scholarly journals Integration of Environmental Sustainability Issues into the “Game Design Theory and Practice” Design Course

2020 ◽  
Vol 12 (16) ◽  
pp. 6334
Author(s):  
Hsiu Ching Laura Hsieh
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Game Design ◽  
Design Education ◽  
Design Theory ◽  
Design Thinking ◽  
Social Issues ◽  
Theory And Practice ◽  
Art And Design ◽  
Positive Effects

International and Taiwanese research has suggested that education for sustainable development (ESD) requires interdisciplinary research and teaching. There is a lack of sustainable art and design courses in the field of humanities. We have learned that design students have neither a concern for the surrounding environment nor the ability to resolve social issues when teaching design. This study is intended to integrate sustainable development issues into design courses and apply design to resolve issues so that students can develop the ability to think creatively and solve environmental sustainability issues. This study aimed to examine the effectiveness of integrating sustainable development issues into “Game Design Theory and Practice” design course and to construct a model of “design course on environmental sustainability.” This study applied the action research method and incorporated the PBL (problem-based learning) and ADDIE (analysis, design, development, implementation, evaluation) modes. Ultimately, based on the results of course planning and implementation, we proposed the model of “design course on environmental sustainability,” with priorities given to: (1) The introduction of environmental sustainability issues; (2) the introduction of design methods by teachers; (3) the promotion of students’ participation in design thinking and discussion; (4) students’ adjustments to the design according to players’ feedback; and (5) interaction and communication between different characters. The results demonstrated that the integration of sustainable development issues into the planning and implementation of the “Game Design Theory and Practice” design course had positive effects. Game design could be used as a method and tool to encourage students and players to assume sustainable citizenship and to generate a concern for sustainable development in interesting game contexts. These findings can contribute to the future development of design education at colleges and universities.

Organisational Strategies for Sustainable Development: Developing A Research Agenda for the New Millennium

2002 ◽  
Vol 27 (1_suppl) ◽  
pp. 105-117 ◽  
Author(s):  
Subhabrata Bobby Banerjee
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Social Issues ◽  
Environmental Issues ◽  
Theory And Practice ◽  
Economic Sustainability ◽  
Corporate Strategies ◽  
Social Environmental ◽  
Practical Implications ◽  
Field Of Inquiry

Environmental issues have been on the agendas of industry and academia for nearly thirty years. While the bulk of this research has focused on environmental sustainability, the late 1990s saw a broadening of the scope of this field of inquiry to include social, environmental and economic sustainability. In this paper I discuss the emergence of organisational strategies for sustainable development and their implications for management theory and practice. I discuss the emergence of environmental issues and their implications for strategy, and describe briefly the theoretical and practical implications of integrating environmental and social issues into corporate strategies. I also discuss my own work in this field and how it relates to other research.

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.

Articulating Design Education

2014 ◽  
pp. 22-47
Keyword(s):  
Environmental Sustainability ◽  
Cultural Awareness ◽  
Design Education ◽  
Divergent Thinking ◽  
Design Thinking ◽  
Design Activity ◽  
Communitarian Ethics ◽  
Reflection In Action ◽  
And Control ◽  
Problematic Feature

Design as an activity may be conceptualized analytically by saying that it consists, first and foremost, in the ability to create visual images of new structures and products; secondly, in the ability to produce such images in a way that will balance the economic demands of clients with the cultural demands of society; and finally, in the ability to use and control various ICTs for the production of visualizations. At the core of design activity is the phenomenon of creativity, the most mysterious and problematic feature of design, because it is thought to emanate from the imagination in a way that precludes and defies rational choice and control. J. P. Guilford’s concept of divergent thinking helps to explain creativity, as does Donald Schön’s concept of reflection-in-action, contrasted to Herbert Simon’s argument that design thinking is primarily problem solving, but ultimately, creativity and imagination appear to be elusive and uncanny concepts. Aristotle’s insistence on the formally teleological nature of making suggests that there may be a difference between art, or pure creativity, and design, or technical creativity, with its emphasis on utility. Creativity has always been required of designers, but in today’s world cultural awareness is also needed, in order to comply with communitarian ethics, with its emphasis on co-operation and consensus building, directed mainly toward environmental sustainability. Finally, expertise in the use of ICTS is now being universally advocated for all designers.

scholarly journals Dissemination of Environmental Information and its Effects on Stakeholders’ Decision-Making: A Comparative Study between Swedish and Polish Municipalities

2017 ◽  
Vol 10 (2) ◽  
pp. 9-47
Author(s):  
Anna Cregård ◽  
Iwona Sobis
Keyword(s):  
Decision Making ◽  
Sustainable Development ◽  
Local Government ◽  
Natural Environment ◽  
Environmental Sustainability ◽  
Current Knowledge ◽  
Environmental Information ◽  
Development Economic ◽  
Agenda 21 ◽  
Positive Effects

