This document outlines the components of the Mindful Design Practice module, which is worth 20 credits. It involves students exploring a research question through various activities like research, experimentation, literature reviews, field trips, interviews, stakeholder analysis, user testing, pilot studies, sample collection, visualizations, models, prototypes, and usability testing to inform their work.
This document discusses the Open University Learning Design Initiative (OULDI) and OpenLearn Network (OLnet), which aim to support the design of learning activities through various tools and methods. It provides an overview of the initiatives and introduces several tools for learning design, including CompendiumLD for mapping designs and Cloudworks for sharing ideas. It also discusses different frameworks and schemas for representing pedagogical approaches and mapping the relationship between pedagogy and technologies. The goal is to provide empirical evidence and support for learning design through collaborative events, tools for representation, and reification to guide innovative learning design.
This document provides assessment criteria for achieving excellence in a level 3 photography portfolio. To meet the criteria, a student must:
1. Use drawing as the central means to purposefully generate a range and depth of ideas to analyze, clarify and regenerate options.
2. Demonstrate knowledge and understanding of established photography processes, materials, and techniques, and apply these skills fluently and purposefully.
3. Systematically relate, evaluate, and synthesize a range of ideas and methods in producing original work.
4. Understand and build upon a depth of ideas and methods through multiple references, and use these insights to produce innovative and distinctive photographic works.
The presentation explored concepts for integrating ubiquitous computing into libraries to improve the experience of patrons searching for books, including an "Enlighten" system that uses guiding lights to help patrons locate physical resources on shelves. User research was conducted through interviews and prototyping ideas, with a light-based book finding system receiving overwhelmingly positive feedback. The proposed solutions aimed to make searching easier and more enjoyable while maintaining accessibility and privacy.
Here are some key skills needed by the digitally literate researcher:
- Ability to effectively search for and evaluate digital resources and content
- Proficiency with digital tools for collaboration, communication, project management
- Skills in publishing, curating, and managing digital scholarly content and projects
- Understanding of digital literacy issues like copyright, licensing, accessibility
- Capacity to use digital tools and platforms for fieldwork, data collection and analysis
- Competence in selecting appropriate digital tools and platforms for different contexts
- Comfort adapting to emerging technologies and digital scholarly practices
The document provides an introduction to the author's diploma project focused on developing new production methods for bamboo furniture. The project aims to increase marketability of bamboo furniture by incorporating modularity for ease of stocking, shipment, and delivery, while keeping production costs low. This will allow manufacturer-consumer interaction to take place remotely through an online ordering system. Knock-down furniture, which comes in parts and is assembled by the user, is seen as favorable due to its potential for flexible and optimized production chains. The author will explore concepts and prototypes for knock-down bamboo furniture.
The document discusses learning design and the OU LD project. It provides information on:
1) The OU LD project which involved case studies, interviews, workshops and tool development like CompendiumLD to support the visualization, sharing and reuse of learning designs.
2) Different ways of representing learning designs including visual maps, case studies, and pedagogical patterns.
3) Issues around learning design discussed in interviews like the tacit nature of the design process and balancing structure and flexibility.
The document provides guidance for reading and exploring a science fiction book. It suggests identifying the major ideas and premises of the story before, during, and after reading. It prompts keeping a list of questions about characters, events, and problems that reflect current trends. It also recommends thoroughly researching one issue and choosing a project from various options to best fit one's learning style and the ideas in the book. A rubric is included to evaluate science fiction book projects.
The changing scholarly content and communication landscapeLaura Czerniewicz
The document discusses the changing landscape of scholarly communication and content. It notes that scholarly content is increasingly being shared online in more open and dynamic ways. Digital technologies are enabling more immediate and collaborative forms of knowledge creation, sharing and dissemination. This includes things like open access publishing, open educational resources, social media for academic purposes, and new forms of open and transparent research processes. The emergence of digital content and online scholarly networks is transforming roles and skills for academics and supporting professions. Enabling open scholarship will require supportive policies, infrastructure investments, training and incentives.
This document discusses the Open University Learning Design Initiative (OULDI) and OpenLearn Network (OLnet), which aim to support the design of learning activities through various tools and methods. It provides an overview of the initiatives and introduces several tools for learning design, including CompendiumLD for mapping designs and Cloudworks for sharing ideas. It also discusses different frameworks and schemas for representing pedagogical approaches and mapping the relationship between pedagogy and technologies. The goal is to provide empirical evidence and support for learning design through collaborative events, tools for representation, and reification to guide innovative learning design.
