1. The document discusses design for social impact and how design can play a role in solving some of the world's problems by understanding people, their needs, and creating social innovations.
2. It provides examples of design for social impact solutions like the Hippo Water Roller project and D Light Design's Solar Light.
3. It outlines some of the approaches to working on design for social impact projects, which include adopting design thinking, understanding contexts, collaborating with stakeholders, and addressing problems incrementally.
1. The document discusses design for social impact and how design can play a role in solving some of the world's problems by understanding people, their needs, and creating social innovations.
2. It provides examples of design for social impact solutions like the Hippo Water Roller project and D Light Design's Solar Light.
3. It outlines some of the approaches to working on design for social impact projects, which include adopting design thinking, understanding contexts, collaborating with stakeholders, and addressing problems incrementally.
Mashak is my Final Graduation Project from Unitedworld Institute of Design. I worked under Please See, a boutique design company based in Mumbai. This project is based in packaging and branding design for Portside Cafe's new line of accessories.
Dr. Paula Nottingham presented research on exploring strategies for online identities in an arts-based professional practice curriculum. The research examines how work-based learners use personal and professional online identities, and how their understanding has been informed by online experiences. Emerging findings show that participants reported an enhanced ability to network and research using the web, as well as critically communicate with other professionals. However, negotiating social learning online could be challenging personally. The next steps are to complete interviews with more participants and conduct more multimodal analysis of online communication.
The document discusses the goals and tools of the 3rd year creative brand communication program. It emphasizes exploring yourself, challenging yourself, and pitching ideas even if they are not finished. The program aims to teach visual communication tools like copywriting, multimedia, and visual representation to communicate information, sell products, connect people, and potentially change the world. It lists many careers that use these skills and stresses developing adaptable skill sets and lifelong learning. The future of the program is discussed, focusing on relevance, adaptability, integration of channels, experiential learning, and storytelling.
Dr. Paula Nottingham presented research exploring how work-based learners in an arts-based professional practice curriculum develop online identities. The BA Honours Professional Practice in Arts program incorporates digital literacy and online communication tools. Emerging findings from interviews and content analysis show that the program enhanced participants' ability to network and communicate with other professionals, though negotiating social learning online could be challenging. Participants reported an appreciation for the ability to research using the web and think critically about work. The research aims to further explore online identities and lifelong learning through multimodal analysis of participants' online communication.
Debbie Baff is a part-time PhD student researching e-learning. She has completed coursework modules exploring digital badges, communities of practice, and webinar technologies. In 2019, she proposed researching online communities but had to suspend her studies. Now working at ALT, she is restarting her PhD to research informal online professional learning networks and their benefits for educators, including emotional support. Her research plan involves qualitative interviews to identify factors encouraging participation and the emotional characteristics of these networks. She seeks advice on whether this research is useful and her next steps.
PhD Research Update was presented by Deb Baff (Lancaster) as part of the Researcher Presentations at the GO-GN mini-seminar on 31 March 2020.
A recording of the session is available: https://www.youtube.com/user/GOGNOER/playlists
1. The document discusses design for social impact and how design can play a role in solving some of the world's problems by understanding people, their needs, and creating social innovations.
2. It provides examples of design for social impact solutions like the Hippo Water Roller project and D Light Design's Solar Light.
3. It outlines some of the approaches to working on design for social impact projects, which include adopting design thinking, understanding contexts, collaborating with stakeholders, and addressing problems incrementally.
1. The document discusses design for social impact and how design can play a role in solving some of the world's problems by understanding people, their needs, and creating social innovations.
2. It provides examples of design for social impact solutions like the Hippo Water Roller project and D Light Design's Solar Light.
3. It outlines some of the approaches to working on design for social impact projects, which include adopting design thinking, understanding contexts, collaborating with stakeholders, and addressing problems incrementally.
Mashak is my Final Graduation Project from Unitedworld Institute of Design. I worked under Please See, a boutique design company based in Mumbai. This project is based in packaging and branding design for Portside Cafe's new line of accessories.
