Submitted by Mario BC (mario@bc.ufrpe.br) on 2018-03-19T14:11:30Z No. of bitstreams: 1 Andre Marques Cavalcanti Filho.pdf: 4404621 bytes, checksum: 2e63eed7fbbadf72454fa432fb975134 (MD5) / Made available in DSpace on 2018-03-19T14:11:30Z (GMT). No. of bitstreams: 1 Andre Marques Cavalcanti Filho.pdf: 4404621 bytes, checksum: 2e63eed7fbbadf72454fa432fb975134 (MD5) Previous issue date: 2017-07-14 / Mobility in public transport is related to the quality user’s life. We consider the need to improve the accessibility for blind users on system. Among possible solutions, the use of assistive tools presents itself as a viable solution due to its low implementation cost and, in general, little adaptation to the existing technological infrastructure. This paper aims to propose an interface model that allows an improvement of the accessibility in public transport aimed at blind users developed basis on - design thinking in order to bring the proposed solution of the expected results to blind users in maximum extent possible. The development of an assistive tool that provides a improvement in bus accessibility. The model is based on the cognitive path for interfaces analysis, in search of usability / accessibility as the main navigation characteristics of interfaces in available applications. A research was developed in two phases. The first phase, preliminary immersion, verifies the accessibility existence problem while the second phase, deep immersion, are identified as suggestions for solution, according to interviewee’s opinion. After two phases of this research, tests were performed without interfaces model developed in which one can observe an user’s acceptance in relation to the model. In this way, it is considered that the research met the development objectives an accessible interface model. Among the results obtained, can be observed the method used for the development is an adherent model as needs and peculiarities of the studied public, it was a fundamental part in the sucess of objectives. / A mobilidade no transporte público de passageiros está relacionada à qualidade de vida dos usuários. Considerando os problemas existentes nos centros urbanos, em particular no transporte na modalidade de ônibus, observa-se a necessidade da melhoria da acessibilidade deste sistema para usuários com deficiência visual. Dentre as soluções possíveis, o uso de ferramentas assistivas apresenta-se como uma solução viável pelo seu baixo custo de implantação e por requererem, em geral, pouca adaptação na infraestrutura tecnológica existente. Este trabalho tem por objetivo propor um modelo de interfaces que possibilite a melhoria da acessibilidade do transporte coletivo voltada aos usuários com deficiência visual, desenvolvido com base no design thinking a fim de aproximar ao máximo a solução proposta do resultado esperado pelos usuários com deficiência visual, para o desenvolvimento de uma ferramenta assistiva que proporcione uma melhoria na acessibilidade ao ônibus. O modelo fundamenta-se no percurso cognitivo para análise de interfaces, em busca da usabilidade/acessibilidade como características principais das interfaces de navegação dos aplicativos disponibilizados. A pesquisa foi desenvolvida em duas fases. A primeira fase, imersão preliminar, verifica a existência do problema de acessibilidade enquanto que na segunda fase, imersão profunda, são identificadas as sugestões de solução, segundo a opinião dos entrevistados. Após as duas fases desta pesquisa foram realizados testes no modelo de interfaces desenvolvido nos quais pôde-se observar a aceitação dos usuários em relação ao modelo. Dessa forma, considera-se que a pesquisa atendeu aos objetivos de desenvolver um modelo de interface acessível. Dentre os resultados obtidos, pode-se observar que o método utilizado permitiu o desenvolvimento de um modelo aderente às necessidades e peculiaridades do público estudado, o qual foi parte fundamental para o atingimento dos objetivos.

