Using a Value Cycle Framework to Analyze Teamwork Capability as a Learning Outcome in Interior Design Studio Courses

2020 ◽  
pp. 197-223
Author(s):  
Paola Gavilanez ◽  
Amber Ortlieb ◽  
Thomas Carey
Keyword(s):  
Interior Design ◽  
Teaching And Learning ◽  
Learning Outcome ◽  
Design Studio ◽  
Capability Development ◽  
A Value ◽  
Research On Teaching ◽  
Ongoing Work ◽  
Institutional Learning ◽  
Development Of Students

Previous research on teaching and learning in the design disciplines has demonstrated the complex set of factors which need to be aligned in order for our students to be prepared for professional practice in teamwork. This chapter reports on ongoing work to extend this previous research, including integration with an institutional learning outcomes framework, incorporation of insights from beyond the design disciplines to engage student motivation in capability development, and a specific interest in the ways team teaching in design studios can contribute to the development of students' teamwork capability (in addition to advancing their development of design capability).

Using a Value Cycle Framework to Analyze Teamwork Capability as a Learning Outcome in Interior Design Studio Courses

2017 ◽  
pp. 28-54 ◽  
Author(s):  
Paola Gavilanez ◽  
Amber Ortlieb ◽  
Thomas Carey
Keyword(s):  
Interior Design ◽  
Teaching And Learning ◽  
Learning Outcome ◽  
Design Studio ◽  
Capability Development ◽  
A Value ◽  
Research On Teaching ◽  
Ongoing Work ◽  
Institutional Learning ◽  
Development Of Students

Previous research on teaching and learning in the design disciplines has demonstrated the complex set of factors which need to be aligned in order for our students to be prepared for professional practice in teamwork. This chapter reports on ongoing work to extend this previous research, including integration with an institutional learning outcomes framework, incorporation of insights from beyond the design disciplines to engage student motivation in capability development, and a specific interest in the ways team teaching in design studios can contribute to the development of students' teamwork capability (in addition to advancing their development of design capability).

Next time, with empathy: revisiting the studio pedagogy for transitional housing for refugees

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pallavi Swaranjali ◽  
Tina Patel ◽  
Kurt Espersen-Peters
Keyword(s):  
Interior Design ◽  
Teaching And Learning ◽  
Transitional Housing ◽  
Abductive Reasoning ◽  
Design Parameters ◽  
Design Studio ◽  
Wicked Problem ◽  
Content Type ◽  
Studio Pedagogy

PurposeShowing empathy can be, at best, a tricky prospect; teaching empathy is downright daunting. The authors taught an interior design studio project that designed hypothetical transitional housing for refugees coming to Canada. As the project evolved, it became imperative that students needed to address tangible issues experienced by the refugee client, namely trauma, rootlessness and marginalization and authentically empathize with their client. Hence, instructors needed to accurately structure and facilitate this engagement. The purpose of this paper is to present a summary of the evolution of this studio project as a case study, the revision of the project's pedagogical goals and establishing a new set of design parameters that engage the “self” and the “other” through alternate modes of thinking and reasoning.Design/methodology/approachThe paper is centered on a reflective case study of the studio project and the student's work. The results of the reflection are contextualized within pedagogical framework that emphasize alternate forms of teaching and learning that promotes authentic empathetic engagement.FindingsThe summary of these reflections arises from organically questioning the nature of traditional design studio pedagogy. It proposes divergent approaches, such as “abductive reasoning”, posing the project as a “wicked problem” to encourages lateral explorations and connections.Originality/valueThis paper questions the value of prescriptive design process and guides student learning by providing an experimental toolkit that encourages alternative exploration, research and thinking.

scholarly journals Placing Elsewhere: Approaches for Physical and Digital Flânerie

Interiority ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 145-162
Author(s):  
Ying-Lan Dann ◽  
Liz Lambrou
Keyword(s):  
Interior Design ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Urban Site ◽  
Design Studio ◽  
Social Distancing ◽  
The Third ◽  
Arcades Project ◽  
Digital Classroom ◽  
Student Projects

