This thesis presents a design for an Intelligent Educational System to support the teaching of design evaluation in engineering. The design consists of a simple computerbased tool (or 'learning environment') for displaying and manipulating infonnation used in the course of problem solving, with a separate dialogue component capable of discussing aspects of the problem and of the problem solving strategy with the user. Many of the novel features of the design have been incorporated in a prototype system called WOMBAT. The main focus of this research has been on the design of the dialogue component. The design of the dialogue component is based on ideas taken from recent work on rational agency. The dialogue component has expertise in engaging in dialogues which support collaborative problem solving (involving system and user) in domains characterised as justified beliefs. It is capable of negotiating about what to do next and about what beliefs to take into account in problem solving. The system acquires problem-related beliefs by applying a simple plausible reasoning mechanism to a database of possible beliefs. The dialogue proceeds by turn-taking in which the current speaker constructs their chosen utterance (which may consist of several propositions and questions) and explicitly indicates when they have finished. When it is the system's turn to make an utterance, it decides what to say based on its beliefs about the current situation and on the likely utility of the various possible responses which it considers appropriate in the circumstances. Two aspects of the problem solving have been fully implemented. These are the discussion about what criteria a decision should be based on and the discussion about what decision step should be taken next. The system's contributions to the interaction are opportunistic, in the sense that at a dialogue level the system does not try to plan beyond the current utterance, and at a problem solving level it does not plan beyond the next action. The results of a formative evaluation of WOMBAT, in which it was exposed to a number of engineering educators, indicate that it is capable of engaging in a coherent dialogue, and that the dialogue is seen to have a pedagogical purpose. Although the approach of reasoning about the next action opportunistically has not proved adequate at a problem solving level, at a dialogue level it yields good results.

The awareness of sustainable development has been increasing significantly in the Thai manufacturing industry since the financial crisis in 1997. The government has launched several initiatives to promote the development of sustainable products as the concept has a potential to stimulate the national economy and address the sustainability issues. Although the progress has been reflected through the launch of numerous products in the market, most of the products available were only claimed to be sustainable or environmentally friendly. Education is a prerequisite to achieve the integration of sustainable design as it equips stakeholders with knowledge and skills required to be the future decision makers. In other words, it enables designers to create products that contribute to sustainable development. However, the researcher found a lack of sustainable design learning in Thai industrial/product design courses. This situation has motivated the researcher to carry out this PhD research with an aim to support the implementation of education for sustainable development (ESD) into Thai higher education institutions (HEIs). The literature review emphasised the need to tailor the theoretical framework for Thai lecturers due to the lack of ESD training and appropriate materials. It also indicated the lack of publications related to the Thai context and the requirements to identify barriers and needs of the target users. The shortfall was addressed through a series of interviews; experts from three different disciplines (government, business and education sectors) were invited to participate in the interview sessions and reveal the status of sustainable design and ESD in Thailand. The findings were then used to construct the ESD framework that is specific to Thai industrial/product design courses. The SustainAble web-tool was developed to make it more effective in enabling the framework to comply with the needs of Thai design lecturers. Usability testing was employed to test the framework that was presented through the web-tool. The framework evaluation demonstrated the success of the framework development and underlined the need for the web-tool. The tool can fulfill the framework and allow it to be practically applied in the context of Thai design education.

A study in four parts of the development of Art and Design Education in the nineteenth century. Although the 1835-36 Select Committee on Arts and Manufactures is cited as the starting point the actual scope of this study predates 1835 and Part I looks at the important antecedents that led up to the setting up of this Committee, being the point at which Design Education was perceived as an important necessity to support the country's industrial growth and ward off the threat of foreign competition. Part 11 looks at the outcome of that Committee and the setting up of the Metropolitan and Provincial Schools of Design. Part III covers the Oepartment of Practical Art/Department of Science and Art, and how the South Kensington System created by Henry Cole controlled Art and Design Education. The final Part IV looks at the forces that eroded South Kensington particularly the influence of the Fine Arts, and Art and Craft Movement, and the increasing control of municipal authority. The finishing point of the study is the 1902 Education Act.

