Academic literature on the topic 'Learning styles in design processes'
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Journal articles on the topic "Learning styles in design processes"
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Freiberg-Hoffmann, Agustín, Juliana Beatriz Stover, and Natalia Donis. "INFLUENCE OF LEARNING STRATEGIES ON LEARNING STYLES: THEIR IMPACT ON ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS FROM BUENOS AIRES." Problems of Education in the 21st Century 75, no. 1 (February 20, 2017): 6–18. http://dx.doi.org/10.33225/pec/17.75.06.
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Frequently, college students have issues to learn academic contents included in the subjects of their courses. Such low quality learning is reflected in failures and academic dropout, therefore being matters of concern for teachers and governments. Learning processes in college depend, in part, on the coincidence between teaching methods and students’ learning styles. They are defined as the preference of students when they have to deal with information, particularly the way to perceive it and process it. Learning styles can be trained by the repeated use of specific learning strategies. In such cases, when learning styles coincide with the learning context in order to facilitate the acquisition of new knowledge and its integration with previous information, academic success can be achieved more naturally. To get this match it is required from teachers to adapt their styles and strategies to their students’ learning preferences. Other alternative rests on the design of actions to train students in the use of the appropriate learning styles able to enhance learning. Focused on the second option, the present study aims at: 1) the description of the influence of different learning strategies on each learning style, and 2) the analysis of the way each style explains students’ academic achievement. A transversal, non-experimental, explicative design was employed. 763 college students from Buenos Aires with ages ranging from 17 to 36 years were included in the sample. Locally adapted versions of the Honey-Alonso Questionnaire of Learning Styles -CHAEA as its Spanish acronym-, and Learning and Study Strategies Inventory –LASSI- were used for data gathering. Results showed that the Accommodating style is explained positively and significantly by the Collaborative Learning, Resources for Learning and Information 2.0 Management Competence strategies. Besides, it is observed that the strategies Collaborative Learning, Resources for Learning and Motivation explain to the Assimilating style in a significant and positive way. The Pragmatist and Converging styles are explained significantly but negatively by the Motivation and Information 2.0 Management Competence strategies respectively. Finally, Converging style explained Academic Achievement in a significant and negative way. These findings led to the possibility to plan specific actions to train students' learning styles. Furthermore, this information could be useful for different actors in higher education, such as -institutions, teachers, educational psychologists, students, etc., in order to design academic activities which require the repeated use of the specific learning strategies which each student needs to train, aiming at the improvement of particular learning styles able to facilitate learning. At this point, it seems important to discourage the use of Converging style given the negative effect it would have on the students’ performance. Results and limitations of the study are discussed and future research lines are proposed. Keywords: academic achievement, college students, learning strategies, learning styles.
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Ramírez-Correa, Patricio, Jorge Alfaro-Pérez, and Mauricio Gallardo. "Identifying Engineering Undergraduates’ Learning Style Profiles Using Machine Learning Techniques." Applied Sciences 11, no. 22 (November 9, 2021): 10505. http://dx.doi.org/10.3390/app112210505.
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In a hybrid university learning environment, the rapid identification of students’ learning styles seems to be essential to achieve complementarity between conventional face-to-face pedagogical strategies and the application of new strategies using virtual technologies. In this context, this research aims to generate a predictive model to detect undergraduates’ learning style profiles quickly. The methodological design consists of applying a k-means clustering algorithm to identify the students’ learning style profiles and a decision tree C4.5 algorithm to predict the student’s membership to the previously identified groups. A cluster sample design was used with Chilean engineering students. The research result is a predictive model that, with few questions, detects students’ profiles with an accuracy of 82.93%; this prediction enables a rapid adjustment of teaching methods in a hybrid learning environment.
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Byun, Sung-Woo, and Seok-Pil Lee. "Design of a Multi-Condition Emotional Speech Synthesizer." Applied Sciences 11, no. 3 (January 26, 2021): 1144. http://dx.doi.org/10.3390/app11031144.
