Student and tutor perceptions of the pedagogical potential and challenges of design jury as an assessment method

2021 ◽  
pp. 147402222110399
Author(s):  
Derya Yorgancıoğlu ◽  
Sevinç Tunalı ◽  
Meltem Çetinel
Keyword(s):  
Deep Learning ◽  
Design Education ◽  
Formative Evaluation ◽  
Evaluation Criteria ◽  
Assessment Method ◽  
Constructive Feedback ◽  
Design Students ◽  
Communication Modalities ◽  
The Way

This article examines the pedagogical potential and challenges of the design jury as an assessment method from the perceptions of the tutor/jury member and the design students. It aims to gain an understanding of the factors that create opportunities for, and barriers to, the promotion of learning in the design jury. It inquires the possible contributions of the jury into formative evaluation processes in design education. The results show that (1) the communication modalities, and (2) the evaluation criteria influence the way tutors and students perceive design jury as a pedagogical method. While the hierarchy between the jury member and the student creates a barrier to constructive feedback, a balance between formative and summative evaluations is essential in the design jury. Transparency of evaluation criteria decreases design students’ concern for grade. The design jury could also serve for formative evaluation. A student-centred approach to design jury engenders experiences of deep learning.

Teacher digital competence: bringing education to the next level

2020 ◽  
Vol 11 (1) ◽  
pp. 22-26
Author(s):  
S.V. Tsymbal ◽  
Keyword(s):  
Deep Learning ◽  
Learning Experiences ◽  
Digital Competence ◽  
Digital Revolution ◽  
Access Information ◽  
Set Up ◽  
Insight Into ◽  
The Way

The digital revolution has transformed the way people access information, communicate and learn. It is teachers' responsibility to set up environments and opportunities for deep learning experiences that can uncover and boost learners’ capacities. Twentyfirst century competences can be seen as necessary to navigate contemporary and future life, shaped by technology that changes workplaces and lifestyles. This study explores the concept of digital competence and provide insight into the European Framework for the Digital Competence of Educators.

Change, Challenges, and Mixed Methods

2017 ◽  
Author(s):  
Jeasik Cho
Keyword(s):  
Qualitative Research ◽  
Mixed Methods ◽  
Mixed Methods Research ◽  
Evaluation Criteria ◽  
Scientific Research ◽  
Evaluation Strategy ◽  
Validity Criteria ◽  
Research Questions ◽  
The Way

This chapter discusses three ongoing issues related to the evaluation of qualitative research. First, the chapter considers whether a set of evaluation criteria is either determinative or changeable. Due to the evolving nature of qualitative research, it is likely that the way in which qualitative research is evaluated can change—not all at once, but gradually. Second, qualitative research has been criticized by newly resurrected positivists whose definitions of scientific research and evaluation criteria are narrow. “Politics of evidence” and a recent big-tent evaluation strategy are examined. Last, this chapter analyzes how validity criteria of qualitative research are incorporated into the evaluation of mixed methods research. The elements of qualitative research seem to be fairly represented but are largely treated as trivial. A criterion, the fit of research questions to design, is identified as distinctive in the review guide of the Journal of Mixed Methods Research.

scholarly journals Putting the ‘e’ in portfolio design: an intervention research project investigating how design students and faculty might jointly reimagine the design portfolio activity

2021 ◽  
Author(s):  
Geraldine McDermott-Dalton
Keyword(s):  
Design Education ◽  
Education Institution ◽  
Research Approach ◽  
Work Practices ◽  
Student Work ◽  
Digital Format ◽  
Design Students ◽  
Cultural Historical Activity ◽  
Portfolio Design ◽  
Design Portfolio

AbstractThe use of portfolios is deeply embedded in practice within Design education. However, as trends change and technology improves, tensions often arise in the interpretation and presentation of the portfolio activity. Additionally, as more and more digital artefacts are produced by design students, the question arises as to whether the traditional portfolio could be accompanied or replaced by an eportfolio, which could present students’ digital artefacts in a structured fashion. This research investigates how students and faculty in the Design Department of one higher education institution might come together to examine and re-model practices in the context of the design portfolio activity. The study uses Cultural Historical Activity Theory with a Change Laboratory methodology and expansive learning to build transformative agency amongst those involved in the design portfolio activity, with a view to reaching consensus of what a future model of the design eportfolio might look like. Findings indicate that the methodology was successful in collaboratively examining work practices and exposing tensions relating to the current portfolio activity. A tentative future model of a design eportfolio was presented to the group, using institute graduate attributes to provide structure. While the lack of a designer’s ‘personality’ when using a generic eportfolio tool was pointed out, it was agreed that having student work available and accessible in a structured digital format was a requirement for today’s design graduate. Finally, this research approach is considered useful for educational research projects that require collaborative input from various stakeholders into changes in work practices.

