scholarly journals Design Learning for Tomorrow — Design Education from Kindergarten to PhD

2015 ◽  
Vol 8 (1) ◽  
Author(s):  
Liv Merete Nielsen ◽  
Karen Brænne ◽  
Ingvill Gjerdrum Maus
Keyword(s):  
Applied Sciences ◽  
Design Education ◽  
Design Research ◽  
International Association ◽  
Research Society ◽  
Decision Makers ◽  
Good Time ◽  
Art And Design ◽  
Design Learning ◽  
Traditional Songs

This issue of FORMakademisk is built upon papers from the DRS//CUMULUS Oslo 2013 con­fer­ence — 2nd International Conference for Design Education Researchers — at Oslo and Akershus University College of Applied Sciences (HIOA) 14-17 May 2013 in Oslo. The conference was a cooperative event between the Design Research Society (DRS) and the International Association of Universities and Schools of Design, Art and Media (CUMULUS), and hosted by the Faculty of Technology, Art and Design at HIOA. The theme for the conference was Design Learning for Tomorrow — Design Education from Kindergar­ten to PhD. The conference received an overwhelming response both ahead of the conference, with 225 admitted papers, and during the conference with 280 delegates from 43 countries listening to 165 presentations and having a good time in Oslo. The last day of the conference was the 17th of May, Norway National Day, with traditional songs and a children’s parade in the centre of Oslo.We see this positive response to the conference as a growing awareness of perceiving design in a broad interdisciplinary perspective in support for a better tomorrow. For years the Design Literacy Research Group, with a base at HIOA in Oslo, has promoted the idea that sustainable design solutions should include more than ‘professional’ designers; they should also include the general public as ‘conscious’ consumers and decision makers with responsi­bility for quality and longevity, as opposed to a ‘throw-away’ society.

scholarly journals Design Learning for Tomorrow

2017 ◽  
Vol 10 (2) ◽  
Author(s):  
Nina Scott Frisch ◽  
Silje Bergman
Keyword(s):  
Design Education ◽  
Design Research ◽  
International Association ◽  
Research Society ◽  
Special Issue ◽  
International Conference ◽  
Design Learning ◽  
Close Cooperation

This special issue of Form Akademisk consist of four selected peer reviewed articles developed from papers held at The 3rd International Conference for Design Education Researchers - DRS/CUMULUS learnxdesign conference held in Chicago from the 28th of June – 30th of June 2015.  The conference was implemented through close cooperation between the Design Research Society (DRS) and the International Association of Universities and Schools of Design, Art and Media (CUMULUS). It was hosted by School of the Art Institute of Chicago.

scholarly journals International Recognition of FormAkademisk

2017 ◽  
Vol 10 (3) ◽  
Author(s):  
Janne Beate Reitan
Keyword(s):  
Design Education ◽  
Design Research ◽  
International Association ◽  
The United States ◽  
Journal Editors ◽  
Research Journal ◽  
Peer Reviewers ◽  
University Of Cincinnati ◽  
Visible Language

FormAkademisk was invited to the Design Journal Editors' Meeting at the College of Design, Architecture, Art, and Planning (DAAP), University of Cincinnati in late October, as the only design research journal from the Nordic region. The meeting was organized in advance of the International Association of Societies of Design Research (IASDR) 2017 conference.Liv Merete Nielsen, who initiated the creation of  FormAkademisk and has been a Section Editor since the start-up and I, who have been the Editor-in-Chief for the entire period, travelled to the meeting.FormAkademisk   was in good company - among the others invited, we can mention the American Design Issues and the British Design Studies, both of which are at Level 2 of the Norwegian Science Index - NVI. Other reputable journals invited were the International Journal of Design from Taiwan, She Ji - The Journal of Design, Economics, and Innovation from Tongji University in Shanghai, China, Design and Culture from the United States, Co-Design from the United Kingdom, Information Design Journal published in the Netherlands with an international editorial board, Journal of Design, Business & Society with an international editorial board, the French Sciences du Design and Visible Language published at the University of Cincinnati, USA who hosted the meeting.First, we warmed up by describing each journal's editorial profile. For FormAkademisk we emphasized that we have two equal focuses – research in design, but also research in design education for the general public. This combination seems to be unique internationally.Common issues we discussed further were challenges with the quality of submitted articles and obtaining qualified peer reviewers. We also discussed whether we would agree on a common understanding of what it means to be included as an author of an article. Based on the discussions, FormAkademisk comes well prepared compared to the other internationally leading design research journals.After the meeting in Cincinnati, there have been lively discussions on email between those invited to the Design Journal Editors' Meeting in Cincinnati in October. We look forward to the next meeting to discuss common challenges for research journals in design and design education, especially in connection with the largest international design research conferences.We also want workshops in peer review and article writing. A common issue for the journals is finding good peer reviewers who can review the articles. We therefore encourage anyone who is asked to say yes. Keep in mind that for each article you submit for review, there are two peer reviewers who stand up for you!

