A case study of establishing long-distance collaborative interaction design education environmentComparative research of A...
Participative institutions<br />Department of Multimedia Design, Faculty of Design, SUT,<br />Melbourne, Australia   <br /...
This project attempts to suggest a possible solution for future transnational interaction design education<br />This paper...
Why <br />The long distance e-learning innovation provides an opportunity to integrate emerging technology with developing...
Outline of this presentation<br />Background<br />challenges<br />Rearrangement of existing courses <br />Achieved solutio...
Background<br />
This paper focuses on an interaction design curriculum within an international collaborative education project as a case-s...
Background<br />Why are we doing this?<br />There is constantly increasing pressure on providing students with skills not ...
Goals<br />How to educate our design students to be competitive international designers<br />How to help students achieve ...
Background <br />Participative subjects:<br />‘Interaction Design’ at Tokyo Zokei University<br />‘Design in Context’ at S...
Background <br />The previous published paper describes how a comparative research study was undertaken across the two cou...
Student’s work samples<br />“Interaction Design is concerned with the behavior of products and services, with how products...
Challenges<br /><ul><li>Areas identified for development</li></li></ul><li>The main challenges of this project are: <br />...
long distance<br />Collaborative design education by distance has always been a challenge for both teacher and student.<br />
long distance<br />Due to the characteristics of interaction design education, the creation and submission of interactive ...
language<br />The second difficulty of this study is language differences<br />Tokyo Zokei<br />Uni<br />Japanese<br />SUT...
Time differences<br />The third difficulty of this study is the time gap which includes two aspects:<br />Time zone gap<br...
Cultural differences<br />Another feature and challenge of this international project are the cultural differences within ...
Rearrangement of existing courses <br /><ul><li>Syllabus master plan
The features of this course
Re-define outcomes and objectives</li></li></ul><li>The Cultural-Sensitive approach <br />
Student’s work samples – 2009<br />Price<br />Availability: depends on the hour<br />Assistance<br />Security<br />
Student’s work samples – 2009<br />“Park in <br />The city”<br />Function<br />
McMahon and Pospisil (2005) discovered in their studies, as there is a ‘…focus on social interaction and ‘connectedness’<b...
The Framework of Culture-Context Focused Interaction Design<br />Refer to:<br />Wang SJ, ConnectED2010, “A Case Study of C...
Re-define outcomes and objectives<br />Design ability in interaction design<br />The understanding of the importance of va...
Achieved solutions<br />Achieving Online Interactivity<br />Initial online knowledge exchange<br />Community Building<br />
Initial online knowledge exchange<br />
Examples of a Collaborative Learning Environments<br />An early example of a merge between collaborative tools and 3D envi...
Community Building<br />
Achieving Online Interactivity<br />
Discussion<br />
Discussion<br />The key factors of successful building an e-learning environment for design education include:<br />The fu...
What students say<br /> <br />“I think the interactive 3D component is necessary as it makes it easier for people to visua...
Thank you!<br />
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Create World 2010 Conference Presentation

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This presentation/paper focuses on an interaction design curriculum within an international collaborative education project as a case-study to demonstrate an approach to constructing hybrid e-learning environment which contains both physical classrooms and online virtual interactive-3D environments.

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  • What we are doing is trying to build up the linkage between the needs in long-distance education with the new technologies.It is important to investigate and assess the feasibility and suitability of the ‘Networked Tools’ to ensure the data viability in the online learning platform. What type of data will be exchanged and communicated with? How to design the platform structure and functions? This process is similar to creating an online application.
  • The framework contains:
  • ‘Universities in Australia have become increasingly dependent on this population of students to supplement their income. The top ten source countries from 2002 to 2005 were (in order): China mainland, India, Korea, Hong Kong region of China, Malaysia, Japan, Thailand, Indonesia, USA and Singapore.’ (http://www.aei.dest.gov.au).
