scholarly journals Inquiry through practice: The brief as a pedagogical method for design research

2020 ◽  
pp. 14-15
Author(s):  
Tatiana Tavares ◽  
Marcos Mortensen Steagall
Keyword(s):  
Real World ◽  
Design Research ◽  
Academic Staff ◽  
Research Question ◽  
Teaching Experience ◽  
Emergent Properties ◽  
Research And Practice ◽  
Learning And Teaching ◽  
Design Students ◽  
The Impact

Learning and teaching in areas that require high levels of creativity, like Design and Art, can differ from other educational domains and methodologies. It may consider the complexity involving emergent properties activated from the interaction between many variables, including the researchers’ participation in what is researched. Design-based research methodology provides navigation for teaching experiences where learning outcomes are forged using briefs as design experiments or a way to carry out formative research to test and refine educational principles derived from previous knowledge. In this study, the brief operated as a pedagogical method to combine academic conventions of design research and practice. Using a learning and teaching experience with Communication Design students in Aotearoa/New Zealand, this study presents the methods applied in a paper brief that integrated social, technical, and cognitive dimensions of knowledge construction. The brief “Auckland Plan 2050: Promoting and researching a design plan for a growing city” was delivered to level seven students over twelve weeks period and employed several studio-driven activities. As a pedagogical approach, the design studio provided a space that privileged imagination, reflection-in-action over the empirical and the rational. The studio valued the learner’s worldview: their geographic localities, culture, their communities and the impact of the design to a broader context. Understanding the dynamics given by these spaces created opportunities to consider design teaching methods that were collaborative, informal, generative, and supportive. The studio-driven classroom brought research and practice together, and offered social media and emerging technologies as a tool for iteration and communication processes. The brief shed light on Social Design and started with a hypothetical research question: How do design outcomes increase awareness of a real-world problem? Using a Council’s long-term plan for Auckland city, students investigate specific issues, and challenges communities will face and design solutions that were industry, research-driven and culturally reflecting Kaupapa M?ori values. During sessions with M?ori scholars, entrepreneurs, and the design community, the brief provided a discursive platform that converged the design industry, stakeholders, and academia. The reflection about this complex social, cultural, and ecological network considered Auckland’s inhabitants’ needs and aspirations, enlightening a social perspective to design students. As a result, students developed award-winning cohesive design artefacts and extensive exegetical contextual analysis and documentation of the process. The outcomes branched from diverse media forms, including branding, graphic design, wayfinding, UX/UI, AR, and VR technologies. The moderation process between designers, academic staff, and stakeholders during a 3-year cycle demonstrated a successful model for integrating industry expertise and academic rigour, crafted through a paradigm oriented by practice. Surveys with students indicated a positive response associated with designing under real-world settings, which increased engagement and provided strategic platforms for iteration, dialogue, collaboration, and cultural diversity.

scholarly journals "E-books are good if there are no copies left": a survey of e-book usage at UWE Library Services

2009 ◽  
Vol 33 (104) ◽  
pp. 45-65 ◽  
Author(s):  
Jacqueline Ann Chelin ◽  
Jason Briddon ◽  
Elspeth Williams ◽  
Jane Redman ◽  
Alastair Sleat ◽  
...  
Keyword(s):  
Reference Materials ◽  
Academic Staff ◽  
Academic Library ◽  
Library Services ◽  
Considerable Effort ◽  
Teaching And Research ◽  
Library Collection ◽  
Learning And Teaching ◽  
The Impact ◽  
Subject Coverage

This article outlines research carried out with students and academic staff at a large UK university library on how e-books are being used for learning, teaching and research. It was discovered that e-books are meeting many of users' needs, especially in terms of accessibility, but there are still concerns about subject coverage and the impact on students' learning. There are various reasons why e-books are beneficial in developing an academic library collection, most particularly for reference materials and essential readings, but librarians need to work closely with academic staff to integrate use of e-books effectively into learning and teaching, taking care that licence and access implications are better understood. The drivers to the use of e-books appear to be outweighing the barriers, although the latter will require considerable effort on the part of librarians within their institutions and also in terms of communicating concerns to e-book providers.

scholarly journals Engaging academic staff with reading lists

2019 ◽  
Vol 13 (2) ◽  
pp. 222
Author(s):  
Allie Taylor
Keyword(s):  
Best Practice ◽  
Academic Staff ◽  
Library Services ◽  
Online Reading ◽  
Learning And Teaching ◽  
Reading List ◽  
Library Use ◽  
The University ◽  
Teaching In Higher Education ◽  
The Impact

