Talking Trash: The Rhetoric of Waste Bins

There is no mythical “land of away.” We have a trash problem, and plastic is a major contributor. In 2015, we generated 34.5 million tons of municipal solid plastic waste (EPA, “National Overview”), and it is only a part of our waste. Ironically, plastic containers, from household cans to plastic liners to the large green curbside bins, held that solid waste at one time—and were soon to be their own contribution to the 3.4 million tons. The banality, opacity, and capacity of our waste bins facilitate consumer culture. Reflective design, however, can help us query our trash practices by defamiliarizing the trashcan through making its attributes and properties visible and explorable. “Talking Trash” is an act of reflective design in which I wove a waste bin from the environmental articles of various magazines. Next, I set up a Twitter account, @Talking_Trash_, to tweet about items I was placing in the bin. Then, I considered the pedagogical value of Talking Trash and similar reflective design projects in environment humanities classes. Ultimately, I argue that our trashcans engage in a rhetoric of the everyday that encourages consumer practice and waste-world-making. Talking Trash provides insight into the public and private natures of waste, the revealing and concealing our bins promote, and the affordances of materiality present in our waste bins. Talking Trash is an intervention of hope.

Reflective Design in Action: A Collaborative Autoethnography of Faculty Learning Design

Research on how university faculty design courses has been limited and marked by modest detail on faculty design processes. Addressing this gap, seven faculty members supported by an educational developer at a teaching-intensive university used collaborative autoethnography (CAE) to explain how university faculty engage in reflective, iterative approaches to learning design. Collaborative analysis and interpretation of systematically collected data drawn from individual experiences in learning design reveal how faculty use reflection as a tool in learning design to recognize problems, devise solutions and constructively process emotions. Through reflection, faculty identify design solutions that are responsive to circumstances during course delivery, capture reasoning that informs design solutions for future course iterations and accurately gauge the appropriate timing of design changes based on factors such as scale and feasibility. This article offers detailed ethnographic evidence and new findings that enrich our understanding of claims made in previous interview-based studies of faculty design.

Aplikasi AR-CA (Augmented Reality Relief Candi Jago) sebagai Upaya Pendokumentasian Digital Relief Candi Jago dan Pengenalan Wisata Sejarah di Malang