This paper will discuss approaches and tools for physical and digital flânerie that emerged within an RMIT second- and third-year Interior Design Studio, during the COVID-19 pandemic. In the third week of classes in March 2020, social distancing measures in Australia led us to transpose urban site-based student projects online. Though unforeseen, this was taken as an opportunity for the interior design studio to explicate modes of physical and digital flânerie, via meandering and looking. We discuss teaching and learning experiences within the digital classroom, which we discovered was a dynamic chat-scape of hyperlinks, fragments, displacements and delays. We discuss how we translated aspects of the philosopher Walter Benjamin’s flaneur with reference to The Arcades Project. The paper is structured as a stroll through key discoveries and works and aims to explicate emerging frameworks for digital flânerie within the teaching and learning of interior design.

Research on teaching and learning medicine

JAMA ◽  
1965 ◽  
Vol 194 (11) ◽  
pp. 1225-1225
Author(s):  
S. E. Ross
Keyword(s):  
Teaching And Learning ◽  
Research On Teaching

Upaya Meningkatkan Hasil Belajar IPA pada Materi Keseimbangan Ekosistem melalui Penerapan Model Contextual Teaching And Learning (CTL) Siswa Kelas VI SD Negeri 1 Manggeng

2020 ◽  
Vol 1 (3) ◽  
pp. 333-340
Author(s):  
Syarifah Roswan
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Learning Model ◽  
Outcome Data ◽  
Contextual Teaching ◽  
Data Collection Technique ◽  
Written Test ◽  
Academic Year

The purpose of this study was to increase the learning outcomes of IPA in the Ecosystem Balance mate-rial through the application of the Contextual Teaching And Learning (CTL) learning model for class VI students of SD Negeri 1 Manggeng for the 2017/2018 academic year. The research methodology is Classroom Action Research (CAR) consisting of two cycles and each cycle consisting of two findings. Each cycle consists of planning, implementing, observing and reflecting. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question in-strument (written test). The learning outcome data were analyzed by means of percentage statistics. The results showed that the completeness of student learning outcomes increased from 66,67% in the first cycle and increased to 83,33% in the second cycle. The application of the Contextual Teaching And Learning (CTL) learning model can increase the learning outcomes of IPA in the Ecosystem Balance material of class VI SD Negeri 1 Manggeng for the 2017/2018 academic year

When Seeing Is Believing: Generalizability and Decision Studies for Observational Data in Evaluation and Research on Teaching

2021 ◽  
pp. 109821402093194
Author(s):  
Timothy J. Weston ◽  
Charles N. Hayward ◽  
Sandra L. Laursen
Keyword(s):  
Teaching Practices ◽  
Interrater Reliability ◽  
Teaching And Learning ◽  
Generalizability Theory ◽  
Learning Activities ◽  
Observation Data ◽  
Reliable Measure ◽  
Single Class ◽  
Research On Teaching ◽  
The One

Observations are widely used in research and evaluation to characterize teaching and learning activities. Because conducting observations is typically resource intensive, it is important that inferences from observation data are made confidently. While attention focuses on interrater reliability, the reliability of a single-class measure over the course of a semester receives less attention. We examined the use and limitations of observation for evaluating teaching practices, and how many observations are needed during a typical course to make confident inferences about teaching practices. We conducted two studies based on generalizability theory to calculate reliabilities given class-to-class variation in teaching over a semester. Eleven observations of class periods over the length of a semester were needed to achieve a reliable measure, many more than the one to four class periods typically observed in the literature. Findings suggest practitioners may need to devote more resources than anticipated to achieve reliable measures and comparisons.

scholarly journals Envisioning the atmospheric effect through (im)materiality

2019 ◽  
Vol 64 ◽  
pp. 02007
Author(s):  
Nilay Ünsal Gülmez ◽  
Dürnev Atılgan Yagan ◽  
Murat Şahin ◽  
Efsun Ekenyazıcı Güney ◽  
Hande Tulum
Keyword(s):  
Interior Design ◽  
Analytical Method ◽  
Design Studio ◽  
First Year ◽  
Second Phase ◽  
Design Practice ◽  
Atmospheric Effect ◽  
Two Phases ◽  
Light Color ◽  
Design Experiments

