This thesis explores the relatively under-researched experiences of module design of academics employed within one UK university. In all, 96 people responded to an initial e-questionnaire survey, and 23 of these participated in follow-up semi-structured interviews. The qualitative data collected from both sources is the main focus of discussion. The thesis contextualises the research by presenting a brief description of the university of study and a sense of the social and political context of higher education in the few years preceding the onset of the project. Following this, there is a review of the existing literature around module and curriculum design. A separate chapter outlines the mixed methods employed to collect the data and the form of Interpretative Phenomenological Analysis (IPA) used to theme the qualitative data provided by the survey and interviews. The findings supported previous studies, but there was some contradictory data concerning assessment design, the value of the institutional approval procedures, and the usefulness of involving students in the design process. This study found that, as a result of the effect of institutional processes and documents on design, the consequence of changing student profiles (particularly around assessment), and the obligation staff feel to their students (despite their expressed lack of available time and resources), module design (and redesign) is more situation-informed than evidence-informed. It concludes that module designers employ a realistic and pragmatic approach to the process, even when their views, attitudes, and consciences around the rights and wrongs of the design process are sometimes questioned.

This thesis explores the relatively under-researched experiences of module design of academics employed within one UK university. In all, 96 people responded to an initial e-questionnaire survey, and 23 of these participated in follow-up semi-structured interviews. The qualitative data collected from both sources is the main focus of discussion. The thesis contextualises the research by presenting a brief description of the university of study and a sense of the social and political context of higher education in the few years preceding the onset of the project. Following this, there is a review of the existing literature around module and curriculum design. A separate chapter outlines the mixed methods employed to collect the data and the form of Interpretative Phenomenological Analysis (IPA) used to theme the qualitative data provided by the survey and interviews. The findings supported previous studies, but there was some contradictory data concerning assessment design, the value of the institutional approval procedures, and the usefulness of involving students in the design process. This study found that, as a result of the effect of institutional processes and documents on design, the consequence of changing student profiles (particularly around assessment), and the obligation staff feel to their students (despite their expressed lack of available time and resources), module design (and redesign) is more situation-informed than evidence-informed. It concludes that module designers employ a realistic and pragmatic approach to the process, even when their views, attitudes, and consciences around the rights and wrongs of the design process are sometimes questioned. / The full text was made available at the end of the embargo, 26th Oct 2020

This study aimed to evaluate the development process of Development and Learning course according to critical thinking based instruction in the Faculty of Commerce and Tourism Education at Gazi University by using Stufflebeam&rsquo / s Context, Input, Process, and Product evaluation model. Data were collected from various sources through qualitative and quantitative methods such as questionnaires, individual and focus group interviews, student journals, achievement test, and California Critical Thinking Disposition Inventory (CCTDI). The context evaluation results showed that there were problems in the attainment of course objectives and in the application of the effective instructional strategies for learning and improving thinking skills. Thereupon, at the input evaluation stage, the course was redesigned according to critical thinking based instruction. Pretest-posttest experimental study was carried out while implementing the redesigned course. Concerning the process evaluation, student journals pointed out that while critical thinking based instruction was effective on learning, thinking and metacognitive skills, students experienced some difficulties. Regarding the product evaluation, according to achievement pre-posttest and retention test results and CCTDI pre-posttest results, students in both groups showed a significant progress within a semester. However, there was no difference between treatment and control groups. On the other hand, in the focus groups interviews, the students from the treatment groups expressed the contributions of the course to their teaching and thinking skills, understanding and participation. In conclusion, though quantitative data addressed that critical thinking based instruction did not create difference compared to the traditional instruction, qualitative data delineated positive effects of this approach.

