1,720,965 research outputs found
Knowledge Exchange and Knowledge Transfer Partnerships: A Live case Study Approach for undergraduate Design projects
No full textThis paper draws on experience gained from a Knowledge Transfer Partnership currently being undertaken by the authors, and how it has been used to provide case studies for undergraduate design projects. It will highlight the good practice that has been identified, and also discusses the experiences of the adoption and implementation of this type of learning activity. Gaining feedback from students,
staff and industrial partners is also reviewed. We have found the case-based approach through a knowledge exchange model to be a useful method to develop key transferable skills such as group working and individual study skills, information gathering and analysis, time management,
presentation and practical skills. It is also hoped that the projects carried out will equip students with
the skills to bring together the different elements of creativity, technology and business, enabling
students from different backgrounds and with varying levels of experience to work together, a key outcome of the Cox Review 2005. Examples of student project work outcomes are shown alongside the commercial work from the KTP associate
Sustainable Product Design Education Through an Appreciation of the Low-tech
Get PDFThe paper presents a case study on the implementation of Low-Tech development model to teach sustainability in design-led programmes. The author argues that sustainability education should include not only the technical aspects of sustainability theory but also the underlying social aspects. The low-tech approach fits well in design-led modules since it encourages students to consider appropriate technological solutions for design projects while focusing on user behaviour to develop articulate solutions. The study explores the pedagogical approach of the content used to teach the design module and introduces a low-tech design workshop to aid students in implementing learning. The results of the study show that students\u27 understanding of sustainability and low-tech design increased, and they were able to implement mechanical solutions to design problems while considering the social element of their design outputs
Do differences in educational culture affect the process and outcome of undergraduate design practice?
Get PDFDesigners undertake projects in different ways, and as might be expected, these have the potential to produce a wide variety of outputs. While the designed artefact is understandably often the focus when evaluating student designers, the importance of process is paramount in design education. This is underpinned by the fact that a novice designer may produce a single successful project without a full understanding of how that artefact came about. However, a designer who can reflect upon and understand the process, is better equipped to repeat or further evolve this process in future projects. It is well understood that organisational structure and culture influences the ways designers choose to approach a project, from initial brief formation, through ideation and development, to the detail design and execution phases. An aspect not thoroughly understood is how different methods in design education specifically influence the methodologies designers employ in approaching a project, and therefore that projects outcome. Previous work has examined the influence of cultural background on the formation of a design brief, but not on the entire process. This research attempts to understand that influence, by forming links between the educational background as an input and process and artefact as outputs. This paper proposes a research framework in which both artefact and process are examined. To this end, cultural probe type tools, which actively encourage design students to reflect upon and report upon their process during a design project, are used to allow student design practitioners to self-report their design process
Re-evaluating Learning Environments to Nurture Studio Culture
Get PDFFollowing the COVID-19 pandemic and the resultant remote teaching that lockdown enforced the requirements and suitability of physical learning spaces such as studios can be questioned. This paper seeks to understand the requirements of students in this decade of their physical studio spaces. Using focus groups, surveys and user feedback activities students on the Product Design programme were asked to evaluate the studio spaces within the university as they returned to on-campus learning and provide qualitative feedback on their experiences.
It was found students still require physical studios that allow them to undertake their design work and utilise tools and the space in a way they are unable to in other learning and domestic environments. Most importantly students require a space that allows them to understand and conceptualise project work, engage in discipline-specific discourse and feel a sense of ownership to encourage creative thinking
What Do We Mean By Territoire?
Get PDFThis diagram explores the concept of territoire, illustrating its multidimensional nature as a dynamic socio-spatial system. It captures the interplay of human interaction, social structures, environmental factors, and cultural connections. The framework demonstrates how communities adapt to and shape their environments, integrating local knowledge, sustainable practices, and resource management. It highlights governance systems, traditions, and collective identity as essential for resilience and sustainability. The diagram also reflects on intangible elements like sense of place, identity, and heritage, which deepen emotional and cultural connections to the territoire. Together, these layers form a holistic approach to understanding sustainable community development
Mobile HyFlex in Product Design Studios
Get PDFStudio 201: Design Process is a year 2 design studio module which looks to teach students the iterative design process and is typically structured around active learning and problem-solving in physical studio spaces. Historically the primary learning occurred during a 4hour studio session with an additional 2-hour supervision session occurring later in the week. For the 2024-2025 academic year this model was flipped with active studio activities taking the whole of the early week, 4-hour session and the more theoretical and knowledge transfer activities occurring in the shorter session via Hyflex delivery. The goal of this session was to take a constructivist, cooperative and co-learning approach to knowledge transfer so as to maintain learning styles with the longer studio class
Recommended from our members
Transfer Partnerships: A Live Case Study Approach for Undergraduate Design Projects
No full textThis paper draws on experience gained from a Knowledge Transfer Partnership currently being undertaken by the authors, and how it has been used to provide case studies for undergraduate design projects. It will highlight the good practice that has been identified, and also discusses the experiences of the adoption and implementation of this type of learning activity. Gaining feedback from students, staff and industrial partners is also reviewed. We have found the case-based approach through a knowledge exchange model to be a useful method to develop key transferable skills such as group working and individual study skills, information gathering and analysis, time management, presentation and practical skills. It is also hoped that the projects carried out will equip students with the skills to bring together the different elements of creativity, technology and business, enabling students from different backgrounds and with varying levels of experience to work together, a key outcome of the Cox Review 2005. Examples of student project work outcomes are shown alongside the commercial work from the KTP associate
What are the Systemic Implications of a Low-Tech Model?
Get PDFThis diagram illustrates the systemic implications of adopting a Low-Tech model in production, distribution, and consumption systems. It contrasts the globalised economy\u27s approach with a Low-Tech framework prioritising local resource use, repairability, and community-based reuse and distribution. The Low-Tech model highlights sustainable practices, including ethical material use, reduced complexity, and designing for reliability across short, medium, and long-term applications. The infographic demonstrates how Low-Tech choices facilitate behaviour and societal changes to support a circular economy and sustainable development. It emphasises the role of local production and consumption loops, encouraging systems that minimise carbon emissions and environmental impacts
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
- …
