scholarly journals An investigation into practical experiences as an aspect of interior design education

2021 ◽  
Author(s):  
William W. Kilborn
Keyword(s):  
Problem Solving ◽  
Interior Design ◽  
Design Education ◽  
Formal Education ◽  
Practical Experience ◽  
Educational Training ◽  
Practical Design ◽  
Incomplete Design ◽  
Practical Experiences ◽  
Design Experience

"The purpose of the present study is to discover whether an Interior Design student exposed to practical design experience during his formal education might possibly have an advantage over, (1) the student with educational training only; or (2) the designer with a minimum amount of practical experience and incomplete design education - in terms of problem solving and academic performance."--Introduction.

scholarly journals An investigation into practical experiences as an aspect of interior design education

2021 ◽  
Author(s):  
William W. Kilborn
Keyword(s):  
Problem Solving ◽  
Interior Design ◽  
Design Education ◽  
Formal Education ◽  
Practical Experience ◽  
Educational Training ◽  
Practical Design ◽  
Incomplete Design ◽  
Practical Experiences ◽  
Design Experience

"The purpose of the present study is to discover whether an Interior Design student exposed to practical design experience during his formal education might possibly have an advantage over, (1) the student with educational training only; or (2) the designer with a minimum amount of practical experience and incomplete design education - in terms of problem solving and academic performance."--Introduction.

Dichotomy of Design Experience: A Case Study of One Student’s Experience With Problem Typology and His Perceptions of Design

2020 ◽  
Author(s):  
Andrew Olewnik ◽  
Randy Yerrick ◽  
Amanda Simmons ◽  
Yonghee Lee
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Qualitative Analysis ◽  
Engineering Education ◽  
Design Problem ◽  
Design Education ◽  
Mechanical Engineering ◽  
Design Engineering ◽  
Design Experience

Abstract This paper presents a case study of Jeff, a mechanical engineering senior, and his experience with design in two different contexts — one in the classroom and one extracurricular. After a year-long study of undergraduate engineers, Jeff revealed marked differences in his uptake of design principles and reflexivity toward his thinking within the discipline. We explored with Jeff the critical differences and experiences that led to his changes once we had completed data collection with his peer cohort of undergraduates. We explored Jeff’s interpretation of the differences he considered as positive changes, the attributes of applying principles of problem typology, and the requisite context required to achieve these changes as a student. Through qualitative analysis four assertions are examined — improved approach to design problem solving, broadened view of design, engineering as multiple types of problems, and relevance to the profession — and validated through a member check. Potential implications for engineering education, especially as it pertains to design education are briefly described.

What Industry Wants: An Empirical Analysis of Health Informatics Job Postings

2021 ◽  
Vol 12 (02) ◽  
pp. 285-292
Author(s):  
Tara M. McLane ◽  
Robert Hoyt ◽  
Chad Hodge ◽  
Elizabeth Weinfurter ◽  
Erin E. Reardon ◽  
...  
Keyword(s):  
Empirical Analysis ◽  
Health Informatics ◽  
Formal Education ◽  
Practical Experience ◽  
The United States ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Education Levels ◽  
Clinical Background ◽  
Job Postings

Abstract Objectives To describe the education, experience, skills, and knowledge required for health informatics jobs in the United States. Methods Health informatics job postings (n = 206) from Indeed.com on April 14, 2020 were analyzed in an empirical analysis, with the abstraction of attributes relating to requirements for average years and types of experience, minimum and desired education, licensure, certification, and informatics skills. Results A large percentage (76.2%) of posts were for clinical informaticians, with 62.1% of posts requiring a minimum of a bachelor's education. Registered nurse (RN) licensure was required for 40.8% of posts, and only 7.3% required formal education in health informatics. The average experience overall was 1.6 years (standard deviation = 2.2), with bachelor's and master's education levels increasing mean experience to 3.5 and 5.8 years, respectively. Electronic health record support, training, and other clinical systems were the most sought-after skills. Conclusion This cross-sectional study revealed the importance of a clinical background as an entree into health informatics positions, with RN licensure and clinical experience as common requirements. The finding that informatics-specific graduate education was rarely required may indicate that there is a lack of alignment between academia and industry, with practical experience preferred over specific curricular components. Clarity and shared understanding of terms across academia and industry are needed for defining and advancing the preparation for and practice of health informatics.

From Problem-Solving Paradigm to Co-Ontogenic Drift: How Do Learning Narratives Self-Generate?

Leonardo ◽  
2011 ◽  
Vol 44 (2) ◽  
pp. 133-138
Author(s):  
Johann van der Merwe ◽  
Julia Brewis
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Design Education ◽  
Design Theory ◽  
Social Situation ◽  
Theory And Practice ◽  
Use Of Self ◽  
Real World Problems

It is now an accepted maxim in design theory and practice that real-world problems needing the attention of design practitioners are not neat and well-structured, but ill-structured and “wicked”—part of a larger, complex social situation. For design education, then, to take its lead from contemporary social, political and economic structures, it will have to seriously re-think its problem-solving paradigms. The authors investigate the use of self-generating learning narratives in the classroom and contrast the approach they introduce with the still-too-prevalent notion that knowledge can be transferred from teacher to student. Their methodology draws from ideas formulated by Maturana and Varela on autopoiesis, specifically the notion of co-ontogenic drift.

scholarly journals EVALUATION OF THE FASHION DRAWING (ILLUSTRATION) LESSON TEACHING PROGRAM UNDER THE LIGHT OF LECTURERS’ AND STUDENTS’ OPINIONS

2021 ◽  
Vol 9 (60) ◽  
Keyword(s):  
Art Education ◽  
Design Education ◽  
Formal Education ◽  
Fashion Design ◽  
Two Dimensional ◽  
Examination System ◽  
Art And Design ◽  
Face To Face ◽  
Dimensional Plane ◽  
Figure Drawing

While clothing is produced and consumed rapidly, it strives to create appropriate forms and to create appropriate identities by giving correct messages; therefore, it is one of the most important fields requiring art and design education. The fashion design student, who forms the infrastructure with basic art education and figure drawing, not only transfers the imagination to the two-dimensional plane with the fashion drawing lesson but also transfers it to the two-dimensional plane; at the same time, he takes art and design education, which is aesthetic education, and feeds his visual vision and mind. In this research, the Fashion Drawing Lesson has been examined in detail in terms of determining the place, position, importance, processing and content of the Fashion Drawing Lesson in the official fashion design curriculum and a comprehensive literature search has been conducted; then the matter has been tried to be examined thanks to a link has been established between education, fashion, art and design disciplines. The course syllabus in Turkey and some of fashion design course programs in the world were examined; the experts providing fashion formal education and the students who received fashion formal education were interviewed face-to-face to obtain information first-hand. First of all, the study started by determining the fashion design undergraduate programs in the OSYM (Assessment Selection and Placement Center) placement guide and examining the course hours, course times and course contents of the fashion formal courses in these programs. The researcher visited the designated universities for the purpose of on-site observation and interview, and conducted semi-structured interview questions and face-to-face interviews with experts and students and recorded them. The transcribed interviews were analyzed using content analysis method and the findings were interpreted within the framework of the research questions. The findings were interpreted and discussed, and after the results were written, suggestions about the study were included. As a result, it has been determined that the admission of students to the fashion design program should be made with the combination of central examination system and talent exam suitable for fashion design education. It was seen that the time granted for the program was not sufficient in mean of implementation of the fashion drawing lessons properly in the fashion design education programs. Keywords: Fashion drawing, fashion illustration, design education, fashion design education, art education

Sign in / Sign up

Export Citation Format

Share Document