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Recently, researchers have developed text-to-speech models based on deep learning, which have produced results superior to those of previous approaches. However, because those systems only mimic the generic speaking style of reference audio, it is difficult to assign user-defined emotional types to synthesized speech. This paper proposes an emotional speech synthesizer constructed by embedding not only speaking styles but also emotional styles. We extend speaker embedding to multi-condition embedding by adding emotional embedding in Tacotron, so that the synthesizer can generate emotional speech. An evaluation of the results showed the superiority of the proposed model to a previous model, in terms of emotional expressiveness.
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Pijukkana, Pracha, and Yanin Rugwongwan. "A Comparative Study of Teaching Process of Presenting Product Sketch Design of Industrial Design Program." Asian Social Science 13, no. 12 (November 28, 2017): 174. http://dx.doi.org/10.5539/ass.v13n12p174.
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This research studies the teaching process of idea communication for industrial product design sketching. The objective of this research is to make a comparative study on the efficiency of two teaching processes between teaching with detailed information and teaching with conceptual frameworks for groups of students who have different learning aptitudes; which are an aptitude in theoretical subjects or an aptitude in practical subjects. The study also included differences in learning styles of the industrial design program undergraduate students. The researchers came up with an experiment of creating sketch design ideas for a product in which the researchers classified the students’ learning processes from curriculum subjects and academic achievements. The results found that curriculum subjects and students’ learning aptitude can be grouped into two major groups: students who have accumulated scores in theoretical subjects and students who have accumulated scores in practical subjects. These two groups of students have different aptitudes in sketch design idea communication processes: a process of sketching with given detailed information and a process of sketching with given conceptual framework. Although these are different processes, the teaching and learning of these two product design processes have the same objectives: to create design ideas and to support design creativity by using the concept of interaction between the brain, hands and shapes that appear on paper to present the sketch product and to guide the teaching and learning of industrial product design, suitable for students who have different characteristics and help increase their academic achievements.
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Pastor, Danilo, Gloria Arcos-Medina, Vanessa Bonito, and Jaime Cepeda. "Design of an Adaptive Educational Application to Generate Customized Tests Based on Ontology." International Journal of Emerging Technologies in Learning (iJET) 16, no. 03 (February 12, 2021): 171. http://dx.doi.org/10.3991/ijet.v16i03.17805.
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The personalization of certain teaching processes produces improved learn-ing results. In the assessment of learning, there is a need to personalize the test items according to the learning styles of the students. This paper pro-poses the design of an adaptive application that generates personalized tests according to the students' learning styles. To facilitate the design of the proposed application, an ontology for creating personalized tests was de-signed based on the use of learning styles by means of applying the Methontology methodology. This ontology has a hierarchy of 3 levels, 9 first-level classes, 12 second-level subclasses, and 10 third-level sub-classes. The application was developed using the Primefaces framework and the Jena library to manage the ontology. At the end of the development stage, the usability of the application created was measured using the heu-ristic evaluation method based on the ten principles of Jackob Nielsen. The results obtained indicate that the application complies with the aforemen-tioned principles, earning a 94% usability rating. Consequently, it can be deemed a useful application for end-users
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Gardiner, Elliroma, and Chris J. Jackson. "Personality and learning processes underlying maverickism." Journal of Managerial Psychology 30, no. 6 (August 10, 2015): 726–40. http://dx.doi.org/10.1108/jmp-07-2012-0230.
