Le redéploiement des réseaux de tramways en France a modifié considérablement les espaces publics et la façon dont ils sont pratiqués. Au-delà de l’image de développement urbain durable portée par le tramway, la question des difficultés d’usage de ces espaces est peu investiguée. Ce travail s’appuie principalement sur la mise en lien des analyses des pratiques des espaces publics réaménagés pour le tramway (observations in situ, interviews d’usager, analyses des accidents), avec celles des processus de conception de ces espaces (entretiens réalisés avec les différents acteurs des projets de tramway étudiés, révélant les enjeux, les choix, les conflits, les contraintes et les compromis ayant pesé dans l’aménagement de ces espaces). Les villes de Montpellier, Marseille et Nice sont les trois terrains d’étude sur lesquels ont porté ces investigations. Les résultats de cette thèse montrent d’une part que l’insertion de tramways modernes dans les villes françaises pose certains problèmes de complication des espaces publics. Ces complications, liées à la restructuration des espaces publics pour le tramway, engendrent des difficultés d’usage et des problèmes de sécurité. Ils montrent d’autre part que les processus de conception jouent un rôle dans la genèse de ces problèmes. Cette thèse établit ainsi des liens particuliers entre complexité des processus de conception (au sens de la pensée complexe) et complication des espaces publics. / The reintroduction of tram networks in France has considerably changed public spaces and the way citizens use them. Above and beyond the image of sustainable urban development conveyed by trams, the question of the difficulties encountered by the users of these spaces has not been studied much. This work is mainly based on the coordination of the analysis of the uses of these re-designed public spaces (through observations, interviews of users and accident studies) and the analysis of the conditions and processes involved in the design of these spaces (mainly based on interviews with the actors of these tram projects, to identify the choices made, compromises accepted, and conflicts and constraints at work that determine the layout of these spaces). The cities of Montpellier, Marseille and Nice are the three fields of study on which the demonstration of this thesis is based. On the one hand, the results of this research show that the insertion of tram tends to complicate the public spaces. These complications related to the restructuring of public spaces for the tram create difficulties of use and safety concerns. On the other hand, this research shows to what extent the complexity of the design processes plays a role in the genesis of these problems. This thesis thus establishes particular links between complex design processes (in the sense of “complex thought”) and complicated public spaces.

This descriptive case study focuses on how Technology teachers interpret and enact the interrelationship of the Technology-Society-Environment (TSE) theme with the Technological Process and Skills (TPS) and Technological Knowledge and Understanding (TKU) curriculum themes of the South African school subject, Technology. Science and technology have influenced society in the twentieth and twenty-first Century to a considerable extent. A critical study of this group of related influences is termed Science- Technology-Society and addresses socially relevant topics that encourage critical and high level thinking skills, problem-solving and decision making capacity. These issues are included in the Technology curriculum as the TSE theme. Using the TSE theme in teaching would have the potential to make the curriculum more relevant and learning more meaningful as it provides scope for teachers to engage learners to construct knowledge at a critical level in different real life contexts. This study investigated the relationship between teachers’ understanding of the interrelationship of TSE with Technological Process and Skills (TPS) and Technological Knowledge and Understanding (TKU) themes and the extent to which the unique features and scope for teaching Technology are met. The study was set in Bohlabela district of the province of Mpumalanga, in South Africa and implemented between August 2011 and April 2012. Four teachers of different schools and circuits were interviewed, three were observed during teaching, their lessons, work schedules and learners’ workbooks and project portfolios were analysed. A novel combination of an adaptation of the Ben-Peretz scheme of curriculum document analysis and Rogan and Grayson construct of implementation frame was used in the analysis of the information obtained through documents and observations. The study established that only in exceptional cases teachers use learner centred approaches that allow the integration of the TSE theme with the process (TPS) and knowledge (TKU) themes. Evidence was found that while teachers planned such integration, learners themselves do not show any examples of such integration in their workbooks. Teachers have difficulties with specific knowledge areas of the Technology curriculum, in spite of formal adequate basic training in the subject. Teachers ascribe these difficulties to resource limitations, the absence of specific technology training and inadequate support by teacher support personnel. It is recommended that teacher support groups be established, and that the Department of Education develop specific curriculum materials and train teachers in the interpretation and enactment of the documents. / Dissertation (MEd)--University of Pretoria, 2012. / gm2014 / Science, Mathematics and Technology Education / unrestricted

