scholarly journals Biomimicry Design Education Essentials

2019 ◽  
Vol 1 (1) ◽  
pp. 459-468 ◽  
Author(s):  
Laura Stevens ◽  
Marc M.J. De Vries ◽  
Mark M.J.W. Bos ◽  
Helen Kopnina
Keyword(s):  
Applied Sciences ◽  
Design Education ◽  
Design Thinking ◽  
Educational Programs ◽  
Essential Elements ◽  
Analogical Transfer ◽  
University Of Applied Sciences ◽  
Natural Forms ◽  
The Hague ◽  
Nature As Measure

AbstractThe emerging field of biomimicry and learning to design with and for nature has expanded in recent years through a diversity of educational programs. Inspiration following natural forms may give the appearance of being sustainable, but the question remains, how sustainable is it? Misunderstanding the function of these forms may leave designers with products not as sustainable as desired. Biomimicry education addresses these issues by integrating three essential elements into their design thinking phases and by using analogical transfer while doing so. This field learns from nature as model, nature as measure, and nature as mentor, throughout the design process. Through examination, analyses and verification of students designs and reflective processes at The Hague University of Applied Sciences, this research considers natures analogies in educational factors, determining which elements are influential when incorporating biomimicry into design education.

scholarly journals COMPLEMENTARY USE OF DESIGN METHODOLOGIES IN EDUCATIONAL ENGINEERING DESIGN PROJECTS: A CASE STUDY

2013 ◽  
pp. 105-111
Author(s):  
KARL HAIN ◽  
CHRISTOPH RAPPL ◽  
STEPHAN REITBERGER ◽  
SIEGMUND HUBER
Keyword(s):  
Applied Sciences ◽  
Engineering Design ◽  
Design Education ◽  
Design Methodologies ◽  
Engineering Design Education ◽  
University Of Applied Sciences ◽  
Educational Engineering ◽  
Supply Industry ◽  
Design Projects ◽  
The University

The challenge of a nowadays well-grounded engineering education is preparing industry ready graduates, that is, to provide students with the skills to master the complexity of products in terms of innovation, invention and problem solving combined with soft skills abilities. This addresses particularly the engineering design education, which in general should be mainly based on practical studies represented by engineering design projects. In order to supply industry with work-ready practitioners, the effectiveness and efficacy of design education respectively design projects is a crucial aspect. This article presents some findings of an efficient use of design methodologies and techniques when carrying through design projects in the faculty of Mechanical Engineering and Mechatronics at the University of Applied Sciences, Deggendorf, Germany. Engineering design projects are compulsory for students within their curriculum. The projects aim at fostering and stimulating students creativity by means of a complementary use of design methodologies and techniques. By taking advantage of this approach the systematic generation of ideas in the course of a design project is presented, which eventually led to the development of an innovative product.

scholarly journals Learning about materiality through tinkering with Micro:bits

2021 ◽  
Vol 14 (4) ◽  
Author(s):  
Ingvild Digranes ◽  
Jon Hoem ◽  
Arnhild Liene Stenersen
Keyword(s):  
Applied Sciences ◽  
Design Education ◽  
Digital Products ◽  
New Approach ◽  
Art And Design ◽  
University Of Applied Sciences ◽  
Digital Knowledge ◽  
2D And 3D ◽  
Physical Materials ◽  
Control Part

This paper discusses two pilot projects in Art and design education at the teacher training at Western Norway University of Applied Sciences. In the second round of drafts for the new curriculum of Art and design digital knowledge is described as stretching from using simple digital resources to master and shape your own digital products. It is no longer limited to two-dimensional visual modelling as previously drafted. This is in our view a new approach in a subject where making, tinkering and designing allows for explorations in both 2D and 3D. Given that we want to encourage the use of the digital together with the use of physical materials, the pilot case studies demonstrate the importance of bringing coding and the material aspects of tinkering, making, and creating into play. The BBC Micro:bit was used to make coding and mechanical control part of projects made with traditional material. Further research and development should be undertaken to bring such practices into classrooms in primary and lower secondary schools.

scholarly journals Advancing Internationalization at Home from Different Roles

2019 ◽  
Vol 12 (3) ◽  
pp. 48-53
Author(s):  
Laura Baumvol
Keyword(s):  
Applied Sciences ◽  
International Education ◽  
Tertiary Education ◽  
Global Learning ◽  
Research Theme ◽  
Internationalisation At Home ◽  
University Of Applied Sciences ◽  
The Hague ◽  
Internationalization At Home ◽  
At Home