scholarly journals Learning about materiality through tinkering with Micro:bits

2021 ◽  
Vol 14 (4) ◽  
Author(s):  
Ingvild Digranes ◽  
Jon Hoem ◽  
Arnhild Liene Stenersen
Keyword(s):  
Applied Sciences ◽  
Design Education ◽  
Digital Products ◽  
New Approach ◽  
Art And Design ◽  
University Of Applied Sciences ◽  
Digital Knowledge ◽  
2D And 3D ◽  
Physical Materials ◽  
Control Part

This paper discusses two pilot projects in Art and design education at the teacher training at Western Norway University of Applied Sciences. In the second round of drafts for the new curriculum of Art and design digital knowledge is described as stretching from using simple digital resources to master and shape your own digital products. It is no longer limited to two-dimensional visual modelling as previously drafted. This is in our view a new approach in a subject where making, tinkering and designing allows for explorations in both 2D and 3D. Given that we want to encourage the use of the digital together with the use of physical materials, the pilot case studies demonstrate the importance of bringing coding and the material aspects of tinkering, making, and creating into play. The BBC Micro:bit was used to make coding and mechanical control part of projects made with traditional material. Further research and development should be undertaken to bring such practices into classrooms in primary and lower secondary schools.

scholarly journals Learning about materiality through tinkering with Micro:bits

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Ingvild DIGRANES ◽  
Jon Øivind HOEM ◽  
Arnhild Liene STENERSEN
Keyword(s):  
Applied Sciences ◽  
Design Education ◽  
Digital Products ◽  
New Approach ◽  
Art And Design ◽  
University Of Applied Sciences ◽  
Digital Knowledge ◽  
2D And 3D ◽  
Physical Materials ◽  
Control Part

This paper discusses two pilot projects in Art and design education at the teacher training at Western Norway University of Applied Sciences. In the second round of drafts for the new curriculum of Art and design digital knowledge is described as stretching from using simple digital resources to master and shape your own digital products. It is no longer limited to two dimensional visual modelling as previously drafted. This is in our view a new approach in a subject where making, tinkering and designing allows for explorations in both 2D and 3D. Given that we want to encourage the use of the digital together with the use of physical materials, the pilot case studies demonstrate the importance of bringing coding and the material aspects of tinkering, making, and creating into play. The BBC Micro:bit was used to make coding and mechanical control part of projects made with traditional material. Further research and development should be undertaken to bring such practices into classrooms in primary and lower secondary schools.

Assessing the impact of library instruction on studio-based research: developing a qualitative model

2017 ◽  
Vol 42 (2) ◽  
pp. 80-85 ◽  
Author(s):  
Ellen Petraits
Keyword(s):  
Rhode Island ◽  
Design Research ◽  
Qualitative Assessment ◽  
Library Instruction ◽  
Qualitative Model ◽  
Art And Design ◽  
Library Research ◽  
Fostering Reflection ◽  
The Impact ◽  
The Coordinator

Throughout the year, research and instruction librarians at Rhode Island School of Design (RISD) instruct students in ways to use the library for studio-based research. At the end of each semester, librarians attend studio critiques for these classes to see the finished work and participate in the critique. These visits are opportunities to look for and reflect upon the presence of research and the impact of concepts taught during library research workshops on the finished presentations and artworks. The coordinator of graduate library instruction created a qualitative tool to assess the evidence of student learning within the studio critique. Its use is cultivating a culture of art and design research within the library and throughout campus by fostering reflection and discussion about the value of qualitative assessment.

scholarly journals Ten-Structure as Strategy of Addition 1-20 by Involving Spatial Structuring Ability for First Grade Students

2015 ◽  
Vol 8 (11) ◽  
pp. 16 ◽  
Author(s):  
Ummy Salmah ◽  
Ratu Ilma Indra Putri ◽  
Somakim Somakim
Keyword(s):  
Teaching And Learning ◽  
Design Research ◽  
First Grade ◽  
Learning Activities ◽  
Design Learning ◽  
Spatial Structuring ◽  
Support Students

<p class="apa">The aim of this study is to design learning activities that can support students to develop strategies for the addition of number 1 to 20 in the first grade by involving students’ spatial structuring ability. This study was conducted in Indonesia by involving 27 students. In this paper, one of three activities is discussed namely ten-box activity. This activity was aimed to introduce and develop ten-structure to be a students’ strategy in addition of number 1 to 20. The method was design research by designing learning activities involving spatial structuring ability. PMRI underlined the context and activity. The result of the study indicates that ten-box activities can help students to develop ten-structure as a strategy in addition of number 1 to 20. As a recommendation, PMRI can be implemented as an approach of teaching and learning addition 1 to 20.</p>

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