The document summarizes a collaboration between Hitachi Ltd. and San Francisco State University to localize an elementary school Universal Design workshop originally developed in Japan for use in the United States. Graduate students worked with Hitachi to adapt the materials to be culturally appropriate for American middle school students. They then presented a successful Universal Design workshop at Clarendon Elementary School in San Francisco.
This document discusses universal design principles applied in the development of Forest Glen Park. It describes elements of the park design intended to promote accessibility, including walkways with gentle slopes connecting various areas of the park; a playground with ramp access to elevated components and a unitary rubber surface; accessible swings; and a raised interactive water feature with activation panels at various heights. A team including the Kellogg Foundation, DuPage Community Foundation, Woodridge Park District, and a design firm worked to incorporate these universal design features using additional grant funding.
Environmental leadership capacity building in higher educationNarirat Pinkul
This document provides an overview of the book "Environmental Leadership Capacity Building in Higher Education: Experience and Lessons from Asian Program for Incubation of Environmental Leaders". The book summarizes the 4-year Asian Program for Incubation of Environmental Leaders (APIEL) which aimed to develop environmental leaders who can resolve complex environmental problems. The book includes chapters on defining environmental leadership, compulsory courses in the APIEL program including one on environmental challenges in Asia, and case studies of field exercises from the APIEL program in countries like Thailand, China, and Cambodia. The book aims to share lessons learned from the APIEL program for other educational institutions seeking to develop similar leadership development programs.
1) The document discusses an alternative learning model called "Camp" which was piloted at the Ieshima workshop in Japan in 2009. It involved loosely structured experiential learning projects focused on local communities.
2) A key goal of "Camp" is to create a temporary space to reflect on taken-for-granted aspects of daily life and convert communities into classrooms for learning anytime.
3) The Ieshima workshop explored ways to create various media contents to contribute to the local community and considered how to establish long-term engagement through such projects.
1) Universal design at San Francisco State University aims to make all products and environments usable by people of all ages and abilities. This is in line with SFSU's commitment to accessibility following a 2001 lawsuit by disabled students and faculty.
2) Several programs at SFSU promote universal design principles, including the Accessible Landscapes project, Institute on Disabilities, and the Design Center for Global Needs. The Design and Industry department integrates universal design into its curriculum to provide an inclusive education.
3) The Accessible Landscapes project involved collaborative design sessions to create a more accessible campus landscape and set standards for inclusive public spaces. The Design Center for Global Needs researches design solutions for accessibility, the elderly, healthcare, and
Cambridge-Hitachi Assists Teachers in Universal Design Instruction Cecilia Ibru
Hitachi developed an education program on Universal Design after classroom sessions with their employees teaching students face-to-face. They created an interactive online tool to teach the same Universal Design concepts to thousands of fifth and sixth grade students, without needing their employees to teach in person. The tool instructs students on designing accessible and inclusive products for those with disabilities, using Hitachi's European headquarters as an example, and provides teachers all the materials needed along with collecting feedback on the program.
2016.3.15 @ International University of Japan Graduate School of International Management, MGT4460 (Winter 2016)
Innovation and New Business Creation: Creating, Exploiting and Managing Discontinuities
This document discusses a proposal to reshape the campus of King Mongkut's University of Technology Thonburi (KMUTT) in Thailand to create more sustainable and creative learning spaces. KMUTT has been ranked highly in green university rankings in recent years but faces challenges in maintaining this and ensuring green values are truly integrated. The proposal aims to transform the campus infrastructure and make green concepts more visible through an integrated learning garden and creative learning spaces that encourage knowledge sharing outside the classroom. This is intended to build a "green heart society" and support lifelong learning as core KMUTT values into the future.
Global Faculty Development for Online Language Education Steve McCarty
This presentation discusses opportunities for online and global faculty development brought about by the COVID-19 pandemic. It suggests using technologies like Zoom, Flipgrid, podcasts and social media for remote teaching. Low-cost and easy-to-use tools are recommended along with mobile apps and online resources for language learning. Strategies are presented for universities and individuals to improve internationalization, research visibility, and global rankings.
