Public graphies

1995 ◽  
Vol 8 (1) ◽  
pp. 64-71
Author(s):  
Paul Stiff
Keyword(s):  
The Netherlands ◽  
Visual Information ◽  
Industrial Design ◽  
Design Engineering ◽  
Information Presentation ◽  
Theoretical Approaches ◽  
Sign Systems ◽  
Graphic Symbols ◽  
User Instructions

The symposium 'Public graphics: visual information for everyday use' (at Lunteren, The Netherlands, 26-30 September 1994 ) was organized by Harm Zwaga and Henriëtte . Hoonhout of Utrecht University's Department of Psychonomics, and Theo Boersema and Wim Nijhuis of the Delft University of Technology's Faculty of Industrial Design Engineering. Talks were in seven sessions: User instructions, Warnings; Forms; Practical and theoretical approaches to information presentation; Maps and plans; Wayfinding, signs, and sign systems; and Graphic symbols. The symposium's Proceedings are now out of print, but the editors plan a book, and abstracts of the 26 talks appear on pages 72-82. So these notes arise mainly from the discussions which weaved between the speakers' talks. Some participants later sent me their informal reflections and answered questions; for letting me quote from these, my thanks to Austin Adams, Theo Boersema, Fred Brigham, Bob Dewar, Janice Leong, Romedi Passini, Peter Simlinger, and Pat Wright (whose observations appear separately on page 82).

What motivates our design students during COVID-19?

2021 ◽  
Vol 7 (2) ◽  
pp. 233-249 ◽  
Author(s):  
Rebecca Anne Price ◽  
Mieke van der Bijl-Brouwer
Keyword(s):  
Higher Education ◽  
The Netherlands ◽  
Student Motivation ◽  
Engineering Students ◽  
Industrial Design ◽  
Design Engineering ◽  
Sense Of Purpose ◽  
Qualitative Survey ◽  
University Of Technology ◽  
Design Students

This article presents empirical findings and recommendations from a survey of 100 industrial design engineering students from the Faculty of Industrial Design Engineering at Delft University of Technology, the Netherlands. The article adopts a self-deterministic motivation lens to present findings from a qualitative survey (N=100 respondents) and two member check workshops with design students and educators regarding motivations to study during COVID-19 restrictions. We identify that COVID-19 lockdown measures compromise three psychological prerequisites for motivation: ‘relatedness’, ‘autonomy’ and ‘competency’. We find that resilient students who have a sense of ‘purpose’ remain highly motivated. The article reveals creative approaches students are applying to build and sustain motivation during the COVID-19 pandemic. The article contributes recommendations for educators and administrators to promote student motivation in pandemic and post-pandemic higher education. This article contributes novel insights regarding how students in particular are remaining motivated to study during COVID-19.

scholarly journals Visual Literacy in the Context of Digital Education Transformation

2021 ◽  
Author(s):  
Eva Strazdina ◽  
Keyword(s):  
Visual Information ◽  
Visual Literacy ◽  
Visual Media ◽  
Digital Environment ◽  
Pedagogical Tools ◽  
Making Meaning ◽  
Digital Education ◽  
Sign Systems ◽  
Future Of Education ◽  
Education Transformation

The evolution of digital technologies and the use of visual media in our everyday life highlights the necessity to educate visually literate individuals. The Organisation for Economic Co-operation and Development (OECD, 2018) has launched the Future of Education and Skills 2030 that emphasizes that due to the digitalization into all areas of life, digital and data literacy are considered to be core foundations and being literate in this context requires the ability to comprehend, interpret, use and create textual and visual information in various formats, contexts and for diverse purposes (making meaning based on encoding and decoding signs/sign systems). The concept of visual literacy has been studied for several decades, however, it is a relatively new study area within a digital environment in Latvian media and education context. By bringing attention to the practice and reporting students comprehension and competency within the domain of digital visual literacy, the author reports the findings of a study that examined the competence of the sub-domain of visual literacy, applying Inquiry Graphic (IG) as a framework for the analysis. The purpose of this paper is to contribute quantitative and qualitative data to the domain of visual literacy amongst the Riga Art and Media school final year students and conceptualize visual literacy in the process of digital education transformation, proposing further research on academic practice and pedagogical tools to improve a person’s visual literacy and visual media competence in a digital environment.

scholarly journals ENGINEERING DESIGN VS. ARTISTIC DESIGN – A DISCUSSION

2012 ◽  
Author(s):  
W. Ernst Eder
Keyword(s):  
Engineering Design ◽  
Design Research ◽  
Industrial Design ◽  
Design Science ◽  
Design Engineering ◽  
Design Processes ◽  
Case Examples ◽  
Engineering Sciences ◽  
Technical Systems ◽  
Industrial Designers

‘Design’ can be a noun, or a verb. Six paths for research into engineering design (as verb) are identified, they must be co-ordinated for internal consistency and plausibility. Design Research tries to clarify design processes and their underlying theories – designing in general, and particular forms, e.g. design engineering. Theories are a basis for deriving theory- based design methods. Design engineering and artistic forms of designing, industrial design, have much in common, but also differences. For an attractive and user-friendly product, its form (observable shape) is important – a task for industrial designers, architects, etc. ‘Conceptualizing’ consists of preliminary sketches, a direct entry to hardware – industrial designers work ‘outside inwards’. For a product that should work and fulfill a purpose, perform a transformation process, its functioning and operation are important – a task for engineering designers. Anticipating and analyzing a capability for operation is a role of the engineering sciences. The outcome of design engineering is a set of manufacturing instructions, and analytical verification of anticipated performance. Design engineering is more constrained than industrial design, but in contrast has available a theory of technical systems and its associated engineering design science, with several abstract models and representations of structures. Engineering designers tend to be primary for technical systems, and their operational and manufacturing processes – they work ‘inside outwards’. Hubka’s theory, and consequently design metho- dology, includes consideration of tasks of a technical system, typical life cycle, duty cycle, classes of properties (and requirements), mode of action, development in time, and other items of interest for engineering design processes. Hubka’s methodology is demonstrated by several case examples.

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