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Purpose – Maverickism is the tendency of an individual to be socially competent, creative, goal focussed, risk-taking and disruptive. Previous research with the five-factor model (FFM) shows that individuals high in maverickism exhibit both functional and dysfunctional tendencies. The purpose of this paper is to compare and contrast the descriptive FFM with the process-oriented hybrid model of learning in personality (HMLP), in the prediction of maverickism. Design/methodology/approach – Employing a cross-sectional design with 490 full-time workers the authors use the NEO-International Personality Item Pool and the Learning Styles Profiler to examine differences in the FFM and HMLP in the prediction of maverickism. Findings – Results with the FFM, identify extraversion, openness and (low) agreeableness as significant predictors of maverickism. All factors of the HMLP (except conscientious learning) significantly predict maverickism. Hierarchal regression analysis shows that the HMLP accounts for an additional 21 percent of variance in maverickism over and above that of the FFM. Research limitations/implications – The authors have tested and built theory by identifying not only what predicts maverickism, but also how the learning processes of the HMLP interrelate to predict maverickism. Practical implications – Managers interested in developing the maverick potential of their employees will find this study useful because it identifies what to look for in maverick workers. Social implications – Individuals high in maverickism have the potential for radical innovation. Understanding how to identify and develop these individuals may lead to larger societal benefits. Originality/value – The authors are the first to use the HMLP to test maverickism. The research highlights the importance of both personality and learning processes in maverickism.
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Lantz, Annika, Niklas Hansen, and Conny Antoni. "Participative work design in lean production." Journal of Workplace Learning 27, no. 1 (January 12, 2015): 19–33. http://dx.doi.org/10.1108/jwl-03-2014-0026.
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Purpose – The purpose of this paper is to explore job design mechanisms that enhance team proactivity within a lean production system where autonomy is uttermost restricted. We propose and test a model where the team learning process of building shared meaning of work mediates the relationship between team participative decision-making, inter team relations and team proactive behaviour. Design/methodology/approach – The results are based on questionnaires to 417 employees within manufacturing industry (response rate 86 per cent) and managers’ ratings of team proactivity. The research model was tested by mediation analysis on aggregated data (56 teams). Findings – Team learning mediates the relationship between participative decision-making and inter team collaboration on team proactive behaviour. Input from stakeholders in the work flow and partaking in decisions about work, rather than autonomy in carrying out the work, enhance the teams’ proactivity through learning processes. Research limitations/implications – An investigation of the effects of different leadership styles and management policy on proactivity through team-learning processes might shed light on how leadership promotes proactivity, as results support the effects of team participative decision-making – reflecting management policy – on proactivity. Practical implications – Lean production stresses continuous improvements for enhancing efficiency, and such processes rely on individuals and teams that are proactive. Participation in forming the standardization of work is linked to managerial style, which can be changed and developed also within a lean concept. Based on our experiences of implementing the results in the production plant, we discuss what it takes to create and manage participative processes and close collaboration between teams on the shop floor, and other stakeholders such as production support, based on a shared understanding of the work and work processes. Social implications – Learning at the workplace is essential for long-term employability, and for job satisfaction and health. The lean concept is widely spread to both public bodies and enterprises, and it has been shown that it can be linked to increased stress and an increase in workload. Finding the potential for learning within lean production is essential for balancing the need of efficient production and employees’ health and well-being at work. Originality/value – Very few studies have investigated the paradox between lean and teamwork, yet many lean-inspired productions systems have teamwork as a pillar for enhancing effectiveness. A clear distinction between autonomy and participation contributes to the understanding of the links between job design, learning processes and team proactivity.
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Arifin, Syamsul, Punadji Setyosari, Cholis Sa’dijah, and Dedi Kuswandi. "The effect of problem based learning by cognitive style on critical thinking skills and student retention." Journal of Technology and Science Education 10, no. 2 (September 8, 2020): 271. http://dx.doi.org/10.3926/jotse.790.
