Cardboard Computers: Mocking-it-up or Hands-on the Future

2020 ◽  
pp. 169-195 ◽  
Author(s):  
Pelle Ehn ◽  
Morten Kyng
Keyword(s):  
Hands On ◽  
The Future

scholarly journals Platform Patterns—Using Proven Principles to Develop Digital Platforms

2021 ◽  
Author(s):  
Marvin Drewel ◽  
Leon Özcan ◽  
Jürgen Gausemeier ◽  
Roman Dumitrescu
Keyword(s):  
Mechanical Engineering ◽  
Early Stage ◽  
Use Case ◽  
Digital Platforms ◽  
Hands On ◽  
The Future ◽  
Platform Development ◽  
Strategic Options ◽  
Generic Design ◽  
Platform Economy

AbstractHardly any other area has as much disruptive potential as digital platforms in the course of digitalization. After serious changes have already taken place in the B2C sector with platforms such as Amazon and Airbnb, the B2B sector is on the threshold to the so-called platform economy. In mechanical engineering, pioneers like GE (PREDIX) and Claas (365FarmNet) are trying to get their hands on the act. This is hardly a promising option for small and medium-sized companies, as only a few large companies will survive. Small and medium-sized enterprises (SMEs) are already facing the threat of losing direct consumer contact and becoming exchangeable executers. In order to prevent this, it is important to anticipate at an early stage which strategic options exist for the future platform economy and which adjustments to the product program should already be initiated today. Basically, medium-sized companies in particular lack a strategy for an advantageous entry into the future platform economy.The paper presents different approaches to master the challenges of participating in the platform economy by using platform patterns. Platform patterns represent proven principles of already existing platforms. We show how we derived a catalogue with 37 identified platform patterns. The catalogue has a generic design and can be customized for a specific use case. The versatility of the catalogue is underlined by three possible applications: (1) platform ideation, (2) platform development, and (3) platform characterization.

scholarly journals Editorial. Yes, Please - Both Crafts and Digital Tools in Basic Education

2014 ◽  
Vol 7 (5) ◽  
Author(s):  
Liv Merete Nielsen ◽  
Janne Beate Reitan
Keyword(s):  
Personal Development ◽  
Basic Education ◽  
Compulsory Education ◽  
Arts And Crafts ◽  
Ministry Of Education ◽  
Qualified Teachers ◽  
Hands On ◽  
The Future ◽  
Important Challenge ◽  
Near Future

The Ludvigsen Committee (Ludvigsen-utvalget), which aims to assess primary and secondary educational subjects in terms of the competence Norwegian society and its working life will need in the future, has published an interim report entitled Pupils’ Learning in the School of the Future – A Knowledge Foundation (Norwegian Ministry of Education and Research, 2014). The committee wrote the following about arts and crafts: “That subject will contribute to personal development and simultaneously strengthen opportunities to participate in a democratic society, which can be seen as a desire to protect both individual-oriented and community-oriented training. The breadth of the subject can restrict the ability to delve into individual topics” (NOU 2014: 7, 2014, p. 89, our translation from Norwegian). This will be an important challenge for the team in the near future. The committee shall submit their principal report by June 2015.Practical work with materials must not be removed from primary school. It should be required that qualified teachers are employed on the lower grades. Practical/hands-on work can give the trades a boost, encourage students to choose vocations and prevent dropouts in vocational education programmes. We need skilled craftsmen in the future, and good teaching in Arts & Crafts in compulsory education could provide an important basis for both future craftsmen and customers of good craftsmen.

scholarly journals PENINGKATAN KEMAMPUAN WIRAUSAHA MELALUI PENDIDIKAN JAHIT DAN BORDIR PADA PANTI ASUHAN AL-HUSNA DI LANDUNGSARI KECAMATAN DAU KABUPATEN MALANG (UPGRADES ENTREPRENEURSHIP THROUGH EDUCATION SEWING AND EMBROIDERY AT ORPHANAGE AL-HUSNA IN LANDUNGSARI SUBDISTRICT DAU MALANG)

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Aris Soelistyo
Keyword(s):  
Community Service ◽  
Design Patterns ◽  
Foster Parents ◽  
Nursing Program ◽  
School Age ◽  
Pattern Design ◽  
The Poor ◽  
Hands On ◽  
Helping Others ◽  
The Future

The Qur'an insists on the importance of care for orphans, thepoor and helping others in various fields. Orphanage AlHusna Malang, the vision and mission based on concern forthe orphans and the poor. A number of programs to helporphans, orphans and dhu'afa. The program was conducted onthe educational, social and religious. Al-Husna FoundationProgram includes six courses that regular donors program,the movement of the foster parents' caring school ", theprogram waqaf" RIDHA "(orphanages and orphans alHusna), independent nursing program, Barbepa (thriftrewarding) and program TABASAM (Savings dear orphans).One effort to educate and improve the ability of residentswere largely children of school age, including the ability ofmastering techniques of sewing and embroidery techniques.Of both skill capabilities will deliver on independententrepreneurship in the perspective of the future (as abusiness opportunity) in realizing the independent nursingprogram. The community service approach or method oflecture and hands-on ability to sew in children orphanage aswell as the ability to create design patterns clothes Resultsshowed that the strong enthusiasm of the children orphanageAl-Husna Dau to gain additional expertise in the field ofsewing and to develop or establish a pattern design clothes.