  • During this development, the major objectives will focus on the following aspects:
  • This study take the hypothesis of will be the next frame-shift of the social structure.
  • As the final design outcome, Cultural-Sensitive Interaction design method has been introduced. Students need to design interactions which communicate cultural awareness and atmospheric aspects within a specific cultural environment.
  • One of the features of design education is that we have to focus on the reason and background of user’s behavior or activities to achieve good design. This focus also provides possibilities to overcome the cultural differences by managing a common educational platform of ‘cultural-context focused’ Interaction Design.
  • integrate a cultural-context framework in Interaction Design education.
  • The course objectives can be set broadly, the students can develop their research directions based on their own interests. In this course, the major objectives will focus on the following aspects:Cultural theories: the contextual design methodology and process are crucial for students’ interaction design practice. Creativity based on contextual understanding.Cultural research strategies: explore relationships between behavior and culture. (comparative field research)As the final design outcome, Cultural-Contexts-Aware focused design method has been introduced.
  • Create World 2010 Conference Presentation

    1. 1. A case study of establishing long-distance collaborative interaction design education environmentComparative research of Australian and Japanese Interaction Design Education <br />AUC– Create World 2010 - Brisbane<br />Dr. Stephen J. WANG<br />Adjunct Senior Lecturer, Faculty of Art & Design, Monash University<br />
    2. 2. Participative institutions<br />Department of Multimedia Design, Faculty of Design, SUT,<br />Melbourne, Australia <br />Department of Design<br />Tokyo Zokei University<br />Tokyo, Japan<br />
    3. 3. This project attempts to suggest a possible solution for future transnational interaction design education<br />This paper presents a stage in progress within a long-term research process; where an initial trial was implemented, <br />
    4. 4. Why <br />The long distance e-learning innovation provides an opportunity to integrate emerging technology with developing design education practice.<br />Johnson and Foa suggested (1989), ‘The decision to use new media or applications should be driven by need and not by the attention given to the new tool’.<br />
    5. 5. Outline of this presentation<br />Background<br />challenges<br />Rearrangement of existing courses <br />Achieved solutions<br />Discussion<br />
    6. 6. Background<br />
    7. 7. This paper focuses on an interaction design curriculum within an international collaborative education project as a case-study to demonstrate an approach to constructing hybrid e-learning environment which contains both physical classrooms and online virtual interactive-3D environments.<br />
    8. 8. Background<br />Why are we doing this?<br />There is constantly increasing pressure on providing students with skills not only for design, but also <br />design educators to prepare young designers for an international industrial environment<br />for intercultural communication and distributed collaboration<br />(Sheldon et al., 1995, Scollon and Scollon, 2001, Schadewitz, 2009)<br />
    9. 9. Goals<br />How to educate our design students to be competitive international designers<br />How to help students achieve correct concepts of interaction design based on a cross-cultural perspective<br />How to build an environment encourages intercultural collaborations<br />
    10. 10. Background <br />Participative subjects:<br />‘Interaction Design’ at Tokyo Zokei University<br />‘Design in Context’ at SUT<br />
    11. 11. Background <br />The previous published paper describes how a comparative research study was undertaken across the two countries, and the two universities involved, identifying the impact on three significant areas:<br />1. The course structure and content<br />2. The method of course delivery<br />3. The method to enhancing students’ learning experiences<br />Refer to: <br />Wang, S.J. & Tamada, T., Cumulus 38º South 2009, “Transitions in Design Education: A Comparative Study of Australian & Japanese Interaction Design Education”, Melbourne<br />
    12. 12. Student’s work samples<br />“Interaction Design is concerned with the behavior of products and services, with how products and services work.” (Saffer, D., 2007)<br />