Dr. Paula Nottingham presented research on exploring strategies for online identities in an arts-based professional practice curriculum. The research examines how work-based learners use personal and professional online identities, and how their understanding has been informed by online experiences. Emerging findings show that participants reported an enhanced ability to network and research using the web, as well as critically communicate with other professionals. However, negotiating social learning online could be challenging personally. The next steps are to complete interviews with more participants and conduct more multimodal analysis of online communication.
The document discusses the goals and tools of the 3rd year creative brand communication program. It emphasizes exploring yourself, challenging yourself, and pitching ideas even if they are not finished. The program aims to teach visual communication tools like copywriting, multimedia, and visual representation to communicate information, sell products, connect people, and potentially change the world. It lists many careers that use these skills and stresses developing adaptable skill sets and lifelong learning. The future of the program is discussed, focusing on relevance, adaptability, integration of channels, experiential learning, and storytelling.
Dr. Paula Nottingham presented research exploring how work-based learners in an arts-based professional practice curriculum develop online identities. The BA Honours Professional Practice in Arts program incorporates digital literacy and online communication tools. Emerging findings from interviews and content analysis show that the program enhanced participants' ability to network and communicate with other professionals, though negotiating social learning online could be challenging. Participants reported an appreciation for the ability to research using the web and think critically about work. The research aims to further explore online identities and lifelong learning through multimodal analysis of participants' online communication.
Debbie Baff is a part-time PhD student researching e-learning. She has completed coursework modules exploring digital badges, communities of practice, and webinar technologies. In 2019, she proposed researching online communities but had to suspend her studies. Now working at ALT, she is restarting her PhD to research informal online professional learning networks and their benefits for educators, including emotional support. Her research plan involves qualitative interviews to identify factors encouraging participation and the emotional characteristics of these networks. She seeks advice on whether this research is useful and her next steps.
PhD Research Update was presented by Deb Baff (Lancaster) as part of the Researcher Presentations at the GO-GN mini-seminar on 31 March 2020.
A recording of the session is available: https://www.youtube.com/user/GOGNOER/playlists
Designing curriculum for global understandingJulie Lindsay
Created for educator workshop at http://fclive2013.flatclassroomproject.org/Designing+Curriculum+for+Global+Understanding Flat Classroom Live! Hawaii 2013
This document outlines the agenda and notes from a career development professional learning team meeting that focused on reflecting on goals and planning next steps. The meeting included reviewing workshops and initiatives from the previous month, sharing artifacts demonstrating the implementation of 21st century competencies, and providing feedback. Time was also spent discussing upcoming career fairs and partnerships, as well as opportunities for future professional development and online collaboration between meetings. The overall aim was to reflect on progress integrating 21st century skills and lay the foundation for continuing this work going forward.
Why Not An Edcamp?: Interdepartmental Collaboration Done Well [ISTE PLN Webinar]Rhianon E. Gutierrez
Presented as a short webinar for ISTE's Spring PLN Series. I shared how Boston Public Schools' technology and special education departments collaborated to put on an edcamp.
The document discusses feedback literacy for digital futures. It addresses challenges with feedback, possibilities with digital feedback, and the role of feedback literacy. Regarding digital feedback, it describes designs like audio and video peer feedback, learning by comparison, teacher video feedback, and screencasting. Feedback literacy involves understandings, capacities, and dispositions for students to use feedback for improvement and for teachers to design feedback processes. Implications discussed include disciplinary nature of feedback, partnership with students, and developing shared feedback literacy between teachers and students.
Onindo Ahmed has educational qualifications including a Bachelor of Architecture from North South University with a CGPA of 3.08. He has over 13 years of experience in visual communication and has worked in various roles including as a cartoonist, designer, creative head, and graphic artist. He is currently working as a graphic artist at Boomerang Digital and is also the co-founder of Thinkdemy and WE Design.
Becoming a UX Professional: Lessons learnedRock Leung
If you’re considering a UX career, you may be wondering how your graduate school training and experience will help you professionally down the road. You may be asking: What job is suitable for me? What do UX teams look for? What skills are transferable to a UX job? What else do I need to learn?
