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Relevant bibliographies by topics / Design education

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Academic literature on the topic 'Design education'

Author: Grafiati

Published: 4 June 2021

Last updated: 22 February 2023

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Journal articles on the topic "Design education"

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Mirpulatova, Munis. "PROBLEMS OF DESIGN EDUCATION IN UZBEKISTAN." American Journal of Interdisciplinary Innovations and Research 02, no. 06 (June 23, 2020): 16–22. http://dx.doi.org/10.37547/tajiir/volume02issue06-01.

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Noël, Guillermina. "Design Education." Information Design Journal 21, no. 2 (December 31, 2014): 88–98. http://dx.doi.org/10.1075/idj.21.2.02noe.

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Although designers use diagrams as an aid to think and to communicate problems and situations in their practice and although some leading institutions have used them in their teaching, many design schools have not yet incorporated diagramming in their programs. This article proposes the use of diagrams to quickly facilitate the understanding of complex problems to design students. It proposes that creating diagrams helps students integrate information gathered from different sources and communicate their understanding to the class. The paper illustrates the concept describing a three-hour workshop with students from medicine and communication design, and analyzing the benefits of using diagrams in the class.

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Togay, Abdullah, Merve Coşkun, Serkan Güneş, and Çiğdem Güneş. "Computer aided design in education and its’ interpretation through design thinking." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 328–37. http://dx.doi.org/10.18844/gjhss.v2i1.315.

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王, 爱莉. "College Art Education—Exploration and Prospect of “Art and Technology” Major." Design 04, no. 01 (2019): 5–8. http://dx.doi.org/10.12677/design.2019.41002.

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Willis, Anne-Marie, and Tony Fry. "Design Time and Design Education." Design Philosophy Papers 1, no. 5 (October 2003): 205–8. http://dx.doi.org/10.2752/144871303x13965299302433.

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Kim, Kyoung-Yun, Gül E. Okudan Kremer, and Linda Schmidt. "Design Education and Engineering Design." Journal of Integrated Design and Process Science 21, no. 2 (November 11, 2017): 1–2. http://dx.doi.org/10.3233/jid-2017-0015.

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Çaydere, Osman. "IMPORTANCE OF BASIC DESIGN EDUCATION IN GRAPHIC DESIGN EDUCATION." e-Journal of New World Sciences Academy 11, no. 2 (April 25, 2016): 93–97. http://dx.doi.org/10.12739/nwsa.2016.11.2.d0175.

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Coruh, Esen. "Teaching technical specifications in fashion design education." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 256–63. http://dx.doi.org/10.18844/gjhss.v2i1.319.

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Özsoy, Vedat. "Arts and design education for sustainable development." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 487–97. http://dx.doi.org/10.18844/gjhss.v2i1.335.

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胡, 坚. "A Research of Approach on the Visual Design of Integrity Education in Universities." Design 03, no. 02 (2018): 53–57. http://dx.doi.org/10.12677/design.2018.32009.

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Dissertations / Theses on the topic "Design education"

1

DeVore, Kelly C. O'Gorman. "Design Activism and Design Education: Seeds for Responsive Design Education." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342817424.

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Yuncu, Onur. "Research By Design In Architectural Design Education." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610061/index.pdf.

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Research by design refers to the design of architectural research as an integral part of architectural design processes. In 1980s, it emerged as a third way in design research that was dominated until then by the methods of natural sciences and humanities. With this new formulation of design research, a methodological and epistemological transformation occurs, leading to the integration of practical knowledge into architectural research. The primary epistemological question transforms from knowing what design is and knowing how to design to knowing what through the act of design. The integration of the act of design in research transforms the status of design in design research from being an object of inquiry to being a research approach. In the literature on research by design, this transformation is often related with Donald Schö
n&rsquo
s conceptualization of &ldquo
reflective practice.&rdquo
The main discussion of reflective practice is primarily methodological rather than epistemological. Although it provides methodological insights, it is not sufficient to constitute an epistemological basis for research by design. Thus, the epistemological basis of research by design has not yet been adequately defined. In this study, the notion of &ldquo
reflective practice&rdquo
is investigated in a broader context relating it to its sources in the concepts of &ldquo
tacit knowledge&rdquo
and &ldquo
action research.&rdquo
A conceptual framework for research by design is constructed by relating these concepts with the discussions on research by design and with practical philosophy, the implications of which has remained rather uninvestigated in this context. Aristotle&rsquo
s elaboration of knowledge generation in action and the concept of phron&
#275
sis (practical knowledge, prudence, or practical wisdom) constitute the underpinning of this conceptual framework. The conceptual framework that is constructed on the basis of the key concepts in practical philosophy is discussed in the context of architectural design education. When architectural design education is formulated as a process of research by design within this framework, knowledge generated in the educational design processes promises not only to improve the particular educational context and architectural education but eventually to contribute to architectural knowledge.