This document provides assessment criteria for achieving excellence in a level 3 photography portfolio. To meet the criteria, a student must:
1. Use drawing as the central means to purposefully generate a range and depth of ideas to analyze, clarify and regenerate options.
2. Demonstrate knowledge and understanding of established photography processes, materials, and techniques, and apply these skills fluently and purposefully.
3. Systematically relate, evaluate, and synthesize a range of ideas and methods in producing original work.
4. Understand and build upon a depth of ideas and methods through multiple references, and use these insights to produce innovative and distinctive photographic works.
The presentation explored concepts for integrating ubiquitous computing into libraries to improve the experience of patrons searching for books, including an "Enlighten" system that uses guiding lights to help patrons locate physical resources on shelves. User research was conducted through interviews and prototyping ideas, with a light-based book finding system receiving overwhelmingly positive feedback. The proposed solutions aimed to make searching easier and more enjoyable while maintaining accessibility and privacy.
Here are some key skills needed by the digitally literate researcher:
- Ability to effectively search for and evaluate digital resources and content
- Proficiency with digital tools for collaboration, communication, project management
- Skills in publishing, curating, and managing digital scholarly content and projects
- Understanding of digital literacy issues like copyright, licensing, accessibility
- Capacity to use digital tools and platforms for fieldwork, data collection and analysis
- Competence in selecting appropriate digital tools and platforms for different contexts
- Comfort adapting to emerging technologies and digital scholarly practices
The document provides an introduction to the author's diploma project focused on developing new production methods for bamboo furniture. The project aims to increase marketability of bamboo furniture by incorporating modularity for ease of stocking, shipment, and delivery, while keeping production costs low. This will allow manufacturer-consumer interaction to take place remotely through an online ordering system. Knock-down furniture, which comes in parts and is assembled by the user, is seen as favorable due to its potential for flexible and optimized production chains. The author will explore concepts and prototypes for knock-down bamboo furniture.
The document discusses learning design and the OU LD project. It provides information on:
1) The OU LD project which involved case studies, interviews, workshops and tool development like CompendiumLD to support the visualization, sharing and reuse of learning designs.
2) Different ways of representing learning designs including visual maps, case studies, and pedagogical patterns.
3) Issues around learning design discussed in interviews like the tacit nature of the design process and balancing structure and flexibility.
The document provides guidance for reading and exploring a science fiction book. It suggests identifying the major ideas and premises of the story before, during, and after reading. It prompts keeping a list of questions about characters, events, and problems that reflect current trends. It also recommends thoroughly researching one issue and choosing a project from various options to best fit one's learning style and the ideas in the book. A rubric is included to evaluate science fiction book projects.
The changing scholarly content and communication landscapeLaura Czerniewicz
The document discusses the changing landscape of scholarly communication and content. It notes that scholarly content is increasingly being shared online in more open and dynamic ways. Digital technologies are enabling more immediate and collaborative forms of knowledge creation, sharing and dissemination. This includes things like open access publishing, open educational resources, social media for academic purposes, and new forms of open and transparent research processes. The emergence of digital content and online scholarly networks is transforming roles and skills for academics and supporting professions. Enabling open scholarship will require supportive policies, infrastructure investments, training and incentives.
Developing design thinking practice in complex organisationsZaana Jaclyn
Seminar given at Boras University, 22 November 2012 and Linkoping University, 29 November 2012. This seminar content is based on my phd research & preliminary findings.
(Note: special thanks to Kate Davis for allowing me to adapt her slide template).
Enlighten - Bookfinding in Libraries Made EasyMark Choi
The presentation explored concepts for integrating ubiquitous computing into libraries to improve the experience of patrons searching for books, including an "Enlighten" system of guiding lights to help patrons physically locate books, as well as ideas for social reading features and displaying popular materials. User research in the form of interviews and prototyping provided input that helped evaluate concepts. An overarching goal was designing solutions that are universally accessible.
The document outlines Gráinne Conole's workshop on learning design which provides an overview of learning design concepts and frameworks, applies various learning design tools and methods to course development, and discusses theoretical perspectives on learning design and the role of technology in supporting pedagogy. The workshop aims to help participants conceptualize learning design from different viewpoints and critique approaches to incorporating technologies in a way that enhances rather than hinders learning outcomes.
