Histories of Design Pedagogy Virtual Special Issue for the Journal of Design History 2016

2016 ◽  
Vol 33 (1) ◽  
pp. e1-e24 ◽  
Author(s):  
Maya Oppenheimer
Keyword(s):  
Design Education ◽  
Design History ◽  
Design Practice ◽  
Design Pedagogy ◽  
Future Design ◽  
Practice Elements ◽  
Key Issues ◽  
Interdisciplinary Scholarship ◽  
Definition Of

Abstract ‘Histories of Design Pedagogy’ gathers material from across three decades of the Journal of Design History to juxtapose distinct investigations into design education across various geographies, contexts, relationships and methodological concerns. By isolating three overarching themes to structure twelve articles, this introduction also makes an argument towards future design pedagogy, suggesting an Urmodell, or master plan, of elements in design pedagogy that is informed by key issues debated by and through the articles presented. ‘Design Systems and Projects’ addresses the meaning and concept of design, relationships between education and industry, and design training networks. ‘Ethics and Methods’ advocates greater attention to the identities, subjectivities and roles of the designer and of the user as stakeholders in a designed system, the increasing role of research in design practice, elements that affect practice from global design to emerging technologies, and object collections research. The final theme, ‘Critical Histories and Theories’, looks to changes in design history and design studies to inform interdisciplinary scholarship and the future of design practice. Tensions over proportions, boundaries and structures are addressed by this Urmodell, but in the preferred definition of modelling as a mediator, it exists here as a malleable framework over a steadfast solution.

Trust and Social Capital

2009 ◽  
pp. 75-91
Author(s):  
Ben Kei Daniel
Keyword(s):  
Social Capital ◽  
Economic Development ◽  
Policy Analysis ◽  
Social Institutions ◽  
Wide Spread ◽  
Key Issues ◽  
Trusting Relationships ◽  
Definition Of ◽  
Computational Systems

Regardless of any approach taken for examining social capital, researchers continuously converge on some key issues such as trust and yet diverge on several others about concrete and consistent indicators for measuring social capital. Many researchers believe that presence or absences of social capital can be solely linked to trusting relationships people build with each other as well as social institutions of civil engagement. It is not clearly known however, whether trust itself is a precondition for generating social capital or whether there are other intermediary variables that can influence the role of trust in creating social capital. In addition, similar to social capital, the definition of trust is problematic and it remains a nebulous concept and equally, with many dimensions. Interests in the analysis of trust are wide spread among many disciplines, notably policy analysis, economic development, reliability and security of distributed computational systems and many others. The variety of approaches currently employed to investigate trust and different interpretations of its role in fostering social capital has resulted into a diverse array of knowledge about the concept and its relationship to social capital. This Chapter provides a broader overview of work on trust. It discusses how researchers have used trust as a proxy for measuring social capital.

scholarly journals A World in Flux. Introduction

2020 ◽  
Author(s):  
Steven Faerm
Keyword(s):  
Present State ◽  
Student Development ◽  
Design Education ◽  
Design Practice ◽  
Global State ◽  
Media Sociology ◽  
Commercial Media ◽  
The World ◽  
Design Systems

The present state of the world is in flux. Globally, communities and individuals are experiencing tremendous change, instability, transition, mobility, and uncertainty. Amidst this tenuous future, how are artists, designers, and educators responding? How can we prepare and strengthen our future through pragmatic or theoretical means? What is the role of design, the designer, and design education in such pronounced states of flux? It is with this desire to examine, question, and propose new insights into the current global state of flux that we present our journal. The authors consider the contemporary landscape from diverse perspectives and offer speculations and insights in pedagogy, student development, design education, entrepreneurship, economics, design systems, globalization/localization, sustainability, commercial media, sociology, and design practice/ industry

scholarly journals The screening and management of newborns at risk for low blood glucose

2019 ◽  
Vol 24 (8) ◽  
pp. 536-544 ◽  
Author(s):  
Michael R Narvey ◽  
Seth D Marks
Keyword(s):  
At Risk ◽  
Blood Glucose ◽  
Severe Hypoglycemia ◽  
Glucose Levels ◽  
Blood Glucose Levels ◽  
Group Experiences ◽  
Key Issues ◽  
Definition Of ◽  
First Time

Abstract Hypoglycemia in the first hours to days after birth remains one of the most common conditions facing practitioners across Canada who care for newborns. Many cases represent normal physiologic transition to extrauterine life, but another group experiences hypoglycemia of longer duration. This statement addresses key issues for providers of neonatal care, including the definition of hypoglycemia, risk factors, screening protocols, blood glucose levels requiring intervention, and managing care for this condition. Screening, monitoring, and intervention protocols have been revised to better identify, manage, and treat infants who are at risk for persistent, recurrent, or severe hypoglycemia. The role of dextrose gels in raising glucose levels or preventing more persistent hypoglycemia, and precautions to reduce risk for recurrence after leaving hospital, are also addressed. This statement differentiates between approaches to care for hypoglycemia during the ‘transitional’ phase—the first 72 hours post-birth—and persistent hypoglycemia, which occurs or presents for the first time past that point.