This thesis examines the potential of a learning outcome-led model of curriculum design to influence how students perceive learning in education studies within a modular context of a new university. It identifies and compares the conceptions of learning held by students and lecturers on traditional and outcome-led modules, and it explores and specifies the design factors which shape these conceptions. The issue is located within the interpretivist paradigm for the research seeks understanding which derives from the perceptions, attitudes and beliefs that students and their lecturers hold about learning in a given context. But the methodology employed is not wholly consistent with this paradigm, for a qualitative approach is complemented by the use of factor analysis techniques to facilitate the identification of the design features which influence how students perceive learning. The approach is thus eclectic drawing on quantitative methods to examine what is essentially qualitative data. An innovative model of learning outcome-led design is proposed, implemented and modified as a result of the research. The learner is placed at the centre of the learning experience which is defined as incorporating three domains: the teaching context; the assessment régime; and the directed learning undertaken by students outside of taught sessions. The model incorporates a trichotomy of outcomes which define the subject -specific, the transferable skills and the generic academic outcomes which influence directly both the content and process of learning, and which successful students are expected to achieve on completion of a module. The findings show that five design features influence how students perceive learning: the clarity of expectations; congruence between the content and process of each domain of the learning experience; direction in respect to the learning activities which should be undertaken in each domain to achieve the outcomes; and the content and process of the teaching context. The data suggest that a much higher profile should be given to metacognitive skills in curriculum development in HE because how students perceive both the process and the content of learning profoundly influences their conception of learning and, consistent with the underpinning theory, how they approach learning and therefore ultimately the kind of outcomes they achieve. The research leads to recommendations for the modification of the three models of learning in context; Ramsden (1988), Biggs (1990b) and Prosser (1995), which are presented and analysed in the thesis. The findings suggest that the learning experience should be redefined to specify the three domains - the teaching context, assessment régime and directed learning - and that clarity of expectations, metacognitive skills and congruence between the content and process of learning in each of the domains should be articulated as directly influencing students' conceptions of learning. The models should also seek to indicate that learning outcomes influence how students perceive learning, and that therefore they feature both at the starting point and as the end product of a contextualised learning process. The findings relating to students' conceptions of learning show that the study of outcome-led modules has resulted in a much greater degree of congruence between how lecturers and students perceive learning in a given module and that fewer students studying outcome-led modules hold a quantitative conception of learning. This suggests that the outcome-led model does have the potential to improve teaching and learning and consequently that there is an educational rationale for curriculum development premised on this model.

This statement gives an overall summary of the aims and achievements of the research work and scholarship carried out by the author during her time at The University of Manchester (and UMIST - now part of The University of Manchester) for which the publications presented give evidence. The research has been about exploring the design process, the activities and issues, and elements involved - from both an industry and student point of view. The publications explore design pedagogy, the skills required by designers and how these might fit into a curriculum for design today.In three parts it summarises the publications presented, reviews the main aspects of design and the current state of knowledge and research in design and summarises the core aspects as distilled from over 36 years practice, research and scholarship.The driver for much of the research undertaken has been to gain a better understanding of the core aspects of design - what key knowledge and skills are required by designers to allow the consistent design of better products and services which enhance the experiences of users. The work presented investigates design and design methods: the activities and processes and the elements involved. It considers responses to designs, the emotional aspect of design - why some designs are preferred over others, why some colour combinations are more desirable, and why repetition is so important to the human psyche. Underpinning the work presented are three research questions. • Are design rules and processes generic for whatever is being designed? • Can a better understanding of design theory and the emotional response to designs ensure a more effective process and thus lead to stronger designs? • Can students be educated to be better design thinkers and ultimately better designers? It concludes that: • 'design' is a process; • design is a problem-solving process and problem-solving is a design process; • for the most effective outcomes a creative and structured approach is required; • this process is based on generic rules and principles which are applicable across all discipline areas; • collaborative/cross disciplinary elements reinforce the concept that there are processes involved that are not unique to individuals or discipline specific; • a greater understanding of the process is of benefit to all individuals and organisations; • any design/problem solving activity will normally result in more than one solution option. The results of the research have informed the author's teaching practice and have been disseminated through publications to benefit the wider education arena. The work presented aims to inform students and design education practitioners.

