With the advent of the computer, the world of design has been revolutionized. Many artists and designers have started to look to the computer to aid in their design processes. By using the computer, designers have been able to achieve a higher level of precision and design resolution. This project examines the processes involved in teaching the computer as a design tool to art students and faculty. By drawing on five years of computer application experience, the author has created and executed a plan for helping designers learn the advantages of incorporating the computer as a part of their design processes. This project deals with the difficulties of teaching designers the visualization and computer skills necessary for using the computer as a design tool. The project focuses upon two groups of students. The first group was comprised of advanced metals students learning MacintoshApplications. The second group was comprised of advance metals students working on Microstation, a CAD software application. / Department of Art

In the pluralistic community of architectural education, the pedagogical paradigm has traditionally viewed the design laboratory as the integrating environment, where the student transforms the discrete parameters of architecture into an architectural form. With curriculum structure defining the parameters to which a student is exposed, the tendency is to direct the student through an additive and linear progression. The problem exists to develop a conceptual model that unifies the discrete fragments into a connected educational experience, insuring within the design laboratory the necessary balance between intellectual, professional and self-actualization concerns. The ultimate goal of the conceptual model, is to capture the essence of communication, that is the transfer of meaning, in the unique condition of the architectural design laboratory. The proposed method of inquiry for developing the model is of an interdisciplinary, comparative analytic process, to assess the full scope of factors pertinent to the design lab at any one moment in time. / Department of Architecture

This thesis is concerned with the training of competent architects, designers, and artists. The need for artistically creative people has never been as urgent as it is today. A searching review is made of the philosophy of design education. The views of many of the leaders in architecture and other arts are considered in relation to the training of young men and women in the various creative fields. The philosophy of education at the School of Design has been formulated from these and the writer's personal opinions. The various departments of the school and the complete physical requirements for each are decided upon and these decisions are expressed in the design program. The planning of the buildings and setting necessary to provide the tools, space, and inspiration for the students of design is the epitome of this thesis. It is proposed that the student do a major portion of the construction of the school. A schedule is suggested to achieve the completion of the master plan over a period of years. Such a School of Design will include the present Virginia Polytechnic Institute Architectural Department and the additional facilities needed for training and research in allied fields. The school will be associated with Virginia Polytechnic Institute, but will be an administrative entity in itself. An institution of this type will theoretically parallel in the creative field the rapid advancement now being made in the South in such other fields as scientific research, industrial development, and agricultural methods. / Master of Science

