Perancangan Buku Pop-Up Permainan Tradisional Anak sebagai Media Pelestarian Keaifan Lokal Lombok NTB

This writing aims to (1) describe children's games as ideas or inspiration for the creation of a work of Pop Up Books (2) describe the depiction of the form and process of making Visual Communication Design in the form of a three-dimensional Pop-up Book that elevates Lombok NTB's Traditional Children's Games in order to remain maintain and preserve the local wisdom of the archipelago through children's games. The methods used in the creation of this artwork include exploration and experimentation. In this case, the exploration was carried out by searching for libraries, pictures and all information related to the theme that I took, namely traditional games for children from Lombok, NTB. Then in terms of this exploration, do a sketch activity, which is then visualized in several uses of several bitmap-based applications such as Ibis applications on mobile phones and Coreldraw applications using laptops. The work is done by starting from making a sketch, then designing, printing, then cutting and pasting until finally it becomes a Pop-up book. The results of the discussion and creation are as follows: 1. The theme of the work presented in: Final Project is Traditional Children's Games in Lombok NTB, with the title "Designing Pop-up Books for Traditional Children's Games as Preservation of Local Wisdom in Lombok NTB". 2. These Visual Communication Designs visualize a collaborative design of Ibis and Coreldraw applications and then the results are printed using an albartos paper machine and create a work called Pop-up Book. 3. The number of book pages created is 11 pages consisting of 1 opening page, 9 Pop-up game pages, and 1 closing page along with front and back covers, with a manufacturing period of 4 months in 2021 starting from July-October. Keywords: Children's traditional games, Pop-up Books, Local wisdom.

I Am the Robot: Teen Collaboration in an Asymmetric, Virtual Reality Game

Virtual reality (VR) offers potential as a collaborative tool for both technology design and human-robot interaction. We utilized a participatory, human-centered design (HCD) methodology to develop a collaborative, asymmetric VR game to explore teens’ perceptions of, and interactions with, social robots. Our paper illustrates three stages of our design process; ideation, prototyping, and usability testing with users. Through these stages we identified important design requirements for our mid-fidelity environment. We then describe findings from our pilot test of the mid-fidelity VR game with teens. Due to the unique asymmetric virtual reality design, we observed successful collaborations, and interesting collaboration styles across teens. This study highlights the potential for asymmetric VR as a collaborative design tool as well as an appropriate medium for successful teen-to-teen collaboration.

Design for poverty alleviation and craft revitalization in rural China from an actor-network perspective: the case of bamboo-weaving in Shengzhou

Design for poverty alleviation (DPA) is becoming an active promoter and effective practice form of rural social innovation. This study aims to explore the sustainable, collaborative design path of rural poverty alleviation. Based on actor network theory, this study analyzes the poverty alleviation process of rural actor network construction and participatory translation through the perspective of design integration. The case study chooses the traditional Chinese handicraft, Shengzhou bamboo weaving, to discuss the key links and elements of sustainability such as the role, benefits, and interaction of multiple actors. The staged effectiveness and social impact of the design integration are evaluated by questionnaire surveys, in-depth interviews, qualitative and quantitative data collections, a logistic regression model was used to test for significant effects while adjusting for multiple factors simultaneously. The analysis shows that although DPA is difficult to realize the fundamental adjustment of the rights and interests of rural craftsmen, it plays a key role in guiding the development of industrial goals, expected economic and social benefits, brings huge driving force and implementation effect to rural social innovation. The actor network theory solves the problem of separation between the individual and network attributes of DPA among stakeholders, and provides an innovative basis for rural social innovation to choose effective design intervention and mechanisms to balance the rights and interests of various stakeholders.

