Learning about materiality through tinkering with Micro:bits

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.

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Learning about materiality through tinkering with Micro:bits

Conference Proceedings of the Academy for Design Innovation Management ◽

10.33114/adim.2019.03.306 ◽

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.

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Biomimicry Design Education Essentials

Proceedings of the Design Society: International Conference on Engineering Design ◽

10.1017/dsi.2019.49 ◽

2019 ◽

Vol 1 (1) ◽

pp. 459-468 ◽

Cited By ~ 2

Author(s):

Laura Stevens ◽

Marc M.J. De Vries ◽

Mark M.J.W. Bos ◽

Helen Kopnina

Keyword(s):

Applied Sciences ◽

Design Education ◽

Design Thinking ◽

Educational Programs ◽

Essential Elements ◽

Analogical Transfer ◽

University Of Applied Sciences ◽

Natural Forms ◽

The Hague ◽

Nature As Measure

AbstractThe emerging field of biomimicry and learning to design with and for nature has expanded in recent years through a diversity of educational programs. Inspiration following natural forms may give the appearance of being sustainable, but the question remains, how sustainable is it? Misunderstanding the function of these forms may leave designers with products not as sustainable as desired. Biomimicry education addresses these issues by integrating three essential elements into their design thinking phases and by using analogical transfer while doing so. This field learns from nature as model, nature as measure, and nature as mentor, throughout the design process. Through examination, analyses and verification of students designs and reflective processes at The Hague University of Applied Sciences, this research considers natures analogies in educational factors, determining which elements are influential when incorporating biomimicry into design education.

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Design Learning for Tomorrow — Design Education from Kindergarten to PhD

Form Akademisk - forskningstidsskrift for design og designdidaktikk ◽

10.7577/formakademisk.1409 ◽

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.

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COMPLEMENTARY USE OF DESIGN METHODOLOGIES IN EDUCATIONAL ENGINEERING DESIGN PROJECTS: A CASE STUDY

International Journal of Mechanical and Industrial Engineering ◽

10.47893/ijmie.2013.1137 ◽

2013 ◽

pp. 105-111

Author(s):

KARL HAIN ◽

CHRISTOPH RAPPL ◽

STEPHAN REITBERGER ◽

SIEGMUND HUBER

Keyword(s):

Applied Sciences ◽

Engineering Design ◽

Design Education ◽

Design Methodologies ◽

Engineering Design Education ◽

University Of Applied Sciences ◽

Educational Engineering ◽

Supply Industry ◽

Design Projects ◽

The University

The challenge of a nowadays well-grounded engineering education is preparing industry ready graduates, that is, to provide students with the skills to master the complexity of products in terms of innovation, invention and problem solving combined with soft skills abilities. This addresses particularly the engineering design education, which in general should be mainly based on practical studies represented by engineering design projects. In order to supply industry with work-ready practitioners, the effectiveness and efficacy of design education respectively design projects is a crucial aspect. This article presents some findings of an efficient use of design methodologies and techniques when carrying through design projects in the faculty of Mechanical Engineering and Mechatronics at the University of Applied Sciences, Deggendorf, Germany. Engineering design projects are compulsory for students within their curriculum. The projects aim at fostering and stimulating students creativity by means of a complementary use of design methodologies and techniques. By taking advantage of this approach the systematic generation of ideas in the course of a design project is presented, which eventually led to the development of an innovative product.

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