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Full-Text Articles in Art and Design

Outreach Initiative For Education Of Future Industrial Designers, Claudia R. Rebola, Kevin Shankwiler Sep 2013

Outreach Initiative For Education Of Future Industrial Designers, Claudia R. Rebola, Kevin Shankwiler

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This paper discusses a program undertaken to educate high school students about the Industrial Design profession. An innovative OutReach program model is presented where design professionals, academic (college-level) and high school students are brought together to conduct a real life experience project. Urbanism is a designated topic for the program model. Findings are also presented, supporting success of the initiative.

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Educating Multidisciplinary Postgraduate Product Design Students: Challenges For A New Programme, Stephen D. Reay, Andrew Withell Sep 2013

Educating Multidisciplinary Postgraduate Product Design Students: Challenges For A New Programme, Stephen D. Reay, Andrew Withell

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Design professionals are increasingly expected to work in interdisciplinary teams, often working together to solve more and more complex problems. This may contradict aspects of traditional design education where effort (and assessment) was focused on the skills of the creative individual. While expertise or skill in a specific discipline is still critical to perform as a designer, a greater awareness and understanding of other disciplines is required. These educational challenges are further compounded in a new Product Design programme at AUT University due to its relatively small number of students. However, developing a new programme presents an opportunity to support …

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Digital Design And Creativity: A Reflection On Curriculum Change In Landscape Architecture Education, Heike Rahmann, Jillian Waliss Sep 2013

Digital Design And Creativity: A Reflection On Curriculum Change In Landscape Architecture Education, Heike Rahmann, Jillian Waliss

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In comparison to the allied design disciplines of architecture and urban design, the creative potentials of digital media have been slow to influence landscape architecture. Many landscape architects consider digital media to lack the intuitive capability of more traditional means of design such as hand drawing. This paper argues for the creative potential of digital technologies in design pedagogy of landscape architecture. Drawing on the experience of the first year of the professional Master of Landscape Architecture program at the University of Melbourne, we outline a shift in design curriculum from planimetric design techniques to a focus on three- dimensional …

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The “Nature” Of Design Education: Teaching Design Fundamentals In An Outdoor Classroom, Andrea Quam Sep 2013

The “Nature” Of Design Education: Teaching Design Fundamentals In An Outdoor Classroom, Andrea Quam

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This paper and presentation will detail the on-going research and development of an innovative, card based system named “Fundamentals in Nature.” This system is used to teach design fundamentals in an outdoor classroom. Through developing appreciation for the natural world, design students develop skills that are more conceptual, sustainable, well rounded and connected. The need for this approach is supported by research revealing the current generation of students are losing touch with their natural environment. While this curriculum was initially aimed at educating college level design students, it is scalable to teach younger students and the general public. By utilizing …

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The Intervention Of Criticism Into Practice, Barbara Predan Sep 2013

The Intervention Of Criticism Into Practice, Barbara Predan

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The goal of the present essay is to show that a number of critiques, following in succession from the first efforts to professionalize design, played a key role in the formation of the discipline as we know it today. Such critiques of design, by countering established practices, created gaps in knowledge – created a discontinuity, the consequence of which was the creation of the possibility for a new way of working. What the discipline lacks today, then, is precisely such a critique of this sort: one that would oppose a situation in which design submits itself uncritically to market demands …

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‘What Do You Think The Campus Is Telling You?’ Teaching-Led Research Exploring Campus Design And Perception, Nicole Porter Sep 2013

‘What Do You Think The Campus Is Telling You?’ Teaching-Led Research Exploring Campus Design And Perception, Nicole Porter

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Learning to ‘read’ places is a fundamental skill for built environment designers. Although we may intuitively respond to different designed environments - the silencing effect of a church interior or the imposing scale of a grand estate, for example – the ability to understand how places are spatially and semiotically constructed (encoded) and interpreted by others (decoded) is an ongoing aspect of design education. In this paper, a teaching-led research project addressing such design literacy is presented. This project simultaneously introduces the concept of design interpretation to students whilst addressing the research question ‘how do different students read their own …

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Exploring Real-Life Settings: Integrating Research And Learning As Thinking-And-Doing In Design Studio Projects, Tiiu Poldma, Michael Joannidis Sep 2013

Exploring Real-Life Settings: Integrating Research And Learning As Thinking-And-Doing In Design Studio Projects, Tiiu Poldma, Michael Joannidis

