scholarly journals ATTITUDE, SKILL, AND KNOWLEDGE: (ASK) A NEW MODEL FOR DESIGN EDUCATION

2011 ◽  
Author(s):  
Ahmed A. Bakarman
Keyword(s):  
Design Education ◽  
Design Knowledge ◽  
Educational Model ◽  
Simple Task ◽  
New Model ◽  
Professional Attitude ◽  
Design Skills ◽  
New Perspective

Design education is a multi domain disciplines incorporate different aspects that as a whole aims to create a designer. Designer creation is not a simple task, and require, beside other aspects they have to obtain and acquire during their school years, students to have some aspects impeded in their personality,. Educator’s role is to identify these aspects and direct their curriculum toward them. ASK, as an educational model, aims to identify them by decomposing design education discipline into manageable elements that reflect the main ingredients. The proposed ingredients are: professional attitude, design skills, and professional design knowledge. The main contribution of ASK is the ability to view this domain form a new perspective that is able to reflect the expectations of the professional.

scholarly journals HISTORICAL AND ECONOMIC PRECONDITIONS OF FORMATION OF DESIGN SKILLS AT STUDENTS OF DESIGN EDUCATIONAL PROGRAM SPECIALIZATION

2021 ◽  
pp. 148-155
Author(s):  
Елена Алексеевна Кузина ◽  
Анастасия Игоревна Петрова
Keyword(s):  
Professional Education ◽  
Educational Program ◽  
Design Education ◽  
Manufacturing Industry ◽  
Federal State ◽  
Program Specialization ◽  
Educational Standard ◽  
Design Skills ◽  
Definition Of ◽  
State Educational

В статье раскрываются исторические и экономические предпосылки формирования конструкторских навыков у студентов - будущих дизайнеров. Современные требования к специалистам дизайнерского профиля подготовки описываются согласно ФГОС высшего образования и среднего профессионального образования. Теоретической базой исследования стали работы российских ученых в области истории дизайна, образования, дизайн-образования, словари профессиональных терминов. Кроме того, был изучен классификатор рабочих профессий на предмет востребованности конструкторских навыков в профессии дизайнера. В статье рассмотрены исторические данные о формировании конструкторских навыков в мировых школах дизайна - советском ВХУТЕМАС-ВХУТЕИН и немецком «Баухаузе», которые определили принципиальные позиции дизайн-образования. Развитие конструкторских навыков входило в фундаментальную подготовку специалистов в этих известных учебных заведениях. Проведен анализ рынка труда и перспектив развития экономики в двух регионах Российской Федерации - Чувашской Республике и Алтайском крае, который показал, что востребованность специалистов с конструкторскими навыками, обладающих технической компетенцией, будет расти. Производство, промышленность и строительство стабильно развиваются. Следовательно, востребованность дизайнеров в студиях дизайна и интерьера, на мебельных производствах и мебельных салонах-магазинах будет расти. На основании контент-анализа педагогической литературы и словарей профессиональных терминов нами сформулировано обобщенное определение понятия «конструкторские навыки». Обосновывается актуальность овладения конструкторскими навыками для студентов дизайнерского профиля подготовки. Разнообразие трактовок понятий «конструировать», «конструирование» и «навык», обобщенная собственная формулировка понятия «конструкторские навыки» позволит продолжить исследование, выявить в дальнейшем дескрипторы, описать их и предложить педагогические условия для успешного формирования этих навыков. The article considers the historical and economic preconditions for the formation of design skills at students majoring in design. Modern requirements for students of design educational program specialization are described in accordance with the Federal State Educational Standard of Higher Education and Secondary Professional Education. The theoretical basis of the study is the works of Russian researchers in the field of the history of design, education, design education, as well the vocabularies of professional terms. The authors studied the classifier of occupations for the relevance of design skills in design professions. The article examines some historical data on the formation of design skills in the world design schools (the Soviet VKHUTEMAS-VKHUTEIN and the German Bauhaus), which determined the fundamental positions of design education. The development of design skills was part of the fundamental training of specialists in these renowned educational institutions. The article also provides the analysis of the labour market and the prospects for economic development in two regions of the Russian Federation (the Chuvash Republic and the Altai Territory). It showed that the demand for designers will grow. Manufacturing, industry and construction are developing steadily. Consequently, the demand for designers in design and interior studios, in furniture production and furniture showrooms will grow. Based on the content analysis of pedagogical literature and vocabulary of professional terms, the authors formulated a generalized definition of the concept of design skills. The urgency of mastering design skills for design students is substantiated. A variety of interpretations of the concepts of design, construction and skill, a generalized authors’ definition of the concept of design skills makes it possible to continue this study, identify descriptors in the future, describe them and suggest some pedagogical conditions for successful formation of the above-mentioned skills.