No description available.

Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Design educators are expected to demonstrate a high level of confidence in the industry for which they are preparing students. When I reflected upon my own design industry and higher education experience while engaging with critical citizenship and globalization discourse, my confidence in and perceived authority of the design industry became challenged. I came to the realization that it could be useful to view the demands from the neoliberal design industry on design education through the lenses of critical citizenship and globalization. The insights gained from such an investigation could assist design educators involved in developing new design programmes to conscientize the expectations set by the design industry. It is argued that the conscientizing of expectations set by the design industry could be achieved by focusing on conscientizing design graduates that may in turn influence the design industry at large. The main aim of the study is to create a conceptual framework that supports theoretical concepts that could conscientize industry expectations of design education. The main research question thus questioned how critical citizenship and globalization discourse could be used to conscientize industry expectations of design education at Universities of Technology (UoTs). The objectives of the study are twofold: to identify, firstly, current industry expectations of design graduates from a University of Technology in South Africa and, secondly, to identify theoretical concepts in critical citizenship and globalization discourse that could be used to conscientize industry expectations of design education at UoTs in South Africa. Theoretical concepts in critical citizenship and globalization discourse were identified through a literature review; the identified concepts were used to develop a conceptual framework. The empirical section of the research design consisted of a case study that included industry interviews, alumni surveys and my own experience as the main sources of data. The theoretical concepts identified in the literature review of critical citizenship and globalization discourse were used to structure an inductive content analysis of empirical data collected to identify possible theoretical concepts that can be used to conscientize industry expectations of design education. The picture that emerges from this study creates a worrying image of a profession in crisis. I identified the urgent need to instil compassion into design education so that our alumni can intuitively act against situations where their dignity is under threat. This can be done by means of inclusion of critical citizenship and globalization discourse in curriculums of design programmes at UoTs. The theoretical concepts in critical citizenship and globalization discourse that can possibly be used to conscientize industry expectations of design education at UoTs are identified as: transformation, diversity, racism, social disparity, visual culture, civic identity, civic engagement, ethical relationships, shared participation, problemsolving, critical thinking, and imagination skills. I also conclude that the debate regarding the conscientizing of the design industry is of such importance that it should not be limited to only critical citizenship and globalization discourse ‒ the debate must go further and deeper. / AFRIKAANSE OPSOMMING: Daar word van ontwerp-dosente verwag om 'n hoë vlak van vertroue te toon in die industrie waarvoor hul hul studente oplei. Terwyl ek sou meedoen aan die diskoers rondom kritiese burgerskap en globalisering, het ek besin oor my eie ervaringe rakende die ontwerp-industrie en hoër opvoeding