In an attempt to bridge the gap between architectural/interior design practice and education, ‘atmosphere’ as a prolific contemporary architectural debate in practice and theory is covered by the experiment of ‘Staging Poe’ carried out as a first year Design Studio through the study of Edgar Allen Poe’s selected poems. Poe’s 1846 text of ‘The Philosophy of Composition’, unfolding his analytical method of writing and emphasis on “effect” in poetry, provides a ground for experimenting with facets of materiality and structuring the studio. Aiming to cultivate intuitive design experiments of students into informed processes in hybridizing conceptual/textual and material/sensual aspects, studio is structured in two phases. In the first phase, “materialization”, idiosyncratic interpretations of students from words to materials with a focus on tectonic experiments and haptic experiences are sought in between materializing and dematerializing processes. In the second phase, the “atmospheric”, emphasis on dematerialization of the perception of materials through tools, such as light, color and sound is exercised to transform the object into a performance stage. Outcomes of the studio on aspects pertaining to material and materialities in creation of the immaterial that is the atmosphere is followed and evaluated through responses of students’ weekly reports.

THE EFFECT OF LEARNING OUTCOMES USING THE CONTEXTUAL TEACHING AND LEARNING MODEL ON MATEMATICS

2020 ◽  
Vol 1 (1) ◽  
pp. 18-24
Author(s):  
Khusnul Tri Hartanti ◽  
Udjang Pairin M. Basir ◽  
Claudya Zahrani Susilo
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Surrounding Environment ◽  
Student Learning Outcome ◽  
Contextual Teaching ◽  
The One

Many students find it difficult to accept fraction material from the teacher because student are more receptive to material through the surrounding environment such as fruit, bread, marbles, stones, etc. The purpose of this researchs to determine student learning outcome whether thereis influence when use the Contextual Teaching and Learning (CTL) model of mathematics subject matter in the 4th grade SDN Jombatan IV Jombang. This type of research is PreExperimental Design, the design used is one-group pretest -posttest design. The study focus on student learning outcomes in fraction material with the CTL model. Based on research that has been done, it can seen than more than 90% of students can achieve KKM value. In testing the test-t if the value of t is greater than t table then the hypothesis is accepted. It is evident from the results of the study that tcount = 5.344219271 and ttable = 2.178812827, which means that it has a strong signification shows that there is an influencer on student learning outcomes. The one-party test, it turns out that tcount falls in the area of acceptance of Ha, which the result test shows menunjukkan thitung ˃ ttabel so that the conclusion are Ha is accepted and Ho is rejected. So it can be said that learning uses Contextual Teaching and Learning (CTL) can affect of student learning outcomes.

scholarly journals Developing a Learning Outcome-Based Question Examination Paper Tool for Universiti Putra Malaysia

2016 ◽  
Vol 9 (2) ◽  
pp. 132 ◽  
Author(s):  
Sa’adah Hassan ◽  
Novia Indriaty Admodisastro ◽  
Azrina Kamaruddin ◽  
Salmi Baharom ◽  
Noraini Che Pa
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Outcome ◽  
Teaching Plan ◽  
Outcome Based Education ◽  
Programme Outcomes ◽  
Examination Paper

<p class="apa">Much attention is now given on producing quality graduates. Therefore, outcome-based education (OBE) in teaching and learning is now being implemented in Malaysia at all levels of education especially at higher education institutions. For implementing OBE, the design of curriculum and courses should be based on specified outcomes. Thus, the challenge for the assessment is that it should be capable of measuring whether intended outcomes have been achieved or not. Likely, by assisting lecturer in preparing examination paper that aligns with the specified outcomes is something that can help to ensure the implementation of OBE. Hence, this paper describes the development of a tool for generating question examination paper based on learning outcomes, called Learning Outcome-based Question Examination paper Tool (LoQET). LoQET is proposed for assisting lecturer in Universiti Putra Malaysia for preparing examination paper based on programme outcomes and learning outcomes set in the teaching plan and assessment entries.</p>

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