Gemäß dem ‚Circular Gap Report 2020‘ wird weltweit nur 8,6 % des Materials zirkulär genutzt. Die Tendenz ist sinkend: Zwei Jahre früher waren es noch 9,1%. Die Weltwirtschaft benötigte im Jahr 2019 insgesamt 100,6 Gigatonnen Material (de Wit et al., 2020). Trotz großer politischer, gesellschaftlicher und wirtschaftlicher Aufmerksamkeit rund um die Thematik einer dringend benötigten nachhaltigeren Wirtschaft zeigt sich, dass wir mit der Materialzirkularität insgesamt nicht auf Kurs sind. Wie kann die Materialzirkularität aus der Perspektive von Designer:innen – als Akteur:innen, die gemäß Literatur ‚over 80 % of all product-related environmental impacts‘ verantworten – verbessert werden? (Graedel et al., 1995)

This qualitative study examined Internet usage by Guatemalan English teachers in the rural, indigenous community of San Lucas Toliman, to improve enrollments and persistence in online teacher professional development programs promoted by the Fundacion Rigoberta Menchu Tum. Woolcock's concepts of bonding, bridging and linking social capital were united with Rogers's theory of perceived attributes to ascertain why only 5 of 34 teachers completed free online coursework. Research questions addressed teacher concerns about using the Internet, teacher satisfaction with Internet resources, and social influences upon Internet usage. The participatory rural appraisal (PRA) method was employed using a culturally-sensitive native speaker to interview 20 teachers selected in a purposive sample. In accordance with PRA analysis procedures, representative interview statements were sorted, prioritized and discussed by a team of 42 community educators to generate findings. Findings indicated that interest in engaging the Internet and receiving specialized introductory support (bridging social capital) in groups (bonding social capital) was high. Findings also indicated that salary level (linking social capital) and family time demands (bonding social capital) were barriers to attending a community technology center or Internet cafe. Findings reinforced the community's support for the design of online coursework leading to salary points and college credits. This study has positive social change implications by demonstrating how organizations can promote community-driven research collaborations to facilitate teacher Internet usage in San Lucas Toliman, and could be replicated in other remote sectors of the developing world.