This inquiry investigated four design educators’ perspectives and beliefs of global competence teaching and learning, and aimed to inform effective global competence curricula planning and instruction across disciplines. The literature uncovered multiple reasons to warrant design educator reflections: (a) similarities among global competence and design thinking characteristics, (b) design education accreditation emphasis on globally oriented standards, and (c) design thinking as a resource to improve practices across disciplines. Accordingly, the inquiry employed a qualitative design and a multiple case-study approach. Data collection methods included: (a) interviews, (b) image artifacts, and (c) researcher reflective memos. A comparative analysis used systematic coding to reveal core theme statements grounded in the data. The inquiry revealed all four design educators believed: (a) active learning and information gathering activities were effective ways to teach global competence, (b) interaction with others from different backgrounds contributed to global competence development, (c) a formal education experience changed the ways they view the world and empathize with others, (d) the critique was an effective global competence teaching and learning tool, and (e) the role of perception processes fostered ability to recognize qualities of other people and places. All four design educators’ image artifacts represented meanings and interpretations of global competence as human-centered, and expressed physical connection. Ultimately, three overarching discoveries emerged: (a) design educators use mindshifts to develop global competence, (b) design educators are makers of their global competence development, and (c) design educators are mature motivators of global competence development. The inquiry concluded with a model for design education global competence development grounded in the data and the literature. Implications for action connected to three higher education teaching and learning areas: (a) mindfulness, (b) the maker movement, and (c) mindsets. Overall, the four design educators’ information-rich narratives and practical curricula design applications presented in this inquiry aim to encourage other educators to relate the global dimensions of their own disciplines to current teaching and research practice.

The aim of this thesis is to identify innovation opportunities, which will serve to encourage individuals with inborn metabolic disorder phenylketunuria (also PKU) to comply with their strict dietary restrictions. The theoretical part of the thesis is devoted to the definition of basic concepts of innovation and techniques of Design thinking focusing on the Human-centered design approach. Futhermore the reader will find introduction into inborn metabolic disorder phenylketonuria. The practical part contains a plan of research, description of the current situation on the Czech market, outputs of research with experts, outputs of the workshop with individuals with PKU and the identification of innovation opportunities and recommendations.