Rock was asking these same questions 10 years ago during his doctoral program at the University of British Columbia. In this talk, he will share three lessons he learned in grad school, and three lessons learned afterward, which have helped him start a UX research career and continue growing. He’ll talk about how important analytical skills, relevant experience, and emotional intelligence are for UX professionals.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum Summary. Presentation at the Australian Council for Computers in Education Conference, Brisbane, Australia.
This document is a curriculum vitae for Mohammad I Al Ghafis, an architect from Saudi Arabia. It includes details of his education, professional experience, skills, theoretical projects completed as a student, references from professors and employers, as well as contact information. His theoretical projects included designs for a mosque, villa, hospital, farmhouse, office building, and school. His professional experience includes work at a design and construction company and as a Revit tutor.
Social constructivism emphasizes the importance of culture and social context in cognitive development. Teachers act as facilitators who guide students through collaboration and real-life experiences to construct knowledge, rather than simply telling students information. Effective strategies for social constructivism in the classroom include reciprocal questioning, jigsaw classroom activities, structured controversies, and technology that enables interactivity, collaborative writing, and feedback from a real audience.
Youth employability final ppt by Francis UhadiChitaunga
The document provides guidance on job search planning and developing employability skills for graduates. It discusses two key challenges for graduates - unemployment and unemployability. Unemployment is attributed to factors like poor education quality and mismatch between skills learned and required by employers. Unemployability is caused by lack of soft skills, career guidance, and disconnect between academic and practical skills. The document provides tips for graduates on networking, developing skills, utilizing social media, and adapting to the changing job market.
Design Thinking is an iterative exercise on Inspiration, Insight, Ideation & Implementation.
Fail early, Test Often and be creative about your mistakes... never a repeated one!
Pushpi Bagchi Research Proposal_ContextPushpiBagchi
1. The document discusses exploring contemporary Indian aesthetics through typography by drawing inspiration from cultural roots while avoiding standardized western styles.
2. It outlines plans to research current Indian visual culture through comparative case studies and gather audience input through cultural probes and ethnography to understand different perspectives on Indian visual communication.
3. The research will inform experimenting with handcrafted typographic executions that respect cultural contexts.
Steve Price: Interactive Design and graduates questionnairePlan-B Studio
Friends; piers; contemporaries; no-one was safe. I sent out a questionnaire to a selection of those whose opinion I value greatly. I did this because over my ten years experience I have formed my own opinions; from first-hand experience of dealing with designers whilst in education and employing them there after. I wanted
to see if my thoughts were shared.
Thanks to everyone who replied.
Using Teams for a COMP-PLETE distance learning experience
Cecilia Goria and Sally Hanford, University of Nottingham
In this contribution, a pedagogical model based on sense of community, participation and openness will be discussed as highly significant in shaping a distance learning educational experience and the role of Microsoft Teams as hub for communication, collaboration, and increased productivity will be presented.
The model, named COMP-PLETE, took shape inside a professional development programme designed following the guidelines delineated by the cognitive and experiential approaches to course design (Toohey’s (1999) typology); it promotes a combination of constructivist and experiential learning to define the role of content knowledge, teachers, learners and their interactions.
The outcome of COMP-PLETE is a highly participatory model for online education which, based on the synergy between community, openness, multimodality, participation, personalization, learning, experience and technological-enhancement provides an academic experience that empowers the learners to act as agents in determining personal learning goals, in shaping the community of practice within and beyond the boundaries of the programme and in informing the content and structure of their studies.
In this scenario, the functionalities offered by Microsoft Teams play a key role in supporting COMP-PLETE’s pedagogical goals. Teams bridges the geographical gap between our distance learners and the institution by creating a dynamic learning environment which fosters connections, communication and participation, strengthening, as a result, the learners’ commitment to the programme.
The development of COMP-PLETE will be outlined and discussed and suggestions will be advanced for building technology-enhanced strategies to ensure the sustainability and transferability of the model. The role of Teams in achieving COMP-PLETE’s goals will be illustrated.