Polymathy: A New Outlook

2018 ◽  
Vol 3 (Fall 2018) ◽  
pp. 66-82 ◽  
Author(s):  
Michael Espindola Araki
Keyword(s):  
Developmental Model ◽  
The Novel ◽  
Research Practice ◽  
New Model ◽  
Future Studies ◽  
Life Project ◽  
The Third ◽  
New Perspective

This article aims to contribute to the study of polymathy by introducing novel perspectives on the phenomenon and by advancing a new model that systematizes the different variables involved in its development. The article is divided into four sections. The first section involves a reflection about the nature of polymathy; the term mathema is presented as the unit that underpins the development of polymathic knowledge, and the elements that constitute the fundamental qualities of polymathy are identified and discussed. In the second section, the novel conceptualization of polymathy as a life project is introduced; it builds upon previous psychoeconomic approaches to offer a new perspective on the phenomenon. In the third sec- tion, a developmental model of polymathy is suggested; it organizes the different constructs involved in the development of polymathy into a framework that can serve as basis for future studies. Finally, implications for research, practice and policy are discussed.

scholarly journals VALUE CREATION AND CAPTURE IN BUYER-SUPPLIER RELATIONSHIPS: A NEW PERSPECTIVE

2016 ◽  
Vol 56 (5) ◽  
pp. 474-488 ◽  
Author(s):  
FÁBIO CAMPOS TESCARI ◽  
LUIZ ARTUR LEDUR BRITO
Keyword(s):  
Value Creation ◽  
Intrinsic Value ◽  
Research Paper ◽  
Value Capture ◽  
Supplier Relationships ◽  
New Model ◽  
Relational Value ◽  
Value Creation And Capture ◽  
New Perspective ◽  
The Relationship

ABSTRACT This research paper develops and tests a new model for value creation and capture in buyer-supplier relationships. In addition to including both value creation and capture in the same model, value creation is unraveled by the identification of its sources, both intrinsic and relational. Intrinsic value is the set of benefits derived from resources belonging to one party that can be captured by another party if there is a relationship between them, even if this relationship is non-collaborative. Relational value encompasses the mutual benefits that are generated as the collaboration between buyer and supplier increases. The model was tested using a survey of 127 dyads (buyer and supplier). The results indicated that both sides benefit from the total value created by the relationship, but the degree of value capture varies. The value perceived by the supplier is greater than that perceived by the buyer, which consequently encourages the former to boost its efforts even further to ensure that the relationship continues.

scholarly journals A Joint Manifesto for Design Studios based on Residuals and Experiences

2021 ◽  
Author(s):  
Hare Kılıçaslan ◽  
Pınar Dinç Kalaycı
Keyword(s):  
21St Century ◽  
Design Education ◽  
Thinking Skills ◽  
Linear Process ◽  
Architectural Education ◽  
Design Knowledge ◽  
Early 21St Century ◽  
The Past ◽  
Restructuring Process ◽  
The Universe

Architectural education encompasses different approaches from past to present; it is continuously researched and is both vocational and personality training. An updated manifesto for the current era is essential to ensure that the design approaches and tools updated by the boundless opportunities presented by the 21st century do not overwhelm the proven principles from the past. In the early 21st century, the restructuring process of architectural education is being reawakened through unique education approaches. The studio that constitutes the backbone of design education must also produce the manifesto. Manifesto principles that express the approaches related to the stages and are fictionalised through binary propositions need to provide a paradigm that exceeds a linear process for the studio environment. The proposition for all actors of the design process and learning programmes is based on an independent configuration in which studios focus on learners. Manifestos need to be renewed as long as the epoch is flourishing, while concerns about the internalisation of design knowledge and ways of thinking, skills, and experiences exist. The present manifesto is also a future building block. To rest studio manifestos on a joint manifesto similar to one proposed in this text, because of renewed and diversified practices, it is necessary to maintain an architectural education that does not lose itself and people within the universe of infinite possibilities.

scholarly journals Strategizing Education: Ecosystem Transition

2020 ◽  
Vol 24 (4) ◽  
pp. 656-677
Author(s):  
Lidia V. Kremneva ◽  
Kirill E. Zavedensky ◽  
Pavel D. Rabinovich ◽  
Svetlana N. Apenko
Keyword(s):  
Development Strategy ◽  
Education System ◽  
Methodological Approach ◽  
Social Engineering ◽  
Synthesis Methods ◽  
Successful Implementation ◽  
Educational Model ◽  
Global Trends ◽  
New Model ◽  
The Future