This document discusses universal design principles applied in the development of Forest Glen Park. It describes elements of the park design intended to promote accessibility, including walkways with gentle slopes connecting various areas of the park; a playground with ramp access to elevated components and a unitary rubber surface; accessible swings; and a raised interactive water feature with activation panels at various heights. A team including the Kellogg Foundation, DuPage Community Foundation, Woodridge Park District, and a design firm worked to incorporate these universal design features using additional grant funding.
Environmental leadership capacity building in higher educationNarirat Pinkul
This document provides an overview of the book "Environmental Leadership Capacity Building in Higher Education: Experience and Lessons from Asian Program for Incubation of Environmental Leaders". The book summarizes the 4-year Asian Program for Incubation of Environmental Leaders (APIEL) which aimed to develop environmental leaders who can resolve complex environmental problems. The book includes chapters on defining environmental leadership, compulsory courses in the APIEL program including one on environmental challenges in Asia, and case studies of field exercises from the APIEL program in countries like Thailand, China, and Cambodia. The book aims to share lessons learned from the APIEL program for other educational institutions seeking to develop similar leadership development programs.
1) The document discusses an alternative learning model called "Camp" which was piloted at the Ieshima workshop in Japan in 2009. It involved loosely structured experiential learning projects focused on local communities.
2) A key goal of "Camp" is to create a temporary space to reflect on taken-for-granted aspects of daily life and convert communities into classrooms for learning anytime.
3) The Ieshima workshop explored ways to create various media contents to contribute to the local community and considered how to establish long-term engagement through such projects.
1) Universal design at San Francisco State University aims to make all products and environments usable by people of all ages and abilities. This is in line with SFSU's commitment to accessibility following a 2001 lawsuit by disabled students and faculty.
2) Several programs at SFSU promote universal design principles, including the Accessible Landscapes project, Institute on Disabilities, and the Design Center for Global Needs. The Design and Industry department integrates universal design into its curriculum to provide an inclusive education.
3) The Accessible Landscapes project involved collaborative design sessions to create a more accessible campus landscape and set standards for inclusive public spaces. The Design Center for Global Needs researches design solutions for accessibility, the elderly, healthcare, and
Cambridge-Hitachi Assists Teachers in Universal Design Instruction Cecilia Ibru
Hitachi developed an education program on Universal Design after classroom sessions with their employees teaching students face-to-face. They created an interactive online tool to teach the same Universal Design concepts to thousands of fifth and sixth grade students, without needing their employees to teach in person. The tool instructs students on designing accessible and inclusive products for those with disabilities, using Hitachi's European headquarters as an example, and provides teachers all the materials needed along with collecting feedback on the program.
2016.3.15 @ International University of Japan Graduate School of International Management, MGT4460 (Winter 2016)
Innovation and New Business Creation: Creating, Exploiting and Managing Discontinuities
This document discusses a proposal to reshape the campus of King Mongkut's University of Technology Thonburi (KMUTT) in Thailand to create more sustainable and creative learning spaces. KMUTT has been ranked highly in green university rankings in recent years but faces challenges in maintaining this and ensuring green values are truly integrated. The proposal aims to transform the campus infrastructure and make green concepts more visible through an integrated learning garden and creative learning spaces that encourage knowledge sharing outside the classroom. This is intended to build a "green heart society" and support lifelong learning as core KMUTT values into the future.
Global Faculty Development for Online Language Education Steve McCarty
This presentation discusses opportunities for online and global faculty development brought about by the COVID-19 pandemic. It suggests using technologies like Zoom, Flipgrid, podcasts and social media for remote teaching. Low-cost and easy-to-use tools are recommended along with mobile apps and online resources for language learning. Strategies are presented for universities and individuals to improve internationalization, research visibility, and global rankings.
