scholarly journals Learning Design Thinking Through a Hands-On Learning Model

2021 ◽  
Vol 2 (1) ◽  
pp. 1-19
Author(s):  
Norman Gwangwava
Keyword(s):  
Industry 4.0 ◽  
Design Thinking ◽  
User Interaction ◽  
Design Solution ◽  
Multidisciplinary Teams ◽  
User Centered Design ◽  
End User ◽  
Hands On ◽  
Hands On Learning ◽  
Process Factors

Design thinking is a human-centered, team-based, creative, and iterative process for problem-solving. The process focuses on the end-user and applies empathy skills to gain an understanding of the problem. Unlike other design methodologies, design thinking dwells much on the most prominent user of the design solution. Industry 4.0 is characterized by fast-changing technology, which requires quick time-to-market solutions. Industry 4.0 applications involve more end-user interaction. In order to design products, applications, and systems that end-users will be comfortable to use, designers should engage users throughout the design process. Design thinking brings together key parameters for achieving innovative user-centered design solutions. In addition to bringing together designers to work as multidisciplinary teams, the process factors in a creative environment under which the teams work. The article presents a case study for hands-on learning of design thinking where groups of students were engaged in solving pressing problems encountered by skilled craftsmen in the digital era.

Integrated Smart Home Model

2022 ◽  
Vol 17 (3) ◽  
pp. 1-14
Author(s):  
Nurshahrily Idura Ramli ◽  
Mohd Izani Mohamed Rawi ◽  
Fatin Nur Nabila Rebuan
Keyword(s):  
Industry 4.0 ◽  
Smart Home ◽  
Academic Programs ◽  
Raspberry Pi ◽  
Web Interface ◽  
Web Based ◽  
Learning Platform ◽  
Hands On ◽  
Hands On Learning ◽  
Set Up

Today, in the realm of Industry 4.0, vastly diverse Internet of Things (IoT) technology are integrated everywhere, not to mention included in academic programs in schools and universities. Domain ratio of the final year projects in Universiti Teknologi Mara exposes a staggering hype in IoT as compared to other domains despite not having IoT included in any of the courses. Meanwhile, to fulfill the needs of the student in exploring this technology, an integrated IoT learning platform is developed. It integrates an IoT smart home model and a web-based interface as a learning platform to inspire hands-on learning for the students. The raspberry pi, motion sensor, analog gas sensor, atmospheric sensor, ultrasonic proximity sensor, and rain detector sensor are integrated together in a Lego-built smart home model where its connectivity and readings are displayed in a simple web interface to enable and inspire learning. A manual to set up the entire model is also prepared as a guide for students to set up and further explore the functionalities and operabilities of “things”.

scholarly journals Axiomatic Design for Creativity, Sustainability, and Industry 4.0

2019 ◽  
Vol 301 ◽  
pp. 00016
Author(s):  
Christopher A. Brown ◽  
Erwin Rauch
Keyword(s):  
Industry 4.0 ◽  
Design Thinking ◽  
Selection Process ◽  
Solution Space ◽  
Axiomatic Design ◽  
Design Solution ◽  
Design Parameters ◽  
Functional Requirements ◽  
New Ideas ◽  
Creativity And Innovation

This paper discusses how to foster creativity and sustainability during Axiomatic Design processes, including Industry 4.0 as an example application. Creativity is generating valuable, new ideas. Innovation is making new ideas viable. This paper explains how AD theory and methods can improve the selection process in evolution-inspired creativity for formulating functional requirements and generating and selecting design parameters. FR formulation is a key to creating value in design solutions. No design solution can be better than its FRs. The FRs must capture the true, underlying essence of customer needs. In addition, an FR must define the solution space appropriately, so that all the best DP candidates are included. Suh’s axioms are used to select the single best DPs from the candidates. In AD, viabilityis established systematically during the axiomatic decomposition and the physical integration processes. Methods for detecting poor design thinking are presented. Metrics and tests for evaluating FRs’ facility for creativity and innovation are proposed. Techniques for improving FRs are proposed, decomposed, and reviewed for their compliance with the axioms.

scholarly journals ASCO Quality Training Program: A Five-Year Review

2020 ◽  
pp. OP.20.00319
Author(s):  
Michael Keng ◽  
Doris Quinn ◽  
Gene Cunningham ◽  
John Bingham ◽  
Anne Chiang ◽  
...  
Keyword(s):  
Training Program ◽  
Process Analysis ◽  
Multidisciplinary Teams ◽  
Conference Calls ◽  
Rapid Improvement ◽  
Case Examples ◽  
Safety Issues ◽  
Hands On ◽  
Before And After ◽  
Hands On Learning

