Architecture, Waste, and the Circular Economy

Waste is a modern global crisis. The world is drowning in an unprecedented amount of waste due to an increasing linear economy model that drive societies to consume more every day. It was reported that the average American citizen consume nearly 32 times more that the average Indian citizen. Companies, businesses, and corporates are continuously racing to deplete the planet’s natural resources in an astonishing rate. The design and construction sector alone is responsible for 30-40% of total solid waste worldwide, yet as architects, designers, and planners the waste problem is almost absent from the current discourse, both in practice and academia. Beyond sustainability, and if ideas such as the Dutch “CircularCity” become more appealing to architects, designers, and clients, the architectural education must adopt a transformational shift in the design thinking process to prepare a more responsible future architect. A shift from goal-oriented design to means-oriented design requires a shift in the design education, and the studio pedagogy. A transformation is needed in education, practice, research, and the related professions to address the current and emerging economic challenges more so post crises and pandemics, and through the built environment lens. It is time to define the role of architecture and design in the circular economy paradigm shift.

Download Full-text

Art Education and Design Thinking: Reflections on Students Engaging With Community Using Design

The Canadian Review of Art Education / Revue canadienne d’éducation artistique ◽

10.26443/crae.v48i1.98 ◽

2021 ◽

Vol 48 (1) ◽

pp. 3-19

Author(s):

Michelle Wiebe ◽

Sheilagh Seaton

Keyword(s):

Art Education ◽

Creative Process ◽

Design Education ◽

Creative Thinking ◽

Design Thinking ◽

Art And Design ◽

Education Practice ◽

Il Y A ◽

Thinking Process

Abstract: The creative process has long been interwoven with art education practice. Design thinking has numerous parallels to the creative process and may be viewed as an appropriate method to encourage creative thinking in both art and design students. This observational case study reflects on two disparate challenges in which 47 students tackled aesthetic and community provocations by applying the design thinking process. Reflective consideration of the results of each ‘project’ provides insight into the application and value of a proposed Design Thinking framework in art and design education. Keywords: Creativity; Design thinking; Innovation; Community. Résumé : Il existe depuis toujours une sorte d’interaction entre le processus créatif et la pratique de l’enseignement des arts. Il y a de nombreux parallèles entre le processus créatif et la réflexion conceptuelle, cette dernière pouvant être perçue comme une méthode appropriée pour encourager la pensée créatrice chez les étudiant.e.s, aussi bien en art qu’en design. Cette étude de cas par observation s’articule autour de deux défis distincts dans le cadre desquels 47 étudiant.e.s ont dû gérer des impératifs esthétiques et communautaires en recourant à un processus de réflexion conceptuelle. L’analyse réflexive des résultats de chacun des « projets » offre un aperçu de la mise en œuvre et de la valeur d’un cadre potentiel de réflexion conceptuelle au regard des études artistiques et de design. Mots-clés : créativité, réflexion conceptuelle, innovation, communauté.

Download Full-text

The wicked problem of teaching about wicked problems: Design thinking and emerging technologies in sustainability education

Management Learning ◽

10.1177/1350507620974857 ◽

2020 ◽

pp. 135050762097485

Author(s):

Andrew G. Earle ◽

Dante I. Leyva-de la Hiz

Keyword(s):

Experiential Learning ◽

Conceptual Model ◽

Design Thinking ◽

Emerging Technologies ◽

Sustainability Education ◽

Wicked Problems ◽

System Level ◽

Wicked Problem ◽

Thinking Process

In this paper, we explore the system-level challenges found in sustainability-focused education and consider how the intersections of design thinking and emerging technologies in augmented and virtual reality (AVR) can help address these. More specifically, we highlight the role of experiences across the design thinking process for generating novel solutions to the types of “wicked” problems with which students engage in sustainability education. We then use this as motivation, along with concepts from experiential learning and design thinking research, to develop a conceptual model in which AVR can integrate with more established instructional methods to help make sustainability-related challenges more salient, proximate, and tractable to students. Our conceptual model suggests that AVR holds promise for facilitating and democratizing access to the design thinking process for sustainability-related challenges, but that it is also not a standalone solution for enabling students to engage with such complex challenges.

Download Full-text

STEAM Education Using Design Thinking Process Through Virtual Communities of Practice (STEAM-DT-VCoPs)

Journal of Educational Issues ◽

10.5296/jei.v7i1.18420 ◽

2021 ◽

Vol 7 (1) ◽

pp. 249

Author(s):

Thiti Jantakun ◽

Kitsadaporn Jantakun ◽

Thada Jantakoon

Keyword(s):

Communities Of Practice ◽

Virtual Communities ◽

Design Thinking ◽

Second Phase ◽

Steam Education ◽

Research Findings ◽

Thinking Process ◽

Virtual Communities Of Practice ◽

Two Phases

These objectives of the study are 1) to design STEAM education using Design Thinking Process through Virtual Communities of Practice (STEAM-DT-VCoPs), and 2) to evaluate the designed STEAM-DT-VCoPs. It divides the research procedures into two phases. The first phase is to design STEAM-DT-VCoPs, and the second phase is to evaluate the STEAM-DT-VCoPs. The sample group of this study comprises fourteen experts selected by purposive sampling. The arithmetic mean and standard deviation analyzed data. The research findings are: 1) The STEAM-DT-VCoPs comprise three steps are 1.1) the role of virtual communities of STEAM practice 1.2) Design Thinking Process through Virtual Communities of Practice, and 1.3) the various disciplines in STEAM education. 2) The experts agree that STEAM-DT-VCoPs is the highest level of appropriateness.