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The purpose of this research is to compare the effectiveness of learning models to develop student critical thinking skills and retention in mathematics through the application of Problem Based Learning (PBL) models and multimedia assisted Direct Instruction (DI) models for students who have different cognitive styles. This research is quasi-experimental type, using non-equivalent control group design. Subject of this research are students in three different senior high school with two class samples in each school. There are 102 students of control class with Direct Instruction learning model by multimedia and 97 students of experiment class with Problem Based Learning model. The instrument of this research are test and questionnaires. The findings of this research are that there are significant differences in student critical thinking skills and retention between groups of student with Field Dependent (FD) and Field Independent (FI) cognitive styles and also between group of student with Direct Instruction model and Problem Based Learning model. Each learning model has interaction with critical thinking skills but not student retention. This research is useful for educators to develop students critical thinking skills processes with an effective learning model approach especially for senior high school students. The educators can know the interaction of cognitive styles with student retention, the extent to which cognitive styles are able to have an impact on student retention. This research provides knowledge an effective learning model to develop critical thinking skills and retention of student both Field Dependent and Field Independent cognitive style. Based on cognitive style, Field Independent students have higher retention and critical thinking skills compared to Field Dependent students.
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van Oordt, M. L., T. van Oordt, and P. du Toit. "Are two teachers better than one?" Meditari Accountancy Research 22, no. 2 (November 11, 2014): 165–85. http://dx.doi.org/10.1108/medar-01-2013-0003.
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Purpose – This paper aims to focus on the thinking styles of a group of Accounting students, and to determine whether team teaching by two criteria-specific lecturers can be an effective collaborative teaching approach to accommodate students’ diverse learning preferences. Research on thinking and learning processes led to a four-quadrant whole-brain model of people’s thinking styles and associated learning preferences. The model can be used to identify and accommodate students’ diverse thinking styles and learning preferences. Design/methodology/approach – A case study approach was followed, using multiple data collection methods. The thinking styles of 288 students and two lecturers were surveyed using a thinking style questionnaire and the Herrmann Brain Dominance Instrument. The results of the collaborative teaching approach were obtained by way of a survey questionnaire providing both quantitative and qualitative feedback, as well as a SWOT analysis completed by the involved lecturers. Findings – The main results suggest that a collaborative teaching approach can address students’ diverse learning preferences, although some students may find constant switching between lecturers distracting. Research limitations/implications – The collaborative teaching approach in the teaching interaction cannot be isolated. Collaborative teaching was not repeated or extended due to resource constraints. Originality/value – Academics from all disciplines recognise a need for a teaching practice that addresses students’ diverse learning preferences. Hitherto, outside of special education, collaborative teaching has received little scholarly attention, especially as an approach to address tertiary students’ diverse learning preferences.
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Diago Egaña, María Luz, Fernando Martínez Abad, and Paola Perochena González. "Preferencias de estilos de aprendizaje en el alumnado español de entre 11 y 15 años." Revista de Investigación Educativa 40, no. 2 (July 1, 2022): 589–606. http://dx.doi.org/10.6018/rie.495231.
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Learning styles are personal preferences for receiving, collecting, processing, and interpreting information. To assess this construct, various instruments have been designed, including the Index of Learning Styles (ILS), which is used in this study. The aim of this paper was to analyze the learning style preferences of Spanish students aged 11 to 15 years according to some sociodemographic variables, using a non-experimental cross-sectional design. The results indicate that the students have a primarily active, sensitive, visual, and sequential style; the preferred channel for receiving information is visual versus verbal. The prevalence of reflective learning styles is higher in female students than in male students. Those who study in public schools tend to be more visual, intuitive, and global in their learning processes than those who attend subsidized schools. Those in larger localities (urban areas) tend to have more sensitive, verbal and sequential learning styles, while in rural areas, the process of learning is slightly more intuitive, visual and global. The effect size is small regarding gender, school ownership and environment. However, in terms of school year, the effect size is moderate: students in higher grades tend to be more sensitive and visual than those in lower grades, who are more intuitive and, above all, more verbal. Knowing about learning styles is useful to design and adapt the training processes to the classroom differences. Los estilos de aprendizaje constituyen las preferencias de una persona para recibir, recopilar, procesar e interpretar información. Para medir este constructo se han diseñado diversos instrumentos, entre ellos el Index of Learning Styles (ILS), que es utilizado en este trabajo. El objetivo fue analizar las preferencias de estilos de aprendizaje en el estudiantado español de 11 a 15 años respecto a algunas variables sociodemográficas partiendo de un diseño no experimental-transversal. Los resultados muestran