en sou uiteindelik my vertroue in en vermeende inspraak sover dit die ontwerp-industrie aangaan, bevraagteken. Daar is tot die besef gekom dat dit voordelig kan wees om die eise wat die neoliberale ontwerp-industrie aan ontwerp-onderrig stel, te beskou vanuit die hoek van kritiese burgerskap en globalisering. Die insigte verwerf deur middel van so 'n ondersoek kan ontwerp-opvoedkundiges betrokke by die ontwikkeling van nuwe ontwerp-programme van diens wees in hul poging om die verwagtinge gestel deur die ontwerp-industrie sensitief te verskerp. Daar word aan die hand gedoen dat so 'n sensibilisering betreffende die verwagtinge gestel deur die ontwerp-industrie haalbaar is deur te fokus daarop om ontwerp-graduandi insgelyks te sensibiliseer en wat op sy beurt die ontwerp-industrie breedvoerig sal raak. Die hoofoogmerk van die studie is om 'n konsepsuele raamwerk daar te stel welke teoretiese konsepte ondersteun wat 'n sensitiewe bewussyn kan kweek sover dit industrie-verwagtinge rakende ontwerp-onderrig aangaan. As sodanig het die hoofnavorsingsprobleem dus gevra na hoe die diskoers rondom kritiese burgerskap en globalisering aangewend kan word om industrie-verwagtinge insake ontwerponderrig by Universiteite vir Tegnologie (UvT's) te sensibiliseer. Die oogmerk van hierdie studie is tweevoudig: om, eerstens, huidige industrie-verwagtinge rakende ontwerp-graduandi van 'n UvT in Suid-Afrika te identifiseer en, tweedens, om teoretiese konsepte rakende die diskoers rondom kritiese burgerskap en globalisering te identifiseer wat aangewend kan word om industrie-verwagtinge rakende ontwerp-onderrig by UvT's in Suid-Afrika sensitief te verskerp. Teoretiese konsepte in die diskoers rondom kritiese burgerskap en globalisering is geïdentifiseer deur middel van 'n literatuuroorsig; die geïdentifiseerde konsepte is naamlik aangewend om 'n konsepsuele raamwerk te ontwikkel. Die empiriese afdeling van die navorsingsontwerp het bestaan uit 'n gevallestudie wat onderhoude in die industrie, opnames onder alumni asook my eie ervaringe rakende die ontwerp-industrie as hoofbronne van data ingesluit het. Die teoretiese konsepte geïdentifiseer as deel van die literatuuroorsig rakende die diskoers rondom kritiese burgerskap en globalisering is aangewend om struktuur te verleen aan 'n induktiewe inhoudsanalise van empiriese data versamel om moontlike teoretiese konsepte te identifiseer wat aangewend kan word om industrie-verwagtinge rakende ontwerponderrig te sensibiliseer. Die beeld wat deur hierdie navorsing geskets is, skep 'n onrusbarende beeld van 'n professie wat 'n krisis deurmaak. Ek het die dringende behoefte geïdentifiseer om toegeneentheid en deernis by te bring in ontwerp-onderrig sodat ons alumni intuïtief kan optree in gevalle waar hul menswaardigheid in die gedrang sou kom. Dit kan bereik word deur die insluiting van kritiese burgerskaps- en globaliseringsdiskoerse in die kurrikulums van ontwerp-programme by UvT's. Die teoretiese konsepte in die diskoers rondom kritiese burgerskap en globalisering wat moontlik aangewend kan word om industrie-verwagtinge rakende ontwerponderrig by UvT's te sensibiliseer, is geïdentifiseer as: transformasie, diversiteit, rasisme, sosiale ongelykheid, visuele kultuur, burgerlike identiteit, burgerlike verpligtinge, etiese verbintenisse, deelgenootskap, probleemoplossing, kritiese denke asook vaardighede met betrekking tot die inspan van die verbeelding. Daar is voorts tot die slotsom geraak dat die debat rondom die kweek van 'n sensitiewe bewussyn in die ontwerp-industrie van sodanige belang is dat dit nie beperk behoort te word tot alleen die diskoers rondom kritiese burgerskap en globalisering nie ‒ die debat móét eenvoudig verder en meer indringend gevoer word.