Abstract According to Action Agenda 21, which was adopted at the Rio Conference in 1992, sustainable development is a major objective for local and global development. Economic growth, good living conditions, and protection of the earth’s natural environment are important to all people in the world. This article focuses on one aspect of sustainable development, i.e. on environmental sustainability. Research shows that local government can take a leading position in protecting the natural environment and disseminating information on it among stakeholders. However, our knowledge about the dissemination of environmental information practices among stakeholders is limited. The purpose of this research is to fill a gap in current knowledge, to describe and compare the practical work with dissemination of such information among stakeholders in Swedish and Polish municipalities. The questions to be answered are: What environmental information is collected and produced by the local government ? At what stakeholders is such information targeted ? and What effects does it have on decision-making by stakeholders in the investigated municipalities ? The study is based on state regulations, the homepages of municipal offices, and policy documents, official reports, and semi-structured interviews with key managers responsible for the protection of the natural environment in the studied municipalities. Data were collected from late 2015 to early 2017. This research indicates that dissemination of environmental information has a positive effect on the decision-making of internal stakeholders. In both countries, the municipal authorities follow the EU recommendations, resulting in innovative work and growing environmental awareness among the municipal authorities, the residents, and other stakeholders. Improvement of the natural environment is perceived as “a must” for the future. Nonetheless, especially larger municipalities face challenges because the production and dissemination of environmental information is time-consuming. In the long run, however, surprisingly positive effects on the local protection of the natural environment appear.

DESIGN IDEA CREATION AND IMPLEMENTATION IN LEARNING PROCESS: STUDY CASE

2019 ◽  
Vol 4 ◽  
pp. 555
Author(s):  
Lauma Veita
Keyword(s):  
Problem Solving ◽  
Design Process ◽  
Learning Process ◽  
Design Education ◽  
Design Thinking ◽  
Learning Technologies ◽  
Problem Solving Skills ◽  
Practical Action ◽  
Art And Design ◽  
Vocational Orientation

In the 21st century design thinking or problem-solving methodology has obtained a wide response in product development and service provision. It is a way of thinking which takes us to changes. Currently, in Latvia the schools which implement vocational secondary education art and design education programmes and also vocational orientation education programmes in art and design area have obtained the broadest experience in design acquisition. Taking into account the significance of problem-solving in learners’ development, design has been included in the comprehensive education content. Teachers need a new skill – to organize the design process so that their pupils would acquire problem-solving skills in a practical action. How have the teachers organized the design process? What learning methods have been applied? How is the design thinking developed? Goal analyse theoretical knowledge in design thinking and teachers’ experience of learning technologies in design acquisition which has been acquired in art education of vocational orientation. The Latvian National Culture Centre has compiled the experience of art teachers in methodological material “No Tēla līdz dizainam. Putns” (“From Image to Design. Bird”), it can look at 24 individual or pedagogical workgroup design process methodology for primary school pupils. Using designer IDEO group 3 I model – Inspiration, Ideation, Implementation, in the methodological material, development of design thinking has been described with 10 different techniques. The author’s analysis conveys the possible competences, what knowledge and skills pupils acquire in the design process, what techniques and methods the teacher applies in the learning process in design acquisition. The methodological material used in the research is one of the first for elementary school pupils’ design thinking development in Latvia, it enables us to identify problems and needs for school teachers. 

scholarly journals Innovative Forms of Education in Art and Design: Overview and Prospects

2021 ◽  
Vol 17 (1) ◽  
pp. 126-144
Author(s):  
Liudmila Alyabieva ◽  
Irina Sakhno ◽  
Tatiana Fadeeva
Keyword(s):  
Design Education ◽  
Theory And Practice ◽  
Academic Learning ◽  
Graduate Courses ◽  
Master's Degrees ◽  
Academic Field ◽  
Art And Design ◽  
Practical Research ◽  
New Graduate ◽  
Practice Based Research

The latest educational technologies and courses in art and design are the focus of this paper. Various practice-based graduate courses such as the practicebased Ph.D., the Art Ph.D., practice-based research, and practice-led research, and others, are of particular interest. The authors argue that traditional education is no longer capable of meeting today’s smart society’s needs with its focus on information, technology, and creativity. By establishing convergent teaching principles, these new graduate courses provide career-oriented education that fuses theory and practice. These innovative courses aim to reinforce practical/applied and research skills and bring together theoretical findings and practical representation forms. With today’s growing interest in projectbased and practice-based research, the authors examine the evolution of educational and academic standards and analyze the background of project-based activity in art and design education. Based on their in-depth study of international experience and postgraduate European art and design programs, they draw a range of conclusions and take a detailed look at practice-based research Ph.D. As Ph.D. programs become more diverse and the choice is continually growing, the authors feel that the traditional teaching and research role of a Ph.D. student is becoming outmoded. Becoming a key resource for creating innovative Ph.D. programs, today’s practice-based Bachelor’s and Master’s degrees in art and design focus on applied research, the effectiveness of which is beyond question. Practice-based Ph. Ds, which are increasingly becoming the subject of academic debate, clearly show the shift taking place in views on graduate study standards. In today’s educational and academic learning models, the dichotomy between theory and practice is erased with practical research bringing together methodologies based on academic and practical results. The development of integrative methodology is greatly advanced through practical research cases, the effectiveness of which largely depends on the educational establishment’s management’s dedication to updating traditional learning formats. The paper offers a brief review of the leading practice-based Ph.D. discussion platforms while also introducing a wide variety of foreign-language sources, in which this new phenomenon and various practical research models are analyzed, into the academic field.