scholarly journals Integral and Inclusive Research by Design Pedagogy

2020 ◽  
Vol 13 (5) ◽  
Author(s):  
Marie Davidova
Keyword(s):  
Design Education ◽  
Life Experience ◽  
Real Life ◽  
Learning By Doing ◽  
Design Studio ◽  
Design Practice ◽  
Design Pedagogy ◽  
For Profit ◽  
Not For Profit ◽  
Systemic Design

This article reflects on my integral design studio teaching and inclusiveness in its design processes. This is exemplified in two different systemic design case studies focusing on social and environmental justice via the lens of empathy. The design studio and/or design practice tend to be fused in this article because my design studios have always focused on practice-based, real-life built projects, while my commercial and not-for-profit practices have always implemented design education in real-life built projects through internships and/or other student participation. Therefore, my approach fully follows the pathway of ‘learning by doing’(Dewey, 1997), focusing on systemic feedback looping of integral real-life experience and reflection through research and practice, targeting brighter post-Anthropocene futures.

scholarly journals Digital Immersion − case studies in virtual reality

2019 ◽  
Vol 64 ◽  
pp. 01007
Author(s):  
Christopher Welty ◽  
Arief Setiawan
Keyword(s):  
Virtual Reality ◽  
Case Studies ◽  
Virtual Environment ◽  
Design Education ◽  
Learning Processes ◽  
Digital Tools ◽  
Design Practice ◽  
Digital Revolution ◽  
Design Pedagogy ◽  
Effective Design

Digital tools have transformed the ways we generate designs, pushing the boundaries in formal explorations, as well as the ways we represent them. In this vein, the impacts of the digital revolution affect both design practice and design education. We would like to investigate these impacts on our teaching of design studios, focusing on the virtual reality. Our premise is that the use of first-person immersion in a virtual environment is a means for experiencing space. We are interested in ways in which the abilities of virtual reality to simulate ranges of sensorial information could inform design processes. This paper will report in our research in our teaching that speculated about the values and application of these techniques. This paper aims to discuss our learning processes and experiences as well as to reflect on possibilities of digital means effective design pedagogy.

scholarly journals EMBRACING NEW VISUALISATION TOOLS IN EDUCATION: HOW THE LEARNING EXPERIENCE OF DIGITAL SKETCHING INFLUENCES ITS USE IN DESIGN PRACTICE

2021 ◽  
Vol 1 ◽  
pp. 1353-1362
Author(s):  
Wenwen Zhang ◽  
Charlie Ranscombe
Keyword(s):  
Design Education ◽  
Formal Education ◽  
Learning Experience ◽  
Design Practice ◽  
Structured Interviews ◽  
Tool Selection ◽  
Skill Sets ◽  
Future Design ◽  
Cad Modelling

AbstractNumerous visualisation tools based on digital and cross-reality (XR) platforms are emerging in industrial design. They offer new possibilities and promising advantages to the designers but also raise challenges for design education. This study investigates the learning experience of emerging tools in education and its influences on tool-use behaviours and attitudes in design practice. Digital sketching is selected for the case study as the emerging tool compared to more established tools (e.g., traditional sketching and CAD). Semi-structured interviews were conducted with 12 practising designers to compare their learning experience of digital sketching versus traditional sketching and CAD modelling in formal education. Results indicate that designers’ learning experience in education can have an influence on not only their skill sets but also attitudes towards engaging with emerging visualisation tools as they progress in their careers. The study suggests that embracing emerging design visualisation tools in education now is essential for helping our future designers be more resilient and flexible with tool selection and use in their future design practice.

scholarly journals The demand for competencies in spiritual care in nursing and midwifery education: a literature review

2014 ◽  
Vol 6 (2) ◽  
pp. 671 ◽  
Author(s):  
Josephine Attard ◽  
Donia Baldacchino
Keyword(s):  
Spiritual Care ◽  
Teaching And Learning ◽  
Learning Assessment ◽  
Postgraduate Students ◽  
Midwifery Practice ◽  
Midwifery Education ◽  
Key Issues ◽  
Assessment Of Competence ◽  
Definition Of