que el alumnado tiene un estilo predominantemente activo, sensitivo, visual y secuencial; siendo el canal preferido para recibir la información el visual frente al verbal. La tendencia de las alumnas al estilo reflexivo es mayor que la de los alumnos. Quienes estudian en centros públicos tienden a ser más visuales, intuitivos y globales en su aprendizaje que quienes asisten a centros concertados. Aquellos pertenecientes a localidades de mayor tamaño (zonas urbanas) tienden a tener estilos de aprendizaje más sensitivos, verbales y secuenciales, mientras que en las zonas rurales los aprendizajes son de carácter ligeramente más intuitivo, visual y global. El tamaño del efecto es pequeño en la comparativa por sexo, por titularidad del centro y por entorno. Sin embargo, en cuanto al curso escolar el tamaño del efecto es moderado, el estudiantado de cursos superiores tiende a ser más sensitivo y visual y el de cursos inferiores más intuitivo y, sobre todo, más verbal. El conocimiento sobre los estilos de aprendizaje permite diseñar y adaptar los procesos formativos a las diferencias existentes en el aula.
Dissertations / Theses on the topic "Learning styles in design processes"
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Yukhina, Ellina Vasilievna. "Cognitive Abilities & Learning Styles in Design Processes and Judgements of Architecture Students." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/1694.
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The main aim of this research is the exploration of relationships and correlations between thinking styles of student designers, their personal aptitudes, and design education. It involves discovering the role/s several groups of learning styles and cognitive abilities may play in problem solving during administered design tasks; and the influence they may have on academic performance and quality of produced design solutions. The main hypothesis is that differences in designers’ individual problem solving strategies and, ultimately, products of their expertise – designed artefacts – can be correlated with the differences in their learning styles and cognitive abilities. We suggest the following. (a) Designers with different styles adopt different approaches to design situations and use different strategies during problem solving. It is possible to find the supporting evidence by investigating their performance on design tasks. (b) Individual differences in design reasoning and problem solving could be correlated with the differences in individual cognitive abilities. (c) It may be possible to find correlations between cognitive styles and cognitive abilities. (d) It is likely that a number of visible or measurable qualities of students’ design drawings, would in some way reflect different characteristics of the above individual styles and abilities. The methodological approach draws on theoretical and empirical knowledge from several domains, including: design studies, psychology, cognitive science and study of creativity. This study is concerned with selecting and substantiating the input – a number of cognitive styles and abilities chosen for evaluation; and their subsequent assessment. It involves administering design sessions and exploring them as a process to see whether and how the above abilities and styles are reflected in problem solving. It also deals with the assessment of the product i.e. produced design solutions, and their relation to the academic performance reports. And, finally, it explores correlations between the input, the process and the product to help finding explanations for the students’ preferences in adopting particular problem solving strategies in designing. This study is based upon the analysis of six major datasets from (1) an electronic test assessing individual positions on four dimensions (two dichotomies) of learning styles; (2) tests of cognitive abilities chosen on the basis of their relevance to designing; (3) design sessions, administered individually under retrospective protocol guidelines; (4) questionnaires, containing summaries of design sessions, and introspective reports of imagery use and problem-solving styles and strategies; (5) judgements of academic performance from course supervisors based on marks and grades; and (6) assessments of design drawings by professional architects. The analysis revealed fundamentally different ways by which students approach design situations; they are positively correlated with their learning styles. Students’ approaches to problem situations change with the task and within the task. However, eighty percent of the first year and half of the final year subjects showed various degrees of inflexibility in dealing with design problems; this may have decreased the quality of performance. Learning styles proved important in predicting the process and the outcome of problem solving. They may account for moderate to low quality of design solutions in cases with either style (from both dichotomies explored) being of low development. Styles were also observed to may have a moderate to strong influence on the students’ academic performance. Correlations between the measured cognitive abilities and academic performance were moderate to significant for the first year and similar but marginally lower for the final year students. At the same time, final year students scored higher on the ability tests and showed better results on the learning styles assessments. One of the likely reasons for this is the enhancement of abilities and styles during the course of study. No significant linear correlations between preferred learning styles and most of the measured cognitive abilities have been observed. The probable inference is that abilities are among many other factors affecting the development of learning styles. It has been, however, possible to establish a number of important correlations between the measurements of learning styles, cognitive abilities, observed problem solving behaviour, and students’ design solutions. Overall, it has been demonstrated that the applied methodology, although requiring further refinement, does enable examining and elucidating the influence of learning styles and cognitive abilities on design problem solving and academic performance.