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Saurus, Chauncey Anderson. "Co-design processes in industrial design education." Thesis, Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/44743.

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Co-design is a process that allows designers to develop products with greater insight to user needs through the participation of users in the design process. During this process what users say, make, and do is investigated using common research methods in combination with newer generative and exploratory approaches created for this purpose. Co-design encompasses many design practices. Despite the prevalence of the co-design process, a lack of studies into the education of designers on co-design have been implemented, leaving a gap of information that needs to be filled in order for co-design to become integrated into design education and practice. The purpose of this project is to understand the current state of co-design education in the U.S. and to assimilate popular teaching techniques, by surveying teaching methods of co-design within Industrial Design programs at U.S. Universities with reputations as leaders in the field. This project also aims to design a learning aid for Industrial Design students derived from the findings of interviews, materials review, and literature. A snowball sampling was performed with schools leaders in co-design. Schools were contacted and given a survey, interviewed with selected participants and assessed on their materials and practices on co-design. Various qualitative data analysis was performed with the surveys, interviews and materials. The conclusion includes a composite of common methods for teaching co-design, which are assembled into a learning aid artifact. The artifact incorporates findings into a practical outcome. The significance of this project is to further research into teaching methods of co-design as well as providing a common framework for design educators to follow in higher level learning institutions.

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Gerstheimer, Oliver, Romy Kniewel, Sebastian Frei, and Felix Kranert. "Design-Education: Die Siemens HMI-Design Masterclass." Thelem Universitätsverlag & Buchhandlung GmbH & Co. KG, 2019. https://tud.qucosa.de/id/qucosa%3A36945.

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Wie kann man die internationale Anlagen - und Maschinenindustrie zum „Besseren Entwerfen von Mensch-Maschine-Benutzeroberflächen“ verführen. Das war die Ausgangssituation und Aufgabenstellung. [...] Mit der Erkenntnis, dass nutzerorientiertes HMI-Design ein wesentlicher Erfolgsfaktor ist, stellte sich das Unternehmen Siemens die Frage, wie es nachhaltig und schrittweise die weltweiten Kunden zum „besseren Design“ anleiten und die tägliche Arbeit der Anwender in den Maschinen-Produktionshallen der Welt spürbar verbessern könnte. In Zusammenarbeit mit chilli mind entstand mit der HMI-Design Masterclass eine erfolgversprechende Antwort: Man braucht ein zeiteffizientes und unterhaltsames Lernformat, verbunden mit praktischen und pragmatischen Lerninhalten, um die Zielgruppe der weltweiten Maschinenbauer für eine „bessere HMI-Gestaltung“ zu gewinnen und zur Teilnahme zu bewegen. (Kranert et al. 2018) Dieser Beitrag beantwortet u.a. folgende drei Fragen: 1. Welche Charakteristika von Content Marketing, Microlearning und Storytelling greifen ineinander, um zum Lernerfolg der Zielgruppe zu führen? 2. Wie sieht das Konzept der HMI-Design Masterclass konkret aus? 3. Welche messbaren Erfolge konnten mit der HMI-Design Masterclass erzielt werden? [... aus der Einleitung]

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Durovy, David Edward. "Breaking educational paradigms : empowering design education through multi-disciplinary collaboration." Thesis, Georgia Institute of Technology, 2002. http://hdl.handle.net/1853/17503.

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Zelenock, Julie Ann. "Ecology, architecture, education, design." PDF viewer required Home page for entire collection, 2008. http://archives.udmercy.edu:8080/dspace/handle/10429/9.