The document outlines Gráinne Conole's presentation on design thinking, learning design, and creativity. It discusses technological trends in learning like mobile learning, games-based learning, and the Internet of things. It then covers learning design frameworks like the 7Cs model and socio-cultural perspectives on design. Finally, it discusses approaches like design-based research and e-pedagogies that integrate technology and pedagogy for learning.
This document discusses the grounded design of a hybrid e-learning environment for doctoral students based on cognitive apprenticeship, communities of practice, and personal learning environments pedagogical models. It outlines learning outcomes around understanding research complexity, developing research skills, connecting with other researchers, and developing research autonomy and passion. Cognitive apprenticeship focuses on learning research skills from experts through coaching and modeling. Communities of practice supports knowledge sharing between researchers. And personal learning environments allows for self-regulated learning. The hybrid environment brings these models together to help learners master research skills within a supportive community, leading to professional research autonomy.
The document outlines an instructional design project to develop a new seminar on Jay-Z. It includes plans to participate in instructor development programs, use reverse engineering to establish goals and assessments, plan multiple content formats, and create a syllabus. A timeline is provided with milestones from January to June. Details are given on reverse engineering, Bloom's taxonomy, learning domains and activities, desired results including goals and assessments.
This letter from Fairchild Books announces new digital initiatives to provide educational resources to interior design students and instructors. Fairchild Books has partnered with CourseSmart to make textbooks and materials accessible online and through ebooks. They have also partnered with NOOK Study to provide resources through their ebook platform. Additionally, Fairchild Books has redesigned their website to function as a portal for both students and instructors to access information on titles, supplementary materials, and online purchasing. While expanding into digital media, Fairchild Books reaffirms their commitment to publishing inspiring and informative interior design titles grounded in fundamentals.
The document provides an overview of a campus session for a professional inquiry module. It discusses defining a professional inquiry, stages of the inquiry process like planning and analysis, and requirements for the module assessment including a critical review, professional artefact, and oral presentation. The session focused on understanding expectations, checking progress, discussing findings from research and literature, and getting feedback to move forward with analysis and writing up different parts of the assessment.
Audio available at: http://snd.sc/ZxALBT
The LRMI is to the Dewey Decimal System as a motorcycle is to a bicycle—designed for a new era to change the very nature of where we can go with instructional resources and how we get there. Platforms and technologies that take advantage of this new tagging standard will drive the future of personalized learning. The Learning Resource Metadata Initiative enables the use of rich, education-specific metadata that not just describes a resource but how it can be used to support learning. You'll learn from those who are evolving this initiative, including both producers and consumers of LRMI metadata, how it connects to big data initiatives like the Shared Learning Collaborative and the Learning Registry, and how it works with other existing and emerging education data standards. Whether you’re an educator, platform developer, or publisher—or you’re like billions of others who search the internet—you’ll benefit from this close-up look at the engine that will drive 21st Century learning.
This document discusses using immersive frameworks to maximize insight and profit in market research. It introduces activity-based qualitative research using tours, show-mes, diaries and projective exercises to explore consumer experiences. Immersive research captures behaviors, experiences and emotions in context through online activities. The document outlines how to scope projects using activities, with examples of segments using different numbers of participants and activities. It presents modular project frameworks using various numbers of activities over set durations. Finally, it provides an example product concept testing framework using 4 key activities to understand concept reaction and potential marketing language.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
Action research for_librarians_carl2012srosenblatt
This document provides an overview of an action research workshop for librarians. The workshop aims to teach participants how to incorporate evidence-based research into their practice. It covers the basics of the action research process, including identifying a problem or question, collecting and analyzing data, reflecting on findings, and planning changes. The document outlines the learning outcomes, introduces the action research cycle, and discusses different research methodologies and tools for data collection and analysis that can be used, such as interviews, surveys, and Excel. Participants are guided through practicing these steps by analyzing sample datasets and are encouraged to begin planning their own action research projects.
This document summarizes a workshop on designing for learning in an open world. It discusses various pedagogical frameworks and course design tools, including cloudworks and course views. The workshop explored topics like mediating artefacts, technology affordances, and intervention frameworks. Participants engaged in activities that involved mapping and comparing different pedagogical approaches, course design representations, and learning technologies. The goal was to help educators better articulate and share their course designs.
