scholarly journals Insights from a Latent Semantic Analysis of Patterns in Design Expertise: Implications for Education

2019 ◽  
Vol 9 (3) ◽  
pp. 208
Author(s):  
Hernan Casakin ◽  
Vishal Singh
Keyword(s):  
Latent Semantic Analysis ◽  
Design Education ◽  
Design Thinking ◽  
Semantic Analysis ◽  
Key Factors ◽  
Levels Of Detail ◽  
Interdisciplinary Design ◽  
Assessment Approach ◽  
Design Expertise ◽  
Different Levels

Design and design thinking are increasingly being taught across several disciplines—ranging from arts, architecture, and technology and engineering to business schools—where expertise plays a central role. A substantial corpus of literature on research in regard to design expert and design expertise has accumulated in the last decades. However, in spite of its importance for design and design education, the topic has remained largely unframed. A major goal of this study was to carry out an assessment of literature through leading interdisciplinary design journals in order to identify main topics and categorize them into thematic patterns concerned with expertise in design. A structured assessment approach based on Latent Semantic Analysis (LSA) was used over 861 abstracts. The emerging thematic patterns associated with design expertise allowed a categorization at different levels of detail, which included 80, 50, 20, and 12 factors analyses, respectively. The major contribution of the study was to offer a structured assessment of key design literature that enabled to gain a clearer and more comprehensive understanding of the thematic patterns in the discussion on design expertise. Implications of the identified key factors for design education are discussed.

Interdisciplinary Design Education Based on Collaboration Between Arts and Engineering Schools

2015 ◽  
Author(s):  
Soo Yeon Leem ◽  
Sang Won Lee
Keyword(s):  
Design Education ◽  
Design Thinking ◽  
Deep Understanding ◽  
Interdisciplinary Teams ◽  
Project Based Learning ◽  
Graduate Course ◽  
Team Members ◽  
Interdisciplinary Design ◽  
New Graduate ◽  
Engineering Schools

In this paper, the new graduate course, referred to as “Creation and Innovation”, for interdisciplinary design and innovation is introduced based on the collaboration between arts and engineering. In this course, students having various backgrounds in arts and engineering schools participates and forms several interdisciplinary teams for project-based learning. The systematic methods such as Design Thinking Process and Strategic Foresight and Innovation have been combinatorially adopted for this course. Those methods are human-centered approaches, which allow deep understanding on users’ needs and wants by being empathized with users and their environments. This empathy activity can enable the students to actively consider users’ various aspects, which has been of much significance in the current interdisciplinary design education. It is also shown that the collaboration among the team members with the backgrounds of arts and engineering can be effective to generate more creative and innovative ideas by combining their holistic and analytic views.

scholarly journals Graphic Design Education: A Revised Assessment Approach to Encourage Deep Learning

2008 ◽  
Vol 5 (1) ◽  
pp. 85-96
Author(s):  
G. Ellmers ◽  
◽  
M. Foley ◽  
S. Bennett ◽  
◽  
...  
Keyword(s):  
Graphic Design ◽  
Design Education ◽  
Design Thinking ◽  
Approaches To Learning ◽  
Iterative Refinement ◽  
Assessment Procedure ◽  
Design Work ◽  
Assessment Approach ◽  
Assessment Procedures ◽  
The University

In this paper we outline the review and iterative refinement of assessment procedures in a final year graphic design subject at the University of Wollongong. Our aim is to represent the main issues in assessing graphic design work, and informed by the literature, particularly 'notions of creativity' (Cowdroy & de Graaff, 2005), to develop and incorporate assessment procedures that allow creative ability to be assessed with greater transparency and objectivity. In the first iteration we developed a structure to standardise and clarify the existing model for the subject. Once this structure was in place we identified issues that would benefit from a review of the literature on assessment in the creative disciplines and the broader field of pedagogy. We marked the shift from surface approaches to learning to deep approaches to learning (Moon, 1999) at the point where we identified gaps in the learning outcomes. Our response was to move the focus from the outcome to the process and to introduce a staged assessment procedure with a stronger emphasis on formalised reflection, cycling throughout the design process. We divided the learning process into two streams: thinking and making as a means to clarify facets of learning. As we continue to refine this model we note and respond to the relationship between assessment and learning. We propose ideas for future investigation, based on identifying levels of design thinking achieved by students in the most recent iteration of the program, and how these might be improved.

The Development and Evolution of Design Education From Secondary School to Tertiary Education

2018 ◽  
pp. 230-240
Author(s):  
Yi Lin Wong ◽  
Kin Wai Michael Siu
Keyword(s):  
Secondary School ◽  
Design Education ◽  
Design Thinking ◽  
Tertiary Education ◽  
Learning Experience ◽  
Smooth Transition ◽  
Design Problems ◽  
Secondary School Education ◽  
Different Levels ◽  
Development And Evolution

Design education is interdisciplinary by nature and provides a platform for students to learn different knowledge and skills and then apply them to solve design problems. It is inspirational and innovative at many different educational levels. However, the curricula of design education may not be aligned at different levels. To investigate this issue, Hong Kong is chosen to be the case because of its uniqueness in the development of its design education. This chapter discusses this issue by reviewing the design curricula in secondary school education and tertiary education. This review provides an overview of how students learn design thinking and problem solving in design education. The problems of the transition from one curriculum to another are highlighted. It is suggested that better communication between the curriculum developers is needed to cultivate a smooth transition so that the students of design can enjoy a better learning experience.