published_or_final_version / Education / Master / Master of Education

by Lun Ngai-mei, Amy. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves [1-10] (4th gp.)). / Acknowledgment --- p.i / Abstract --- p.ii -iii / Table of Content --- p.iv -viii / List of Tables --- p.vii-viii / List of Figures --- p.viii / Chapter Chapter 1 --- Introduction --- p.1-4 / Chapter 1.1 --- Background of the Study --- p.4-6 / Chapter 1.2 --- Purpose of the Study --- p.7-9 / Chapter 1.3 --- Significance of the Study --- p.9-10 / Chapter 1.4 --- Definition of Terminology --- p.10 / Chapter 1.4.1 --- The Subject of 'Pattern Construction' --- p.11-13 / Chapter 1.4.2 --- CAD systems in the Clothing Industry --- p.13-16 / Chapter 1.4.3 --- The PAD System --- p.17-20 / Chapter Chapter 2 --- Literature Review --- p.21 / Chapter 2.1 --- Educational Innovation & Implementation Evaluation / Chapter 2.1.1 --- Educational Innovation --- p.21-22 / Chapter 2.1.2 --- Implementation --- p.22-27 / Chapter 2.1.3 --- Evaluation --- p.28 / Chapter 2.1.4 --- Conducting Evaluation for an Educational Innovation --- p.29 / Chapter 2.2 --- Evaluation of Instructional Materials --- p.30 / Chapter 2.2.1 --- Conception & Methods in Evaluation of Instructional Systems --- p.30-31 / Chapter 2.2.2 --- An Evaluation Model for Instructional System --- p.32-34 / Chapter 2.3 --- A Model for Computer Software Evaluation --- p.34-36 / Chapter 2.3.1 --- Description of the Model --- p.37-38 / Chapter 2.3.2 --- Methodology used in the Software Evaluation Model --- p.38-39 / Chapter 2.3.3 --- Discussions on the Reiser & Dick Evaluation Model --- p.39-40 / Chapter 2.4 --- Conditions to Evaluating the Implementation of Educational Innovations --- p.41 / Chapter 2.4.1 --- Initial Status of Learners --- p.41 / Chapter 2.4.2 --- Learner Performance after a period of instruction --- p.42 / Chapter 2.4.3 --- Execution of Treatment/Study of Program Implementation --- p.42-43 / Chapter 2.4.4 --- Costs --- p.43 / Chapter 2.4.5 --- Supplemental Information --- p.44 / Chapter 2.5 --- The 'System Approach' to Instructional Design --- p.44-45 / Chapter 2.5.1 --- Definition of Instructional System --- p.45 / Chapter 2.5.2 --- The derivation of an instructional system --- p.46-49 / Chapter 2.5.3 --- Selection of Delivery System --- p.50-52 / Chapter 2.5.4 --- Individualized instruction as a delivery system --- p.53-55 / Chapter 2.6 --- Applications of Computer Technology as Learning Media in a Curriculum / Chapter 2.6.1 --- Computer applications in the Curriculum --- p.55-57 / Chapter 2.6.2 --- Integration of Computers into the Curriculum --- p.57-59 / Chapter 2.6.3 --- Computer Software for Curriculum --- p.59-60 / Chapter 2.6.4 --- Effectiveness of Computer-Based Instruction --- p.60-61 / Chapter 2.7 --- The Four Modes of Experiential Learning --- p.62-63 / Chapter 2.7.1 --- Individual Learning Styles --- p.63-64 / Chapter 2.7.2 --- Relationship between Learning Styles & the Knowledge Structure of Academic Fields --- p.65-66 / Chapter 2.8 --- Summary --- p.66-67 / Chapter Chapter 3 --- Research Methodology --- p.68 / Chapter 3.1 --- Research Design & Procedures --- p.68-73 / Chapter 3.2 --- Research Hypotheses --- p.73 / Chapter 3.2.1 --- Major Hypotheses --- p.73-74 / Chapter 3.2.2 --- Other Hypotheses --- p.74 / Chapter 3.3 --- Research Conditions & Sampling --- p.75 / Chapter 3.3.1 --- Initial Status of Learners/Students --- p.75-76 / Chapter 3.3.2 --- Learning Resources/Conditions --- p.76-77 / Chapter 3.3.3 --- Computer Access Time --- p.77 / Chapter 3.3.4 --- Technical Support --- p.77 / Chapter 3.4 --- Research Variables --- p.78 / Chapter 3.4.1 --- Independent Variables --- p.78-80 / Chapter 3.4.2 --- Dependent Variables --- p.80 / Chapter 3.5 --- Research Instruments --- p.80-82 / Chapter 3.6 --- Statistical Analyses --- p.83-85 / Chapter Chapter 4 --- Results & Discussion --- p.86 / Chapter 4.1 --- Results --- p.86 / Chapter 4.1.1 --- Reliabilities of Research Instruments --- p.86-88 / Chapter 4.1.2 --- Factor Analyses of Pretest & Posttest Questionnaires --- p.88-89 / Chapter 4.1.3 --- Pair t-tests of Achievement Scores before & after treatment --- p.90 / Chapter 4.1.4 --- Analyses of Covariance/Variance on Achievement by Independent Variables --- p.91-94 / Chapter 4.1.5 --- Analyses of Variance on Posttest score by Independent Variables --- p.94 / Chapter 4.1.6 --- Interaction Effects --- p.95 / Chapter 4.2 --- Discussion --- p.96 / Chapter 4.2.1 --- Reliabilities of Research Instruments --- p.96-102 / Chapter 4.2.2 --- The Major Hypotheses --- p.102-103 / Chapter 4.2.3 --- Factors affecting Outcomes of Innovation --- p.104-108 / Chapter 4.2.4 --- Follow-up on the Evaluation Study --- p.108 / Chapter Chapter 5 --- "Conclusion, Limitations & Recommendations" --- p.109 / Chapter 5.1 --- conclusion on the Evaluation Study --- p.110-117 / Chapter 5.2 --- Limitations of the Study --- p.117-120 / Chapter 5.3 --- Suggestions for Further Research --- p.120-123 / Bibliography --- p.Bi-Bx / Appendices / App. I Statistical Results from the Pilot Study / App. II A List of CAD Suppliers / App. III Self-instructional Unit / App. IV Individualized Instructional Course - Blue-print / App. V Kolb's Learning Style Inventory / App. VI Pretest Questionnaire / App. VIIa Computer Interaction Observation Checklist - for individual student / App. VIIb Computer Interaction Observation Checklist - for small group / App. VIII Posttest Questionnaire / Tables / Table 2.1 Alternative perspectives on the Implementation Process --- p.26 / Table 4.1 Reliability Table of Kolb's Learning Style Inventory --- p.86 / Table 4.2 Reliability Table of Pretest Questionnaire --- p.87 / Table 4.3 Reliability Table of Posttest Questionnaire --- p.88 / Table 4.4 Pair t-test on Achievement Scores before & after treatment --- p.90 / Table 4.5 Analysis of Covariance on Achievement after treatment among different groups of subjects categorized by their Demographic Data --- p.91 / Table 4.6 Analysis of Covariance on Achievement after treatment among different groups of subjects categorized by their Entry Characteristics --- p.92 / Table 4.7 Analysis of Variance on Achievement after treatmentamong different groups of subjects categorized by Learning Conditions --- p.93 / Table 4.8 Analysis of Variance on Posttest scores among different groups of subjects categorized by Learners' Response after treatment --- p.94 / Table 4.9 Interaction Effects between ability levels & modes of study --- p.95 / Table 4.10 Distribution of Learners within the Four Dimensions of Kolb's Experiential Learning Figures --- p.99 / Fig. 1.1 Pattern cutting examples of a men's jacket using a CAD system --- p.12 / Fig. 1.2 Diagram showing graded patterns with grade points & sizes --- p.12 / Fig. 1.3 A Production lay-plan shown on a computer screen --- p.13 / Fig. 1.4 A sleeve pattern being digitized --- p.13 / Fig. 1.5 A Designer's Perspective of Clothing/Textile computer programs --- p.16 / Fig. 2.1 curriculum Dimensions & their Relationships in the Implementaion Process --- p.24 / Fig. 2.2 An Evaluation Model for instructional design --- p.33 / Fig. 2.3 An Evaluation Model for computer software --- p.36 / Fig. 2.4 A Flowchart showing the stages of instructional design --- p.49 / Fig. 2.5 A multi-dimensional map outlining the four dimensions of computer technologieis & their attributes --- p.56 / Fig. 2.6 Modes of learning in the experiential learning cycle --- p.62 / Fig. 2.7 Relationship between learning styles & modes of learning --- p.64 / "Fig, 2.8 A typology of academic disciplines" --- p.66 / Fig. 3.1 A modified Evaluation Model for evaluating Multi-media Approach of Instructional System & CAD software --- p.70 / Fig. 4.1 Graph showing Interaction Effects between Ability Levels & Mode of Study --- p.95 / Fig. 4.2 Similarities among Academic Specialities at the University of Illinois --- p.100

The problem of this study is to predict how basic design will be taught in the year 2000 in the United States of America according to the perceptions of design educators who were polled using a Delphi exercise. Basic design is an introductory course in design disciplines covering fundamental principles, components, and applications of design. This study has a twofold purpose. The first is to predict how basic design will be taught in the year 2000 to allow design educators to better prepare for the future. The second is to provide a basis for further research that might address specific areas in the future of teaching design.

Thesis. 1975. Ph.D.--Massachusetts Institute of Technology. Dept. of Architecture. / Bibliography: leaves 153-159. / Ph.D.

Thesis. 1977. Ph.D.--Massachusetts Institute of Technology. Dept. of Urban Studies and Planning. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Bibliography : leaves 167-169. / Ph.D.

published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education

No description available.