Lionel Haworth. 4 August 1912 — 12 April 2000

2005 ◽  
Vol 51 ◽  
pp. 195-220
Author(s):  
G. B. R. Feilden
Keyword(s):  
Civil Aviation ◽  
Initial Training ◽  
Chief Designer ◽  
Hands On ◽  
The World ◽  
Aero Engine ◽  
The Future ◽  
Aero Engines

Lionel Haworth was one of the leading aero engine designers in the world. After initial training in 1934 to 1936 with the Associated Equipment Company of Southall–the builders of London's buses—he moved to Rolls–Royce, Derby, where he worked until 1963 when he transferred to the Bristol Siddeley engine company, which merged with Rolls–Royce in 1966. Throughout his career he was very much a 'hands on' engineer who insisted in keeping close to work on any new engine for which he was responsible. He worked on Rolls–Royce engines for aircraft ranging from the Meteor to Concorde, his crowning achievement in Derby being the Dart engine, which was an extremely successful, admirably simple turboprop that powered the Vickers Viscount and 11 other aircraft and had a wide influence on the future of civil aviation around the world. In Bristol, as Chief Designer, he took overall responsibility for the Concorde, Harrier and Tornado as well as all other aero engines being developed and built by Rolls–Royce, Bristol, between 1963 and 1977.

Full Steam Ahead: Hands-on Elementary Education and Persistence During COVID-19

2020 ◽  
Author(s):  
Madhurima Das
Keyword(s):  
Elementary Education ◽  
Curriculum Design ◽  
Social Issues ◽  
Project Based Learning ◽  
Lessons Learned ◽  
Subjective Analysis ◽  
Key Skills ◽  
Hands On ◽  
The World ◽  
The Future

Abstract It is well recognized that the world needs to develop interdisciplinary problem solvers and creative thinkers to address the problems of the future. Training in the fields of Science, Technology, Engineering, Art, and Math (STEAM) is essential for understanding the complexity of the world around us and for identifying and tackling critical technical and social issues. To that end, many programs have been launched all around the world to expose students to STEAM fields and to encourage them to pursue STEAM careers. Hands-on, project-based learning has been shown to get more students engaged with STEAM and help them learn key skills for the future. However, most STEAM education programs target students in upper-middle or high school. If students are nurtured at earlier ages to love thinking critically, solving problems, and building, they are more likely to pursue STEAM fields. This paper describes the implementation of project-based STEAM curriculum with elementary school students from ages 6–13. It includes a detailed discussion of curriculum design, case studies of specific student work, subjective analysis of engagement level with various projects, and discussion of lessons learned. The paper also discusses how the makerspace environment where the students execute their projects has been set up to be accessible for students in this age range. Additionally, the paper describes how a hands-on STEAM curriculum that traditionally relies on in-person feedback, materials, and access to peers as teammates can be maintained while having students learning remotely. Educational techniques for hands-on learning while physical distancing due to the COVID-19 pandemic are discussed.

scholarly journals An Analysis of Virtual Research Experiences for Undergraduates Programs in Light of the COVID-19 Pandemic

2021 ◽  
pp. 1-41
Author(s):  
Jennifer Collins ◽  
Amy Polen ◽  
Isabelle Jernigan ◽  
Delián Colón-Burgos ◽  
Killian McSweeney ◽  
...  
Keyword(s):  
Community Building ◽  
Educational Programs ◽  
Online Resources ◽  
The Novel ◽  
Stem Learning ◽  
Research Experiences ◽  
Hands On ◽  
The Future ◽  
Survey Instruments ◽  
Specialty Education

AbstractWith the continued social distancing requirements of the novel COVID-19 pandemic, many in-person educational programs were halted in 2020, including specialty education and research experiences for undergraduates. However, some Research Experiences for Undergraduates (REUs) progressed in Summer 2020 in a fully virtual format. The importance of understanding how these practical STEM skills translated in a virtual REU format, in addition to areas of improvement going forward, are critical to the development of effective online STEM learning through REUs. Two survey instruments were designed to capture data from both the REU mentors (including the PIs) and the students in the programs. Questions included information on the REU they participated in, their perceptions of the best and worst aspects, their overall satisfaction with the experience, and their likelihood to seek out virtual REUs in the future. Overall, both students and faculty involved in virtual REUs were glad to have had the experience and were satisfied with it. The benefits of flexibility, the ease of communication and scheduling, and the increased access to online resources were echoed as the strengths of the virtual format. However, many believe that an in-person REU had benefits that could not be replicated in a virtual environment including community building and hands-on experiences. Several were bogged down by technical difficulties. With more effort made to include community building to a greater extent, as well as considerations and planning for technical demands, the future of widely accessible online REU experiences is a bright one.

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