No description available.

<p> Faculty-designers (educational professionals untrained in instructional design) have emerged as critical components in development of online courses and a need has arisen to ensure that faculty-designers possess appropriate skills and competencies to maintain quality of online courses.</p>

<p> Passage of the Post-9/11 Veterans Educational Assistance Act of 2008 resulted in a dramatic increase in the number of combat-experienced veterans enrolling in institutions of higher learning. While these student-veterans bring unique perspectives to the classroom, they also face many challenges to their educational pursuits. Few educators are aware of how the effects of trauma or recalling combat experiences might support or hinder adult learning in the cognition, emotion, and social dimensions of learning. This qualitative multiple case study explored how combat experiences supported or hindered learning by graduate-level student-veterans within the content of the curriculum, as an incentive to learn the content of the curriculum, and for facilitating social interactions within the learning environment. Semi-structured interviews described how student-veterans perceived the use of their combat experiences within these three dimensions of learning. Ten purposefully drawn participants from graduate-level student-veteran volunteers attending the U.S. Army Command and General Staff College (CGSC) at Fort Leavenworth, Kansas described a variety of military and educational experiences. Data were analyzed and coded using qualitative data analysis software to reveal themes within the perceptions of the participants and across participant cases. All participants described how their combat experiences supported their learning; eight of 10 described how their combat experiences hindered their learning. Themes supported the theoretical proposition that combat experiences could support student learning through the cognitive, emotional, and social interactions of student-veterans with the curriculum and other students. Participants also described how combat experiences and the military lifestyle could hinder learning in all three dimensions suggesting educators should consider adjusting instructional approaches for some student-veterans. Negative cases to the themes were reported. The study added to an understanding of Illeris' learning theory and the application of contemporary adult education models with graduate-level student-veterans. Recommendations for use of the findings in the classroom were made. Proposals for further research included case studies of student-veterans who have experienced flashbacks during instruction, student-veterans at the graduate and undergraduate level for further comparison, and other traumatized student groups such as law enforcement, medical, and first responders.</p>

Doctor of Philosophy / Department of Environmental Design and Planning / Stephanie A. Rolley / Creativity is vital to the design professions although there is a not a common understanding among designers about the nature of creativity. Designers need a model of creativity that helps place the importance of creativity in the design process and informs educators about how to better enhance creativity in their students. Merrill’s Model of Creativity in Design (Merrill & Rolley 2012) was developed by the researcher and served as the framework for exploring the effect of an academic intervention on the creativity of college freshman design students in order to answer the question: Does participating in an academic intervention affect the creativity of first-year, three-dimensional design students, as measured by the Figural Torrance Test of Creative Thinking? A mixed methods approach allowed development of a rich field of data for analysis as well as a body of student work and experiences. Design students were taught creativity techniques in addition to completing short exercises during a one-hour weekly seminar class, Design Thinking and Creativity. These students were compared to a control group of students utilizing a modified Solomon four-group non-equivalent control group quasi-experimental research design, adapted from Campbell and Stanley (1966). A paired t-test compared post-test scores between the treatment group (n=70) and the control group (n= 18). Qualitative data was also collected including a demographic survey, a Creative Self-Assessment, and interviews. The treatment group, on average, (M=113.53, SE=1.82) scored significantly higher than the control group on the post-test administration of the FTTCT (M=104.78, SE=3.41), t(84)=-2.22, p<.05, r=.06). An analysis using Spearman’s Rho determined a significant correlation between individual participant’s scores on three assessments of individual student creativity, which focused on the individual’s creative cognitive abilities; however, there was no significant correlation with the final creativity project. These findings show that deliberate creativity education coupled with creativity exercises allowed students to slightly raise their creativity while the creativity of their peers dropped. Analysis of qualitative data revealed high student confidence and commonalities in defining creativity. This study demonstrates that an academic intervention can improve the creativity of beginning design students and provides a theoretical framework for future creativity research and teaching.

Industrially supported projects, which are an important part of industrial design education, have been carried on with an increasing pace in universities in Turkey for a long time. This thesis develops strategies to improve collaborative projects with industry in industrial design education, by examining how collaboration member benefit from each other&rsquo / s and which problems do they encounter with collaboration / and to find out what the needs and expectations of all members are through a case study of graduation projects. As a case study, the graduation project course in the Department of Industrial Design at Middle East Technical University in 2005 spring semester was chosen, where collaboration with industry has been regularly held since 2002. Results of questionnaires with all collaboration members namely the students, educators and company representatives were evaluated in order to develop strategies. As a conclusion, implications to facilitate further developments of university- industry collaboration projects and academic schemes are reached.