The SFU Ed Review Journal interviewed Dr. Jos Beelen for this Special Issue on Internationalization of Higher Education. The interview was conducted via video by Dr. Laura Baumvol. Dr. Beelen is Professor of Global Learning at The Hague University of Applied Sciences. He leads a research group that explores internationalisation at home, particularly the skills of lecturers to develop and teach internationalised curricula. Action research is a key method for this research theme. Another research theme is the continuum of internationalisation, from primary to tertiary education. Jos has published a range of articles on the implementation of internationalisation at home, both from educational and organisational, systemic, perspectives. Dr. Beelen is also a Visiting Professor at Coventry University and a senior trainer for the European Association for International Education (EAIE). From that association he was the recipient of the 2018 President’s Award for his contribution to internationalisation at home.

scholarly journals Learning about materiality through tinkering with Micro:bits

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Ingvild DIGRANES ◽  
Jon Øivind HOEM ◽  
Arnhild Liene STENERSEN
Keyword(s):  
Applied Sciences ◽  
Design Education ◽  
Digital Products ◽  
New Approach ◽  
Art And Design ◽  
University Of Applied Sciences ◽  
Digital Knowledge ◽  
2D And 3D ◽  
Physical Materials ◽  
Control Part

This paper discusses two pilot projects in Art and design education at the teacher training at Western Norway University of Applied Sciences. In the second round of drafts for the new curriculum of Art and design digital knowledge is described as stretching from using simple digital resources to master and shape your own digital products. It is no longer limited to two dimensional visual modelling as previously drafted. This is in our view a new approach in a subject where making, tinkering and designing allows for explorations in both 2D and 3D. Given that we want to encourage the use of the digital together with the use of physical materials, the pilot case studies demonstrate the importance of bringing coding and the material aspects of tinkering, making, and creating into play. The BBC Micro:bit was used to make coding and mechanical control part of projects made with traditional material. Further research and development should be undertaken to bring such practices into classrooms in primary and lower secondary schools.

scholarly journals USE INTERACTIVE MEDIA TO ENHANCE CREATIVITY OF DESIGNERS BY STIMULATING THE SENSES IN THE CONTEXT OF ART DESIGN EDUCATION

2021 ◽  
Vol 1 ◽  
pp. 3319-3328
Author(s):  
Xiaoxiao Liu ◽  
Yukari Nagai ◽  
Kumi Yabuuchi ◽  
Xiuxia Cui
Keyword(s):  
Design Education ◽  
Design Thinking ◽  
Interactive Media ◽  
Media Technology ◽  
Education Environment ◽  
The Senses ◽  
Art Design ◽  
To Receive ◽  
Core Issues

AbstractCreativity is very important for designers, and methods to stimulate designers' creativity are the long-term focus of art design education. The senses are an important channel for designers to receive information and define core issues. Stimulating the designer's senses can help enhance their perception and creativity, and is of great benefit for the quality and efficiency of the design outcome. Today's interactive media technology provides more possibilities and advantages for designers' perception and sensation. The purpose of this research is to explore a way to stimulate the designer's senses through the use of interactive media, thereby improving the designer's design thinking and creativity, and providing designers with innovative design support. By means of interactive ground projection and experiments, and discussion of the advantages of interactive media to stimulate designers' senses, this research proposes innovations in art design educational media, which is valuable for the training and learning of designers and the development of virtual education environment in the future.

scholarly journals Towards a signature pedagogy for design and technology education: a literature review

2021 ◽  
Author(s):  
Matt McLain
Keyword(s):  
Technology Education ◽  
Professional Education ◽  
Design Education ◽  
Design Thinking ◽  
Deep Structure ◽  
Project Based Learning ◽  
Design And Technology ◽  
Environment Design ◽  
Design And Technology Education ◽  
Signature Pedagogy

AbstractDrawing on the work of Lee Shulman, this article reviews literature exploring the concept of signature pedagogies, which are described as having have surface, deep and implicit structures. These structures are complex and changing; concerned with habits of head, hand and heart. Emerging from professional education and now being explored in STEM and Humanities education, they are characteristic forms of teaching and learning that are common across a sector. Common themes emerge from within a range of disciplines including art, built environment, design, music, religious, social work and teacher education. These include the roles of the curriculum, the teacher, the learning environment, as well as capability, uncertainty and the challenges associated with signature pedagogies. Focusing on literature from design education, the paper explores the nature of signature pedagogy in design and technology, as a tool for professional discourse. The conclusions propose a discursive framework for design and technology education in which the structures are tied together by the three fundamental activities of ideating, realising and critiquing; more commonly thought of as designing, making and evaluating. The deep structure being project-based learning, undergirded by the implicit values and attitudes associated with design thinking; including collaboration, creativity, empathy, iteration and problem solving. Design and technology education has something unique to offer the broad and balanced curriculum through its signature pedagogies and the way that knowledge is experienced by learners.

FH Münster University of Applied Sciences / Vietnamese Social Sciences

2021 ◽  
Author(s):  
H.L. Cu Si
Keyword(s):  
Social Sciences ◽  
Applied Sciences ◽  
The Road ◽  
University Of Applied Sciences

FH Münster University of Applied Sciences; Lib holding: Item - The Vietnamese Social Sciences at a Fork in the Road

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