This licentiate thesis is based on visual art didactics and the school subject visual art, but focuses on the design process in a college design education. The aim is to explore and understand the innovative and exploratory learning processes and the importance of visual mediation in this context. With a phenomenological approach the study focuses on design students experiences in this context. These experiences are made subject on reflection and formulation, through phenomenology and visual semiotics. The empirical materal of the study consists of interviews and sketches and images collected from student workbooks. The results of the study show that the design process does not occur by itself among the students. It must be learned. The need for learning probably also applies to the processes of creative learning in other fields. Furthermore, the results indicate that the process is best understood and appropriated in pragmatic learning situations. Three kinds of visual representations of the basic aims of process work are identified in the analysis: images for communicative purposes, images for reference and discussion purposes and images as a support for one's own thinking. From the perspective of visual art dididactics the results of the study reveals four important dimensions, wich may be of relevance as a fundamental didactic structure in efforts to promote understanding of a practice-oriented learning in context of visual mediations. Together with a split vision guiding principles, existing premises and action-based learning processes may provide a supporting unit in this structure. Based on the results, it seems important that pupils and students have the opportunity to learn to master and appropriate the creative process in order to use it in an investigative purpose. Considering the structure of the process, a didactic model can facilitate learning and at the same time provide a valuable complement to the subjective approach of inspiration in the aestetic learning process. In summary, the results of the study indicate that the fields of design and didactics are related to each other and that the field of design training can bring knowledge and experience of exploration and creative learning processes to the school subject visual art.

Aus der Einführung: "Die Verwendung von Prototypen besitzt eine zentrale Rolle bei der Produktentwicklung und im Designprozess (Camere et al. 2016). Wie Camere und Bordegoni feststellen hat sich der Fokus der Designdisziplin auf Funktionalität um die Aspekte der Usability und der User Experience erweitert. Damit einhergehend hat sich auch die Rolle der Prototypen von Funktionsmustern und Präsentationsobjekten um die Funktionen als Evaluierungs- und Versuchsobjekte ergänzt. Die Integration von Nutzern in den Designprozess ist dabei ein weiterer Punkt bei denen Prototypen ein wichtiges Werkzeug zur Kommunikation und kooperativen Arbeit liefert (Schneider 1996). Die Integration von Prototyping-Methoden in den unterschiedlichen Phasen des Designprozesses führt zu unterschiedlichen Anforderungen hinsichtlich der Form und Aufgabe der Prototypen. Entsprechend vielfältig sind die heute verwendeten Arten von Prototyping. ..."

L’ingénierie système et le management de projet sont deux disciplines essentielles dans l'industrie, et représentent deux facteurs essentiels pour la réussite des projets. Cependant, depuis de nombreuses années, s’est établie une barrière culturelle entre les praticiens de l'ingénierie des systèmes et ceux de la gestion de projet. Alors que l'ingénierie des systèmes s’intéresse aux éléments techniques, le management de projet a la responsabilité globale du projet ; de ce fait, certains considèrent que leurs activités sont indépendantes plutôt que de les considérer comme des parties d’un tout. Par conséquent, le travail coûte souvent plus, prend plus de temps, et fournit une solution non optimale pour le client. Alors comment faire pour supprimer les barrières entre les différentes équipes, les pratiques et les connaissances, afin de prendre les décisions dans le projet sur la base des vues intégrées de ces parties prenantes ? La réponse à cette question est essentielle pour assurer le succès du projet et améliorer la performance en entreprise. Cette thèse se place à l'intersection de plusieurs disciplines, notamment l’ingénierie système et le management de projet. Elle promeut le développement collaboratif de systèmes multi-technologies et la prise de décision partagée entre les parties prenantes. Notre premier objectif porte sur l'harmonisation des descriptions des processus du management de projet et d'ingénierie des systèmes sur la base des normes et guides de bonnes pratiques internationaux. Notre proposition est d'élaborer un cadre de processus fondamentaux et alignés pour supporter le management des processus d’ingénierie système qui peut être adapté à des entreprises de profils différents (PME, ETI ou grands groupes). Pour cela, nous comparons les cinq normes et guides d'ingénierie des systèmes (ANSI/EIA 632, ISO/IEC 15288, IEEE 1220, INCOSE Handbook et Sebok) et les trois normes et guides de gestion de projets (PMBoK, ISO 21500, ISO/IEC 29110) afin d'évaluer la cohérence de ces documents de référence en ce qui concerne les processus qu'ils décrivent et qui sont impliqués dans l'ensemble du projet. Au-delà de l'intégration des pratiques par l'utilisation de ce cadre, nous offrons aussi aux ingénieurs systèmes et managers un ensemble d'indicateurs qu'ils peuvent partager afin de faciliter la coopération entre eux et leur permettre une prise de décision collaboration dans le suivi et le pilotage des projets. Les indicateurs sont évalués à la fois par les ingénieurs systèmes et les managers et leur importance est décidée collaborativement à l’aide d’une méthode multicritère d’aide à la décision (AHP). Ensuite, sur la base des valeurs des indicateurs, les méthodes du chemin critique (CPM) et de gestion adaptative de la valeur acquise (EVM) sont utilisées pour évaluer l’avancement du projet et du développement du système. Quatre indices sont ainsi définis pour supporter le processus de prise de décision tout au long du projet afin de permettre la prise de décisions collaborative et de rendre celle-ci plus rationnelle. / In a highly competitive economic context, companies need to improve their performance in entire life cycle of a product. It is often found that company organization leads to segregation between systems engineering and project management, with the result that decision-making is sometimes misguided and may compromise project execution, whereas, although they each have specific visions and targets, these disciplines are nonetheless intended to serve a common objective, which is to satisfy the customer. So it is an important issue to facilitate their adoption and their joint deployment within the company, in order to improve decision-making in engineering projects. The proposal of the thesis involves bringing systems engineering and project management closer together in order to help both systems engineers and project managers assess the project progress. Based on this assessment, they can adjust the project policy dynamically through the project life cycle. In this thesis, we first harmonize the standards and guides from systems engineering and project management domains and define an integrated process groups organized into 3 groups of processes. Then we identify a set of key indicators related to these process groups, indicators are then valuated and give the evaluation of the indicator based on the analytic hierarchy process method to integrate the views of systems engineers and project managers in an additional way. On the basis of these indicators, we use the critical path method and earned value management method to assess the project progress values and define two project indexes to assess and insight the project progress easier.