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This paper presents the activities of a multi-sectorial research project within a baccalaureate design studio, two seemingly diverse experiences that come together for a dynamic exploration of issues of accessibility for people with disabilities. Students collaborate with various stakeholders to develop design concepts for the scenario within a public space. They explore how multiple contexts including visual impairment, sensory, environmental, cultural and social issues of integration affect design responses within the environment. In this learning context, students are confronted with how the social construction of reality of the world we live in is not independent of real life settings, how …

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Art As A Way Of Learning: An Aesthetic Environment Assessment Tool, Patricia Anna Pinciotti, Emily Verba Sep 2013

Art As A Way Of Learning: An Aesthetic Environment Assessment Tool, Patricia Anna Pinciotti, Emily Verba

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This paper introduces a model and tool for creating and assessing aesthetic aspects of early learning environments based on five aesthetic operations: repetition, formalization, dynamic variation, exaggeration and surprise. It discusses the impact of aesthetic decision-making on learning, the brain, and child development. Traditionally, childhood environments have focused primarily on the organization of furnishings, displays, and space, or accessibility for children with disabilities. However, there is a renewed interest in the aesthetics of environments for young learners inspired by an arts integration model and Reggio Emilia. Early childhood education is steeped in child development, health and safety, curricular best practices, …

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Teaching Constraints, Learning Creativity: Leveraging The Guided Distractions, Margherita Pillan, Marco Maiocchi, Marko Radeta Aug 2013

Teaching Constraints, Learning Creativity: Leveraging The Guided Distractions, Margherita Pillan, Marco Maiocchi, Marko Radeta

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Different disciplines require different approaches to education. The teaching of formalized sciences (such are physics, chemistry, etc.) requires the study of consolidated and already verified results and is conveniently carried out through lecturing (e.g. lectures or books) while formalisms and techniques are learned together with disciplinary contents. Soft disciplines (such are fine arts, interior design, media production, journalism, etc.) require “learning by doing”: the study of facts and techniques that is weakly related to the ability to produce masterpieces or new ideas. Design is in an intermediate position: techniques can be learned (e.g. modelling, representation, materials, colours, etc.), but the …

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Reflections And Prospects About The Relationship Between Master Thesis And Design Project In Interior Architectural Education, Ann Petermans, Jan Vanrie, Kris Pint, Koenraad Van Cleempoel Aug 2013

Reflections And Prospects About The Relationship Between Master Thesis And Design Project In Interior Architectural Education, Ann Petermans, Jan Vanrie, Kris Pint, Koenraad Van Cleempoel

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The Bologna process, initiated in 1999, propelled an ongoing reform of the European higher education. One of many processes is the integration of design schools – formerly belonging to a polytechnic or beaux-arts tradition – into academia. It presents challenges to universities and design schools alike. Commonly, many debates centre around the issue of research: output media, ‘measurability’ of output and the relationship between research and education. In this paper we would like to focus on the latter by discussing the set-up and organisation of our master programme in interior architecture. Reflecting about existing material of our students stimulated us …

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Relating Creativity, Fantasy, Invention And Imagination: Studying Collective Models Of Creative Collaboration From Kindergarten To University Degrees, Raffaella Perrone Aug 2013

Relating Creativity, Fantasy, Invention And Imagination: Studying Collective Models Of Creative Collaboration From Kindergarten To University Degrees, Raffaella Perrone

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In recent years, cognitive psychology has supplied interesting analytical frameworks for the processes involved in the construction of knowledge at all levels of education, from kindergarten to college. In design teaching and for many decades theories have been proposed about design projects "methods" and "methodologies". However, only in recent years theoretical approaches to "creativity" and the creative process have been proposed and have started to be implemented in academic curricula, or as working methods (cocreation). Creativity, thus, has become an area of "focus" of research, with important implications on the design discipline. However, creativity, invention, imagination and fantasy simultaneously interact …

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Programming Sketches: A Bricolage Approach To Teaching Computer Programming In Design Education, Juhong Park Aug 2013

Programming Sketches: A Bricolage Approach To Teaching Computer Programming In Design Education, Juhong Park

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Many architecture schools have started to teach computer programming as part of their design education. Their main pedagogies follow a conventional computer science approach, which has a high failure rate and is less effective for novice learners. This paper describes a novel approach to developing a curriculum, "Programming Sketches", to teach computer programming to architecture students in the context of design education. A bricolage-based approach with an atelier learning environment was explored. Instead of focusing on learning the knowledge of computer programming language, students were prompted to develop their own ways of transforming design thinking into a programming structure with …

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The Scholarship Of Teaching: Threshold Concepts And Research Informed Design Education, Jane Osmond Aug 2013

The Scholarship Of Teaching: Threshold Concepts And Research Informed Design Education, Jane Osmond