Esta tese propõe-se a refletir a respeito do ensino superior em design de moda no Brasil na perspectiva de uma formação crítica e ativa no que se refere à (in)sustentabilidade. A pesquisa, qualitativa, desenvolve-se sob o enfoque epistemológico do materialismo históricodialético e se encontra estruturada de modo a representar o caminho percorrido. Em relação à perspectiva teórica, adota como ponto de partida o cenário da insustentabilidade, cujo percurso histórico e analítico permite entender sua estreita relação com o design de moda, e busca compreender, a partir de um olhar crítico e contextualizado a respeito da atividade, suas potencialidades em relação à sustentabilidade. Ao admitir a necessária transformação da prática em design de moda, mediante o exame a respeito dos paradigmas educacionais do ensino em design admite sua igualmente necessária alteração e, diante do cenário delineado a respeito do ensino superior em design de moda no Brasil, identifica, na predisposição dos cursos de bacharelado em incluir a questão da sustentabilidade em seus currículos, um campo pertinente a ser explorado. A partir da compreensão de que é preciso ir além de uma inclusão pro forma da questão nos currículos - e, portanto, da necessidade de explorar em profundidade a realidade do ensino superior em design de moda -, a pesquisa investiga, a partir de uma perspectiva empírica, a situação de três cursos de graduação no Brasil em relação à (in)sustentabilidade, buscando compreendê-los em sua pluralidade e singularidade: o bacharelado em Design de Moda da Universidade Anhembi Morumbi (SP), o bacharelado em Design de Moda da Universidade Estadual de Londrina (PR) e o bacharelado em Design - Moda da Universidade Federal do Ceará (CE). Complementarmente, investiga ainda os pontos de vista de professoras e pesquisadoras envolvidas com o objeto na Inglaterra, Finlândia e Dinamarca. As investigações revelam impressões não previstas ou de explicação insuficiente, se considerados unicamente os conteúdos abordados inicialmente no referencial teórico. Os olhares que constituem o cotidiano dos cursos no Brasil - institucional, docente e discente - desvelam questionamentos subjacentes à pergunta que norteia esta pesquisa e inferem que uma formação crítica e ativa no que diz respeito à (in) sustentabilidade se relaciona, para além dos conteúdos, à forma como estes são articulados. As perspectivas internacionais, não se atendo a conteúdos específicos, mas à forma como eles são articulados e a caminhos e desafios relacionados, repercutem e complementam as análises depreendidas em um contexto nacional. A pedagogia crítica freiriana emerge, então, como um espaço formidável e fecundo de diálogo, e o referencial teórico que se constrói a partir dela possibilita completar a reflexão a respeito do ensino superior em design de moda no Brasil na perspectiva de uma formação crítica e ativa no que tange à (in)sustentabilidade: a formação que permite ao aluno, por meio de sua prática, desafiar o status quo em seu campo de atuação; a formação na qual o design de moda é ensinado, aprendido e praticado como um possível ato de proposição transformadora. / This dissertation proposes to reflect on fashion design higher education, in Brazil, from the perspective of a critical and active formation regarding (un)sustainability. The research is qualitative and developed under the historical-dialectical materialism epistemological approach, and is structured in such a way as to represent its development. Regarding a theoretical perspective, the research adopts, as a starting point, the unsustainability scenario, whose historical and analytical path allows us to understand its close relationship with fashion design. It seeks to understand, from a critical and contextualized look at fashion design activity, its potential in relation to sustainability. By admitting the necessary transformation on fashion design practice, in parallel, through examining the educational paradigms of design teaching, it admits their equally necessary transformation, and before the outlined scenario of fashion design higher education, in Brazil, it identifies in the predisposition of bachelor\'s degrees to include the issue of sustainability in their curricula, a relevant field to be explored. From the understanding that it is essential to go beyond a pro forma inclusion of the theme in the curricula, and therefore of the need to explore in depth the reality of fashion design higher education, the research investigates, from an empirical perspective, the situation of three undergraduate courses in Brazil regarding (un)sustainability, seeking to understand them in their plurality and singularity: Fashion Design bachelor\'s degree at Anhembi Morumbi University (SP), Fashion Design bachelor\'s degree at State University of Londrina (PR), and Design - Fashion bachelor\'s degree at Federal University of Ceará (CE). In addition, it also investigates the points of view from professors and researchers from England, Finland and Denmark who are involved with the object. The study reveals unexpected impressions, or of insufficient explanation if only the contents initially tackled in the theoretical framework are considered. The insights that make up the daily life of the courses in Brazil - institutional, teaching and student - reveal underlying questionings to the main question that guides this research, and infer that a critical and active formation regarding (un)sustainability relates to, beyond the contents, the way in which they are articulated. The international views, not focusing on specific contents, but on how these are articulated and their related paths and challenges, echo and complement the analysis realized in a national context. The freirian critical pedagogy then emerges as a formidable and fruitful field for dialogue, and the theoretical framework that builds up from it makes it possible to complete the reflection on fashion design higher education, in Brazil, from the perspective of a critical and active formation regarding (un)sustainability: the formation that allows the student to challenge the status quo, through his/her practice, in his/her field of action; where fashion design is taught, learned and practiced as a possible act of transforming proposition.

Thesis (M.G.S.)--Miami University, Dept. of Sociology and Gerontology, 2008. / Title from first page of PDF document. Includes bibliographical references (p. 40-45).