<p class="Judul2">Penelitian ini bertujuan untuk mendigitalisasikan cerita fabel yang terdapat dalam relief Candi Jago sebagai upaya memperkenalkan dan mempertahankan kearifan lokal Malang. Relief Candi Jago dipilih karena belum ada pendokumentasian yang optimal terhadap cerita relief tersebut sehingga ketertarikan pada para calon wisatawan untuk mengunjungi lokasi tersebut sangat kurang. Untuk menjawab permasalahan tersebut, maka dilakukan penelitian pengembangan melalui aplikasi AR-CA. Aplikasi AR-CA merupakan aplikasipemanfaatan <em>augmented reality</em>melalui teknologi yang dapat menjadikan sarana pembelajaran informasi menjadi lebih interaktif dan menarik. Dalam penelitian ini, pendokumentasian cerita relief Candi Jago melalui digital menggunakan pengembangan model desain <em>Recursive, Reflective, Design, and Development</em>(R2D2). Model R2D2 akan memfokuskan pada tiga fokus pengembangan, (1) fokus penetapan, (2) fokus pengembangan desain produk, serta tahap uji kelayakan, dan (3) fokus diseminasi sesuai dengan konteks lingkungan pengembangan dan kebutuhan. Fokus penelitian ini ada dua 1)Tahapan konsep penyusunan Pendokumentasian relief Candi Jago dengan menggunakan aplikasi Augmented Reality (AR) dan 2) Memaparkan Fitur-fitur yang terdapat dalam aplikasi AR-CA. Hasil dari Penelitian ini mengenai tahapan konsep penyusunan, <em>Pertama,</em>pemilihan cerita yang terdapat dalam relief Candi Jago. <em>Kedua</em>, mengubah ketiga cerita yang telah dipilih, berupa teks cerita menjadi teks drama. <em>Ketiga, </em>menentukan <em>marker</em>agar dapat menampilkan objek virtual. <em>Keempat,</em>menentukan tokoh-tokoh sentral dalam setiap cerita yang telah dipilih sebagai <em>icon</em>cerita. <em>Kelima, </em>membuat video animasi berdasarkan teks drama yang telah dibuat pada tahap kedua. <em>Keenam, </em>merancang aplikasi AR sebagai jembatan <em>marker </em> yang akan menampilkan objek virtual. Fitur-fitur yang terdapat dalam aplikasi AR-CA yaitu fitur kamera AR, fitur cerita yang berisi tiga video animasi yang menggambarkan cerita relief Candi Jago yaitu Kera yang malang, Serigala si Penghasut, Kura-kura yang bandel. Selanjutnya fitur bantuan, fitur tentang, dan <em>control panel</em>keluar.</p><p class="Abstrak"> </p><p class="Judul2"><strong><em>Abstract</em></strong></p><p class="Judul2"><em>This study aimed to produce a digital instrument for exhibiting temple-relief of Jago Temple as a part of Malang’s tourism promotion and sustainability program. Moreover, this study focused on Jago Temple’s relief due to its limited documentation by far which impacted to the small number of tourists visiting the historical site. Therefore, the AR-CA application was developed to provide solution for the particular issue. AR-CA adopted augmented reality technology to create a learning instrument which is able to deliver more interactive and attractive information. For this study, Recursive, Reflective, Design and Development (R2D2) instructional design model was employed to document the story depicted by the Jago Temple’s relief into a digital form. The R2D2 model would focus on three development methods, (1) defining, (2) designing and developing, and (3) disseminating based on the relevant circumstances and requirements. Furthermore, this study offered two primary results 1) planning stage which is to document Jago Temple’s relief using the augmented reality (AR) application and 2) delivering features on the AR-CA. More specifically, on the planning stage, this study broke down, 1) selecting which stories were going to be exhibited 2) translating the prose into drama text, 3) determining marker to show virtual objects, 4) selecting primary figures within the stories, 5) creating animation video depicting the generated drama text, 6) developing AR application which would present the virtual objects. Meanwhile, this AR-CA application provided a number of features including AR camera, Video Playlist containing three animation videos about a poor ape, deceitful wolf and naughty turtle, Help, About App, and Log Out</em>. </p><p> </p>

A Resource for Understanding and Evaluating Outcomes of Undergraduate Field Experiences

Undergraduate field experiences (UFEs) are a prominent element of science education across many disciplines; however, empirical data regarding the outcomes are often limited. UFEs are unique in that they take place in a field setting, are often interdisciplinary, and include diverse students. UFEs range from courses, to field trips, to residential research experiences, and thereby have the potential to yield a plethora of outcomes for undergraduate participants. The UFE community has expressed a strong interest in better understanding how to assess the outcomes of UFEs. In response, we developed a strategy by which practitioners can assess their UFE using an evidence-based, systematic and iterative approach. This essay guides practitioners through the steps of: identifying intended UFE outcomes, considering contextual factors, determining an explicit assessment approach, and using the information to inform next steps. We provide a table of common learning outcomes and potential assessment tools, vignettes to illustrate using the strategy, and suggestions for practical application of the strategy. We aim to support comprehensive and aligned assessment of UFEs, leading to more inclusive and reflective design, and ultimately improved student outcomes. We urge practitioners to move towards evidence-based advocacy for continued support of UFEs.