Developing design thinking practice in complex organisationsZaana Jaclyn
Seminar given at Boras University, 22 November 2012 and Linkoping University, 29 November 2012. This seminar content is based on my phd research & preliminary findings.
(Note: special thanks to Kate Davis for allowing me to adapt her slide template).
Enlighten - Bookfinding in Libraries Made EasyMark Choi
The presentation explored concepts for integrating ubiquitous computing into libraries to improve the experience of patrons searching for books, including an "Enlighten" system of guiding lights to help patrons physically locate books, as well as ideas for social reading features and displaying popular materials. User research in the form of interviews and prototyping provided input that helped evaluate concepts. An overarching goal was designing solutions that are universally accessible.
The document outlines Gráinne Conole's workshop on learning design which provides an overview of learning design concepts and frameworks, applies various learning design tools and methods to course development, and discusses theoretical perspectives on learning design and the role of technology in supporting pedagogy. The workshop aims to help participants conceptualize learning design from different viewpoints and critique approaches to incorporating technologies in a way that enhances rather than hinders learning outcomes.
The document outlines Gráinne Conole's presentation on design thinking, learning design, and creativity. It discusses technological trends in learning like mobile learning, games-based learning, and the Internet of things. It then covers learning design frameworks like the 7Cs model and socio-cultural perspectives on design. Finally, it discusses approaches like design-based research and e-pedagogies that integrate technology and pedagogy for learning.
This document discusses the grounded design of a hybrid e-learning environment for doctoral students based on cognitive apprenticeship, communities of practice, and personal learning environments pedagogical models. It outlines learning outcomes around understanding research complexity, developing research skills, connecting with other researchers, and developing research autonomy and passion. Cognitive apprenticeship focuses on learning research skills from experts through coaching and modeling. Communities of practice supports knowledge sharing between researchers. And personal learning environments allows for self-regulated learning. The hybrid environment brings these models together to help learners master research skills within a supportive community, leading to professional research autonomy.
The document outlines an instructional design project to develop a new seminar on Jay-Z. It includes plans to participate in instructor development programs, use reverse engineering to establish goals and assessments, plan multiple content formats, and create a syllabus. A timeline is provided with milestones from January to June. Details are given on reverse engineering, Bloom's taxonomy, learning domains and activities, desired results including goals and assessments.
This letter from Fairchild Books announces new digital initiatives to provide educational resources to interior design students and instructors. Fairchild Books has partnered with CourseSmart to make textbooks and materials accessible online and through ebooks. They have also partnered with NOOK Study to provide resources through their ebook platform. Additionally, Fairchild Books has redesigned their website to function as a portal for both students and instructors to access information on titles, supplementary materials, and online purchasing. While expanding into digital media, Fairchild Books reaffirms their commitment to publishing inspiring and informative interior design titles grounded in fundamentals.
The document provides an overview of a campus session for a professional inquiry module. It discusses defining a professional inquiry, stages of the inquiry process like planning and analysis, and requirements for the module assessment including a critical review, professional artefact, and oral presentation. The session focused on understanding expectations, checking progress, discussing findings from research and literature, and getting feedback to move forward with analysis and writing up different parts of the assessment.
Audio available at: http://snd.sc/ZxALBT
The LRMI is to the Dewey Decimal System as a motorcycle is to a bicycle—designed for a new era to change the very nature of where we can go with instructional resources and how we get there. Platforms and technologies that take advantage of this new tagging standard will drive the future of personalized learning. The Learning Resource Metadata Initiative enables the use of rich, education-specific metadata that not just describes a resource but how it can be used to support learning. You'll learn from those who are evolving this initiative, including both producers and consumers of LRMI metadata, how it connects to big data initiatives like the Shared Learning Collaborative and the Learning Registry, and how it works with other existing and emerging education data standards. Whether you’re an educator, platform developer, or publisher—or you’re like billions of others who search the internet—you’ll benefit from this close-up look at the engine that will drive 21st Century learning.