Spirituality is embedded in nursing and midwifery practice and within the role of nurses and midwives. As a result, spirituality is an important element in nursing and midwifery education and practice, an area which has largely been ignored, in spite of the constant call of Professional Bodies for spiritual care competence in the provision of holistic care. This review aimed to analyze the existing literature and research to define competency and identify the key issues around the demand for competencies and education in spiritual care in nursing and midwifery. A search for articles in English was carried out using various search engines, using keywords: ‘competence, competency, definition, nursing, midwifery practice’. The findings showed that consensus on the definition of competency is still inconsistent. The majority of literature acknowledges the dimensions of knowledge, skills and attitudes which support the three components in Bloom’s Taxonomy namely, the cognitive, affective and psychomotor domains. Competence in spiritual care is guided by Benner’s theory: From novice to expert. Key issues were identified explaining the demand for competence in spiritual care such as, the complexity of spirituality and spiritual care which requires formal integration of spiritual care within the curricula by incorporating both the ‘taught’ and ‘caught’ perspectives of teaching and learning. Assessment of competence in nursing/midwifery education demands the formulation of generic and specific competencies oriented towards knowledge, skills and attitudes towards spiritual care. Thus, further research is suggested to develop a framework of competencies to be achieved by undergraduate and postgraduate students.

scholarly journals Building “Working with, not for” into Design Studio Curriculum

2021 ◽  
Vol 7 (1) ◽  
pp. 9-36
Author(s):  
Saskia van Kampen ◽  
Cheryl Giraudy
Keyword(s):  
Design Education ◽  
Community Building ◽  
Learning Design ◽  
Not Given ◽  
Design Practice ◽  
Participatory Action ◽  
Action Research Project ◽  
Design Pedagogy ◽  
Collaborative Processes ◽  
Decision Making Processes

Design ManifesT.O. 2020 is a Participatory Action Research project currently underway in Toronto, Canada and is working with communities to uncover stories of grassroots placemaking and community building done through creative practice. An unexpected discovery during data collection highlighted how communities are still being left out of decision-making processes that directly affect their collective values and living conditions and are being disrespected by designers and researchers — exposing very large gaps in the education of designers in terms of values-based learning, design ethics, and informed methods for working with communities. This paper interrogates design pedagogy and practice in order to stimulate further discourse and investigation into how to successfully integrate ethical and responsible protocols into design curriculum to support co-design practices where social justice and equity becomes normalized in practice. In other words: giving students the tools to “work with, not for” communities. Demonstrating social conscience is ethically desirable in design education but if students are not given the tools required to work with communities through respectful and collaborative processes then we are training the next generation of designers to continue a form of hegemony in design practice that is undesirable.

scholarly journals Tales of the unexpected: Integrating career shocks in the contemporary careers literature

2018 ◽  
Vol 44 ◽  
Author(s):  
Jos Akkermans ◽  
Scott E. Seibert ◽  
Stefan T. Mol
Keyword(s):  
Career Development ◽  
Comprehensive Approach ◽  
Future Research ◽  
Individual Agency ◽  
Theoretical Perspectives ◽  
Chance Events ◽  
Development Processes ◽  
Key Issues ◽  
Definition Of

Orientation: This article addresses the interplay between individual agency and contextual factors in contemporary career development processes. In light of the prominence of the former in the contemporary scholarly debate, we present a case for a more comprehensive approach by heeding the latter as well. Research purpose: The main aim of this article was to provide a definition and conceptualisation of career shocks, as well as an agenda for future research on this topic. Motivation for the study: Most of the contemporary careers literature has overemphasised the role of individual agency in career development. While certainly important, we argue that we also need to address the role of context – in this case, career shocks – in order to gain a fuller appreciation of career development processes. Main conclusions and implications: We provide a definition of career shocks based on the existing literature related to chance events and turnover. In addition, we provide an overview of attributes of career shocks, potentially valuable theoretical perspectives and key issues for future research. Contribution: This article brings together several existing streams of literature related to career shocks and provides an integrative definition and conceptualisation. We hope that this will ignite future research on an important but often overlooked topic.

scholarly journals Key psychological issues in the study of religion

Psihologija ◽  
2007 ◽  
Vol 40 (3) ◽  
pp. 351-363
Author(s):  
Olivera Petrovic
Keyword(s):  
Religious Beliefs ◽  
Developmental Psychology ◽  
Mental States ◽  
Anthropology Of Religion ◽  
Psychological Study ◽  
Psychological Issues ◽  
Key Issues ◽  
Current Article ◽  
Definition Of

The current article considers the role of scientific (experimental) psychology in the study of religion and argues that many of the questions central to the history, sociology and anthropology of religion are often psychological and hence require the use of appropriate psychological methods. Psychological study of religion differs from those other disciplines by virtue of its (a) definition of religion (in terms of individual mental states rather than culturally transmitted teachings and socially acquired behaviors), (b) methods of research (designed to elicit and examine relevant mental states), and (c) explanatory aims (concerned with the origin and development of specific cognitive events). Whilst the distinction between individual and social origin of concepts is central to psychological accounts of religion, non-psychological accounts of religion actually dwell on an interaction between the two. It is further argued that some of the key issues in the study of religion -- origin of religious concepts, core religious beliefs, and universality of religious beliefs -- can be most adequately tackled within the framework of cognitive developmental psychology. Possible explanations are suggested for hitherto insufficient involvement of those psychological approaches in the study of religion. .

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