scholarly journals Almost Risking It All

Cubic Journal ◽  
2021 ◽  
pp. 20-31
Author(s):  
Bo Allesøe Christensen ◽  
Peter Vistisen ◽  
Thessa Jensen
Keyword(s):  
Risk Taking ◽  
Design Education ◽  
Design Thinking ◽  
General Concept ◽  
Ethics Of Technology ◽  
Problem Space ◽  
Interdisciplinary Design ◽  
Design Workshop ◽  
German Sociologist ◽  
Human Centred Design

This paper provides an argument against understanding risk-taking in design education as something ideally in need of only being calculable and formalisable. Using the German sociologist Ulrich Beck’s theory on risktaking combined with the current discourse on design thinking, together with an analysis of a three week-long interdisciplinary design workshop, we analyse and discuss how risk-taking - as a general concept - in design education is an inherent element of the education itself. We argue, however, non-calculable risks, like human-centred design concerns, like desirability of use, ethics of technology, are an equally important part of a modern-day educational skillset as calculable risks. The aim is arguing for the prospect of interdisciplinary design-based education models as one way of embracing the non-calculable elements of a problem space.

Task Estimation Using Latent Semantic Analysis of Visual Scenes and Spoken Words

2012 ◽  
Vol 132 (9) ◽  
pp. 1473-1480
Author(s):  
Masashi Kimura ◽  
Shinta Sawada ◽  
Yurie Iribe ◽  
Kouichi Katsurada ◽  
Tsuneo Nitta
Keyword(s):  
Latent Semantic Analysis ◽  
Semantic Analysis ◽  
Spoken Words ◽  
Visual Scenes

Similarity Detection Using Latent Semantic Analysis Algorithm

2018 ◽  
Vol 6 (8) ◽  
pp. 102
Author(s):  
Priyanka R. Patil ◽  
Shital A. Patil
Keyword(s):  
Latent Semantic Analysis ◽  
Latent Dirichlet Allocation ◽  
Semantic Analysis ◽  
Mining Method ◽  
Research Papers ◽  
Information Measures ◽  
Automated Software ◽  
Day By Day ◽  
Ways Of Life ◽  
Dirichlet Allocation

Similarity View is an application for visually comparing and exploring multiple models of text and collection of document. Friendbook finds ways of life of clients from client driven sensor information, measures the closeness of ways of life amongst clients, and prescribes companions to clients if their ways of life have high likeness. Roused by demonstrate a clients day by day life as life records, from their ways of life are separated by utilizing the Latent Dirichlet Allocation Algorithm. Manual techniques can't be utilized for checking research papers, as the doled out commentator may have lacking learning in the exploration disciplines. For different subjective views, causing possible misinterpretations. An urgent need for an effective and feasible approach to check the submitted research papers with support of automated software. A method like text mining method come to solve the problem of automatically checking the research papers semantically. The proposed method to finding the proper similarity of text from the collection of documents by using Latent Dirichlet Allocation (LDA) algorithm and Latent Semantic Analysis (LSA) with synonym algorithm which is used to find synonyms of text index wise by using the English wordnet dictionary, another algorithm is LSA without synonym used to find the similarity of text based on index. LSA with synonym rate of accuracy is greater when the synonym are consider for matching.

LATENT-SEMANTIC ANALYSIS, SOCIAL NETWORKS AND NON-STRUCTURED DATA: INTERACTION METHOD

2019 ◽  
Keyword(s):  
Social Networks ◽  
Latent Semantic Analysis ◽  
Semantic Analysis ◽  
Statistical Processing ◽  
Unstructured Data ◽  
Average Score ◽  
Text Type ◽  
Internet Users ◽  
The Matrix ◽  
Human Thinking

This article examines the method of latent-semantic analysis, its advantages, disadvantages, and the possibility of further transformation for use in arrays of unstructured data, which make up most of the information that Internet users deal with. To extract context-dependent word meanings through the statistical processing of large sets of textual data, an LSA method is used, based on operations with numeric matrices of the word-text type, the rows of which correspond to words, and the columns of text units to texts. The integration of words into themes and the representation of text units in the theme space is accomplished by applying one of the matrix expansions to the matrix data: singular decomposition or factorization of nonnegative matrices. The results of LSA studies have shown that the content of the similarity of words and text is obtained in such a way that the results obtained closely coincide with human thinking. Based on the methods described above, the author has developed and proposed a new way of finding semantic links between unstructured data, namely, information on social networks. The method is based on latent-semantic and frequency analyzes and involves processing the search result received, splitting each remaining text (post) into separate words, each of which takes the round in n words right and left, counting the number of occurrences of each term, working with a pre-created semantic resource (dictionary, ontology, RDF schema, ...). The developed method and algorithm have been tested on six well-known social networks, the interaction of which occurs through the ARI of the respective social networks. The average score for author's results exceeded that of their own social network search. The results obtained in the course of this dissertation can be used in the development of recommendation, search and other systems related to the search, rubrication and filtering of information.

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