throughout the world, which are effective organizations in the design education process. In the present paper, the “History Narrated with Urban Furniture, Konya / Sille” workshop that was organized within the context of BAP 01 project no. SBA-2016-5350 at Karadeniz Technical University in 2016-2017 academic year was discussed. The study was based on the data collected during the workshop activities conducted with 20 students. The study aimed to measure of the use of technology by the achievements of students in informal design education studies that become prevalent in Turkey and worldwide and their interaction with formal education based on the collected data. The survey results were based on the percentages (%) with respect to total values. Finally, recommendations for future design training events were made based on the survey data.

デザイン教育における人間認識と素過程について(4)(第32回研究発表大会)

デザイン教育における人間認識と素過程について(4)(第32回研究発表大会)

The Design of Flipped Classroom Teaching Mode of College Students’ Oral English

With the deepening of the reform of college English teaching, the flipped teaching model has been widely concerned and aroused people’s discussion. The characteristics of Oral English Classroom are in accordance with this teaching model. The author puts forward some suggestions on the design of teaching process in order to improve the teaching of Oral English Teaching.

Appropriate teaching and learning strategies for the architectural design process in pedagogic design studios

The national qualification framework of a country requires a certain level of knowledge and complexity of skills for an academic degree to be recognized. For architectural programs, student workload is heavy on design courses. Therefore, each course must be carefully developed to ensure that students are not overloaded. Teaching and learning strategies have different implications for courses, which occasionally result in overloading the students. This research aims to study the three main pillars of teaching and learning strategies for each design phase in pedagogic design studios. The most appropriate model for each teaching and learning strategy, including a set of the three main pillars, is then identified for each design phase. A practical strategy for managing design studios is also determined. The aforementioned three pillars are as follows: teaching and learning methods, assigned tasks or study aspects, and design communication techniques. Two research methods, namely, a literature review and a survey among design educators, are adopted. The literature review examines aspects that contribute to the design process and its phases, teaching methods, design skills, communication methods, and studio management strategies. On the basis of the literature review, the background of developments and practices in the design education process are used as constructive tools to develop the survey for design educators. Through the survey, the pillars of teaching and learning strategies that are frequently practiced in design studios are evaluated. Results of this study are classified into three ranks using the nature break classification method for numerical values. Subsequently, three priority models that correspond to teaching and learning strategies, as well as to the required skills and capabilities, are established. A group-based strategy with an interdisciplinary approach is also determined to be the most suitable technique for managing the pedagogy of architectural design studios to achieve holistic designs.

PLAGER-VG: platform for managing educational multiplayer video games

Information and communication technologies, in general, and multimedia systems, in particular, are currently incorporated into the learning processes with certain normality. Furthermore, the scientific community agrees that video games, as a specific expression of these technologies, present additional benefits that improve many student skills. In an educational context which uses video games as learning tools, the need for a well-defined framework to develop effective educational games seems evident. However, most educational games are not supported by specific architectures; perhaps because the existing ones do not include fundamental aspects such as collaboration, adaptation or gameplay, or its conceptual language is hardly understandable to the educational team. With the aim of fill this gap, we here describe the architecture PLAGER-VG to design, execute, monitor and adapt collaborative learning processes supported by video games, focusing the paper in the design and personalization aspects. PLAGER-VG is a modular platform composed of five sub-systems which allows incrementally designing video games and using them, as well as integrating a video game with other related to it. In particular, we propose the Design Sub-system for managing the educational game design process and the Personalization Sub-system for adapting the gameplay, and therefore the educational process, to the needs of students. The architecture has been considered during the development of several video games and a set of thirty teachers have expressed their acceptance regarding the main elements of PLAGER-VG.