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Meacher, Gary Earl. "Note-taking and Information Retention and Recall." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1334547127.
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Bouchard, Josée. "Physics students' approaches to learning and cognitive processes in solving physics problems." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100325.
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This study examined traditional instruction and problem-based learning (PBL) approaches to teaching and the extent to which they foster the development of desirable cognitive processes, including metacognition, critical thinking, physical intuition, and problem solving among undergraduate physics students. The study also examined students' approaches to learning and their perceived role as physics students. The research took place in the context of advanced courses of electromagnetism at a Canadian research university. The cognitive science, expertise, physics and science education, instructional psychology, and discourse processes literature provided the framework and background to conceptualize and structure this study. A within-stage mixed-model design was used and a number of instruments, including a survey, observation grids, and problem sets were developed specifically for this study. A special one-week long problem-based learning (PBL) intervention was also designed. Interviews with the instructors participating in the study provided complementary data.Findings include evidence that students in general engage in metacognitive processes in the organization of their personal study time. However, this potential, including the development of other cognitive processes, might not be stimulated as much as it could in the traditional lecture instructional context. The PBL approach was deemed as more empowering for the students. An unexpected finding came from the realisation that a simple exposure to a structured exercise of problem-solving (pre-test) was sufficient to produce superior planning and solving strategies on a second exposure (post-test) even for the students who had not been exposed to any special treatment. Maturation was ruled out as a potential threat to the validity of this finding. Another promising finding appears to be that the problem-based learning (PBL) intervention tends to foster the development of cognitive competencies, particularly physical intuition, even if it was only implemented for a short period of time. Other findings relate to the nature of the cognitive actions and activities that the students engage in when learning to solve electromagnetism problems in a PBL environment for the first time and the tutoring actions that guide students in this context.
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Koenig, Rosalee C. "K-8 library design renovation accomodating multiple intelligences and learning styles /." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-11052009-233338/.
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Thesis (M.F.A.)--Florida State University, 2009.Advisor: Lisa Waxman, Florida State University, College of Visual Arts, Theatre and Dance, Dept. of Interior Design. Title and description from dissertation home page (viewed on May 10, 2010). Document formatted into pages; contains xvii, 198 pages. Includes bibliographical references.
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Roberts, Jennifer M. "A mixed methods study of secondary distance-learning students: Exploring learning styles." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/672.