scholarly journals SUSTAINING BEHAVIOUR CHANGE THROUGH IMMERSIVE TECHNOLOGIES: TRENDS, PERSPECTIVES, AND APPROACHES

2021 ◽  
Vol 1 ◽  
pp. 2891-2900
Author(s):  
Maximilian Wittmann ◽  
Philip Cash ◽  
Milton Mariani ◽  
Anja Maier ◽  
John Paulin Hansen
Keyword(s):  
Behaviour Change ◽  
Game Design ◽  
Design Theory ◽  
Research Question ◽  
Human Robot Interaction ◽  
Theory And Practice ◽  
Behaviour Change Techniques ◽  
Surrounding Areas ◽  
Immersive Technologies

AbstractLong-term behaviour changes are critical to answering societal and individual challenges surrounding areas such as sustainability and health. Current understanding of how to bring about sustained behaviour is focused on the identification of Behaviour Change Techniques (BCTs) without explicit guidance on how these should be matched with technological solutions. Based on this gap we set out to answer the research question: What is the relationship between BCTs and interactive immersive technologies with respect to long-term, sustainable behaviour? To this end, we report a literature review on technology trends in the fields of human computer interaction, human robot interaction, and game design. Based on this review we develop three main contributions with implications for design theory and practice. First, we propose a number of characteristics and mechanisms in emerging immersive technologies. Second, we highlight technological pathways connected to specific BCT clusters likely to be disrupted: technology as a conveyor of information, an augmenter of feedback, and as an embodiment of empathy. Third, we explore these connections between BCT clusters and the actual technological interventions.

scholarly journals Arts and design education for sustainable development

2016 ◽  
Author(s):  
Vedat Özsoy
Keyword(s):  
Sustainable Development ◽  
Design Education ◽  
Global Climate ◽  
Education For Sustainable Development ◽  
Human Environment ◽  
Art And Design ◽  
Global Climate Changes ◽  
Sustainable Environment ◽  
Mental Abilities ◽  
Un General Assembly

The UN General Assembly realized in 1983 that there was a heavy deterioration of the human environment and natural resources, and established the World Commission on Environment and Development (WCED). WCED's mission was to unite countries to pursue sustainable development together. This commission prepared a report called as “Our Common Future” in October 1987. The focus in the report was that the perspectives of society and nature are equal to that of economy.Countries’ economic and social development being sustainable, preventing global climate changes and natural disasters are directly proportionate to education strategies’ involving sustainability.  Sustainability education is a model that aims to support the learners to become responsible citizens who struggle for a more sustainable world with their knowledge, skills, values and mental abilities. UNESCO indicates that “Education for Sustainable Development” allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future.Art and design education has a multi-directional content for sustainable development ideals. For example, aesthetic sensitivity and critical thinking which are in the nature of art and design subjects, help students grow as individuals who are environment and ecosystem-sensitive. Sustainability of art and design education could be seen in two-directions. The first side is to keep students away from any kind of violence by providing them with sensitivity and empathy as well as help them develop respect for society and environment. In this way, students gain susceptibility and eagerness to protect ecosystem and live in the limits of nature. The second side is the sustainability projects carried out by students and instructors in art and design lessons. These are applications especially to clarify that a sustainable environment, nature and ecosystem is important for a sustainable life.  This study includes some practical examples about the second side.Keywords: Sustainability, art and design education.

scholarly journals An Interpretive and Contextual Approach to Interior Design Education

IDEA JOURNAL ◽  
1969 ◽  
pp. 107-115
Author(s):  
Tiiu Poldma
Keyword(s):  
Data Analysis ◽  
Interior Design ◽  
Design Education ◽  
Design Theory ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Contextual Approach ◽  
Design Processes ◽  
Study Methodology ◽  
Interior Design Education

The teaching and learning of interior design processes are collaborative exercises situated in experience in the phenomenological sense. Researchers interested in evolving interior design philosophies need to understand the underlying values inherent in existing theories and the contradictions that occur when these theories oppose actual interior design processes as they are taught and explored in the studio environment. This paper is organised along three streams. First, the rationale situates the dichotomies that currently exist in design theory production and pedagogy. Second, the study methodology and data analysis are described. Finally, consideration is given to how design pedagogies could be restructured in light of these findings and how theory and practice can be viewed as symbiotic parts of a whole rather than as theoretical opposites.

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