This document discusses using immersive frameworks to maximize insight and profit in market research. It introduces activity-based qualitative research using tours, show-mes, diaries and projective exercises to explore consumer experiences. Immersive research captures behaviors, experiences and emotions in context through online activities. The document outlines how to scope projects using activities, with examples of segments using different numbers of participants and activities. It presents modular project frameworks using various numbers of activities over set durations. Finally, it provides an example product concept testing framework using 4 key activities to understand concept reaction and potential marketing language.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
Action research for_librarians_carl2012srosenblatt
This document provides an overview of an action research workshop for librarians. The workshop aims to teach participants how to incorporate evidence-based research into their practice. It covers the basics of the action research process, including identifying a problem or question, collecting and analyzing data, reflecting on findings, and planning changes. The document outlines the learning outcomes, introduces the action research cycle, and discusses different research methodologies and tools for data collection and analysis that can be used, such as interviews, surveys, and Excel. Participants are guided through practicing these steps by analyzing sample datasets and are encouraged to begin planning their own action research projects.
This document summarizes a workshop on designing for learning in an open world. It discusses various pedagogical frameworks and course design tools, including cloudworks and course views. The workshop explored topics like mediating artefacts, technology affordances, and intervention frameworks. Participants engaged in activities that involved mapping and comparing different pedagogical approaches, course design representations, and learning technologies. The goal was to help educators better articulate and share their course designs.
This document discusses strategies for designing learning in an open world using new technologies. It introduces several concepts and tools, including:
- Cloudworks, a social networking site for sharing learning and teaching ideas.
- Course views, which use visual tools like course maps and task swimlanes to make course designs more explicit and shareable.
- Affordances of technologies and how they relate to learner and teacher characteristics.
- A pedagogy framework that maps different pedagogical approaches to technologies.
- Mediating artefacts that can guide the design process and facilitate sharing of learning designs.
- An intervention framework to map key drivers, challenges, and opportunities in a given context.
Action research for_librarians_carl2012srosenblatt
This document provides an overview of an action research workshop for librarians. The workshop aims to teach participants how to incorporate evidence-based research into their practice through action research. It discusses the action research cycle of planning, acting, observing, and reflecting. Participants will learn about generating research questions based on problems in their work, collecting and analyzing both quantitative and qualitative data, and sharing and applying the results to make changes and ask new questions. The workshop involves hands-on activities for participants to analyze sample datasets and plan their own action research projects to investigate issues in their own practice.
This document summarizes a presentation on e-learning in higher education. It discusses the history and evolution of e-learning technologies from multimedia in the 1980s to current technologies like mobile devices, gaming, social media and MOOCs. It also examines learning management systems, pedagogical approaches like connectivism, and implications for institutions including the potential disaggregation of education into separate pathways, resources, support and accreditation.
Plan, Adapt, Emerge: Unthinkable keynote to the Arts Marketing Associationlifestooshorter
Justin Spooner & Matthew Shorter from Unthinkable were invited to give the keynote speech to the Arts Marketing Association's Digital Day on 22 November 2012. They invited us to speak about content strategy, and we took the opportunity to outline our thoughts about the balance between planning, adaptation and allowing room for emergence in the creation of digital strategies. These slides will make sense as an aide-memoire to those who were present, and we hope to supplement them in the near future with notes that will make sense of them to everyone else.
This document discusses the maker movement and making in education. It defines making as learning through hands-on experience, dissolving boundaries between subjects, and being constructivist and self-directed. It is not the same as direct instruction, lecturing, or project-based learning. The document advocates for giving students time, space, and tools to make through a makerspace approach in schools, and cites benefits like increased student engagement, creativity, and learning.
KopFournierCanadianInstituteDistanceEducationResearchPLERita Kop
Facilitating Quality Learning in a Personal Learning Environment through Educational Research
After speculation in the literature about the nature of possible Personal Learning Environments, research in the design and development of a PLE is now in progress. The researchers will report on the educational research involved in the National Research Council of Canada, Institute for Information Technology’s Personal Learning Environment project. This presentation will highlight important components, applications and tools in a PLE as identified through surveys of potential end users. The learner experience and the minimum set of components required to facilitate quality learning will be placed at the forefront.
This document provides background information on Hazel White's past and current design projects. It discusses her 1993 Pendant jewelry piece made of 24 carat gold and her body interventions projects. It also mentions several of her other works and exhibitions at places like Kookmin University in Seoul. The document focuses on White's interest in using jewelry and digital technology to tell stories and connect people, such as her projects exploring how digital objects could connect Shetlanders to their families and using QR codes and knitted pieces. It discusses her methodology and collaborations, as well as lessons learned about prototyping, collaboration, involving users, and communicating about her work.