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.

Orientador: João Roberto Gomes de Faria / Resumo: Apesar de grandes avanços da pesquisa científica quanto à inclusão dos conceitos e procedimentos referentes ao conforto ambiental no contexto do processo projetual, é ainda perceptível sua dificuldade de apropriação nas práticas de disciplinas projetuais de cursos de graduação em Arquitetura e Urbanismo, tanto por parte dos alunos, quanto por parte dos professores de projeto. Essa dificuldade se dá, principalmente, pela defasagem de aprendizagem nas disciplinas de Conforto Ambiental no que se refere ao desenvolvimento de habilidades práticas nos alunos, para que sejam capazes de utilizar, de forma autônoma, o conhecimento adquirido na resolução de problemas arquitetônicos diversos. Com base nessa problemática, esta pesquisa teve por objetivo investigar a aplicabilidade da Sala de Aula Invertida como metodologia de ensino da arquitetura bioclimática no contexto do processo projetual, em cursos de Arquitetura e Urbanismo. A pesquisa, de caráter exploratório e correlacional, consistiu no desenvolvimento, aplicação e avaliação de uma estratégia de ensino, baseada na metodologia acima mencionada, para uma turma do 6º semestre de um curso de graduação em Arquitetura e Urbanismo, na disciplina “Conforto Ambiental”, transformando a sala de aula em um ateliê de projeto. A avaliação dos alunos foi feita por meio de prova individual e dos projetos elaborados em grupo durante as atividades propostas em sala de aula. Como variáveis dependentes, os resultados de aprendizagem foram identifi... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Despite the great advancements of scientific research on the inclusion of concepts and procedures related to environmental comfort in the context of the design process, it’s still noticeable its difficulty of appropriation in the practices of design disciplines in Architecture and Urbanism courses, both by students, as by teachers. This difficulty is mainly due to the lack on learning process in the Environmental Comfort disciplines regarding the development of practical skills in the students, so that they are able to use, autonomously, the knowledge acquired in solving several architectural problems. Based on this problem, this research aimed to investigate the Flipped Classroom’s applicability as a teaching method of bioclimatic architecture in the context of the design process, in Architecture and Urbanism courses. The exploratory and correlational research consisted of the development, application and evaluation of a teaching strategy, based on the above-mentioned methodology, for a 6th semester class of an Architecture and Urbanism course, in the discipline “Environmental Comfort”, turning the classroom into a design studio. The evaluation of the students was done through an individual test and through the evaluation of groups’ projects, elaborated during the activities proposed in the classroom. As dependent variables, learning outcomes were identified by quantitative evaluation (grades) and qualitative evaluation (cognitive levels of Bloom’s Taxonomy). As independent ... (Complete abstract click electronic access below) / Mestre

The master's thesis deals with analysis and design of information system for company eSports, s.r.o. First chapter presents theoretical basis which is necessary for understanding the problem. Second chapter assesses current situatuion of eSports, s.r.o. and analyzes main processes of the company. Last chapter provides proposals for data model of new information system.

Dieser Aufsatz ist auf der Grundlage des Vortrags entstanden, der auf der Auftaktveranstalung des Projektes "Arbeitslebensbegleitendes Lernen im Betrieb und mitarbeiterorientierte Förderung der Arbeitsfähigkeit" (ALBAf) am 01.04.2015 vom Autor gehalten wurde.

Dieser Aufsatz ist auf der Grundlage des Vortrags auf der GeNeMe Tagung des Medienzentrums an der Fakultät für Informatik der TUD am 01.10.2014 entstanden, welcher unter anderem als Wissenstransfer im Rahmen des Projektes „Arbeitslebensbegleitendes Lernen im Betrieb und mitarbeiterorientierte Förderung der Arbeitsfähigkeit“ (ALBAf) stattfand.