Download Full-text

Exploration of priority actions for strengthening the role of nurses in achieving universal health coverage

Revista Latino-Americana de Enfermagem ◽

10.1590/1518-8345.1696.2819 ◽

2017 ◽

Vol 25 (0) ◽

Cited By ~ 3

Author(s):

Rowaida Al Maaitah ◽

Raeda Fawzi AbuAlRub

Keyword(s):

Health Care ◽

Nursing Education ◽

Regulatory System ◽

Practice Research ◽

Health Coverage ◽

Key Informants ◽

Education Practice ◽

Practice Nurses ◽

Universal Health

ABSTRACT Objective: to explore priority actions for strengthening the role of Advanced Practice Nurses (APNs) towards the achievement of Universal Health Converge (UHC) as perceived by health key informants in Jordan. Methods: an exploratory qualitative design, using a semi-structured survey, was utilized. A purposive sample of seventeen key informants from various nursing and health care sectors was recruited for the purpose of the study. Content analysis utilizing the five-stage framework approach was used for data analysis. Results: the findings revealed that policy and regulation, nursing education, research, and workforce were identified as the main elements that influence the role of APNs in contributing to the achievement of UHC. Priority actions were identified by the participants for the main four elements. Conclusion: study findings confirm the need to strengthen the role of APNs to achieve UHC through a major transformation in nursing education, practice, research, leadership, and regulatory system. Nurses should unite to come up with solid nursing competencies related to APNs, PHC, UHC, leadership and policy making to strengthen their position as main actors in influencing the health care system and evidence creation.

Download Full-text

Applying Equity Design to Address Oakland’s Homelessness Human Rights Crisis

Conference Proceedings of the Academy for Design Innovation Management ◽

10.33114/adim.2019.c26.151 ◽

2019 ◽

Vol 2 (1) ◽

Author(s):

Julia KRAMER ◽

Julia KONG ◽

Brooke STATON ◽

Pierce GORDON

Keyword(s):

Design Process ◽

Collaborative Design ◽

Design Thinking ◽

Design Teams ◽

Marginalized Groups ◽

Thinking Process ◽

Collaborative Efforts ◽

Typical Design

In this case study, we present a project of Reflex Design Collective, an experimental social equity design consultancy based in Oakland, California. Since founding Reflex Design Collective four years ago, we have reimagined the role of “designers” to transform relationships structured by oppression. To illustrate this reimagination, we present a case study of our work as ecosystem-shifters. In 2017, we facilitated a co-design innovation summit where unhoused Oakland residents led collaborative efforts to alleviate the burdens of homelessness, with city staff and housed residents serving as allies instead of experts. Our approach to design facilitation differs from a typical design thinking process by pairing our clients with those on the front-lines of social inequity in a collaborative design process. Specifically, we elevate the importance of democratized design teams, contextualized design challenges, and ongoing reflection in a design process. We highlight successes of our design facilitation approach in the Oakland homelessness summit, including outcomes and areas for improvement. We then draw higher-level key learnings from our work that are translatable to designers and managers at large. We believe our approach to equity design will provide managers and designers an alternative mindset aimed to amplify the voices of marginalized groups and stakeholders.

Download Full-text

Designing Shift Handoff Software: Clinical Learners and Design Students Collaborate Using the “Design Thinking” Process

Studies in Health Technology and Informatics - Public Health and Informatics ◽

10.3233/shti210323 ◽

2021 ◽

Author(s):

Blake Lesselroth ◽

Hannah Park ◽

Helen Monkman ◽

Ashten Duncan ◽

Gabriel Thompson ◽

...

Keyword(s):

Design Thinking ◽

Hospital Setting ◽

Professional Organizations ◽

Systems Science ◽

Quality Improvement Initiative ◽

Professional Students ◽

Health Systems Science ◽

Design Students ◽

Thinking Process ◽

Architecture And Design

Handoffs in patient care responsibilities between practitioners are common in the hospital setting. Because inadequate communication can lead to patient harm, professional organizations have published recommendations and practical guides to support standardized workflow. However, currently available electronic medical record (EMR) tools rarely provide the requisite functionality to support work and often suffer from major usability flaws. Our internal medicine residency program sponsored a quality improvement initiative to improve the design of handoff tools. To support this initiative, our medical informatics program collaborated with a school of architecture and design to identify requirements and ideate interface prototypes. In this article, we describe how we used Design Thinking principles and methods to inform our product design lifecycle, create novel designs, and teach inter-professional students health systems science concepts.

Download Full-text

THE ROLE OF INFORMAL STRUCTURES IN ARCHITECTURAL DESIGN EDUCATION

ICONTECH INTERNATIONAL JOURNAL ◽

10.46291/icontechvol4iss3pp11-29 ◽

2020 ◽

Vol 4 (3) ◽

pp. 11-29

Author(s):

Huseyin Ozdemir ◽

Gokce Ketizmen Onal ◽

Aysen Celen Ozturk

Keyword(s):

Conceptual Framework ◽

Design Education ◽

Informal Education ◽

Architectural Design ◽

Design Thinking ◽

Thinking Skills ◽

Architecture Education ◽

Survey Results ◽

Design Skills

Informal education contributes to the development of the student's design skills and the performance of architecture education by addressing subjects that do not fall directly into the curriculum. This study is mainly about the development of students' design thinking skills in informal education. In order to make an assessment, a case study was conducted on the Bademlik Design Festival (BTF), which can be described as an important example in the field of informal education. By adhering to the method, surveys were applied to the instructors and students participating in the BTF. The concepts obtained according to the survey results are based on a detailed conceptual framework. Then, by interpreting this conceptual framework, students' learning outcomes are revealed. As a result, it is observed that the students in the workshops conducted at the BTF gain design thinking skills such as “interaction, free and original thinking, innovation, communication and dialogue”.

Download Full-text