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Public education in the United States has experienced an increase in distance-learning (DL) opportunities. Because research has focused on student achievement in post-secondary DL programs, little is known about secondary students' experiences. The purpose of the current study was to explore DL applicability within secondary education. Specific research questions addressed by the concurrent mixed methods nested study included examining students' opinions and experiences in a secondary DL course and determining whether individual learning styles were addressed. Structured interviews, group discussions, and a survey were used to gather data over 2 months from 14 students in grades 9 through 12 participating in a state wide Alabama DL program. Surveys were used to assess and match DL activities to Gardner's 8 learning styles. Interviews and discussions explored students' opinions about activities and components and perceptions of their academic achievement. Quantitative data indicated that students reported some activities related to all learning styles with the greatest coverage observed for linguistic methods. Qualitative data were open and axial coded within each research question and the coded data was analyzed to define common DL practices used to meet specific styles and emergent themes related to student perceptions. Triangulation of results showed DL students felt successful based on their participation in a spectrum of activities including interactive video, e-mail, online discussion boards and tutoring sessions, and self-directed learning. The study contributes to positive social change by documenting a variety of strategies employed to successfully engage secondary DL students who present a variety learning styles and challenges related to DL curricular content and modes of delivery.
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Adams, Joshua. "The Relationship Between Supplemental Instruction Leader Learning Style and Study Session Design." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc67952/.
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The purpose of this qualitative study was to examine the learning styles of supplemental instruction leaders at a large, public university during the fall 2010 semester and determine whether or not their personal learning styles influenced the way they designed and developed out-of-class study sessions. The total population of supplemental instruction leaders was 37, of which 24 were eligible to participate in the study. Of the 24 eligible supplemental instruction leaders, 20 completed the entire study. Participants in the study included nine male and 11 female supplemental instruction leaders with a median age of 22.25 years-old. Seventeen participants indicated their classification as senior, two as junior, and one as sophomore. Of the participants, 16 indicated white as a race or ethnicity, one indicated Asian, two indicated African American, and one indicated both American Indian/Alaska Native and white. Supplemental instruction leader learning style was assessed using the Kolb Learning Style Inventory. Leaders were then interviewed, and their study sessions were analyzed. Through triangulation of data from learning style, interviews and actual study session documents, four major themes emerged. The four themes were: 1) incorporation of personal experience into study session design, 2) the sense of impact on student learning, 3) a feeling of the need to incorporate varied activities into study session design, and 4) the concept that students must take ownership over their own learning. No consistent pattern emerged among the themes; however, the results attributed out-of-class study session design to both the incorporation of personal learning style preferences as identified through the Kolb Learning Style Inventory and training conducted by the institution. Implications for future research include the need for continued research addressing how and if supplemental instruction leader learning style influences out-of-class study session design. Also, as institutions of higher education seek to expand academic support services to all students, future research should explore supplemental instruction leader training and the impact such training has on students seeking support from the supplemental instruction program.
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John, Meenu Mary. "Design Methods and Processes for ML/DL models." Licentiate thesis, Malmö universitet, Institutionen för datavetenskap och medieteknik (DVMT), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45026.
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Context: With the advent of Machine Learning (ML) and especially Deep Learning (DL) technology, companies are increasingly using Artificial Intelligence (AI) in systems, along with electronics and software. Nevertheless, the end-to-end process of developing, deploying and evolving ML and DL models in companies brings some challenges related to the design and scaling of these models. For example, access to and availability of data is often challenging, and activities such as collecting, cleaning, preprocessing, and storing data, as well as training, deploying and monitoring the model(s) are complex. Regardless of the level of expertise and/or access to data scientists, companies in all embedded systems domain struggle to build high-performing models due to a lack of established and systematic design methods and processes. Objective: The overall objective is to establish systematic and structured design methods and processes for the end-to-end process of developing, deploying and successfully evolving ML/DL models. Method: To achieve the objective, we conducted our research in close collaboration with companies in the embedded systems domain using different empirical research methods such as case study, action research and literature review. Results and Conclusions: This research provides six main results: First, it identifies the activities that companies undertake in parallel to develop, deploy and evolve ML/DL models, and the challenges associated with them. Second, it presents a conceptual framework for the continuous delivery of ML/DL models to accelerate AI-driven business in companies. Third, it presents a framework based on current literature to accelerate the end-to-end deployment process and advance knowledge on how to integrate, deploy and operationalize ML/DL models. Fourth, it develops a generic framework with five architectural alternatives for deploying ML/DL models at the edge. These architectural alternatives range from a centralized architecture that prioritizes (re)training in the cloud to a decentralized architecture that prioritizes (re)training at the edge. Fifth, it identifies key factors to help companies decide which architecture to choose for deploying ML/DL models. Finally, it explores how MLOps, as a practice that brings together data scientist teams and operations, ensures the continuous delivery and evolution of models.