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This paper considers the growing body of established scholarly research culture in the creative arts: which, it is argued, is in the process of ‘catching up’ with more established disciplines such as science, history and economics. This slow growth is linked to the need for practitioner-focused lecturers within the discipline, some of whom have little engagement with scholarly theory before entering the academy. The paper then goes onto consider the introduction of a particular theory - the threshold concept framework - to a cohort of industrial design staff at Coventry University and outlines some of the main impacts on both …

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Designing Funwritr: Unpacking An Affinity-Based, Professionalizing, Graduate-Level Educational Technology Design Experience, Justin Olmanson, Chung-Kai Huang, Rob Scordino, Jaejin Lee Aug 2013

Designing Funwritr: Unpacking An Affinity-Based, Professionalizing, Graduate-Level Educational Technology Design Experience, Justin Olmanson, Chung-Kai Huang, Rob Scordino, Jaejin Lee

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In this paper and presentation we describe, unpack, and reflect upon the dynamic, evolving processes of collaborative, democratized educational technology design that led to the creation of an open-ended literacy development and language acquisition environment named FunWritr. When the project began, each member of our group was either in a graduate program for educational technology design or interested in matriculating into such a program. Over the course of five years we have worked together, growing as designers, developers, and researchers of educational technologies. Reflecting on our authentic, self-guided, evolving curriculum ofexperiences, we recognize processes and unpack factors that contributed to …

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Feel The Fear: Learning Graphic Design In Affective Places And Online Spaces, Anitra Nottingham Aug 2013

Feel The Fear: Learning Graphic Design In Affective Places And Online Spaces, Anitra Nottingham

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This paper explores the idea of pedagogic affect in both onsite and online graphic design learning spaces, and speculates on the role that this affect plays in the formation of the design student. I argue that embodied design knowledge is built by interactions with design professionals, activities that mimic the daily work of designers, and practices of display such as student work galleries within design schools. Therefore bodies in motion, and the places they move within, take on more importance in the making-up of a graphic design student than we may expect. This idea has implications for online design learning. …

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Visualising Ideas: A Camera Is Not Enough, Liv Merete Nielsen Aug 2013

Visualising Ideas: A Camera Is Not Enough, Liv Merete Nielsen

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When photography was widely introduced as a tool for documentation, the art of mimetic drawing was challenged as a main activity in art education. This raised the question: Why bother with mimetic drawing in art classes when any object, person or event can be documented with a camera? The question of mimesis in painting and drawing existed long before the introduction of cameras, and it raised philosophical questions in relation to the ideals of pictorial representations. This paper problematises some issues that have constructed a counterproductive contradiction when it comes to training mimetic drawing in general art and design education. …

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Design Learning For Tomorrow – Design Education From Kindergarten To Phd, Liv Merete Nielsen Aug 2013

Design Learning For Tomorrow – Design Education From Kindergarten To Phd, Liv Merete Nielsen

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The 2nd international conference for design education researchers in Oslo May 14– 17, 2013 on the theme of ‘Design learning for tomorrow – Design education from Kindergarten to PhD’ received an overwhelming response. This is gratifying for us, the organisers, as we see design in a broad interdisciplinary perspective in support for a better tomorrow. For years we have promoted the idea that sustainable design solutions should include more than ‘professional’ designers; they should also include a general public as ‘conscious’ consumers and decision makers with responsibility for quality and longevity, as opposed to a “throw-away” society.

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Simon Says Syndrome In Art And Design Education, Muhizam Mustafa, Mumtaz Begum Aboo Backer, A. S. Hardy Shafii, Azila Zainal Aug 2013

Simon Says Syndrome In Art And Design Education, Muhizam Mustafa, Mumtaz Begum Aboo Backer, A. S. Hardy Shafii, Azila Zainal

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Learning is an important ‘task-conscious process’ that help changes in behaviour (or potential for change). In other words, learning is seen as an outcome - the ‘end product’ of some process. The ‘Simon Says Syndrome’ term was coined based on observation where teachers provide little learning for students other than the experience of doing. This resulted in students being apt at following instructions rather than exploring the process of learning. This paper also argues that ‘Simon Says Syndrome’ may be defined or reflected from the set of conventional practices and systems for teaching (or learning) especially within the art and …

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City Reflections: Design Collaborations For Cross-Cultural Learning, Kelly M. Murdoch-Kitt, Denielle Emans Aug 2013

City Reflections: Design Collaborations For Cross-Cultural Learning, Kelly M. Murdoch-Kitt, Denielle Emans