Evaluation software for effects produced by MOOC in mediums with different linguistically levels

2018 ◽  
Vol 34 (3) ◽  
pp. 633-645
Author(s):  
Cornel Samoilă ◽  
Doru Ursuţiu ◽  
Vlad Jinga
Keyword(s):  
Statistical Analysis ◽  
Statistical Methods ◽  
Rapid Assessment ◽  
Assessment Method ◽  
Behavioral Changes ◽  
Strong Negation ◽  
Face To Face ◽  
Made In ◽  
The Way

Abstract MOOC appearance has produced, in a first phase, more discussions than contributions. Despite pessimistic opinions or those catastrophic foreseeing the end of the classic education by accepting MOOC, the authors consider that, as it is happening in all situations when a field is reformed, instead of criticism or catastrophic predictions, an assessment should be simply made. MOOC will not be better or worse if it is discussed and dissected but can be tested in action, perfected by results, or abandoned if it has no prospects. Without testing, no decision is valid. A similarity between the MOOC appearance and the appearance of the idea of flying machines heavier than air can be made. In the flight case, the first reaction was a strong negation (including at Academies level) and only performing the first independent flight with an apparatus heavier than air has shifted orientation from denial to contributions. So, practical tests clarified the battle between ideas. The authors of this article encourage the idea of testing–assessment and, therefore, imagined and proposed one software for quickly assess whether MOOC produces changes in knowledge, by simply transferring courses from ‘face-to-face’ environment into the virtual one. Among the methods of statistical analysis for student behavioral changes was chosen the Keppel method. It underpins the assessment method of this work being approached using both the version with one variable and also with three variables. It is intended that this attempts to pave the way for other series of rapid assessment regarding MOOC effects (using other statistical methods). We believe, that this is the only approach that can lead either to improve the system or to renunciation.

The impact of virtual visualisation: perception and design of spaces in ethnographic projects

2019 ◽  
Author(s):  
Juan Carlos Márquez Cañizares ◽  
Juan-Carlos Rojas
Keyword(s):  
Design Process ◽  
Design Education ◽  
Field Investigation ◽  
Ethnographic Research ◽  
Evaluation Instrument ◽  
Information Analysis ◽  
Public Park ◽  
The Public ◽  
Design Students ◽  
The Impact

"The use of VR technology within education is an area that has generated great interest in recent years, so this work follows that trend and contains nuances related to user-centred design education. The objective of this work is to identify students’ perceptions of the use of VR technology for ethnographic research. A group of 20 industrial design students from Tecnologico de Monterrey conducted a field investigation, which included interviews and surveys, using HMD with videos and stereoscopic images of a public park in Monterrey, Mexico. Based on the research and information analysis, areas of opportunity were identified and urban furniture proposals for the public park that place were generated. Once the design process was completed, an evaluation instrument was applied to measure, through statistical analysis, the students' perceptions of their experience using technology in the design process; gender, qualification obtained and the relevance of the technology used was also considered."

scholarly journals Image Analysis using Deep Learning Techniques

2019 ◽  
Vol 8 (6S3) ◽  
pp. 1385-1388
Keyword(s):  
Neural Networks ◽  
Image Analysis ◽  
Deep Learning ◽  
Convolutional Neural Networks ◽  
Learning Techniques ◽  
Massive Information ◽  
Comparative Examination ◽  
Hypothetical Structure ◽  
The Way

In late years, critical learning methodologies especially Convolutional Neural Networks have been utilized in different solicitations. CNN's have appeared to be a key capacity to ordinarily expel broad volumes of data from massive information. The uses of CNNs have inside and out ended up being useful especially in orchestrating ordinary pictures. Regardless, there have been essential obstacles in executing the CNNs in a restorative zone as a result of the nonattendance of genuine getting ready data. Consequently, general imaging benchmarks, for instance, Image Net have been conspicuously used in the restorative not too zone notwithstanding the way that they are perfect when appeared differently about the CNNs. In this paper, a comparative examination of LeNet, AlexNet, and GoogLeNet has been done. Starting there, the paper has proposed an improved hypothetical structure for requesting helpful life structures pictures using CNNs. In perspective on the proposed structure of the framework, the CNNs building are required to beat the previous three plans in requesting remedial pictures.