Debate for Civic Learning: A Model for Renewing Higher Education’s Civic Mission

Rapidly eroding financial support and tuition increases that outpace inflation threaten the viability of an education that considers civic engagement as foundational. Simultaneously, institutions of higher education are increasingly perceived by the public as market-driven entities existing for the economic benefit of the individual, the upward mobility of a social class, and in turn the further sedimentation of racial and class differences. Now, more than ever, our nation is in need of deliberate attempts to fashion common understandings, ways to navigate inevitable disagreements, and reasonable paths forward. Higher education is positioned to respond to these civic needs but requires a commitment to be bold and remain dedicated to our shared civic mission in the face of alarming polarization and vacated institutional trust. One way institutions of higher education can return to their shared sense of civic mission is with the integration of debate across the curriculum through innovative partnerships and collaborative design. Debate across the curriculum utilizes intentional course redesign to offer active learning experiences that combine public speaking, evidence-based reasoning, collaborative learning, and argumentation into various advocacy simulations. The debate for civic learning model has faculty partnered across multiple institutions to design, integrate, and assess debate-based pedagogy to positively impact student civic learning. Students and faculty across disciplines have reported that debate-based pedagogy helped improve classroom engagement, critical problem solving, perspective taking, empathy, and advocacy skills. This mixed-method research provides insights not only into debate-based course design and learning improvement strategies but also into how faculty, students, and administrators can partner between institutions to demonstrate a shared commitment to the civic mission of higher education and democratic promise of our nation.

Regenerative Textiles: A Framework for Future Materials Circularity in the Textile Value Chain

Materials science breakthroughs have regenerated high value fibres from end-of-life cellulose-based textiles that can be introduced into existing textile fabrication processes from raw material to textile product in established textile value chains. Scientific developments with regenerated cellulose fibres obtained from waste textiles suggest their potential to replace virgin resources. The current scale-up of regeneration technologies for end-of-life cellulose-based textiles towards pilot and commercial scales can potentially achieve a future materials circularity, but there is a lack of a long-term view of the properties of materials after consecutive recycling stages take place. Cellulose-based materials cannot be infinitely recycled and maintain the same quality, a factor which may provide new challenges for future textile processes in the context of the circular bioeconomy. This paper maps collaborative design and materials science projects that use regenerated cellulose obtained from waste feedstock according to materials in the value chain they seek to substitute. It also presents four new processes that use regenerated cellulose materials in relation to their intervention in the value chain (as determined in a PhD investigation). A framework is presented to demonstrate how these circular material design processes take place at earlier stages of the textile value chain after subsequent regeneration stages.

Maximizing Opportunities for User-Centered Design in Acute-Care: Introducing the Focal Wall

Digital health is a promising development in the pursuit of patient centered care. Technological developments, like patient portals, are providing new opportunities for patients to engage in their own healthcare journeys, increasing access to health data and practitioners in many cases. The primary objective of this research is the establishment of an in-patient portal for a new children’s hospital through a collaborative design process. This paper details experiences from the first phase of this multi-year project and in particular methodological solutions that have been developed in order to meet the challenges of engaging acute care patients, families, and practitioners in user-centered design within such a demanding context.

Tracking telecollaborative tasks through design, feedback, implementation, and reflection processes in pre-service language teacher education

Telecollaborative exchanges between students from different countries are increasingly becoming a common practice in foreign language education and calling for new teacher competences for task design in order to maximize interactional opportunities in these settings. Considering that tasks are dynamic in nature and subject to constant change from their initial design to implementation by L2 learners, there is a need for teacher training activities promoting opportunities for improving the required digital and pedagogical competences. With this in mind, this paper sets out to explore the interactional architecture of the multiple steps involved in the training of pre-service language teachers in pedagogical task design for telecollaboration-oriented video-mediated interactional settings. We describe the procedural unfolding of the telecollaborative tasks by analyzing (i) pre-service teachers’ collaborative design meetings and (ii) written design reports; (iii) peer and mentor evaluation of these design ideas in whole-class feedback sessions in teacher training classrooms; (iv) written reports of redesigns after the feedback session, (v) video-mediated implementation by telecollaborative task participants, and finally (vi) pre-service teachers’ written reflections based on the implementation of their own designs. We use Conversation Analysis to closely examine audio and screen-recording data and draw on the textual data to present the procedural unfolding of two tasks over multiple phases, namely design, feedback, implementation, and reflection. The findings show that a telecollaborative task is a co-construction by the pre-service teachers as task designers, the teacher trainer as the mentor, and the L2 learners as the end users in interactionally trackable ways across the teacher education events. The results bring insights into the novel sets of digital, pedagogical, and interactional competencies in L2 contexts. We conclude that task enhanced telecollaboration holds great potential to critically advance research and practice in L2 teaching and teacher education worldwide.