This document discusses learning structures of industry-driven projects conducted through Demola, an open innovation platform connecting students, universities, and companies. Demola provides a structured process for multi-disciplinary student teams to work on innovative projects proposed by industry partners.
The document describes the Demola process, which involves three phases of conception, design, and implementation. Students spend 200 hours over 15 weeks developing projects through iterative workshops and feedback sessions. Demola aims to foster innovation through cross-disciplinary collaboration.
The document examines how Demola projects align with the Conceiving-Designing-Implementing-Operating (CDIO) framework for engineering education. It finds Demola contributes to several CDIO standards and learning outcomes by providing
This document discusses establishing a long-distance collaborative interaction design education environment between Australian and Japanese universities. It outlines challenges including long distance, language differences, time gaps, and cultural differences. Existing courses were rearranged with a cultural-sensitive approach. Achieved solutions included achieving online interactivity through initial online knowledge exchange and community building. Students provided positive feedback, saying the interactive 3D component helped visualize and understand designs, and was useful to clarify usage scenarios.
Matsuo Lab at the University of Tokyo specializes in artificial intelligence and web engineering research. It has over 180 members including researchers, staff, students, and teaching assistants. The lab conducts fundamental research on deep learning and world models. It also provides education programs in areas like data science, deep learning, and entrepreneurship that have had over 7,500 attendees. Additionally, the lab helps nurture startups from its research and provides entrepreneurship education.
The document summarizes the Building Schools for the Future (BSF) framework project in England. The goals are to rebuild or renew every secondary school by 2020, provide inspiring learning environments, and position schools as community hubs. Local authorities lead strategic partnerships and ensure education visions meet standards, while considering community input. Example local projects integrate curriculum and facilities, demonstrate sustainability practices, and engage students in the design process.
"You could have told me". oration on the Design of Interactive Pieces for Mus...Mariana Salgado
In this paper we seek to disentangle the reasons that limit collaborations between museums and universities. Our standpoint is that collaboration is desired by both organizations as it could lead to richer outcomes in the design and research of new technologies in museums. However, little attention is paid to how this kind of collaboration actually happens and how it could be enhanced. This is why our focus is on teamwork, especially in the particularities of the collaboration of external design-researchers and museum professionals. This paper examines the collaboration between a university and a museum, in a situation in which these institutions collaborate in the production of interactive artefacts for exhibition space. As in other cases, collaboration between museums and other institutions is not always easy: participants of collaborations have expectations and needs that are far from obvious to everyone. In this paper, we present a case study on a course on Public Space and Social Inclusion, organized by the Museum of Science in Trento (Italy) and the EIT ICT Labs Doctoral School. During the course, the participants developed a set of original ideas to explore possible ways for the museum to become a cultural hub, and to look into the role it can play for community building. This case study gave us the opportunity to delve deep into the dynamics of the interactions between museum and university partners involved in a collaborative process. We conducted and analysed interviews with university representatives and museum staff to discover how they experienced the collaboration and what they were expecting from it. Analysing these interviews, we observed the need to follow three principal elements for a successful collaboration. Partners have to start together a collaboration planning in advance their intention and moments for exchanging mutual feedback and systematically review the project. Partners should plan their collaboration in advance, explicating their expectations for the project and setting dates for exchanging mutual feedback to review the project systematically. Time management is crucial. It is important to make clear which deadlines are fixed and which flexible, when it is time for deep reflection and when there’s a need for hurried action. In general, the participants would benefit from communicating their working practices and talking frankly about their expectations.
The Unisinos School of Design in Brazil aims to promote design-oriented innovation through its educational programs. It offers undergraduate, graduate, and consulting programs. The school values integrating academic learning with real-world business needs through partnerships with companies. Students work on projects for partner companies and gain experience applying their design skills. The school also operates a Design Center that conducts applied research projects with the goal of transferring knowledge to businesses and society.