Following the implementation of online reading list software, Library Services at the University of Worcester (UW) encouraged academic staff to consider the reading list as a learning tool. Using an interactive teaching session timetabled as part of the Postgraduate Certificate in Learning and Teaching in Higher Education, lecturers are asked to consider how they can maximise the impact of their reading lists and increase library use. The pedagogy of reading lists and student engagement with reading are examined. Participants also discuss the type of content reading lists typically contain and question whether this accurately reflects what the students should be reading. It draws on best practice from academic colleagues at UW, examining (among other things) the effect of list length, structure and lecturer voice and presence.

scholarly journals Impact of Data-driven Methods for Causal Inference in Observational Studies: Simulations in Three Real-world Datasets

2021 ◽  
Author(s):  
Thibaut Pressat-Laffouilhère ◽  
Clément Massonnaud ◽  
Hélène Bréard ◽  
Margaux Lefebvre ◽  
Bruno Falissard ◽  
...  
Keyword(s):  
Causal Inference ◽  
Sample Size ◽  
Real World ◽  
Research Question ◽  
Data Driven ◽  
Knowledge Based ◽  
Backward Elimination ◽  
Real World Datasets ◽  
The Impact ◽  
Bic Criterion

Abstract Background: Although data-driven methods for selecting covariates in multivariable models ignore confusion, mediation and collision, they are still used in causal inference. This study, through three real-world datasets, shows the impact of data-driven methods on causal inference. Methods: A research question leading to multivariate model was raised for each of three real-world datasets. Three covariate selection methods were compared on their performances to correctly answer the question: Augmented Backward Elimination with BIC criterion and “change-in-estimate” threshold set at 0.05, Backward Elimination with BIC criterion and a knowledge-based method relying on causal diagrams. The covariates were classified as indispensable, prohibited and optional, considering the potential bias they could cause on the estimate. For each dataset and sample size (N=75, 300 and 3,000), 10,000 Monte Carlo samples were drawn. Percentages of inclusion of each covariate in models were computed. Coverages of Wald’s 95% confidence interval of exposure effects were computed with two different theoretical values (the analysed method, the knowledge-based method).Results: Even with the largest sample size (n=3,000), data-driven methods were not reproducible, with 8.6% to 53% of covariates included in 20% to 80% of experiences. Prohibited covariates could be included in more than 80% of experiences and indispensable covariates missed in more than 80% of experiences even with n=3,000. With the largest sample sizes, coverages of the theoretical knowledge-based value by data-driven methods ranged from 0% to 83.7%; coverages of the theoretical value of the same data-driven method ranged from 73.2% to 91.1% and were asymmetrical. Conclusion: In conclusion, data-driven methods should not be used in causal inference.

scholarly journals What academics really think about information literacy

2019 ◽  
Vol 13 (1) ◽  
pp. 21 ◽  
Author(s):  
Deborah Stebbing ◽  
Jane Shelley ◽  
Mark Warnes ◽  
Carol McMaster
Keyword(s):  
Information Literacy ◽  
Academic Staff ◽  
Teaching Strategy ◽  
Point Of View ◽  
Structured Interviews ◽  
Convenience Sample ◽  
Learning And Teaching ◽  
Student Information ◽  
Perceptions And Expectations ◽  
The Impact

This research project arose from a need to ensure librarians and academics work together to support student information literacy (IL) development, aligned to the Anglia Ruskin University learning and teaching strategy, and specifically to improve librarians’ understanding of how academic staff view IL and consider their perceptions and expectations within different disciplines. A literature review found a limited number of studies which considered academics’ point of view and few were concerned with discipline (faculty) differences. We took a qualitative approach to this research, using semi-structured interviews with a convenience sample of participants drawn from nursing subjects and business subjects in a post-1992 university in the United Kingdom. The research questions asked about academics’ perception of IL, the impact of their discipline on IL and their view of the ideal information literate student. Six key areas of concern emerged around the teaching of IL: students transitioning into higher education, developing evaluation skills, the significance of the undergraduate major project and discipline differences, the information landscape and the perceived need for preparation for IL at work. The article discusses the findings, difficulties surrounding students achieving adequate IL and considerations for future practice in delivering focused IL support.

scholarly journals Real world evidence (RWE) – a disruptive innovation or the quiet evolution of medical evidence generation?

