scholarly journals The Professional Education Ecosystem of Industrial Design at Georgia Institute of Technology Based on SECI Model

2020 ◽  
Vol 179 ◽  
pp. 02032
Author(s):  
Xiaopeng Guo ◽  
Yanmin Xue
Keyword(s):  
Professional Education ◽  
Design Education ◽  
Industrial Development ◽  
Industrial Design ◽  
Explicit Knowledge ◽  
Laboratory Research ◽  
Georgia Institute ◽  
Knowledge Transformation ◽  
Seci Model ◽  
Institute Of Technology

The changes in international competitive environment and the adjustment of national industrial development strategy have put forward new requirements for the education of industrial design. Industrial design is the research on design knowledge. It includes systematic explicit knowledge and empirical tacit knowledge. The education of design is about the transfer and accumulation of this specialized knowledge. By using SECI model of knowledge transformation and creation proposed by Ikujiro Nonaka and others, this article analyzes four processes of knowledge transformation, the platform of knowledge transformation (“Ba”) and knowledge assets. It studies the educational mode of the School of Industrial Design at Georgia Institute of Technology. From basic professional education, to department-level studio courses and university-level laboratory research, to the completion of industrial design education, professional knowledge is built up through the whole process, thus a virtuous cycle of professional education ecosystem is established. It is hoped this will bring useful experience to the education of industrial design in China.

scholarly journals Improving Education for Innovation and Entrepreneurship in Chinese Technical Universities: A Quest for Building a Sustainable Framework

2022 ◽  
Vol 14 (2) ◽  
pp. 595
Author(s):  
Min Lv ◽  
Hong Zhang ◽  
Paul Georgescu ◽  
Tan Li ◽  
Bing Zhang
Keyword(s):  
Professional Education ◽  
Industrial Development ◽  
Social Progress ◽  
Educational Systems ◽  
Innovation Ecosystem ◽  
Teacher Student ◽  
The Status ◽  
Institute Of Technology ◽  
Industry And Education ◽  
Innovation And Entrepreneurship

The global economic trends and the winds of technological change have elevated the status of integration between industry and education for innovation and entrepreneurship to that of being a national strategic priority of China. However, for a long time prior to that, the many differences between the industrial and educational systems have caused a rift between education for innovation and entrepreneurship and professional education, a profound disconnection between professional education and the local industries, and the subsequent disinterest of entrepreneurial mentors. In this paper, we analyze the status of education for innovation and entrepreneurship in Chinese technical universities. It is pointed out that technical universities should deepen the integration between the industry and education for innovation and entrepreneurship in order to mitigate the imbalance between the supply side of the higher education talent training and the demand side of industrial development. It is also argued that technical universities should change their talent training paradigm, which includes a makeover of the organizational structure and of the curricular system, as well as make amends in the innovation ecosystem with respect to the organization of incubation platforms and of teacher–student teams, in order to promote national and regional economic development, as well as social progress. A method to evaluate the performance of the education for innovation and entrepreneurship in Chinese technical universities, based on specific performance indicators including patents filled, publications, awards in competitions, and acquired funding and on certain non-specific ones including organizational arrangements and satisfaction rates, is presented and then applied to the specific case of the Changzhou Institute of Technology.

A Knowledge Transformation Model in Software Development Process

2014 ◽  
Vol 1008-1009 ◽  
pp. 1555-1559
Author(s):  
Ning Ning Jing ◽  
Su Hui Han ◽  
Xiao Mei Liao
Keyword(s):  
Software Development ◽  
Development Process ◽  
Explicit Knowledge ◽  
Transformation Model ◽  
Software Development Process ◽  
Knowledge Resources ◽  
Knowledge Transformation ◽  
Seci Model ◽  
Knowledge Group ◽  
Transformation Processes

Knowledge management plays an important role in improving software development performance and enhancing enterprises' competitiveness. In this paper, based on the basic process of software development and the SECI model, a knowledge transformation model in software development process is established. The model reveals the knowledge transformation forms and paths in each stage of the software development process. That is, along with the tacit and explicit knowledge conversion, the personal knowledge, group knowledge and organizational knowledge transformed. By these knowledge transformation processes, the new software is developed. At the same time, the innovation, accumulation and rational utilization of enterprise knowledge resources are achieved simultaneously.

scholarly journals Industrial Design Education in the Age of Digital Products

2019 ◽  
Vol 22 (sup1) ◽  
pp. 1973-1982
Author(s):  
Işıl Oygür Ilhan ◽  
Zeynep Karapars
Keyword(s):  
Design Education ◽  
Industrial Design ◽  
Digital Products

Effect of physical activity through virtual reality on design creativity

2021 ◽  
Vol 35 (1) ◽  
pp. 99-115
Author(s):  
Kenton B. Fillingim ◽  
Hannah Shapiro ◽  
Catherine J. Reichling ◽  
Katherine Fu
Keyword(s):  
Physical Activity ◽  
Virtual Reality ◽  
Industrial Design ◽  
Peak Performance ◽  
Creative Performance ◽  
Creative Processes ◽  
Design Creativity ◽  
Within Subjects ◽  
Design Students ◽  
Institute Of Technology

AbstractA deeper understanding of creativity and design is essential for the development of tools to improve designers’ creative processes and drive future innovation. The objective of this research is to evaluate the effect of physical activity versus movement in a virtual environment on the creative output of industrial design students. This study contributes a novel assessment of whether the use of virtual reality can produce the same creative output within designers as physical activity has been shown to produce in prior studies. Eighteen industrial design students at the Georgia Institute of Technology completed nine design tasks across three conditions in a within-subjects experimental design. In each condition, participants independently experienced one of three interventions. Solutions were scored for novelty and feasibility, and self-reported mood data was correlated with performance. No significant differences were found in novelty or feasibility of solutions across the conditions. However, there are statistically significant correlations between mood, interventions, and peak performance to be discussed. The results show that participants who experienced movement in virtual reality prior to problem solving performed at an equal or higher level than physical walking for all design tasks and all designer moods. This serves as motivation for continuing to study how VR can provide an impact on a designer's creative output. Hypothesized creative performance with each mode is discussed using trends from four categories of mood, based on the combined mood characteristics of pleasantness (positive/negative) and activation (active/passive).

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.

A problem-based learning course in physiology for undergraduate and graduate basic science students.

1998 ◽  
Vol 275 (6) ◽  
pp. S16 ◽  
Author(s):  
S Mierson
Keyword(s):  
Small Group ◽  
Professional Education ◽  
Basic Science ◽  
Clinical Laboratory ◽  
Team Building ◽  
Real Life ◽  
Problem Based Learning ◽  
Laboratory Research ◽  
Science Students ◽  
Organ Systems

In small-group problem-based learning (PBL), students work cooperatively to solve complex, real-world problems. The problems lead the students to learn basic concepts rather than being presented as applications of concepts they have already learned. The goals are for students to learn and be able to apply the disciplinary content, develop critical thinking abilities, and acquire skills of life-long learning, communication, and team building. PBL has been widely used in recent years in medical and related areas of professional education. In those settings each small group typically has its own faculty facilitator. PBL can be successfully adapted for teaching undergraduate and graduate basic science students, in part by having multiple groups meet in one room with a roving facilitator. This report describes a two-semester PBL sequence in organ-systems physiology. To keep the interest of a diverse group of seniors and graduate students, several types of problems were used: clinical, laboratory research-based, real-life scenarios, and published research articles. The majority of students have responded enthusiastically.

Sign in / Sign up

Export Citation Format

Share Document