PURPOSE: ASCO introduced the Quality Training Program (QTP) in 2013 with the aim to train oncology professionals to design, implement, and lead successful quality improvement (QI) activities and assume leadership positions to champion culture change in their practices. METHODS: The QTP is a formal 6-month program taught by QI faculty and mentored by QI coaches over 5 days of in-person learning across 3 sessions and hands-on learning at the participants’ practices. Sessions include seminars, case examples, and small-group exercises. Participants attend in multidisciplinary teams and focus on a problem they wish to solve in their practice. Scheduled conference calls with QI coaches are held between sessions. Participants complete pre- and post-QTP surveys (10-point Likert scale, with 1 = no knowledge/competence and 10 = complete knowledge/competence) and provide direct written feedback. RESULTS: Since its inception, QTP has had 15 courses (10 domestic and 5 international) with 120 teams and 544 total participants. QTP is led by an 8-member steering group with 16 faculty and coaches. All postsurvey items showed an increase in knowledge and competence. Each item’s score was calculated as the mean difference between before and after scores. Participants stated an increase of 46%-84% (overall mean increase: knowledge, 38%; competence, 37%). The greatest increases were in methodology and practical tools to make changes in practice (writing an aim statement, implementing rapid improvement, using process analysis tools, flowcharting the process). The most common suggestion for improvement was allowing more time for the project. Participants are encouraged to write articles and present work in poster and plenary sessions. QTP courses have led to 7 manuscripts and 21 abstract presentations to national meetings. Six QTP alumni are now QI coaches and faculty. CONCLUSION: The QTP is a successful QI course for oncology professionals who need to measure performance, investigate quality and safety issues, and implement change. It is the only oncology-focused QI training, as all faculty and coaches are providers and QI specialists with oncology experience, which makes this a unique opportunity. The success will provide further momentum to offer QTP domestically and around the world.

Hands on Design Thinking

2019 ◽  
Author(s):  
Conrad Glitza ◽  
Rosa-Sophie Hamburger ◽  
Michael Metzger
Keyword(s):  
Design Thinking ◽  
Hands On

Why Is Safe Science Good Science?

2018 ◽  
Author(s):  
Camilla Kao ◽  
Che-I Kao ◽  
Russell Furr
Keyword(s):  
Decision Making ◽  
Design Thinking ◽  
Good Science ◽  
Safety Issues ◽  
Safety Requirements ◽  
The Arts ◽  
Hands On ◽  
Obvious Benefit ◽  
New Ideas

In science, safety can seem unfashionable. Satisfying safety requirements can slow the pace of research, make it cumbersome, or cost significant amounts of money. The logic of rules can seem unclear. Compliance can feel like a negative incentive. So besides the obvious benefit that safety keeps one safe, why do some scientists preach "safe science is good science"? Understanding the principles that underlie this maxim might help to create a strong positive incentive to incorporate safety into the pursuit of groundbreaking science.<div><br></div><div>This essay explains how safety can enhance the quality of an experiment and promote innovation in one's research. Being safe induces a researcher to have <b>greater control</b> over an experiment, which reduces the <b>uncertainty</b> that characterizes the experiment. Less uncertainty increases both <b>safety</b> and the <b>quality</b> of the experiment, the latter including <b>statistical quality</b> (reproducibility, sensitivity, etc.) and <b>countless other properties</b> (yield, purity, cost, etc.). Like prototyping in design thinking and working under the constraint of creative limitation in the arts, <b>considering safety issues</b> is a hands-on activity that involves <b>decision-making</b>. Making decisions leads to new ideas, which spawns <b>innovation</b>.</div>

Hands-on Learning in the Medical Education Curriculum for Middle Grade Students

2010 ◽  
Vol 30 (1) ◽  
pp. 96-102 ◽  
Author(s):  
Kazuhiro FUJIMOTO ◽  
Atsushi KUROSAWA ◽  
Akihiro SUZUKI ◽  
Satoshi FUJITA ◽  
Hiroshi IWASAKI
Keyword(s):  
Medical Education ◽  
Middle Grade ◽  
Education Curriculum ◽  
Hands On ◽  
Hands On Learning ◽  
Middle Grade Students ◽  
Medical Education Curriculum

An Open Source Solution for “Hands-on” teaching of PET/CT to Medical Students under the COVID-19 Pandemic

2020 ◽  
Author(s):  
Martin Biermann ◽  
Salim Kanoun ◽  
Trond Davidsen ◽  
Robert Gray
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Student Survey ◽  
Technical Challenge ◽  
Course Work ◽  
Pet Ct ◽  
Hands On ◽  
Hands On Learning ◽  
Central Image ◽  
The University

Abstract Aims Since 2017, medical students at the University of Bergen were taught PET/CT “hands-on” by viewing PET/CT cases in native format on diagnostic workstations in the hospital. Due to the COVID-19 pandemic, students were barred access. This prompted us to launch and evaluate a new freeware PET/CT viewing system hosted in the university network. Methods We asked our students to install the multiplatform Fiji viewer with Beth Israel PET/CT plugin (http://petctviewer.org) on their personal computers and connect to a central image database in the university network based on the public domain orthanc server (https://orthanc-server.com). At the end of course, we conducted an anonymous student survey. Results The new system was online within eight days, including regulatory approval. All 76 students (100 %) in the fifth year completed their course work, reading five anonymized PET/CT cases as planned. 41 (53 %) students answered the survey. Fiji was challenging to install with a mean score of 1.8 on a 5-point Likert scale (5 = easy, 1 = difficult). Fiji was more difficult to use (score 3.0) than the previously used diagnostic workstations in the hospital (score 4.1; p < 0.001, paired t-test). Despite the technical challenge, 47 % of students reported having learnt much (scores 4 and 5); only 11 % were negative (scores 1 and 2). 51 % found the PET/CT tasks engaging (scores 4 and 5) while 20 % and 5 % returned scores 2 and 1, respectively. Conclusion Despite the initial technical challenge, “hands-on” learning of PET/CT based on the freeware Fiji/orthanc PET/CT-viewer was associated with a high degree of student satisfaction. We plan to continue running the system to give students permanent access to PET/CT cases in native format regardless of time or location.

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