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Design educators must learn to develop and lead successful intercultural projects and exchanges for students entering into a globally connected and diverse profession. Teaching students to approach problems by using collaborative and interpersonal skills provides them with durable assets to better understand international audiences, colleagues, and perspectives. The proliferation and integration of first-hand cross-cultural experiences into design curricula can result in innovation and knowledge sharing, indicating synergistic properties in which the whole is greater than the sum of the parts. This research explores how collaborations between geographically separate design students in San Francisco, California, USA and Dubai, UAE—mediated by virtual …

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Building Appetites: The Design Of Locative Media Apps For Learning The Networked City, Andrew Morrison, Jonny Aspen Aug 2013

Building Appetites: The Design Of Locative Media Apps For Learning The Networked City, Andrew Morrison, Jonny Aspen

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Recent years have seen the rapid growth of mobile communication and more recently smart phones and apps. But how might we approach ‘learning the networking city’? In this paper we reflect on the negotiation of a mobile app for cultural mapping of the networked city developed as part of a large design research project into social media and the city. The negotiation took place as part of an international master's level class of students of urbanism, architecture and design. The app called Streetscape was developed and trialled as part of a large funded research project into social media and the …

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Mindfulness: The Holy Grail Of Design Education?, Christian Montarou Aug 2013

Mindfulness: The Holy Grail Of Design Education?, Christian Montarou

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In the field of design education, the term ‘mindfulness’ has been criticised as a mystification of the creative process and derided as a ‘holy grail’ (Moore 2009). I will argue against this criticism, try to establish some general rules for the chaotic diversity of individual creativity and highlight the role of flow and mindfulness in connection with the creative act. These reflections are rooted in my own experiences teaching croquis drawing with a live model, as well as many years as a practicing artist and pedagogue. My main focus is on elucidating the relationship between context and mindfulness in a …

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Translations: Digital & Physical Interchanges, Kyle Miller, Clark Thenhaus Aug 2013

Translations: Digital & Physical Interchanges, Kyle Miller, Clark Thenhaus

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This paper presents experiments in digital design teaching methodologies at the collegiate level within architectural education. The experiments manifested themselves in the form of three design workshops for students from different levels within the undergraduate architecture degree program at the University of Kentucky. Collectively titled “Translations”, these workshops speculated on strategies for the integration of analogue drawing and making with digital translations within the architectural design process. The events were organized around the concept of employing multiple modes of making, a diverse set of design techniques, and mixed media. The theme of the workshops grew from the belief that multiplication …

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A Multidisciplinary Approach To Design Education: Providing A Framework For Informed Designers Of The Future, Zaiba Mian Aug 2013

A Multidisciplinary Approach To Design Education: Providing A Framework For Informed Designers Of The Future, Zaiba Mian

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This paper recognizes the need to integrate design in all levels of education in order to foster creative skills that are applicable in most aspects of life. It highlights unique challenges associated with teaching design in the digital age and the need to encourage students to see in a critical and meaningful way. The methodology used in design education must build on existing virtual tools to promote a physical reconnection to one’s surroundings in order to promote an appreciation and understanding of place. This paper explores the notion that design does not occur in isolation and is part of a …

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“Learning By Doing” Revisited: An Interactive Experience In Teaching Design Methods, Ozge Merzali Celikoglu, Sebnem Timur Ogut Aug 2013

“Learning By Doing” Revisited: An Interactive Experience In Teaching Design Methods, Ozge Merzali Celikoglu, Sebnem Timur Ogut

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This study represents an interactive experience towards conducting an undergraduate theory-based design course, ‘Design Theories and Methods’ in a product design department. These types of theoretical courses are usually conducted with a classical form of teaching where the lecturer is in a dominant position and bestows knowledge upon the learner (Wood and Rust, 2003). However, according to constructivist learning theory, knowledge cannot exist independently of the knower, but must be constructed through his own understanding of the situation (Hein, 1991). Therefore while a ‘revisit’ to Bauhaus education model is suggested, the main hypothesis is that “learning by doing” would provide …

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How Can We Make It Better? Translating An Innovative Medical Model Into Cutting Edge Design Curriculum, Barbara Mcfall, Cindy Beacham, Kathryn Burton, Ron Dulaney Jr. Aug 2013

How Can We Make It Better? Translating An Innovative Medical Model Into Cutting Edge Design Curriculum, Barbara Mcfall, Cindy Beacham, Kathryn Burton, Ron Dulaney Jr.