The document proposes redesigning civic engagement through creating multidisciplinary student teams to develop software projects that address social issues. It outlines creating groups of students from different majors like design, computer science, and others to work with professors, mentors from firms, and non-profits to develop projects over a semester. The goal is to focus students on civic action, foster collaboration across disciplines, and produce tangible outcomes like apps or websites that can create social impact. This approach aims to provide an alternative channel for youth participation that leverages their skills and interests through project-based learning.
This document proposes a professional development plan for teachers in the Multilingua language program to integrate information and communication technologies (ICTs) into their teaching. It discusses: (1) The need to train teachers on using ICTs, as their current lack of training is a barrier to effective integration; (2) How a reflective model of professional development can help teachers learn from experience integrating ICTs; (3) Activities like creating teacher blogs and contextualized materials to give students extra practice. The professional development plan involves teachers reflecting on their current ICT use, discussing challenges, and developing plans to better integrate technologies into their language instruction.
I Minds2009 Markku Markkula Research & Innovations Lessons Learnt In Creat...imec.archive
1) Markku Markkula discusses lessons learned from creating Aalto University through the merging of three universities in Finland.
2) Aalto University aims to have a strong focus on strategic areas and secure independent resources for research, create a new student-centric culture, and better integrate research, teaching, and societal interaction.
3) By 2020, Aalto University aims to become the most important player in setting Finland's science, creativity, and innovation agenda and to develop strengths as a globally unique hub of excellence in research and innovation.
Using the Participatory Patterns Design (PPD) Methodology to Co-Design Groupware: Confer a Tool for Workplace Informal Learning
Edmedia 2016, June, Vancouver, Canada: https://www.academicexperts.org/conf/edmedia/2016/papers/48568/
John Cook, CMIR, UWE Bristol & Learning Layers team
Two case studies are described that used design research to explore how mobile devices and social media can support informal learning. The first case involved developing location-based mobile tours to support task-conscious learning about urban education and language learning. Evaluations found the tours promoted active learning. The second case involved developing a "people tagging" tool within a social network for a career guidance organization to help people find expertise within the organization. Both cases showed promise but raised issues about scaling the approaches to support learning on a larger scale.
This document summarizes an Alta Scuola Politecnica (ASP) student project book. ASP is a school founded in 2004 by Politecnico di Milano and Politecnico di Torino that provides an innovative academic program for exceptionally talented students.
The document outlines several key points:
1) It describes ASP's mission to develop leadership and promote multidisciplinary innovation.
2) It previews 12 student project summaries that illustrate the diversity and creativity of ASP contributors.
3) It acknowledges sponsors that financially support ASP's vision of educating talented students.
4) It provides testimonials from sponsors and alumni about the value ASP graduates provide to employers.
Okayama University’s Collective Action and Response to the SDGs Through Multi...ESD UNU-IAS
Okayama University is taking collective action to support the United Nations Sustainable Development Goals (SDGs) through multi-stakeholder partnerships. The university announced guidelines to actively promote Goal 17 on partnership. It has increased awareness of the SDGs on campus, highlighted university projects that advance the SDGs, and translated guidance for universities on implementing the SDGs. Okayama University also sustains collaboration through various events to disseminate information about the SDGs.
What Is Learning Experience Design (And Does Adopting It Require You to Leave...Saul Carliner
Over the past few years, the term “learning experience design” has crept into the
instructional design lexicon. But what is it really? This session provides an overview.
Specifically, taking a design- sprint approach, this session engages participants in performing some the essential practices of learning experience design, including the development of use cases and personas, learning journeys, and prototyping; explains the benefits of these practices; explores the benefits of learning experience design to the overall effectiveness of instructional programs; and suggests how these practices integrate into the I4PL Competencies and existing instructional design processes
The document provides details about the School of Environmental Studies at Lagos State Polytechnic in Nigeria. It describes the school's six departments, hierarchy of staff members, proposed input-process-output system, shortcomings and solutions. The school aims to produce creative and skilled graduates through its departments of Architecture, Art and Design, Building Technology, Estate Management, Quantity Survey, and Urban Planning. It outlines the school's activities, tools used, and goals of preparing students for successful careers.