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Delport, Hermie Elizabeth. "Towards design-build architectural education and practice : exploring lessons from educational design-build projects." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2393.

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Thesis (DTech (Architectural Technology))--Cape Peninsula University of Technology, 2016.
This research explores design-build projects in architectural education. The design-build studio is an alternative to the conventional theory-oriented studio. In design-build projects students both design and build real buildings. Internationally, design-build projects have increased rapidly in architectural programmes over the past decade. Literature suggests that design-build projects are relevant for architectural education, but that there is a definite need for more theoretical and critical exploration. Design-build projects in the context of this study are defined as socially responsive, inhabitable, full-scale investigations. The value of this pedagogical construct for educators, students, architectural practice and society in general was an underpinning theme guiding this exploration. Design-build projects are located on the boundary between theory and practice. This research provides a view into my journey across this boundary, immersing myself in both the theoretical and practical. Principles of the designbuild process and design research mapped the research path. The research process commenced with the initiation of and active participation in a number of design-build constructions. Through critical reflection on the construction experiences and the literature, specific pedagogical and practice implications were explored. Cultural historical activity theory provided me with a sense of theoretical direction in this journey. Collaboration as a pedagogical tool and the possibility of exposing students to alternative practice possibilities were foregrounded as being uniquely situated within the design-build project. The value of this research is the contribution it makes to the current international call for a clearer understanding of the pedagogical and practice merit of design-build projects.

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Strouse, Robert V. "Design Research in Design Education: Relevance and Implementation." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275442520.

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Arnold, Raymond Douglas. "An analytic philosophy of design and design education : major paradigms and implications for art & design education." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28149.

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This study is based on the premise that both the theoretical and practical work of curriculum development requires the support of generally understood and agreed concepts and terminology. The use of the term 'design' within the fields of design methodology, art & design education, and the design professions is analyzed for the purpose of distinguishing and correlating the various domains of attached meanings. This 'Analytic Philosophy' seeks to clarify to what extent the term 'design' is reliable when applied to the task of determining the purpose and content of design-related activities within art curricula. Two major paradigms related to the notions of design as a 'problem-solving-process' and as a 'basic human capacity' are isolated and offered as dominant orientations towards design methodology and design curriculum development. Assumptions, beliefs, claims, and counter-claims seen to undergird these paradigms are mapped and analyzed along with the design-related content of Canadian provincial secondary art curriculum guides. It is shown that the term 'design' commonly finds different meanings within different contexts and that agreement regarding the meaning of the term is difficult to establish both within and across the various design and art & design education domains. It is also evident that many of the claims which work to support the theoretical frameworks of the paradigms cannot be substantiated. It is concluded that the notion of 'design', as a result, remains conceptually and contextually vague and ambiguous. It is further concluded that while such conceptual confusion might be of little consequence to the practical activities of the design professions, it can serve to complicate and inhibit communications and work particularly related to design education issues and curriculum development. Therefore the term 'design' is seen as unreliable when applied to the task of determining the purpose and content of design-related activities within art curricula.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Ozturk, Elif. "Online Distance Education: A New Approach To Industrial Design Education." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612241/index.pdf.

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Today, the impact of information technologies on education field is ever more clarified with the integration of new tools and methods to the education. Education has been becoming away from the traditional classroom environment through virtual environment. Besides education of theoretical disciplines, education of practice based disciplines, like design related disciplines are moving toward virtual environments. One of these is Industrial Design (ID) education which also has made the transition to the virtual world. This thesis aims to explore and scrutinize the latest forms of ID education, especially the online distance ID education. In order to comprehend the technological progress of ID education and its possible future, an overview of the origins and an evaluation of the current state of distance online ID education are made. By this study, it is expected to shed light to the design educators and the educational systems&rsquo
developers, for designing these environments. At the end of this research, it is concluded that it is not possible to imagine a future of ID education without technology integration. However, it would be better to apply both technological and traditional methods. In fact, the key people in the development of these educational systems and tools would be the designers themselves.

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Books on the topic "Design education"

1

Friedman, Ken. Design science and design education. Sandvika: Norwegian School of Management, 1997.

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Friedman, Ken. Design science and design education. Sandvika: Norwegian School of Management, 1997.