Building with landscape

The multi-dimensionality of BwN calls for the incorporation of ‘designerly ways of knowing and doing’ from other fields involved in this new trans-disciplinary approach. The transition out of a focus on rational design paradigms towards reflective design paradigms such as those employed in the spatial design disciplines may be a first step in this process. By extension, the knowledge base and design methodologies of BwN may be critically expanded by drawing on ways of knowing and doing in spatial design disciplines such as landscape architecture, which elaborates the agency of the term ‘landscape’ as counterpart to the term ‘nature’. Operative perspectives and related methodologies in this discipline such as perception, anamnesis, multi-scalar thinking, and process design resonate with specific themes in the BwN approach such as design of/with natural processes, integration of functions or layers in the territory and the connection of engineering works to human-social contexts. A series of installations realised for the Oerol festival on the island of Terschelling between 2011 and 2018 serve as case studies to elaborate potential transfers and thematic elaborations towards BwN. In these projects inter-disciplinary teams of students, researchers and lecturers developed temporary landscape installations in a coastal landscape setting. Themes emerging from these project include ‘mapping coastal landscapes as complex natures’, ‘mapping as design-generative device’, ‘crowd-mapping’, ‘people-place relationships’, ‘co-creation’, ‘narrating coastal landscapes’, ‘public interaction’ and ‘aesthetic experience’. Specific aspects of these themes relevant to the knowledge base and methodologies of BwN, include integration of sites and their contexts through descriptive and projective mappings, understanding the various spatial and temporal scales of a territory as complex natures, and the integration of collective narratives and aesthetic experiences of coastal infrastructures in the design process, via reflective dialogues.

Pengembangan Materi Ajar Menulis Teks Eksposisi Berbasis Potensi Daerah Wajo di SMP

Research purpose to:(1) describe the form of teaching material to write exposition text based on the potential of Wajo area; and (2) testing the feasibility of teaching materials for writing exposition text based on the potential of the Wajo region. This type of research is research and development or Research and Development (RD). The research design used is Recursive, Reflective Design, and Development Model (R2D2). The data in this study are qualitative and quantitative data from expert and practitioner assessments. Qualitative data sourced from comments, criticisms, and suggestions from expert and practitioner assessments of teaching material. Quantitative data sourced from expert and practitioner assessment scores on the components of teaching materials. The data analysis technique of this research is qualitative data analysis and quantitative data analysis. Qualitative data analysis is to group data and conclude data in the form of comments, criticisms, and suggestions from experts and practitioners for the improvement of teaching material. Quantitative data analysis is looking for the average of each indicator of expert and practitioner ratings for product viability. This research and development resulted in the teaching of Wajo Regional Potential Themed Text Exposition Texts for Class VIII Students of SMP / MTs that have been assessed by experts and practitioners. The results showed that the content eligibility component obtained an average of 0.93 (very feasible), a presentation component of 0.91 (very feasible), a linguistic component of 0.92 (very feasible), a graphic component of 0.94 (very feasible), and component implications for developing writing skills competence 0.94 (very feasible). The results of expert and practitioner assessments of teaching materials indicate that the assessment is in a very feasible category. Thus, teaching materials are recommended to be used as teaching materials in junior high schools.

Aksara: Interactive Digital Pocket Books as an Effort to Increase Politeness in Language

Research and development of AKSARA: interactive digital pocketbooks, focusing on the development of a mobile application based on ethics of politeness and academic corruption, introduced as a form of early learning for Brawijaya University students. This research method was a mixed-method type. The development of digital pocketbooks was using a Recursive, Reflective, Design and Development model or can be abbreviated as R2D2. In the development of digital pocketbooks, the focus was on the three development focuses of R2D2, namely (1) Focus on determination; (2) Focus on developing product design, as well as its trials, and; (3) Focus on dissemination in accordance with the context of the development’s environment and needs. The results from the research and development process was a pocketbook app using mobile platform, which makes the product more ubiquitous. Applying the concept of gamification, this application has several interesting functions that stimulate user interaction. AKSARA provides ethics of politeness and academic corruption materials which are divided into systematic chapters and subchapters, each of them contains a quiz to measure user's understanding of the material. The correctness of answers and speed in answering the question determined the points received by users which can decide the user’s level and its ranking in the leaderboard. Users can also share their profiles in social media such as Instagram and Facebook.