Submitted by Fernanda Rodrigues de Lima (fernanda.rlima@ufpe.br) on 2018-09-24T22:08:53Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Erika Simona dos Santos Ferreira.pdf: 21174768 bytes, checksum: fb12ff26bbf8e78d40efef6cda563aa3 (MD5) / Rejected by Alice Araujo (alice.caraujo@ufpe.br), reason: Por favor, atualizar arquivo pelo que está no banco interno. Obrigada!! on 2018-09-25T17:43:22Z (GMT) / Submitted by Fernanda Rodrigues de Lima (fernanda.rlima@ufpe.br) on 2018-09-25T18:59:33Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Erika Simona dos Santos Ferreira.pdf: 5615375 bytes, checksum: 8b22f1a1ba542eac5a440aadd93b1297 (MD5) / Approved for entry into archive by Alice Araujo (alice.caraujo@ufpe.br) on 2018-09-25T19:39:06Z (GMT) No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Erika Simona dos Santos Ferreira.pdf: 5615375 bytes, checksum: 8b22f1a1ba542eac5a440aadd93b1297 (MD5) / Made available in DSpace on 2018-09-25T19:39:06Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Erika Simona dos Santos Ferreira.pdf: 5615375 bytes, checksum: 8b22f1a1ba542eac5a440aadd93b1297 (MD5) Previous issue date: 2016-01-29 / Por meio de um processo de pesquisa através do design, atuando no âmbito da confluência entre os campos do Design e da Educação, a maior pretensão deste trabalho é discutir a adequação e propor um modelo conceitual de dispositivo ajustado às aproximações dos campos - no contexto de um grupo de pesquisa que almeja, de for¬ma reflexiva e contínua, criar a RIDE: Rede Internacional Design Educação, baseada na UFPE. Diante do potencial e conhecimentos levantados ao longo dos 10 anos de trajetória deste grupo - e do relevante diagnóstico que expõe a fragilidade da formação docente para a utilização da linguagem gráfica -, identificamos a necessidade de potencializar a vazão, as trocas e o alcance dos conhecimentos gerados. Desta forma, buscamos aproximar a realidade das nossas pesquisas dos principais agentes para a inovação da educação - os professores -, cola¬borando para a consolidação desse novo campo do Design/Educação. Nos ocupamos, portanto, da elaboração de uma ambiência de trocas e conexões, que funcionará como suporte às ações dos pesquisadores e facilitador das ações de formação e produção de dispositivos educacionais. Seguindo um percurso baseado na Metodolo¬gia Design Thinking Canvas, propomos sua adequação a um contexto científico de pesquisa e chegamos a um modelo conceitual de aplicação web multiplataforma, integradora e colaborativa entre seus principais agentes (professores e pesquisadores). A partir dos parâmetros de projeto definidos, também se constitui como uma plataforma de discussão e repositório de conhecimentos - configurando-se assim, como o primeiro passo na construção de um dispositivo ajustado a uma realidade de conexões em rede; pretendida pelo referido grupo de pesquisa, e almejada pelas expectativas contemporâneas da educação. / By means of a research process within the area of design - acting at a point where the fields of design and education converge, the greatest aim of this project is to propose and discuss the adequacy of a conceptual model of a device to act on the approximations of the two fields - in the context of a research group that both reflectively and continuously, aims to create the International Network of Design Education (known as RIDE), based at UFPE. Given the potential and knowledge collected over the 10-year history of this group - and of the significant diagnosis that has exposed the fragi¬lity of teacher training regarding the use of visual language – we identified the need to enhance the flow, exchange and scope of this generated knowledge. We therefore seek to bring the reality of our research to those who are key players in innovative education – the teachers -, thus helping to consolidate this new field of Design/Education. Hence, it has been our concern to develop an atmosphere of exchange and connection, which will provide support for the actions of researchers and facilitate the training activities and production of educational devices. By following a route based on the Design Thinking Canvas methodology, we propose its appropriateness for a scientific context of research and arrive at a conceptual model of a collaborative, integrated web application platform for use amongst its key players (teachers and researchers). Within the defined design parameters, it also embodies a discussion platform and a source of knowledge – becoming therefore, the first building block in a device adjusted to the reality of a network of connections; intended for the abovementioned research group, and that meets the contemporary expectations of education.

Design Thinking is a methodology whose main objective is to develop the creative skills of people in organizations, in order to achieve the best innovation proposals to enhance its competitiveness against other. Under this idea, this project's main objective is to build a framework that can facilitate the implementation of Design Thinking and make a proposal of solutions for continuous improvement of a process of a business model of Retail sector. To achieve this goal, the project is carried out in two stages, each lasting 16 weeks. The first stage begins with the stage of project management where the documents of the planning are defined. The second stage covers the implementation of the framework in the Topitop Company. This stage is divided into phases Understand, Empathize, Define, Develop, Prototype and Evaluate, defined in Design Thinking. This document embodies the development and results of the project stages, obtaining a framework based on Design Thinking as the final product. The results of the project include: applicability of the framework, improving the process of re-supply a Peruvian company in retail and the proposed improvement of the selected process. In conclusion, the document below shows the design and implementation of a framework which allows organizational improvement and alignment with business objectives. / Design Thinking es una metodología que tiene como principal objetivo desarrollar la capacidad creativa de las personas en las organizaciones para lograr las mejores propuestas de innovación que permitan aumentar su competitividad frente a otras. Sobre la base de esta idea, el presente proyecto tiene como objetivo principal construir un marco de trabajo que permite facilitar la implementación de Design Thinking y lograr una propuesta de soluciones para la mejora continua de un proceso de un modelo de negocio del sector de Retail. La primera etapa inicia con la fase de gestión de proyecto en la cual se definen los entregables. La segunda etapa abarca la aplicación del framework en la empresa Topitop. Esta etapa se divide en las fases de Entender, Empatizar, Definir, Idear, Prototipar y Evaluar, propias de Design Thinking. El presente documento plasma el desarrollo y los resultados de las etapas del proyecto, siendo el producto principal un framework en base a Design Thinking. Los resultados obtenidos incluyen: aplicabilidad del marco de trabajo, mejora del proceso de re-abastecimiento en una empresa peruana de retail y la propuesta de mejora del proceso seleccionado. En conclusión, el documento a continuación muestra el diseño y aplicación de un marco de trabajo que permite la mejora organizacional y alineamiento con los objetivos del negocio.