- The document outlines the curriculum for the first and second semesters of the B.E. Manufacturing Engineering program at Anna University, Chennai.
- The first semester includes courses in mathematics, physics, chemistry, programming, and English, along with their corresponding laboratories. The total credits for semester 1 are 21.
- The second semester continues with additional courses in these topics, along with courses in electrical engineering, graphics, and an NCC credit course. The total credits for semester 2 are 22.
- Details are provided for some sample courses, including course objectives, topics covered, and assessment methods. The document provides an overview of the subjects and credits covered in the first year of the manufacturing engineering program.
Educational Research and Innovation. The OECD Handbook for Innovative Learnin...eraser Juan José Calderón
Educational Research and Innovation. The OECD Handbook for Innovative Learning Environments .
Over the last decade, the OECD region has seen a 20 percent rise in spending per school
student but yet little significant improvement in learning outcomes. When other sectors
see flat-lining productivity they look to innovation. In many fields, people enter their
professional lives expecting their practice to be transformed by innovation. This is still
not widespread in education. When the OECD conducted its first international survey
of teachers, teaching and learning (TALIS), an average of only just over a quarter of
teachers responded that more innovation in their teaching would be valued, never mind
rewarded, in their schools.
This document provides an agenda and background information for the Design Symposium event. The symposium will feature presentations from designers at companies like HP, IDEO, and Frog Design on topics related to emerging design and the future society. It will include welcoming remarks, speaker introductions, presentations on themes like inclusive and sustainable design, a panel discussion, and conclusion. The goal is to discuss the role of designers in creating environments for an emerging, more inclusive future society.
The document summarizes inclusive design projects aimed at serving the majority world. It discusses the early years of ICSID and design work at the University of Nairobi. It also summarizes the "Q Drum" and "Super MoneyMaker Pump" projects, which are low-cost water transportation and irrigation solutions developed for communities in Africa. The document emphasizes the importance of designing for affordability, cultural acceptability, and environmental sustainability when serving emerging markets and bottom of the pyramid populations.
This document discusses learning structures of industry-driven projects conducted through Demola, an open innovation platform connecting students, universities, and companies. Demola provides a structured process for multi-disciplinary student teams to work on innovative projects proposed by industry partners.
The document describes the Demola process, which involves three phases of conception, design, and implementation. Students spend 200 hours over 15 weeks developing projects through iterative workshops and feedback sessions. Demola aims to foster innovation through cross-disciplinary collaboration.
The document examines how Demola projects align with the Conceiving-Designing-Implementing-Operating (CDIO) framework for engineering education. It finds Demola contributes to several CDIO standards and learning outcomes by providing
This document discusses establishing a long-distance collaborative interaction design education environment between Australian and Japanese universities. It outlines challenges including long distance, language differences, time gaps, and cultural differences. Existing courses were rearranged with a cultural-sensitive approach. Achieved solutions included achieving online interactivity through initial online knowledge exchange and community building. Students provided positive feedback, saying the interactive 3D component helped visualize and understand designs, and was useful to clarify usage scenarios.
Matsuo Lab at the University of Tokyo specializes in artificial intelligence and web engineering research. It has over 180 members including researchers, staff, students, and teaching assistants. The lab conducts fundamental research on deep learning and world models. It also provides education programs in areas like data science, deep learning, and entrepreneurship that have had over 7,500 attendees. Additionally, the lab helps nurture startups from its research and provides entrepreneurship education.