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Friedman, Ken. Design science and design education. Sandvika: Norwegian School of Management, 1997.

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Cordan, Özge, Demet Arslan Dinçay, Çağıl Yurdakul Toker, Elif Belkıs Öksüz, and Sena Semizoğlu, eds. Game + Design Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65060-5.

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Coates, Hamish. Higher Education Design. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9216-4.

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Schaefer, Dirk, Graham Coates, and Claudia Eckert, eds. Design Education Today. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17134-6.

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Hudson, Brian, Marilyn Leask, and Sarah Younie, eds. Education System Design. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429261190.

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Science, Department of Education and. Vocational education: Craft & design. Dublin: Stationery Office, 2000.

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Sullivan, P. Design education: An analysis. Leicester: Leicester Polytechnic, 1986.

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Meinel, Christoph, and Timm Krohn, eds. Design Thinking in Education. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89113-8.

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Book chapters on the topic "Design education"

1

Waldron, Kenneth J., and Manjula B. Waldron. "Design Education." In Mechanical Design: Theory and Methodology, 299–311. New York, NY: Springer New York, 1996. http://dx.doi.org/10.1007/978-1-4757-2561-2_14.

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Bain, Alan, and Lucia Zundans-Fraser. "Design." In SpringerBriefs in Education, 35–51. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-10-0261-8_6.

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Krabbe, Heiko, and Hans E. Fischer. "Instructional Design." In Physics Education, 83–112. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87391-2_4.

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O’Toole, Gregory. "Education." In Sustainable Web Ecosystem Design, 91–94. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7714-3_16.

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Adams, Roderick. "International interior education." In Interior Design, 69–77. Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429026225-10.

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Coates, Hamish. "Education Economy." In Higher Education Design, 61–72. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9216-4_5.

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Younie, Sarah, Brian Hudson, and Marilyn Leask. "Education England." In Education System Design, 64–78. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429261190-8.

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Anthony, Williams, Rob Cowdroy, and Louise Wallis. "Design." In Technology Education for Teachers, 93–114. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-161-0_5.

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Coates, Hamish. "Higher Education Design." In Higher Education Design, 1–11. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9216-4_1.

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Gunn, Vicky. "Design EducationinHigher Education." In A Companion to Contemporary Design since 1945, 412–35. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2019. http://dx.doi.org/10.1002/9781119112297.ch20.

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Conference papers on the topic "Design education"

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Waks, Shlomo. "Engineering Education: Prospective Research Issues." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59535.

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There exists an increasing gap between engineering developments and research on educating engineers. There is a need to investigate and develop pedagogical means for advancing engineering education. The problem stems from the fact that most engineering educators are concerned mainly with disciplinary engineering contents, while researchers in the educational domain concentrate on educational psychology and pedagogical aspects. There is not enough cooperation between engineering and education, thus avoiding the creation of synergetic interaction between the two domains in a given engineering education system or situation. This article deals with the question: what has to be investigated in engineering education in order to advance learning activities of students and updating engineers? We will analyze some issues, as they aroused during recent years in a series of research studies on engineering education around the world and in the Department of Education in Technology and Science at the Technion – Israel Institute of Technology. After analyzing the status of engineering education and emergence of relevant R&D activities, possible research questions are presented. For example: (1) How should the contents of an engineering curriculum be determined? By whom? (2) Is there a need for a recognized educational scholarship like that of the existing disciplinary scholarship? (3) Creativity and project work – what do engineering educators and students think about? (4) What are the conditions and means for advancing the learning process in a multimedia environment? (5) What are the pitfalls in using hypermedia during the learning process? (6) What is Self-Learning Regulation (SLR) and why is it an important issue in engineering education? Accordingly possible trends in engineering education research are proposed and discussed.

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Ambrose, Michael A., and Luc Wilson Carl Lostritto. "Animate education Early Design Education Pedagogy." In CAADRIA 2008: Beyond Computer-Aided Design. CAADRIA, 2008. http://dx.doi.org/10.52842/conf.caadria.2008.029.

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TABAK, Tatiana, and Jackeline Lima FARBIARZ. "(not)Solving (non)problems: Design contributions to Education in a complex world." In Design frontiers: territories, concepts, technologies [=ICDHS 2012 - 8th Conference of the International Committee for Design History & Design Studies]. Editora Edgard Blücher, 2014. http://dx.doi.org/10.5151/design-icdhs-013.