F1000Research ◽  
2018 ◽  
Vol 7 ◽  
pp. 111 ◽  
Author(s):  
Sajan Khosla ◽  
Robert White ◽  
Jesús Medina ◽  
Mario Ouwens ◽  
Cathy Emmas ◽  
...  
Keyword(s):  
Real World ◽  
Corporate Strategy ◽  
Research Question ◽  
Disruptive Innovation ◽  
European Medicines Agency ◽  
Pharmaceutical Companies ◽  
Core Element ◽  
Real World Evidence ◽  
The Impact ◽  
Evidence Generation

Stakeholders in healthcare are increasingly turning to real world evidence (RWE) to inform their decisions, alongside evidence from randomized controlled trials. RWE is generated by analysing data gathered from routine clinical practice, and can be used across the product lifecycle, providing insights into areas including disease epidemiology, treatment effectiveness and safety, and health economic value and impact. Recently, the US Food and Drug Administration and the European Medicines Agency have stated their ambition for greater use of RWE to support applications for new indications, and are now consulting with their stakeholders to formalize standards and expected methods for generating RWE. Pharmaceutical companies are responding to the increasing demands for RWE by developing standards and processes for each stage of the evidence generation pathway. Some conventions are already in place for assuring quality, whereas other processes are specific to the research question and data sources available. As evidence generation increasingly becomes a core role of medical affairs divisions in large pharmaceutical companies, standards of rigour will continue to evolve and improve. Senior pharmaceutical leaders can drive this change by making RWE a core element of their corporate strategy, providing top-level direction on how their respective companies should approach RWE for maximum quality. Here, we describe the current and future areas of RWE application within the pharmaceutical industry, necessary access to data to generate RWE, and the challenges in communicating RWE. Supporting and building on viewpoints from industry and publicly funded research, our perspective is that at each stage of RWE generation, quality will be critical to the impact that RWE has on healthcare decision-makers; not only where RWE is an established and evolving tool, but also in new areas that have the potential to disrupt and to improve drug development pathways.

ORGANIZATIONAL LEARNING MECHANISMS IN SOHAR UNIVERSITY

2016 ◽  
Vol 4 (2) ◽  
pp. 76 ◽  
Author(s):  
Noura Al Jahwari ◽  
M. Firdouse Rahman Khan
Keyword(s):  
Organizational Learning ◽  
Academic Staff ◽  
Teaching Experience ◽  
Simple Random Sampling ◽  
Learning Mechanisms ◽  
Organizational Learning Mechanisms ◽  
Tools And Techniques ◽  
The University ◽  
The Impact ◽  
The Relationship

PurposeThe objective of the study is to critically examine the mechanisms of organizational learning in Sohar University and to identify the relationship between stages of organizational learning and mechanisms of organizational learning and to examine the effectiveness and the nurturance of the pedagogical practices.Design/methodology/approachThe study was conducted with 76 employees from all the departments of Sohar University, who were selected on a simple random sampling basis and were contacted through a well-defined questionnaire. FindingsThe study reveals that the employees of Sohar University are encouraged to attend external programs and seminars on new developments have been organized and the university prepares detailed plans reflecting contingency approaches. The study also confirmed that there is no relationship between demographic factors (Gender, age, qualification and teaching experience) and the Organizational learning. The study also reveals that there is an association between the Innovations, Implementation and Organization learning.Practical ImplicationsThe study has thrown light on the organizational learning process, which is the key driver in innovating, implementing and stabilizing.Research limitationsThe study was restricted to the academic staff from all the faculties of Sohar University. Many of them did not understand the concept. So the researcher has to explain them in detail before furnishing the detailed questionnaire.Social ImplicationsThe study can be extended to other colleges and universities in Oman so that the accuracy of the tools and techniques of organizational learning can be ascertained. This will induce high transmission goals to equip and uplift the participants in a positive and creative contribution.Originality/valueOnly a very few have examined the impact of Organization Learning in the Universities of Oman, and it is a first-hand study of its kind. 