Submitted by Patricia Figuti Venturini (pfiguti@anhembi.br) on 2018-10-04T19:13:28Z No. of bitstreams: 1 Geraldo Coelho Lima Junior.pdf: 12870371 bytes, checksum: 6f5ca82eeceeb84a90f9a0a63819d609 (MD5) / Approved for entry into archive by Patricia Figuti Venturini (pfiguti@anhembi.br) on 2018-10-04T19:16:31Z (GMT) No. of bitstreams: 1 Geraldo Coelho Lima Junior.pdf: 12870371 bytes, checksum: 6f5ca82eeceeb84a90f9a0a63819d609 (MD5) / Approved for entry into archive by Patricia Figuti Venturini (pfiguti@anhembi.br) on 2018-10-04T19:16:49Z (GMT) No. of bitstreams: 1 Geraldo Coelho Lima Junior.pdf: 12870371 bytes, checksum: 6f5ca82eeceeb84a90f9a0a63819d609 (MD5) / Made available in DSpace on 2018-10-04T19:17:03Z (GMT). No. of bitstreams: 1 Geraldo Coelho Lima Junior.pdf: 12870371 bytes, checksum: 6f5ca82eeceeb84a90f9a0a63819d609 (MD5) Previous issue date: 2016-11-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The aim of this thesis is to determine whether it is possible to establish a method based on a project-oriented development in fashion design, which takes account of the cognitive processes of people with visual impairment (PcDV) This method should also both allow them to be trained as fashion designers, while at the same time, fostering the learning of students with sight, and enable them to carry out collective projects. With this in mind, an investigation was undertaken of the Curricular Guidelines for Design Courses in Brazil. This was based on an analysis of the curricular benchmarks for Bachelor Degrees in Fashion Design, which were drawn up in accordance with pre- established parameters. The purpose of this was to establish a framework and explore the feasibility of admitting students with visual impairment. There was found to be a gap with regard to the teaching methods employed when carrying out projects related to PcDV. In another area, the study conducted a review of the literature with regard to the inclusion of this group in higher education and the availability of suitable teaching materials. In addition, the ¨inclusive¨ Program and the Brazilian Law for the Inclusion of Handicapped People were examined with the aim of establishing the rights of this group with regard to higher education. Running in parallel with this, the investigation was extended to the Neurosciences and the cellular basis of brain function, which is involved in teaching- learning processes, and likely to lead to the development of Fashion Design projects for students with or without visual impairment. The application of an Experimental Protocol emerged from these studies, which was subdivided into modules. These provided guidance for the way the Project- Oriented Development Methodology was conducted and allowed an assessment to be conducted of three groups of people, the first comprising porPcDV and the others formed of students with sight, who are doing Fashion Design courses at the University of Anhembi Morumbi. Among the results that validate the proposed thesis, the following stand out: (1) evoking memories potentiate the assimilation and learning of contents by students both visually impaired or not; (2) somatosensory stimulation provide access to courseware by students that are visually impaired, while enlarge the interest of the students with no impairements about the taught contents; (3) personal repertoires, when associated to the method of projective development, potenciate the learning for the enhancement of the skills of students with and without visual impairment. / Essa tese apresenta como objetivo verificar a possibilidade de se estruturar um método voltado ao desenvolvimento projetual em design de moda que considere o processo cognitivo de pessoas com deficiência visual (PcDV), e propicie sua formação como designer de moda e, concomitantemente, venha a potencializar o aprendizado do estudante vidente e, sua capacitação para o desenvolvimento de projetos de coleção. Para tanto, empreendeu-se uma investigação às Diretrizes Curriculares do Curso de Design no Brasil, de modo a fundamentar uma análise das matrizes curriculares de Bacharelados em Design de Moda, selecionados segundo parâmetros pré-estabelecidos, com o propósito de verificar suas estruturas e a factibilidade de ingresso de estudantes com deficiência visual. Identificada a existência de lacuna, referente aos métodos de ensino destinados ao desenvolvimento de projetos junto a PcDV, em outro âmbito, investiu-se em uma revisão da literatura relativa à inclusão deste grupo no ensino superior, e a existência de material didático acessível. Ainda, estudou-se o Programa INCLUIR (BRASIL, 2005) e, a Lei Brasileira de Inclusão da Pessoa com Deficiência (BRASIL, 2015), com o intuito de localizar os direitos desse grupo referente à educação superior. Em concomitância, a investigação estendeu-se às Neurociências e as bases de funcionamento do cérebro, envolvidos nos processos de ensino-aprendizagem, passíveis de contribuir para o desenvolvimento de projetos em Design de Moda, por pessoas com ou sem deficiência visual. Desses estudos procedeu-se à aplicação de um Protocolo Experimental, subdividido em módulos, os quais orientaram a condução de uma Metodologia de Desenvolvimento Projetual e avaliação de três grupos de pessoas, o primeiro composto por PcDV e os demais formados por estudantes videntes que cursam Design de Moda, na Universidade Anhembi Morumbi. Dentre os resultados que validam a tese proposta, destacam-se: (1) a evocação de memórias potencializa a assimilação e o ...