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Kovilpillai, Jonathan J. S., Aisyamariam Abdul Uzza, Abtar Darshan Singh, and Yvonne Low. "Instructional Design for Quality Education: Role of A Digital Learning Hub." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3453.

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Quality education forms the foundation of all educational institutions and is made up of many aspects; a clear, well-thought-out curriculum and instructional design (ID) process, and everything else supporting the curriculum and ID ideals such as learning spaces, well-trained educators, availability of resources, management of processes and monitoring & evaluation exercises. For a long time, design and development of curriculum and ID was treated as a “given”, either because the curriculum was designed by a central body or “ID” was just another “normal” process, which was part and parcel of an employed educator, especially in higher education institutions (HEI). With current changes in the educational landscape whereby there is no guarantee of how a learning segment will be conducted, it is imperative that HEI look at these two components with a wider lens to mitigate possible setbacks and glitches for sustainable and continuing quality education. It has become vital that upskilling of ID is quickly acquired and certified. Considering this, we present a case study of how the Digital Learning Hub at the Asia Pacific University of Technology and Innovation has designed, developed, and implemented various projects using rapid instructional design methods to leap-frog and enable educators to gain crucial training for the skills and competencies related to instructional design. The aspects discussed include an overview of the newly setup digital learning hub, the amoebic process of achieving quality education, with ID as a core anchor and circumvented by the smart inter-play of stakeholders: students, educators, support staff, and leaders.

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Ghosal, Arkadeb, Paolo Giusto, Alberto Sangiovanni-Vincentelli, Joseph D'Ambrosio, Ed Nuckolls, Harald Wilhelm, Jim Tung, Markus Kuhl, and Peter van Staa. "Education panel." In the 47th Design Automation Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1837274.1837426.

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KONDO, Ariyuki. "Pevsner on Design education: meeting contemporary needs through the teaching of Art History." In Design frontiers: territories, concepts, technologies [=ICDHS 2012 - 8th Conference of the International Committee for Design History & Design Studies]. Editora Edgard Blücher, 2014. http://dx.doi.org/10.5151/design-icdhs-008.

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Lopez-Wilson, Y. "Human buildings + education." In DESIGN AND NATURE 2008. Southampton, UK: WIT Press, 2008. http://dx.doi.org/10.2495/dn080341.

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Martinez Escobedo, Eduardo, and Minerva Thalia Juno Vanegas Farfano. "Curiosity and Design education." In Systems & Design 2017. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/sd2017.2017.6910.

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Design education centers and their teachers know that not all users are equal in their needs or interests. User-centered approaches help, within the design process to meet needs, requirements and expectations to enhance the range and acceptance of products (Altay, 2014; Zoltowski, Oakes & Cardella, 2012). To meet this aim, in teaching, different research strategies are imparted for identifying those outcomes that, beyond functionality, includes other variables to the product’s experience. These strategies share a common aim: to identify by direct contact features that if consider, may enhance the resultant product (Altay, 2014.). This kind of formation is usually included in the learner-centered instruction; and is useful when the students expand their knowledge in the needed data and use it for the intended aim. Programs that teaches the students to develop their natural abilities to help them “think on” design instead of solving specific design problems (Gorgul & Gorgul, 2012) are a reality. And, while as an environment it promotes learning through experimentation as the perfect medium to grow students as innovators; they usually are not designed considering the personal characteristics and traits that may also be needed to be counted to better comprehend how does previous conditions to education are related to the intended individualistic redesign of curricula. The purpose of this proposal is to investigate personal curiosity as an underlying condition to innovation and design education that may alter the results of a design methodology intended to improve the students´ project-based learning. For this correlational study participants were recruited from Technology Exploration & Design, and Analysis of Mechanisms courses, using a convinience sampling method. Respondents were required to complete two rating scales, one assessing curiosity as a trait and the other assessing their creativity style.

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Kolberg, Eli, Yoram Reich, and Ilya Levin. "Transforming Design Education by Design." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85390.

