1,721,091 research outputs found
Sustainable futures of Fashion-Tech. Exploring paths of Fashion-Tech transition toward the cultural, social, economic, and environmental sustainability
No full text
Microarray for the identification of the presence or absence of gmo in samples comprehensive of vegetable material
No full textThe present description discloses a microarray capable of simultaneously identify the presence or the absence, in a sample, of each of 135 transgenic events that allowing the identification of genetically modified organisms (GMO), a kit for the detection of GMO, a method for the contemporaneously identification, in a sample, of the presence or absence of, from at least 15 to at least 135, different transgenic events and/or materials coming from one or more GMO
Fashion-Tech Curriculum: a New Framework
No full textThe Fashion-Tech Design curriculum for higher education was designed to offer the Fashion and Design Higher Education sector points of convergence, and enable a wide up-take across Europe. The educational resources developed are aimed at HEIs in the European Higher Education Areas (EHEA). In detail, three outputs were developed to contribute to the Fashion-Tech curriculum: the Tuning Document, the Learning Units and the Teacher’s Toolkit. The Tuning Document aims to form a basis for education in the field of Fashion-Tech design. Furthermore, by responding to a market and industry need for hybrid professionals, the document will establish the interdisciplinary education within the field. The Teachers Toolkit aims to act as a resource for teachers with innovative teaching and learning methods and approaches. By complementing the basis for curriculum development defined by the Tuning Document, the toolkit further feeds into the development of the course modules and training units. The Learning Units aim to provide higher education teachers with guidelines for developing courses and programmes in Fashion-Tech. The Fashion-Tech Hackathon was
organized as an opportunity to map current levels of knowledge and skills of learners active and/ or interested in fashion-tech. The Train the Trainers short workshop allowed the testing and refinement of the teaching methods identified, adjusted and compiled into a Teacher’s Toolkit for fashion-tech, by the teachers of the project members. The following three intensive programs brought together both teachers and learners from the partner universities to test and refine the proposed fashion-tech approaches at the intersection of smart textiles, digital manufacturing and wearables, in real-life situations. Politecnico di Milano (POLIMI) held a
5-day workshop on digital manufacturing, University of the Arts London (UAL) on wearables, and the Swedish School of Textiles – University of Borås (HB) on smart textiles. The workshops were not only the key activities to interact and gain feedback/learn from the learners participating in the project but also aimed to ensure that the courses developed are relevant and transferable to different fields of fashion-tech, different institutions and different regions, ensuring the project results are truly adjustable and sustainable. As all activities had a transnational approach (involving trainers and learners from each of the partner universities), they contributed to the mobility of these participants providing the added benefit of shared learning experiences, greater opportunities for knowledge sharing between institutions and its teachers & learners, as well as for further collaborative opportunities beyond the project. During the pilot workshops, the monitoring process aimed to assess the overall quality and success of each delivered training program. Central to this process it was the use of evaluation forms and questionnaires that the participants completed before and/or after each workshop. The methods were designed to provide accurate feedback and assessment relating to the depth and quality of the material delivered, the relevance of the subject matter, and the teaching practices employed throughout the intensive teaching and learning period. In addition, a peer observation process was adopted within the for the participating teachers. Peer observations offer critical insights into an instructor’s performance and complement the student ratings and feedback forms. Combining both perspectives contributed toward a more comprehensive and accurate representation of the overall teaching
quality. Lastly, informal group discussions were held at the end of each workshop to openly discuss and collate any additional areas or matters that they wish to raise or express, which may not be best achieved using feedback forms or questionnaires. The purpose of the units is to provide learners with knowledge, skills and approaches specific to the 3 key areas: Design and Ideation, Technology and Engineering and Human, Social, Psychological and Economic Contexts. The resources are presented in-depth in this chapter, and are free to use and adapt by HEIs within the EHEA, and globally
PILOTING FASHION-TECH EDUCATIONAL STRATEGIES Proof of Concept for Innovative Fashion-Tech products and Services
Full text linkThis publication is the result of a didactic research process involving students, teaching staff and industry
experts from across Europe in three (3) learning experiences implemented over a period of almost one
year (2021-2022). It aims to identify and describe the major lessons learned from the testing and piloting
of three innovative Fashion-Tech learning experiences in order to discuss opportunities for FashionTech (i) Strategic Innovation, (ii) applied Research for the future Education Agenda and (ii) cooperation,
networking and partnership opportunities.
The work has been organised and synthesized by Politecnico di Milano as leader of the activities related
to designing and piloting Fashion-Tech learning experiences (WP2), and project coordinator of the
Fashion-Tech Alliance, a 3-years European academia-industries partnership project aimed to facilitate
the exchange, flow of knowledge, and co-creation within the Fashion-Tech sector to boost students’
employability and fashion-tech innovation potential. This project specifically involves five renowned
Higher Educational Institutions Academic partners (Politecnico di Milano, Dipartimento di Design, ESTIA
École Supérieure Des Technologies Industrielles Avancées, Högskolan i Borås, University of the Arts
London - London College of Fashion, Technische Universiteit Delft), one Fashion-Tech research Centres
(Centexbel) and seven industrial partners (Decathlon International, Pangaia Grado Zero, Pauline van
Dongen, Pespow, Stentle / M-Cube Group, We Love You Communication, and PVH Europe). The aim
of this project is to provide an evidence-based perspective on the Fashion-Tech education reporting on
the relationship between advanced teaching/learning approaches about design, business management,
and engineering that can be applied to the future generation of fashion-tech professionals.
This publication consists of five chapters presenting the learning experiences’ workflow starting from
the research premises, the implementation, and evaluation, followed by a reflection on the results with
concluding remarks and future perspectives on Fashion-Tech education. Chapter 1 sets the premises
of the Fashion-Tech educational research, meanwhile, the following chapters (2,3,4) present the case
studies of the three piloted learning experiences describing the contents, objectives, and outcomes,
reporting the methodology and lesson learned in terms of Fashion-Tech emerging topics, and reflections
on the phases of the didactic experiences. Each of these chapters is followed by visual charts that
present the results showcasing the portfolio of innovative Fashion-Tech concepts of products/services
developed during the learning experiences. Finally, chapter 5 sets out the findings and future trajectories
for Fashion-Tech education and collaboration. It discusses how the research findings led to setting the
premises for prospective scenarios of the Fashion-Tech education, which serve as an invitation to open
a collaborative discussion on the future of Fashion-Tech educational models, collaborative engagement
between different stakeholders of the sector, and all concerned about the skills of future Fashion-Tech
professionals
Education for Fashion-Tech. Design and technology for future fashion creatives
Full text linkThe present volume is a comprehensive reflection on the research conducted within the framework of the Erasmus+ Strategic Partnership Project “Education for Fashion-Tech (E4FT)” and offers trainers, practitioners, students, Higher Education Institutions (HEIs), stakeholders, opinion leaders and policymakers research data and reference points for developing an integrated Fashion-Tech approach into curricula, didactic and learning approaches, product development processes, and programmes for social and economic growth. The volume highlights the benefits of the adoption of such an integrated approach into higher education and the labour market, thanks to the development of better-qualified professionals. Additionally, it envisions an enriched cross-disciplinary European higher education system and a more competitive transnational labour market, where fashion and technology ware fused boosting knowledge and economic growth. Based on the data and results produced along with the E4FT project, the present volume defines the framework for the adoption of an integrated Fashion-Tech approach, identifying desirable steps of change and how these can support HEI practices
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
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