The document summarizes the Building Schools for the Future (BSF) framework project in England. The goals are to rebuild or renew every secondary school by 2020, provide inspiring learning environments, and position schools as community hubs. Local authorities lead strategic partnerships and ensure education visions meet standards, while considering community input. Example local projects integrate curriculum and facilities, demonstrate sustainability practices, and engage students in the design process.
"You could have told me". oration on the Design of Interactive Pieces for Mus...Mariana Salgado
In this paper we seek to disentangle the reasons that limit collaborations between museums and universities. Our standpoint is that collaboration is desired by both organizations as it could lead to richer outcomes in the design and research of new technologies in museums. However, little attention is paid to how this kind of collaboration actually happens and how it could be enhanced. This is why our focus is on teamwork, especially in the particularities of the collaboration of external design-researchers and museum professionals. This paper examines the collaboration between a university and a museum, in a situation in which these institutions collaborate in the production of interactive artefacts for exhibition space. As in other cases, collaboration between museums and other institutions is not always easy: participants of collaborations have expectations and needs that are far from obvious to everyone. In this paper, we present a case study on a course on Public Space and Social Inclusion, organized by the Museum of Science in Trento (Italy) and the EIT ICT Labs Doctoral School. During the course, the participants developed a set of original ideas to explore possible ways for the museum to become a cultural hub, and to look into the role it can play for community building. This case study gave us the opportunity to delve deep into the dynamics of the interactions between museum and university partners involved in a collaborative process. We conducted and analysed interviews with university representatives and museum staff to discover how they experienced the collaboration and what they were expecting from it. Analysing these interviews, we observed the need to follow three principal elements for a successful collaboration. Partners have to start together a collaboration planning in advance their intention and moments for exchanging mutual feedback and systematically review the project. Partners should plan their collaboration in advance, explicating their expectations for the project and setting dates for exchanging mutual feedback to review the project systematically. Time management is crucial. It is important to make clear which deadlines are fixed and which flexible, when it is time for deep reflection and when there’s a need for hurried action. In general, the participants would benefit from communicating their working practices and talking frankly about their expectations.
The Unisinos School of Design in Brazil aims to promote design-oriented innovation through its educational programs. It offers undergraduate, graduate, and consulting programs. The school values integrating academic learning with real-world business needs through partnerships with companies. Students work on projects for partner companies and gain experience applying their design skills. The school also operates a Design Center that conducts applied research projects with the goal of transferring knowledge to businesses and society.
The document proposes redesigning civic engagement through creating multidisciplinary student teams to develop software projects that address social issues. It outlines creating groups of students from different majors like design, computer science, and others to work with professors, mentors from firms, and non-profits to develop projects over a semester. The goal is to focus students on civic action, foster collaboration across disciplines, and produce tangible outcomes like apps or websites that can create social impact. This approach aims to provide an alternative channel for youth participation that leverages their skills and interests through project-based learning.
This document proposes a professional development plan for teachers in the Multilingua language program to integrate information and communication technologies (ICTs) into their teaching. It discusses: (1) The need to train teachers on using ICTs, as their current lack of training is a barrier to effective integration; (2) How a reflective model of professional development can help teachers learn from experience integrating ICTs; (3) Activities like creating teacher blogs and contextualized materials to give students extra practice. The professional development plan involves teachers reflecting on their current ICT use, discussing challenges, and developing plans to better integrate technologies into their language instruction.
I Minds2009 Markku Markkula Research & Innovations Lessons Learnt In Creat...imec.archive
1) Markku Markkula discusses lessons learned from creating Aalto University through the merging of three universities in Finland.
2) Aalto University aims to have a strong focus on strategic areas and secure independent resources for research, create a new student-centric culture, and better integrate research, teaching, and societal interaction.
3) By 2020, Aalto University aims to become the most important player in setting Finland's science, creativity, and innovation agenda and to develop strengths as a globally unique hub of excellence in research and innovation.