Hector Beverages’ Paper Boat: Diffusing Innovation Through “Drinks And Memori...etcases
Case View with Ashwini Deshpande, the Co-Founder of Elephant, India's largest independent integrated design consultancy. The Economic Times - Brand Equity has ranked Elephant as No. 1 among all the Design Agencies in India. In this Case View, she highlights about great design and challenges in Design especially as women entrepreneur.
This document summarizes a presentation on using social media and heutagogy (self-determined learning) to support the development of lifelong learning skills. The presentation discusses:
1) How heutagogy and social media can help develop skills needed in the workplace like collaboration, critical thinking, and adaptability.
2) Examples of how social media tools like wikis, Google Docs, and Twitter have been used in university courses to develop skills in a self-determined way.
3) The benefits of heutagogy include improved critical thinking, engagement, control over learning, and ability to apply knowledge, all of which are important for lifelong learning.
RSD10 Keynote. Dr Klaus Krippendorff suggests that designers become critical of what their work supports and cognizant of and accountable for the systemic consequences of their designs.
The main mission of systems-oriented design is to build the designer’s own interpretation and implementation of systems thinking so that systems thinking can fully benefit from design thinking and practice and vice versa.
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Designing curriculum for global understandingJulie Lindsay
Created for educator workshop at http://fclive2013.flatclassroomproject.org/Designing+Curriculum+for+Global+Understanding Flat Classroom Live! Hawaii 2013
This document outlines the agenda and notes from a career development professional learning team meeting that focused on reflecting on goals and planning next steps. The meeting included reviewing workshops and initiatives from the previous month, sharing artifacts demonstrating the implementation of 21st century competencies, and providing feedback. Time was also spent discussing upcoming career fairs and partnerships, as well as opportunities for future professional development and online collaboration between meetings. The overall aim was to reflect on progress integrating 21st century skills and lay the foundation for continuing this work going forward.
Why Not An Edcamp?: Interdepartmental Collaboration Done Well [ISTE PLN Webinar]Rhianon E. Gutierrez
Presented as a short webinar for ISTE's Spring PLN Series. I shared how Boston Public Schools' technology and special education departments collaborated to put on an edcamp.
The document discusses feedback literacy for digital futures. It addresses challenges with feedback, possibilities with digital feedback, and the role of feedback literacy. Regarding digital feedback, it describes designs like audio and video peer feedback, learning by comparison, teacher video feedback, and screencasting. Feedback literacy involves understandings, capacities, and dispositions for students to use feedback for improvement and for teachers to design feedback processes. Implications discussed include disciplinary nature of feedback, partnership with students, and developing shared feedback literacy between teachers and students.
Onindo Ahmed has educational qualifications including a Bachelor of Architecture from North South University with a CGPA of 3.08. He has over 13 years of experience in visual communication and has worked in various roles including as a cartoonist, designer, creative head, and graphic artist. He is currently working as a graphic artist at Boomerang Digital and is also the co-founder of Thinkdemy and WE Design.
Becoming a UX Professional: Lessons learnedRock Leung
If you’re considering a UX career, you may be wondering how your graduate school training and experience will help you professionally down the road. You may be asking: What job is suitable for me? What do UX teams look for? What skills are transferable to a UX job? What else do I need to learn?
Rock was asking these same questions 10 years ago during his doctoral program at the University of British Columbia. In this talk, he will share three lessons he learned in grad school, and three lessons learned afterward, which have helped him start a UX research career and continue growing. He’ll talk about how important analytical skills, relevant experience, and emotional intelligence are for UX professionals.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum Summary. Presentation at the Australian Council for Computers in Education Conference, Brisbane, Australia.
This document is a curriculum vitae for Mohammad I Al Ghafis, an architect from Saudi Arabia. It includes details of his education, professional experience, skills, theoretical projects completed as a student, references from professors and employers, as well as contact information. His theoretical projects included designs for a mosque, villa, hospital, farmhouse, office building, and school. His professional experience includes work at a design and construction company and as a Revit tutor.
