Loughborough University Library: Open Journals
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Comparison of Designer’s Design Thinking Modes in Digital and Traditional Sketches
Get PDFThe internal design thinking behaviour of designers in the
concept development has been an important issue of
cognitive psychology. In this study, the design thinking
process designers have in applying digital media and
traditional paper in the early concept development stage
was explored. Special focus was made on the structure
and procedure of problem solving. With the verbal data
obtained, the protocol analysis was employed to analyse
designer’s thinking behaviours in using different media.
From the study, the author had reached the following
conclusions: (1) The proficiency and related knowledge
designers have for the design project has a big impact on
the construction of the design problem and the efficiency
of problem solving and completeness of detail design. (2)
Compared with the traditional way of idea development,
digital media makes it possible for designers to have an indepth description of the detail design with the help of
related functions in digital media. (3) Designers can have
an effective thinking process regarding the micro and
macro aspects of a design project because of the function
of software, enhancing the completeness of the design
thinking while in traditional pen and paper environment,
designers use the synthetic and contrast way to
manipulate their idea development. The results obtained
in this study will benefit both the design education and
practical design activity where digital media is applied
Who Built That?
Get PDFWe know that one of the reasons that coursework was
abolished and replaced by ‘controlled assessments’ was
the problem of assuring who had done the work. I have
just spent a bit of the Easter break with my brother in Ely
– a fascinating city – and the very same problem arose
there. The difference however, in the Ely case, is that the
problem appears to stem from the 11th century
Business information literacy teaching at different academic levels: An exploration of skills and implications for instructional design
Get PDFThis study investigates the difference among students' discipline-specific information literacy (IL) skills by studying first-year and final-year undergraduate business students. An online IL tutorial was designed and delivered to both student groups with a two-fold goal. First, the researchers wanted to compare students' IL skills to test the faculty's assumptions that business students who are about to graduate have already acquired the requisite IL despite the lack of mandatory business-specific IL sessions. The findings suggest that first-year and final-year business students are not significantly different in their performance and that both groups received a significant positive impact as a result of taking the same IL tutorial online. Second, the study analyses how well the online IL tutorial, with its focus on combining instructional videos with active learning exercises, performs in delivering content related to different elements of IL, as defined by the Association of College and Research Libraries (ACRL 2010). The findings indicate that the online IL tutorial is more effective for some skills than for others, suggesting that it will be beneficial to explore different instructional designs in collaboration with the departmental faculty to improve the current IL tutorial in these areas.This study adds to research on the effectiveness of online tutorials and raises questions related to their design. The findings can inform librarians' decisions on how to design online learning targeting students from different academic levels
Meeting information literacy outcomes: Partnering with faculty to create effective information literacy assessment
Get PDFThis paper outlines the attempt by librarians at California State University Channel Islands (CI) to authentically assess the information literacy levels of first-year and third-year students, their partnership with faculty from CI’s writing and rhetoric programme in receiving a grant for this endeavour, the creation of a rubric and specialised assignment to facilitate the assessment process and the initial assessment data that came from the three-year grant period. Information gathered during our pilot study suggests that student information literacy proficiency levels can been determined by assessing student writing assignments, and that a targeted rubric is an effective authentic assessment measure in this endeavour. This study is of use to practising librarians as it highlights the efforts of the authors to partner with faculty, not only in assessing student papers, but also in creating a rubric and specialised bibliography assignment that can be used by librarians and faculty at their institutions. This article is based on a paper presented at LILAC 2011
Book Review of Badke, W. (2012). Teaching research processes: the faculty role in the development of skilled student researchers. Oxford: Chandos.
Get PDFThe Impact of Social Software in Product Design Higher Education
Get PDFIt is difficult to ignore the impact that Web 2.0 and the
subsequent social software revolution has had on society
in general, and young people in particular. Information
is exchanged and interpreted extremely quickly and in
ways that were not imagined 10 years ago. Universities
are struggling to keep up with this new technology, with
outdated intranet systems and limited research into its
application within the higher education sector.
The aim of this paper is to firstly develop a greater
understanding of the use of social software by students
in product design education and the impact of blogs,
wiki’s, Facebook groups, Flickr images, Myspace pages,
RSS feeds, Tweets and YouTube video posts on their
learning processes.
The research for the project involved a number of discrete
methods over a four year period, initially involving a review
of the technological platforms and the e-learning software
available to product design academic staff and students
and the effect this has had thus far on teaching practices.
Product design academic staff were then asked to rank
existing platforms against a number of criteria. This was
followed by the examination of case studies of successful
applications of social software within the writer’s institution
with a view to establishing if these technologies could
be better integrated into higher education and current
pedagogic practices in order to provide an enhanced
learning experience for the student product designer.
The first phase of the research culminated in a literature
review to establish the state of play in the wider academic
community and beyond.
This preliminary research fed into action research which
consisted of the formulation and design of a blog
and information website for the institutions product
design programmes. Semi-structured interviews were
then conducted to establish the views and opinions
of the blog from key stakeholders including university
marketing directors, academics and the student
cohort. Questionnaires followed so that qualitative and
quantitative data could be analysed.
The paper concludes with a description of the perceived
validity and possible future developments for the blog and
social software as a whole in the product design higher
education sector
Social media, authentic learning and embedded librarianship: a case study of dietetics students
Get PDFRecent studies and reports indicate that social media tools have changed the way that people access and disseminate information. Social information, or information that is communicated and made accessible through social media networks and tools, represents a growing collection of information used by consumers, researchers and even healthcare practitioners. Undergraduate students preparing to enter the healthcare field need to understand how to use social information to reach consumers and share scholarship with other healthcare professionals. Using the dietetics curriculum at Virginia Tech in Blacksburg, VA, as a case study, this paper describes how a liaison librarian highlighted particular areas of the curriculum that she could support through information literacy instruction and embedded librarianship. By collaborating with a faculty member and using objectives from both the Association of College & Research Libraries’ Information Literacy Standards for Science and Engineering/Technology and the Accreditation Council of Education in Nutrition and Dietetics’ 2008 Foundation Knowledge and Competencies-Dietitian Education, she developed an authentic learning experience for students in the programme. Formal and informal assessments indicated that the entire project met a significant need in the dietetics curriculum and successfully engaged students by having them negotiate the social web in an authentic learning environment. This article is based on a paper presented at LILAC 2012