Introduction. The authors of the article, based on numerous studies on the transformation of the education system, offer a practical model of education, developed with reference to a view of education from a constructed image of the future, as well as to global trends. The essential basis of the model are productive processes of education and social engineering, as well as the folding of the ecosystem with the value-normative basis for matching the educational needs of different stakeholders of educational activities. The relevance of the article is determined by the need to respond to the discrepancy with the world trends of the education system, formed to ensure the reproduction of existing cultural norms and socio-productive relations in society in order to maintain its stability. The aim of the study is to develop an educational model, the key form of organization of which is the educational ecosystem. The model content is formed as a reflection of the process of strategizing based on the fundamental development trends. Materials and Methods. Using analysis and synthesis methods, groups of topical world trends are identified and their impact on the projected image of education is shown. Methods of focus groups and case studies are utilized to study advanced educational practices. Hypotheses on the projected educational model are generalized and advanced. The hypotheses are tested. The elements of the new model of education proposed by the authors are tested. Results. The authors substantiated the concept of a new model of education as a result of value and semantic bases of strategy of consent of different social groups participating in the process of education. Methodological approach to education development strategy as if looking from the future differs from the dominant methodological method of future formation by means of its present modification and reworking. The authorʼs concept of the model of education from the future rests on the value and meaning foundation, which distinguishes it from the dominant position associated with the justification of only requirements to learning outcomes and content of education. The new vision of “education from the future” will contribute to the successful implementation of practices of transformation of education taking into account global trends based on the vision of education from the future, namely, a collective-wanted image of the future, rather than a continued “reworkedˮ present. Discussion and Conclusion. This article is useful for organizers of changes in educational systems at different levels (region, city, secondary school), as well as for researchers in the field of modern models, approaches and educational technologies that arise under the influence of global trends.

scholarly journals Supporting the use of algorithmic design in architecture: An empirical study of reuse of design knowledge

2021 ◽  
Author(s):  
◽  
Anastasia Globa
Keyword(s):  
Design Patterns ◽  
Design Education ◽  
Statistical Significance ◽  
Design Methods ◽  
Design Knowledge ◽  
Control Group ◽  
Design Exploration ◽  
Design Systems ◽  
Algorithmic Design ◽  
Case Based

<p>This thesis tests the reuse of design knowledge as a method to support learning and use of algorithmic design in architecture.  The use of algorithmic design systems and programming environments offer architects immense opportunities, providing a powerful means to create geometries and allowing dynamic design exploration, but it can also impose substantial challenges. Architects often struggle with adopting algorithmic design methods (translating a design idea into an algorithm of actions), as well as with the implementation of programming languages, the latter often proving frustrating and creating barriers for both novice and advanced software users.  The proposition explored in this thesis is that the reuse of design knowledge can improve architects’ ability to use algorithmic design systems, and reduce the barriers for using programming. This study explores and compares two approaches as a means of accessing and reusing existing design solutions. The first approach is the reuse of abstract algorithmic ‘Design Patterns’. The second is the reuse of algorithmic solutions from specific design cases (Case-Based Design).  The research was set up as an experimental comparative study between three test groups: one group using Design Patterns, a second group using Case-Based Design, and the control group. A total of 126 designers participated in the study providing sufficient numbers within each group to permit rigorous studies of the statistical significance of the observed differences.  Results of this study illustrate that the systematic inclusion of the Design Patterns approach to the learning strategy of programming in architecture and design, proves to be highly beneficial. The use of abstract solutions improves designers’ ability to overcome programming barriers, and helps architects to adopt algorithmic design methods. The use of Design Patterns also encourages design exploration and experimentation. The use of the Case-Based Design approach seems to be more effective after designers and architects, who are novices in programming, gain more experience with the tool. It encourages more focused reasoning, oriented to the realisation of a particular (originally intended) design outcome.  The contribution of this research is to provide empirical evidence that the reuse of abstract and case-based algorithmic solutions can be very beneficial. Results of this study illustrate that both reuse methods can be strategically integrated into design education and architectural practice, supporting learning and use of algorithmic design systems in architecture. The study also identifies potential weaknesses of each approach, proposing areas which could be addressed by future studies.</p>

scholarly journals Applying Action Research in Design Curricula to Fulfill University Social Responsibility—A Case Study of the Pnguu Community of the Tsou Tribe