A preliminary study of the impact of high school astronomy research-based learning in Thailand

2019 ◽  
Vol 15 (S367) ◽  
pp. 34-37
Author(s):  
Sze-leung Cheung ◽  
Matipon Tangmatitham
Keyword(s):  
High School ◽  
High School Students ◽  
Design Research ◽  
Learning Experience ◽  
Research Question ◽  
After School ◽  
Control Group ◽  
School Students ◽  
Research Activities ◽  
The Impact

AbstractIn Thailand, annually there are more than 50 high school students presenting in the Thai Astronomical Conference (Student Session) and more than 20 high school students joining research activities mentored by their teachers and NARIT staff through the “Advanced Teacher Training” scheme. These opportunities offer a unique experience for students to learn various skills through proposing a research question, design research methodologies, acquire different knowledge conducting research, present and communicate their results and response to criticism. Data collection for this qualitative research study is conducted through interviews with the senior high school students who completed their research presentations, with a control group of students who did not have research-based learning experience but had other informal learning experiences such as planetarium visit, or after school astronomy activities. The study looks into students’ learning behaviour, attitude towards science, skills acquired for other subjects, interest in science careers.

scholarly journals The Impact of Computer on the Deviant Behaviors Exhibition of Teenagers : A Case Study of Albania

2017 ◽  
Vol 13 (26) ◽  
pp. 84
Author(s):  
Eljana Brahja
Keyword(s):  
Real World ◽  
Research Method ◽  
Quantitative Research ◽  
Deviant Behavior ◽  
Research Question ◽  
The Real ◽  
Deviant Behaviors ◽  
Interactional Theory ◽  
12Th Grade ◽  
The Impact

Technology is placing teenagers in front of diverse choices that the virtual world enables. The purpose of this study is to explain how technology affects relationships that teenagers have with other individuals in the real world. The study's research question is: Does the use of computers affect the exhibition of deviant behaviors among teenagers? The research method used for the findings of this study is the quantitative method. Data was collected using a questionnaire. The population of the study was 1,680 teenagers from Sander Prosi and Myslym Keta high schools located in Tirana, Albania. The sample selected according to the defined criteria for completing the questionnaires is 453 students from the 10th, 11th and 12th grade. Based on the Positive Paradigm, the quantitative research method will serve to recognize the reality. Research data is processed through the SPSS statistical method and the result with the Cronbach alpha validation coefficient, α = 0.852. Based on the Interactional Theory (Thornberry, 2015), it is aimed to shed light on the behavioral patterns exhibited by teenagers who are computer users. From the research findings, students who used computer to play, and not for scientific research, were more involved in deviant behavior. They were predisposed to conflict with friends, dim relationships with people surrounding them in the real world, dropping out of school, etc. To avoid such a situation, it is recommended to strengthen the cooperation in the real world amongst parents, students, and teachers.

scholarly journals Designing a Community Garden

IDEA JOURNAL ◽  
2018 ◽  
Vol 14 (1) ◽  
pp. 42-53
Author(s):  
Davide Fassi ◽  
Alessandro Sachero ◽  
Giulia Simeone
Keyword(s):  
Design Research ◽  
Design Knowledge ◽  
Community Garden ◽  
Community Consultation ◽  
Research Project ◽  
Entire Process ◽  
Spatial Design ◽  
Educational Experiment ◽  
Design Students ◽  
The Impact

Politecnico di Milano Coltivando is a convivial garden where people meet, experiment, cultivate crops and share their skills and ideas. Coltivando uses innovative service and spatial design knowledge and community consultation processes. Coltivando is a design research project that is documented throughout its entire process. It is also a social as well as an educational experiment. People from the same neighbourhood yet strangers to one another and design students from the different disciplines of service and spatial design are brought together.This paper is a project review that analyses and explains the context, the main outputs and innovation, the process, the obstacles, the impact, the users’ needs, the transferability of the solution and its dissemination.

scholarly journals Special Issue on Learning Design Research: Mapping the terrain

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Eva Dobozy ◽  
Leanne Cameron
Keyword(s):  
Educational Research ◽  
Design Research ◽  
Technology Enhanced Learning ◽  
Learning Design ◽  
Integrated Process ◽  
Special Issue ◽  
Knowledge And Skills ◽  
Research And Practice ◽  
Learning And Teaching ◽  
Enhanced Learning

Learning Design as a field of educational research and practice is gaining traction internationally. Not only is Learning Design now acknowledged as a complex and integrated process, demanding specialised knowledge and skills, it is a field of technology enhanced learning and teaching that is forward looking and globally focused. This special issue is unable to provide a unified position of what Learning Design is or resolve the debate, but it is able to contribute to a better understanding of the complexity of this field of educational research and practice. It also showcases some of the cutting edge work currently conducted internationally in Learning Design research and development

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