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This is a story of design – of designing a viable present in transition from an increasingly obsolete past to a transformative future. More specifically, Karl Aspelund’s seven design process steps (2010) provided the framework for our curriculum redesign at a typical American Land Grant University. The inspiration surfaced from a combination of necessity and vision based on conditions within and around our design unit. Identification of the design problem resulted in key findings, among them that ours is a small design unit in a large university that explicitly favors STEM disciplines. Conceptualization provided a focus on human-centered design culture …

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Design Knowledge From Practice(S), Helen Mcallister Aug 2013

Design Knowledge From Practice(S), Helen Mcallister

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The main premise of this paper is to centralize the experiential mode as a fundamental to Design Research whether by practice–based or by practice-led knowledge. This paper will map the process of different ‘knowings’ of practice, how they manifest themselves into critical knowledge for Design. Through this researcher’s engagement with the experiential, came an understanding that could not otherwise have surfaced without the practice–based inquiry and methodologies. ‘Practice’ is a central imperative of Design, yet the nature of these activities we call ‘practices’ is never the less complex in its critical edification and defining how it contributes and shapes ‘culture …

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Social Design, Ruth Mateus-Berr, Nisrine Boukhari, Florian Burger, Alessia Finckenstein, Tanja Gesell, Marta Gomez, Masha Hupalo, Emer Kinsella, Dieter Lang, Elaine Liu, Teresa Morandini, Marie-Christin Rissinger, Frida Robles, Elisabeth Stephan, Stephan Trimmel, Julian Verocai Aug 2013

Social Design, Ruth Mateus-Berr, Nisrine Boukhari, Florian Burger, Alessia Finckenstein, Tanja Gesell, Marta Gomez, Masha Hupalo, Emer Kinsella, Dieter Lang, Elaine Liu, Teresa Morandini, Marie-Christin Rissinger, Frida Robles, Elisabeth Stephan, Stephan Trimmel, Julian Verocai

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This project aims at the collective definition of social design. The process of exploring this definition is considered a workshop that gets people involved and passionate. In this process there are various elements that represented tangible reference points and draw to defined public spaces in the city and central at the University of Applied Arts Vienna. Social Design is a well-established term and has various forms of interpretations. Though this project aims to understand more about these interpretations. To achieve this, individuals were animated to think about the term ‘design’ and involved in defining new paradigms. This was done with …

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A Methodology For Appraisal And Validation Of User Centered Open Innovation Programs: A Case Study Critical Analysis Of An Energy Supplier Co-Creative Innovation Program, Américo Mateus, Ana Loureiro, Carlos Alves Rosa, Susana Leonor Aug 2013

A Methodology For Appraisal And Validation Of User Centered Open Innovation Programs: A Case Study Critical Analysis Of An Energy Supplier Co-Creative Innovation Program, Américo Mateus, Ana Loureiro, Carlos Alves Rosa, Susana Leonor

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Design thinking programs for innovation in accordance to a servicedominant logic (S-D logic) in co-creation with stakeholders is often described in the literature as an adequate procedure for added value and sustainability (Vargo & Webster, 2011; Mateus & Rosa, 2011; Ostrom et al., 2010; Brown, 2009; Vargo & Lusch, 2004, 2006, 2008a, 2008b). However, it seems to be absent from research robust validation methodologies. This article describes an empirically developed methodology for validation of design thinking Ideas(R) Evolution methodology applied to a User Centered Open Innovation Program for a more efficient behavior consumption of home energy. This program was developed …

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Energy And Emotions: Transdisciplinary Design Education For Resource Conservation, Tatu Marttila, Karthikeya Archarya, Lutz Gegner, Till Bovermann Aug 2013

Energy And Emotions: Transdisciplinary Design Education For Resource Conservation, Tatu Marttila, Karthikeya Archarya, Lutz Gegner, Till Bovermann

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In our contemporary world we are using resources extensively to the point of their depletion. The call for more sustainable ways of living is louder than ever before, asking for a better awareness of the flows of resources and energy. This paper looks into existing design perspectives towards energy use in our daily living. By exploring relevant literature in social sciences and in design, and earlier research related to energy use, we identify a need to connect the design for conservation more strongly with human emotions and their relations in the social realm, and thus iterate the systems collaboratively in …

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Digital Gardens With Real Toads In Them: The Place Of Heritage Media In A Digital Art And Design Education, Iain Macdonald Aug 2013

Digital Gardens With Real Toads In Them: The Place Of Heritage Media In A Digital Art And Design Education, Iain Macdonald

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At a time when digital media is regarded as orthodoxy in education, in advanced global economies there is a pressing argument to review the lessons of the past and reflect on whether they are still applicable. This paper will enquire into today’s issues with digital practices in art and design education using relevant, historical examples from the main changes in approach of the last century. It will also explain how the changes of approach to art and design education has affected the choice of materials, the stress on different skills and the values of different creative arts within the subject. …

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