Social constructivism emphasizes the importance of culture and social context in cognitive development. Teachers act as facilitators who guide students through collaboration and real-life experiences to construct knowledge, rather than simply telling students information. Effective strategies for social constructivism in the classroom include reciprocal questioning, jigsaw classroom activities, structured controversies, and technology that enables interactivity, collaborative writing, and feedback from a real audience.
Youth employability final ppt by Francis UhadiChitaunga
The document provides guidance on job search planning and developing employability skills for graduates. It discusses two key challenges for graduates - unemployment and unemployability. Unemployment is attributed to factors like poor education quality and mismatch between skills learned and required by employers. Unemployability is caused by lack of soft skills, career guidance, and disconnect between academic and practical skills. The document provides tips for graduates on networking, developing skills, utilizing social media, and adapting to the changing job market.
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Fail early, Test Often and be creative about your mistakes... never a repeated one!
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1. The document discusses exploring contemporary Indian aesthetics through typography by drawing inspiration from cultural roots while avoiding standardized western styles.
2. It outlines plans to research current Indian visual culture through comparative case studies and gather audience input through cultural probes and ethnography to understand different perspectives on Indian visual communication.
3. The research will inform experimenting with handcrafted typographic executions that respect cultural contexts.
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Friends; piers; contemporaries; no-one was safe. I sent out a questionnaire to a selection of those whose opinion I value greatly. I did this because over my ten years experience I have formed my own opinions; from first-hand experience of dealing with designers whilst in education and employing them there after. I wanted
to see if my thoughts were shared.
Thanks to everyone who replied.
Using Teams for a COMP-PLETE distance learning experience
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In this contribution, a pedagogical model based on sense of community, participation and openness will be discussed as highly significant in shaping a distance learning educational experience and the role of Microsoft Teams as hub for communication, collaboration, and increased productivity will be presented.
The model, named COMP-PLETE, took shape inside a professional development programme designed following the guidelines delineated by the cognitive and experiential approaches to course design (Toohey’s (1999) typology); it promotes a combination of constructivist and experiential learning to define the role of content knowledge, teachers, learners and their interactions.
The outcome of COMP-PLETE is a highly participatory model for online education which, based on the synergy between community, openness, multimodality, participation, personalization, learning, experience and technological-enhancement provides an academic experience that empowers the learners to act as agents in determining personal learning goals, in shaping the community of practice within and beyond the boundaries of the programme and in informing the content and structure of their studies.
In this scenario, the functionalities offered by Microsoft Teams play a key role in supporting COMP-PLETE’s pedagogical goals. Teams bridges the geographical gap between our distance learners and the institution by creating a dynamic learning environment which fosters connections, communication and participation, strengthening, as a result, the learners’ commitment to the programme.
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Case View with Ashwini Deshpande, the Co-Founder of Elephant, India's largest independent integrated design consultancy. The Economic Times - Brand Equity has ranked Elephant as No. 1 among all the Design Agencies in India. In this Case View, she highlights about great design and challenges in Design especially as women entrepreneur.
This document summarizes a presentation on using social media and heutagogy (self-determined learning) to support the development of lifelong learning skills. The presentation discusses:
1) How heutagogy and social media can help develop skills needed in the workplace like collaboration, critical thinking, and adaptability.
2) Examples of how social media tools like wikis, Google Docs, and Twitter have been used in university courses to develop skills in a self-determined way.
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https://rsdsymposium.org/design-circular-colours-regional-dyeing-value-chains/
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
4. 2016 2020
2017 2018 2019
First field visit to
Bhujodi
MA Design
Field visit to
Bhujodi
Prototyping
2019
MA completion
ANUVAD goes on
Output
Early
experimentation
Funding 1
Funding 2
2019
2016 2017
5.
6. How can I contribute my learnings to
the design community?
13. PRE
Field work
DURING POST
Field work Field work
Locating crafts
Planning trip
Elementary prototyping
Craft review
Community compassion
Dress code/ Packing
Model communication
Interpersonal relations
Motivate and Inspire
Language usage
Breaking the ice
Scenario creation
Guided prototyping
Referenced iterations
Final discussion
Keep contact