abstract: The purpose of this study was to increase microlearning training module usage and completions by 10–15% over a 30-day period by including evaluation in the design and development of a new microlearning training module in the golf equipment industry. Evaluation was conducted using a bespoke evaluation tool, which was designed and developed using design thinking methodology. The evaluation tool was applied to two previously designed microlearning modules, Driver Distance B and Driver Distance C, both of which served as comparisons for the new module’s completion data. Evaluation reports were generated that informed the development of the new module, named Golf Software. This action research study was grounded in constructivist learning theory, design thinking, and dashboards research. A nested, case study-mixed methods (CS- MM) design and a sequential qualitative to quantitative design were used. Research was conducted with the Knowledge Management Department at Ping, an original golf equipment manufacturer (OEM) in Phoenix, Arizona. Participants included three eLearning Designers, which included the researcher as a participant observer. Qualitative data included interviews, reflective researcher journal, and artifacts such as the new microlearning training module and evaluation reports. Quantitative data included completion numbers collected from the organization’s learning management system (LMS) and email campaign service. Findings from this study were mixed, with the new module’s completion numbers 20.27% greater than Driver Distance C and 7.46% lower than the Driver Distance B. The objective of this study was not met, but outcomes provided valuable information about incorporating evaluation in the Knowledge Management Department’s instructional design process. / Dissertation/Thesis / Doctoral Dissertation Educational Administration and Supervision 2020

abstract: The Luminosity Lab, located at Arizona State University, is a prototype for a novel model of interdisciplinary, student-led innovation. The model’s design was informed by the following desired outcomes: i) the model would be well-suited for the 21st century, ii) it would attract, motivate, and retain the university’s strongest student talent, iii) it would operate without the oversight of faculty, and iv) it would work towards the conceptualization, design, development, and deployment of solutions that would positively impact society. This model of interdisciplinary research was tested at Arizona State University across four academic years with participation of over 200 students, who represented more than 20 academic disciplines. The results have shown successful integration of interdisciplinary expertise to identify unmet needs, design innovative concepts, and develop research-informed solutions. This dissertation analyzes Luminosity’s model to determine the following: i) Can a collegiate, student-driven interdisciplinary model of innovation designed for the 21st century perform without faculty management? ii) What are the motivators and culture that enable student success within this model? and iii) How does Luminosity differ from traditional research opportunities and learning experiences? Through a qualitative, grounded theory analysis, this dissertation examines the phenomena of the students engaging in Luminosity’s model, who have demonstrated their ability to serve as the principal investigators and innovators in conducting substantial discovery, research, and innovation work through full project life cycles. This study supports a theory that highly talented students often feel limited by the pace and scope of their college educations, and yearn for experiences that motivate them with agency, achievement, mastery, affinity for colleagues, and a desire to impact society. Through the cumulative effect of these motivators and an organizational design that facilitates a bottom-up approach to student-driven innovation, Luminosity has established itself as a novel model of research and development in the collegiate space. / Dissertation/Thesis / Doctoral Dissertation Systems Engineering 2020