Using the Participatory Patterns Design (PPD) Methodology to Co-Design Groupware: Confer a Tool for Workplace Informal Learning
Edmedia 2016, June, Vancouver, Canada: https://www.academicexperts.org/conf/edmedia/2016/papers/48568/
John Cook, CMIR, UWE Bristol & Learning Layers team
Two case studies are described that used design research to explore how mobile devices and social media can support informal learning. The first case involved developing location-based mobile tours to support task-conscious learning about urban education and language learning. Evaluations found the tours promoted active learning. The second case involved developing a "people tagging" tool within a social network for a career guidance organization to help people find expertise within the organization. Both cases showed promise but raised issues about scaling the approaches to support learning on a larger scale.
This document summarizes an Alta Scuola Politecnica (ASP) student project book. ASP is a school founded in 2004 by Politecnico di Milano and Politecnico di Torino that provides an innovative academic program for exceptionally talented students.
The document outlines several key points:
1) It describes ASP's mission to develop leadership and promote multidisciplinary innovation.
2) It previews 12 student project summaries that illustrate the diversity and creativity of ASP contributors.
3) It acknowledges sponsors that financially support ASP's vision of educating talented students.
4) It provides testimonials from sponsors and alumni about the value ASP graduates provide to employers.
Okayama University’s Collective Action and Response to the SDGs Through Multi...ESD UNU-IAS
Okayama University is taking collective action to support the United Nations Sustainable Development Goals (SDGs) through multi-stakeholder partnerships. The university announced guidelines to actively promote Goal 17 on partnership. It has increased awareness of the SDGs on campus, highlighted university projects that advance the SDGs, and translated guidance for universities on implementing the SDGs. Okayama University also sustains collaboration through various events to disseminate information about the SDGs.
What Is Learning Experience Design (And Does Adopting It Require You to Leave...Saul Carliner
Over the past few years, the term “learning experience design” has crept into the
instructional design lexicon. But what is it really? This session provides an overview.
Specifically, taking a design- sprint approach, this session engages participants in performing some the essential practices of learning experience design, including the development of use cases and personas, learning journeys, and prototyping; explains the benefits of these practices; explores the benefits of learning experience design to the overall effectiveness of instructional programs; and suggests how these practices integrate into the I4PL Competencies and existing instructional design processes
The document provides details about the School of Environmental Studies at Lagos State Polytechnic in Nigeria. It describes the school's six departments, hierarchy of staff members, proposed input-process-output system, shortcomings and solutions. The school aims to produce creative and skilled graduates through its departments of Architecture, Art and Design, Building Technology, Estate Management, Quantity Survey, and Urban Planning. It outlines the school's activities, tools used, and goals of preparing students for successful careers.
- The document outlines the curriculum for the first and second semesters of the B.E. Manufacturing Engineering program at Anna University, Chennai.
- The first semester includes courses in mathematics, physics, chemistry, programming, and English, along with their corresponding laboratories. The total credits for semester 1 are 21.
- The second semester continues with additional courses in these topics, along with courses in electrical engineering, graphics, and an NCC credit course. The total credits for semester 2 are 22.
- Details are provided for some sample courses, including course objectives, topics covered, and assessment methods. The document provides an overview of the subjects and credits covered in the first year of the manufacturing engineering program.
Educational Research and Innovation. The OECD Handbook for Innovative Learnin...eraser Juan José Calderón
Educational Research and Innovation. The OECD Handbook for Innovative Learning Environments .
Over the last decade, the OECD region has seen a 20 percent rise in spending per school
student but yet little significant improvement in learning outcomes. When other sectors
see flat-lining productivity they look to innovation. In many fields, people enter their
professional lives expecting their practice to be transformed by innovation. This is still
not widespread in education. When the OECD conducted its first international survey
of teachers, teaching and learning (TALIS), an average of only just over a quarter of
teachers responded that more innovation in their teaching would be valued, never mind
rewarded, in their schools.