This document contains information from Hazel White's HCI 3 class on January 24, 2011. It summarizes several design models and methods, including action research, Sun Sigma framework, Nigel Cross' four stage design process, Vijay Kumar's innovation planning model, and RIP + MIX. RIP + MIX is introduced as a design method for idea generation that involves "ripping" attributes from one artifact and "mixing" them with attributes of another artifact to generate new product or service ideas. The document provides examples of applying RIP + MIX and assigns students to choose two artifacts, describe their attributes, and use RIP + MIX to create a new artifact.
Hazel White's research explores how digital technologies can be crafted into objects that connect people, specifically Shetlanders who have dispersed families. She created a "Hamefarers' Kist" which is a storage chest that allows family members to leave video messages for one another using QR codes embedded in a Fair Isle knitting pattern. The kist aims to create a sense of home and connection between dispersed Shetland families. White received positive feedback on her prototypes and ideas, with many seeing applications for education, healthcare, and empowering those with limited mobility. Her work shows how technology can bring people together in meaningful ways through crafting.
The document summarizes a Master of Design program that helps students apply their creative talents to projects that benefit the world. Students learn new design methods and tools from expert faculty and undertake projects in collaboration with industry partners. The program equips students with strategic design thinking skills and allows them to gain real-world experience through placements on live projects. Graduates go on to careers in design consultancies, social enterprises, and their own companies where they continue applying design to address societal challenges.
Slides from the one minute presentations given on 10.3.10 Masters MDes, MFA and MAi, DJCAD
University of Dundee
and
MLitt Managing the Creative Industries
University of St Andrews
The document lists several website URLs and Twitter handles, including www.redjotter.wordpress.com, www.wearesnook.com, and www.studiounbound.wordpress.com. It also contains words related to attitudes like OPENNESS, CONFIDENCE, BELIEF, and EXPLORE. The document encourages finding something by maintaining an open and confident attitude.
Value based approach to heritae conservation -.docxJIT KUMAR GUPTA
Text defines the role, importance and relevance of value based approach in identification, preservation and conservation of heritage to make it more productive and community centric.
RPWORLD offers custom injection molding service to help customers develop products ramping up from prototypeing to end-use production. We can deliver your on-demand parts in as fast as 7 days.
World trade center in kerala proposal- AR. DEEKSHITH MAROLI 724519251008 REPORTdeekshithmaroli666
World trade center live proposal in kerala.
Future of our nation is looking towards kerala..?
Yes, because the biggest sludge less port is going to open in kerala soon and also about the hidden massing growth of tourism, it , business sector
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Lisa
Erin
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MASTER OF DESIGN
Ryan
MASTERS MIXER Jamie
FRIDAY 28th MAY Will
4.00 – 4.10 INTRO Ceara
4.10 – 4.30 CURRENT STUDENTS
Frances
4.30 – 4.50 LAST YEARS STUDENTS
5.00 – 6.00 MIX AND MINGLE
Emma
12. assessment dates
Placement 3.5.10 at 12.00
Strategic Information Design 3.5.10 at 12.00
Teaching - as per module guide
Mindful Design Practice 11/12.5.10 by presentation
Design Writing - 17.5.10
13. Overall impressions
•Higher quality group
•More diverse
external examiner
•More design experience
Particular patterns
•Making the thinking visible
•Making the process visible
•Tuning into work cycles
Group Discussion
First impressions good from all - it feels like there is a
better connection between how the course is described
to them and their experience of it. Any surprises are
positive ones.
They enjoy the fact that they are taught by academics
with professional interests, not disconnected
academics.
Skills Levels
In discussion, the group would like to know more about
the skills they bring with them, and suggested an
icebreaker event to help them share their talents at an
early stage with each other.
Even a badge for their spaces with “I’m xx, ask me
about xx” on it!
14. Suggestions external examiner
Skill swapping
I suggested they do a skills swap session, where they
present to each other what they do, and some idea
of how to do it. A short exchange of what and what
its good for, then a follow up session if in demand.
How designers really work
Each of the students could be asked to contact a
designer, and spend half a day with them, and they
can pool their experiences of working methods.
Course visual timeline
Re-instating the course timeline - or in a different
format, maybe a short team exercise. It was a great
idea then, and I think would work now.
A place to share materials
Some form of centralised sharing space for
materials, at least to keep links of tagged
bookmarks, content and contacts. This becomes a
legacy for the subsequent years cohort.