scholarly journals IMPLEMENTATION OF PEER ASSESSMENT IN EDUCATIONAL PROCESS

2019 ◽  
Author(s):  
Nataliia Morze ◽  
Viktoriia Vember
Keyword(s):  
Formative Evaluation ◽  
Peer Assessment ◽  
Evaluation Criteria ◽  
Educational Process ◽  
Theory And Practice ◽  
Teaching Staff ◽  
Evaluation Tools ◽  
Traditional Assessment ◽  
Advantages And Disadvantages ◽  
Digital Evaluation

The article presents the peculiarities and trends of the implementation of peer assessment in the educational process of institutions of higher education, analyzes the view of world scholars on the changes in the theory and practice of assessing academic achievements of students in the context of emphasizing personality-oriented learning, namely recognition of the formative evaluation function through which students become not only observers of the process of evaluation by the teacher, and are involved in the use and development of evaluation criteria, self-assessment and peer assessment. The peculiarities of formative and peer assessment are analyzed, advantages and disadvantages of traditional and peer assessment are determined. Among the suggested ways to avoid the disadvantages of traditional assessment is the combination of traditional and peer assessment, the implementation of ICT tools to support peer assessment. The digital evaluation tools were analyzed and the results of the survey of teachers regarding the interest in possession of digital evaluation tools were presented, which was attended by 769 teachers from six Ukrainian partner universities of the MoPed project. The results of the survey on the use of assessment techniques and the use of digital tools for assessment, which was attended by scientific and teaching staff of the Borys Grinchenko Kyiv University, were presented. The results of the survey showed that today peer assessment is used in the educational process by 15.6% of respondents, 62.3% use it in part, 22.1% do not use it. At the same time, 51.9% of the respondents are ready to use peer assessment in the educational process after a closer look at this method. According to the survey results, the digital instruments used by scientific and teaching staff in the learning process are the most popular ones: e-mail, computer tests that are checked automatically, and work with shared documents or presentations, but some resources that can be used for peer assessment, less than a third of teachers are used and their use does not always take into account all possibilities of such means.

Emotional Tools Design: A Project to Increase Empathy, Engagement and Interest in Industrial Design Students

2020 ◽  
Author(s):  
Juan-Carlos Rojas ◽  
Gerardo Muniz ◽  
Juan Luis Higuera-Trujillo
Keyword(s):  
Design Education ◽  
Engineering Students ◽  
Fundamental Aspect ◽  
Positive Perception ◽  
Wide Acceptance ◽  
Emotional Aspects ◽  
Design Students ◽  
Second Year ◽  
Second Period ◽  
Project Dynamics

Abstract Empathy is the ability of people to identify emotional aspects of others. A fundamental aspect to teaching in design education must be empathy. This paper presents the design process of an emotional tools using emoticons or emojis for evaluated products as educational exercise. The dynamics behind of the tool is the empathy experimented during the develop of the emojis characters. The project was implemented in the second period of the second year, with an execution time of 5 weeks. A series of surveys were conducted to assess perception of aspects such as utility, novelty, sensitivity and relevance of the project, in addition to knowing the progress of empathy evoked by the students dynamic. The results revealed the following findings: The opinion of 25 students describe their wide acceptance of this project methodology. Students considered the relevance of assessment processes, their recommendation to use those processes, and invited other students to develop it. Also, student’s positive perception about utility, novelty, sensibility and relevance of project dynamics are not determined by acceptance of this type of project. The preliminary results suggest that this educational exercise has the potential to cultivate or train empathy and other skills in design and engineering students.

Educating a Socially Responsible Designer

2019 ◽  
pp. 237-264
Author(s):  
Meltem Ozten Anay
Keyword(s):  
Design Problem ◽  
Design Education ◽  
Student Interaction ◽  
Design Studio ◽  
Socially Responsible ◽  
Bottom Up ◽  
Complex Dimensions ◽  
Design Students ◽  
User Learning

Between user and environment, the main responsibility of a designer is to conceive user as part of design understanding. Design education is one of the important stages to provide required bottom-up change in prevalent design perspectives by equipping student with necessary skills and tools towards a socially responsible designer. Addressing this issue, the chapter aims to provide a framework to contribute education of socially responsible designer. Focusing on Donald Schön's notion of “on-the-spot inquiry,” a framework for the organization of user learning in design studio is discussed to provide design students a way to understand real user with its complex dimensions and lead them to define their design problem with this user-informed perspective. The critical tools of this approach are underlined as real user-student interaction, on-the-spot user inquiry, and user case in design studio. This framework is exemplified with a user case involving a design studio experience.

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