This document provides an agenda and background information for the Design Symposium event. The symposium will feature presentations from designers at companies like HP, IDEO, and Frog Design on topics related to emerging design and the future society. It will include welcoming remarks, speaker introductions, presentations on themes like inclusive and sustainable design, a panel discussion, and conclusion. The goal is to discuss the role of designers in creating environments for an emerging, more inclusive future society.
The document summarizes inclusive design projects aimed at serving the majority world. It discusses the early years of ICSID and design work at the University of Nairobi. It also summarizes the "Q Drum" and "Super MoneyMaker Pump" projects, which are low-cost water transportation and irrigation solutions developed for communities in Africa. The document emphasizes the importance of designing for affordability, cultural acceptability, and environmental sustainability when serving emerging markets and bottom of the pyramid populations.
The document summarizes a design symposium that addressed emerging design and the future society. It included welcoming remarks, introductions of panelists from companies like HP and IDEO, and presentations on topics like sustainability and designing for emerging markets. The panelists then discussed questions about the role of designers in catalyzing social change and enhancing quality of life in emerging societies through cultural understanding and inclusive practices. The event concluded with a discussion on individuals making a difference through design.
This presentation discusses ways that design can contribute to a more prosperous, inclusive and sustainable future. It provides examples of responsible design approaches that create innovative solutions to challenges in emerging societies and developing countries. It highlights projects that use design to improve access to education, healthcare, clean water and other resources for populations in need.
This document provides an agenda and background information for a design symposium on emerging design and future society. The symposium will include welcoming remarks, an overview of the theme, and presentations from six speakers including representatives from Hewlett-Packard, IDEO, Frog Design, and DesignAffairs. The speakers will address topics like the role of designers in emerging markets and societies, cultural influences on design, and how design can enhance quality of life and drive social change. A panel discussion will follow the presentations to field questions on these issues.
The document summarizes a 2-week universal design bench/seating design workshop conducted at National Taiwan University of Science and Technology (NTUST). The workshop used a participatory process to teach 24 students universal design concepts through designing benches for the NTUST campus. Students worked in teams, using activities like role-playing and persona development to understand users' needs while overcoming language and cultural barriers. The workshop aimed to implement inclusive and sustainable design solutions for the NTUST landscape.
The document outlines the agenda for the UD Education Forum at the 2002 International Conference for Universal Design in Yokohama, Japan. The agenda included introductions, dividing attendees into small groups to discuss selected topics, groups reporting on their discussions, and a summary. Selected topics for discussion were evaluating universal design, designing for the 21st century, an international student design competition, relating sustainable, affordable and universal design, establishing UD certificate programs, and exploring collaborative distance learning networks. Facilitators for the forum were Ruth Morrow, Gihei Takahashi, Yoshi Kawauchi, and Ricardo Gomes.
The document discusses the implementation of universal design principles in design curriculum at San Francisco State University. It describes three levels where universal design has been implemented: introductory, intermediate/upper level design courses, and graduate level courses. Examples are given of student projects in kitchen tools, faucets, and other products that were developed using universal design principles to be usable by all people.
This document outlines the development of a universal design methodology curriculum at San Francisco State University. It discusses several key components for implementing such a curriculum, including lecture materials, professional reviews/critiques, and research through workshops and focus groups.
Thematic areas that would be covered include design, health, social, legal, and economic perspectives as they relate to universal design. Specific topics mentioned are universal design principles, inclusive target markets, aging populations, independent living, intergenerational benefits, disability rights policies, and quantifying universal design benefits and appeals.
A 5-phase methodology is presented: discovery/understanding through research; interpreting findings; exploring concepts and solutions; evaluating ideas; and implementing tangible solutions relative to universal design
More from Design Center for Global Needs, San Francisco State University (9)
34. Understandings
• establish an awareness for
the perspectives of people
living with disabilities.
• show the importance of
being considerate of other
people
• illustrate the concept that
things should be intuitive to
use and understand for
everyone