15. Suggestions external examiner
Skill swapping
I suggested they do a skills swap session, where they
present to each other what they do, and some idea
of how to do it. A short exchange of what and what
its good for, then a follow up session if in demand.
How designers really work
Each of the students could be asked to contact a
designer, and spend half a day with them, and they
can pool their experiences of working methods.
Course visual timeline
Re-instating the course timeline - or in a different
format, maybe a short team exercise. It was a great
idea then, and I think would work now.
A place to share materials
Some form of centralised sharing space for
materials, at least to keep links of tagged
bookmarks, content and contacts. This becomes a
legacy for the subsequent years cohort.
24. Mindful Design Practice 20 Credits
explore research question
research experimentation material exploration
25. Mindful Design Practice 20 Credits
explore research question
research experimentation material exploration
literature
26. Mindful Design Practice 20 Credits
explore research question
research experimentation material exploration
literature
field trips
27. Mindful Design Practice 20 Credits
explore research question
research experimentation material exploration
literature
field trips interviews
28. Mindful Design Practice 20 Credits
explore research question
research experimentation material exploration
literature
field trips interviews
stakeholder analysis
29. Mindful Design Practice 20 Credits
explore research question
research experimentation material exploration
literature
field trips interviews
stakeholder analysis
user-testing
30. Mindful Design Practice 20 Credits
explore research question
research experimentation material exploration
literature pilot studies
field trips interviews
stakeholder analysis
user-testing
31. Mindful Design Practice 20 Credits
explore research question
research experimentation material exploration
sample collection
literature pilot studies
field trips interviews
stakeholder analysis
user-testing
32. Mindful Design Practice 20 Credits
explore research question
research experimentation material exploration
sample collection
literature pilot studies
field trips interviews visualisations
stakeholder analysis
user-testing
33. Mindful Design Practice 20 Credits
explore research question
research experimentation material exploration
sample collection
literature pilot studies
models
field trips interviews visualisations
stakeholder analysis
user-testing
34. Mindful Design Practice 20 Credits
explore research question
research experimentation material exploration
sample collection
literature pilot studies
models
field trips interviews visualisations
stakeholder analysis prototypes
user-testing
35. Mindful Design Practice 20 Credits
explore research question
research experimentation material exploration
sample collection
literature pilot studies
models
field trips interviews visualisations
stakeholder analysis prototypes
user-testing
produce a design brief and
undertaken research and initial
design iterations for semester 3
36. Mindful Design Practice 20 Credits
explore research question
research experimentation material exploration
sample collection
literature pilot studies
models
field trips interviews visualisations
stakeholder analysis prototypes
user-testing
produce a design brief and
undertaken research and initial
design iterations for semester 3
mindful design
37. Mindful Design Practice 20 Credits
explore research question
research experimentation material exploration
sample collection
literature pilot studies
models
field trips interviews visualisations
stakeholder analysis prototypes
user-testing
produce a design brief and
undertaken research and initial
design iterations for semester 3
mindful design
real world contexts
38. Mindful Design Practice 20 Credits
explore research question
research experimentation material exploration
sample collection
literature pilot studies
models
field trips interviews visualisations
stakeholder analysis prototypes
user-testing
produce a design brief and
undertaken research and initial
design iterations for semester 3
mindful design
real world contexts
content
39. Mindful Design Practice 20 Credits
explore research question
research experimentation material exploration
sample collection
literature pilot studies
models
field trips interviews visualisations
stakeholder analysis prototypes
user-testing
produce a design brief and
undertaken research and initial
design iterations for semester 3
mindful design
real world contexts
content
project planning
40. A good design brief should answer the following questions:
• Why are we doing this project?
• What are we trying to accomplish?
• Why is this project needed?
• Why are we doing it now?
• What specific business outcomes, or results, do we expect from this design project?
• Who are we designing for (this requires a very precise and complete description of the target
audience for the design project)?
• Who are the key stakeholders (eg sales, marketing, law, distribution, procurement, manufacturing,
etc) in this project?
• What is the current and anticipated business environment for the results of this design project?
• What, precisely, are the phases of this design project?
• How much time must be devoted to each phase?
• How much will each phase cost?
• What is the competitive environment like?
• Who will approve the final design solution?
• What criteria will be used for this approval?
• How will the design solution be implemented?
• How will the results be measured?
http://www.designcouncil.org.uk/