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Design is a contextualized activity influenced by many factors. In order to understand or teach it, a holistic approach that involves students in actual design activities is required. Often, such educational setup is called problem or project-based learning (PBL). There are many views about implementing PBL. Our approach to design education is different than others in the way we treat design courses as products with constraints and objectives. Following our experience in previous design courses, we set to create the best design course possible in our particular context by carefully designing it using design tools developed in design research. We elaborated the course objectives; observed and analyzed failures of design projects in previous courses; and proposed new design methods that could remedy those failures. The collection of potential design methods was evaluated and six methods were selected as the backbone of the design curriculum. The curriculum we designed was implemented in a mechatronic course for high school students. Careful study with several groups including control demonstrated that our design improves the existing course. We describe the course design; provide some details about the design methods that comprise the design curriculum and some examples of using these methods in the course to ground the discussion. A reader unfamiliar with mechatronic could skip these descriptions. The contribution of this paper is twofold. First, we show that there is no single general design methodology. For different products and contexts, different design methodologies should be designed. If we use design methods developed in design research, the methodologies could prove successful. Second, and more specifically, we present a new, possible, and successful design methodology for mechatronics. We are not aware of such comprehensive approach in the literature.

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Stevens, Garry, and Anthony D. Radford. "Educating for the Unknown: Present Computer Education for Future Design Practice." In ACADIA 1988: Computing In Design Education. ACADIA, 1988. http://dx.doi.org/10.52842/conf.acadia.1988.047.

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Reports on the topic "Design education"

1

Sokolowski, Susan L. Rethinking Soft Goods Design Education. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-403.

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Morze, Natalia V., and Viktoriia O. Kucherovska. Ways to design a digital educational environment for K-12 education. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4438.

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Abstract:

Most educational institutions strive to create favourable conditions for students which meet educational needs of each student. It leads to high demand in the digital educational environment of K-12 education institutions. The article is devoted to the description of the concept, components and ways of designing the digital educational environment of a K-12 education institution through the transformation of educational activities. The importance of developing an educational policy of an educational institution in the field of digital technology is described. Authors present the model and the ways of designing the digital educational environment of the K-12 education institution. The necessity of self-assessment of digital technologies usage in the educational process by all its participants is substantiated; the ways of application of the European tool SELFIE for carrying out such self-analysis are described. Based on the adaptation of all components of the tool SELFIE for Ukrainian education, the results of its usage at one of the secondary schools in Kyiv are presented.

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Livney, Lee, and Peggy Monahan. Center for Design-Based STEM Education. Fort Belvoir, VA: Defense Technical Information Center, October 2013. http://dx.doi.org/10.21236/ada592853.

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Macartney, Hugh, Robert McMillan, and Uros Petronijevic. Incentive Design in Education: An Empirical Analysis. Cambridge, MA: National Bureau of Economic Research, December 2015. http://dx.doi.org/10.3386/w21835.

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Neal, Derek. The Design of Performance Pay in Education. Cambridge, MA: National Bureau of Economic Research, January 2011. http://dx.doi.org/10.3386/w16710.

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Livne, Eli, John Valasek, Ryan Starkey, and Thomas Strganac. Integrated Research/Education University Aircraft Design Program Development. Fort Belvoir, VA: Defense Technical Information Center, April 2017. http://dx.doi.org/10.21236/ad1031586.

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Groen, Jeffrey, George Jakubson, Ronald Ehrenberg, Scott Condie, and Albert Yung-Hsu Liu. Program Design and Student Outcomes in Graduate Education. Cambridge, MA: National Bureau of Economic Research, March 2006. http://dx.doi.org/10.3386/w12064.

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Mavris, Dimitri N. Design Methodology Development and Education for Naval System Affordability. Fort Belvoir, VA: Defense Technical Information Center, October 2002. http://dx.doi.org/10.21236/ada406812.

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Healey III, F. Henry, and Luis Crouch. Decentralization for High-Quality Education: Elements and Issues of Design. Research Triangle Park, NC: RTI Press, August 2012. http://dx.doi.org/10.3768/rtipress.2012.op.0008.1208.

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Ræbild, Ulla, and Vibeke Riisberg. How to design out obsolescence in fashion? - exploring wardrobe studies as strategy in design education. University of Limerick, 2021. http://dx.doi.org/10.31880/10344/10260.

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