2019 ◽  
Vol 11 (24) ◽  
pp. 7132 ◽  
Author(s):  
Hsiu Ching Laura Hsieh
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Action Research ◽  
Social Responsibility ◽  
Lifelong Learning ◽  
Design Education ◽  
Learning Goals ◽  
Positive Outcomes ◽  
New Model

Due to the mainstream emphasis on university social responsibility (USR) in global and Taiwanese higher education, there is a growing need for universities to apply design to solve community problems. This study aims to explore the practical effectiveness of integrating USR into a design curriculum, thereby constructing a new model for USR fulfillment. Action research was applied in this study. The positive outcomes of integrating USR into the planning and implementation of a course titled ‘Culture and Design Communication’ were found to align with UNESCO’s lifelong learning goals. The resulting model of USR fulfillment through design education will benefit the future sustainable development of university design education.

Development of Design Skills Through Employment of Open-Ended Problems

1993 ◽  
Author(s):  
Harvey R. Brock ◽  
Sridhar S. Condoor ◽  
Christian P. Burger
Keyword(s):  
Problem Solving ◽  
Engineering Education ◽  
Real World ◽  
Design Problem ◽  
Design Education ◽  
Solution Strategy ◽  
Inconsistent Information ◽  
Engineering Problems ◽  
Design Skills ◽  
Selection Of

Abstract With the recent increased concern about the design and problem solving needs of U.S. industry, and academia’s inability to address them, there has arisen a desire to incorporate open-ended problems in engineering education. In the initial stages most, if not all, real-world engineering problems are ill-defined, and have several acceptable solutions, i.e. they are open ended. Yet, our students get very little practice in finding solutions for this type of problem. Correcting this weakness in engineering curricula is hampered by misconceptions about, and inexperience with, these types of problems. As a consequence, educators often attempt to modify typical well defined example problems by expanding their scope, but still taking care to insure that the solution domains are closely circumscribed and well defined. The goal of this paper is to illustrate the main features of open-ended problems and their utility in design education. Such problems are characterized by incomplete or inconsistent information, no evident solution strategy, non-unique solutions, and often poorly understood goals. A real-world open ended design problem will be contrasted with its’ typical engineering education counterpart. This paper attempts to provide the necessary insights to aid in the formulation and selection of effective open ended problems for use in engineering education.

Benegasi y la fiesta de la llegada al trono de Carlos III

2019 ◽  
pp. 363-394
Author(s):  
Tania Padilla Aguilera
Keyword(s):  
New Model ◽  
Professional Attitude ◽  
Initial Hypothesis ◽  
Editorial Strategies ◽  
Carlos Iii

RESUMENEn su obra «Descripción festiva de la suntuosa carrera y reales funciones…» (1760), escrita en un período que podríamos calificar como de senectute, el poeta madrileño José Joaquín Benegasi y Luján (1707-1770) desarrolla unas estrategias literarias que oscilan entre un aparente mecenazgo y una actitud claramente profesional. En esta última dirección apuntan algunos de los rasgos más interesantes del libro, como la presencia de un discurso en el que abunda la autorreferencialidad y que está cargado de marcas distintivas que el autor ya ha asumido como propias (estilo jocoserio, arte menor, casticismo, sátira, mascarada). La «Descripción festiva» está construida desde los planteamientos de una continua confrontación dialéctica que funciona dentro del propio texto, pero también fuera de él y en relación con otros textos. Todos estos procesos apuntan a la confirmación de la hipótesis inicial: en esta obra Benegasi utiliza un cauce literario tradicional al servicio del nuevo modelo de mercado editorial.PALABRAS CLAVEProfesionalidad, estrategias editoriales, trayectoria, literatura circunstancial, polémicas, prensa. TITLEBenegasi and the party of the arrival to the throne of Carlos IIIABSTRACTIn his work «Descripción festiva de la suntuosa carrera y reales funciones…» (1760), framed in a period that could be described as senectute, the Madrilenian poet José Joaquín Benegasi y Luján (1707-1770) develops literary strategies that oscillate between an apparent patronage and a clearly professional attitude. In this last address point some of the most interesting features of the book, such as the presence of a speech that abounds in self-referentiality and is loaded with distinctive marks that the author has already assumed as their own (jocoserious style, minor art, casticismo, satire, masquerade). The «Descripción festiva» is constructed from the expositions of a continuous dialectical confrontation that works within the text itself but also outside it and in relation to other texts. All these processes point to the confirmation of the initial hypothesis: in this work Benegasi uses a traditional literary channel at the service of the new model of the publishing market.KEY WORDSProfessionalism, editorial strategies, trajectory, circumstantial literature, controversies, press.

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