    13. 13. Challenges<br /><ul><li>Areas identified for development</li></li></ul><li>The main challenges of this project are: <br />Long distance<br />Language differences<br />Time gap<br />the variety of data types<br />Cultural differences<br />
    14. 14. long distance<br />Collaborative design education by distance has always been a challenge for both teacher and student.<br />
    15. 15. long distance<br />Due to the characteristics of interaction design education, the creation and submission of interactive visual materials from students presents potential difficulties for this project.<br />
    16. 16. language<br />The second difficulty of this study is language differences<br />Tokyo Zokei<br />Uni<br />Japanese<br />SUT<br />English<br />
    17. 17. Time differences<br />The third difficulty of this study is the time gap which includes two aspects:<br />Time zone gap<br />Teaching terms<br />Japanese Universities: <br />  Spring semester:   early April  - late July  Fall semester:       early October - late March<br />
    18. 18. Cultural differences<br />Another feature and challenge of this international project are the cultural differences within the two student groups, which we have endeavoured to utilise constructively in the education process:<br />critical thinking in design<br />
    19. 19. Rearrangement of existing courses <br /><ul><li>Syllabus master plan
    20. 20. The features of this course
    21. 21. Re-define outcomes and objectives</li></li></ul><li>The Cultural-Sensitive approach <br />
    22. 22. Student’s work samples – 2009<br />Price<br />Availability: depends on the hour<br />Assistance<br />Security<br />
    23. 23. Student’s work samples – 2009<br />“Park in <br />The city”<br />Function<br />
    24. 24. McMahon and Pospisil (2005) discovered in their studies, as there is a ‘…focus on social interaction and ‘connectedness’<br />the characteristics of this hybrid e-learning environment are interactivity-centred, and focus on the expression of invisible contexts. <br />
    25. 25. The Framework of Culture-Context Focused Interaction Design<br />Refer to:<br />Wang SJ, ConnectED2010, “A Case Study of Cultural-Sensitive Interaction Design Teaching Method”, Sydney, Australia<br />Wang, S. J. 2009, International Conference on Interaction Design, “A Case Study of Culture-Sensitive Interaction Design Curricular Development”, Beijing, China<br />(held by Tsinghua University, Carnegie Mellon University, HKPoly Tech University). http://www.iadconference.org/Eng/<br /> <br />
    26. 26. Re-define outcomes and objectives<br />Design ability in interaction design<br />The understanding of the importance of various contexts<br />Creativity based on contextual modulating<br />
    27. 27. Achieved solutions<br />Achieving Online Interactivity<br />Initial online knowledge exchange<br />Community Building<br />
    28. 28. Initial online knowledge exchange<br />
    29. 29. Examples of a Collaborative Learning Environments<br />An early example of a merge between collaborative tools and 3D environments for learning is:<br />Virtual European Schools (VES) project (Bouras et al., 1999).<br />Intelligent Distributed Virtual Training Environment project (Bouras, Triantafillou, & Tsiatsos, 2001).<br />Active Worlds<br />C-VISions for science education<br />
    30. 30. Community Building<br />
    31. 31. Achieving Online Interactivity<br />
    32. 32. Discussion<br />
    33. 33. Discussion<br />The key factors of successful building an e-learning environment for design education include:<br />The function of data collecting, analysing, modifying, managing, transferring , and integrating <br />The function of real-time communication and messaging<br />The diversity of data acceptance for design students learning needs<br />A flexible structure which is able to integrate various functional components<br />An aesthetic and friendly interface to attract students’ attention and enhance motivation <br />The function of portable device synchronization <br />
    34. 34. What students say<br /> <br />“I think the interactive 3D component is necessary as it makes it easier for people to visualize and understand my design concept. People tend to take a greater interest in the concept and technology they are introduced to if they are able to interact with it. The interactive 3D component captures people’s attention and gives them a virtual experience of how the new system would be. ”<br /> <br /> <br />“It is useful to explain the detail of user activities. Through this way it helps to clarify the scenarios of how the system would work like.”<br />
    35. 35. Thank you!<br />

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