Background – Design for longevity stand in strong contrast to the dominant model of fast fashion, where mass-production, low prices and poor quality is the characteristics. The fast-paced model is linked to environmental degradation and there is a need for a systemic change in the system. Design for longevity has been identified as one of the most effective means to reduce environmental impacts, however there are significant gaps in knowledge in relation to garment longevity and its integration within fashion brands. As the active lifetimes of garments are decreasing, resulting in a truck full of textiles and clothing reaching landfill evert second (EllenMacArthurFoundation 2017). This shows that consumers have fleeting relationships with their garment and product attachment has decreased, which shows that there is a need for strategies that facilitate product attachment to help facilitate more circularity within textiles and clothing. Emotional durability has been highlighted as an approach to design for longevity, it’s a new research area that tries to understand the complex interchange between consumption, the meaning of products and relationships between people and products. Emotional durability focuses on ways to prolong the use of products to extend the lifetimes and thereby decreasing the need for early garment replacement.  Purpose – This study focuses on understanding the phenomenon of emotional durability and its integration possibilities in textiles and clothing companies. The purpose for this thesis is to expand on current knowledge on emotional durability from a brand perspective, through highlighting the challenges and enablers for emotional durability. Using design thinking to understand it’s integration potential, through collaboration and iterative feedback loops to push innovation and build resilience into product-user relationships.  Methodology – The research was conducted using a single case study with an abductive approach. The research builds on the theoretical perspective of IDEO (nd) design thinking theory. Semi-structured interviews with a Swedish fashion and lifestyle company, including employees within the design, sustainability, quality and communications departments provided the basis for collecting primary data. The primary data was supplemented with secondary data which included website articles, sustainability reports and internal documents. The data was analysed qualitatively through thematic content analysis which was triangulated.  Findings – The results of the study, shows that emotional durability can be enabled through a range of strategies including personalisation, transparency, graceful ageing, functionality. These strategies can be supported by services provided by brands, where communicative education plays a supporting role in helping build relationship which can ensure better product retention. The results further highlighted that using design thinking theory can help overcome some of the challenges that was found within emotional durability. Through continuous collaboration both across departments, but also with stakeholders and competitors a knowledge sharing platform can be built, which can ensure better opportunities within emotional durability and thereby designing for longevity.  Practical implications and research limitations - This research contributes to creating new insight into a relatively unexplored area, emotional durability from a brand perspective and the integration through the use of strategies and services. Thus, aiding brands to gain more understanding in the integration and thereby providing solutions that can facilitate longevity. The study is limited by the choice of case-company, which is a Swedish Fashion and lifestyle company.

No description available.

Design thinking and decision-making during the design process have been found to be hierarchical, representing a general pattern in which designers consider various types of intentions while conceptualising their particular design idea (Haupt, 2018; Vermaas, 2009). Hierarchical thinking can be observed through the investigation of thought development as evidenced in designers’ external representation strategies. The current CAPS document for the subject Engineering Graphics and Design seems to neglect the preliminary design phase of the design process and the connection with hierarchical thinking and idea transformation. As such, research is required to trace novice designers’ thinking processes and the transformation of their ideas. The purpose of this study is to explore and describe how novice designers’ hierarchical thinking processes support the transformation of ideas during preliminary design. In order to study the hierarchical thinking and idea transformation of designers, I adopted Extended Design Cognition and hierarchical thinking theories as the conceptual framework in this study. A mixed methods design was employed, embedded in a Critical Realist approach. Four third-year Industrial Design student participants from a local University of Technology in Gauteng were purposefully sampled. Verbal and visual data (sketches, 3D models, physical artefacts and gestures) were generated and documented by means of an in-vivo methodology and analysed qualitatively and quantitatively by means of ATLAS.ti. This study found that novice designers’ consideration of particular abstract aspectual intentions guided the way in which they generated and transformed their ideas. This study also found that they experienced a need to find a fit between their functional intentions and physical elements, allowing them to make both lateral and vertical transformations. This study contributes to the knowledge base on novice designers’ design cognition, specifically in terms of designers’ hierarchical thinking and idea transformation. To this end, this study provides pedagogical guidelines for current and future EGD teachers. / Dissertation (MEd)--University of Pretoria, 2019. / Science, Mathematics and Technology Education / MEd / Unrestricted