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Woodson-Mayfield, La Tonya R. "Catered Learning: an Anthropological Approach to Understanding How Learning Styles of Participants and Teaching Styles of Instructors Affect Participants’ Perception, Motivation, and Performance." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407835/.
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Organizations rely on their training departments to deliver adequate training for effective use of knowledge on the job to new and tenured employees. The transfer of learned knowledge and skills yields many positive outcomes for the employees, the trainers, and the organization as a whole. Such outcomes include improved productivity and efficiency, increased morale, work enjoyment, improved customer service, and improved shareholder satisfaction. In order to achieve these outcomes, training departments must employ skilled training personnel knowledgeable about curriculum design and creative with training delivery and learning environments. These requirements implementation will depends heavily on the experience level of training professionals. Training professionals need to understand their own learning styles and how to appropriately utilize strategies to target the various learning styles that exist in the classroom. Instructors must constantly monitor the learning environment and be able to make immediate changes to meet the needs of the participants when necessary. Participants themselves play an integral role in the effective transfer of learning from the classroom to the job. Learners’ backgrounds, life experiences, and motivation to learn are important considerations for designing a positive learning experience. When training programs cater to learners’ preferred learning styles with an appropriate learning environment in mind, the instructor, the learner, and the organization reap numerous benefits. More specifically, when learners’ learning styles are supported by their instructors’ teaching styles, the overall learning experience becomes optimized to the benefit of all stakeholders.
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Akplotsyi, Richard Stephen. "Impact of learning styles on children's methods of engagement in school outdoor design." Thesis, University of the West of England, Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573114.
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The significance of children's engagement and inclusion in decision-making has been widely acknowledged, since the enactment and ratification of the United Nations Convention on the Rights of the Child (UNCRC) in 1989. There is evidence to suggest that despite various efforts to involve children as co-designers, engagement strategies employed in the design of school outdoor environments often marginalise groups of children. This study postulated that effective methods of engagement require identifying and accounting for children's specific learning styles. The research sought to determine whether the design and application of methods of engagement could be more effectively targeted by determining and integrating children's learning style preferences into the engagement methods. A customised Visual, Auditory and Kinaesthetic (V AK) learning style preferences questionnaire was used to classify children's learning preferences into 3 sensory modalities in a range of activities across the primary curriculum. Photo-Safari, Dialogue and Global Positioning System (GPS) devices as exemplar for Visual, Auditory and Kinaesthetic techniques respectively. Participants in this study consisted of pupils in Key Stage 1 and Key Stage 2, aged between six and eleven years, from four primary schools in South Gloucestershire, UK. The sample included 151 pupils; eighty one boys and seventy girls. The analysis of the data revealed that preferences for engagement methods differ significantly between the learning style modalities. There was a statistically significant noticeable systemic increase in visual children's engagement with visual methods used (photo-Safari). Children in auditory learning style category had higher frequency and longer speech duration during the dialogue sessions. Mapping of children's spatial exploration in the outdoor playground revealed that kinaesthetic learners roamed significantly and moved towards adventure playgrounds more than those in the visual and auditory learning style groups. The findings confirmed that greater awareness and determination of individual learning style preferences can lead to better informed choice and application of methods of engagement, thereby enhancing inclusion in the engagement process involving children. Built environment practitioners, educationists, designers and policy makers need to be cognisant of children's learning style preferences in the design and application of methods of engagement; so as to give equal voices to all children in the design of schools outdoor environment.
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賈云艷 and Yunyan Jia. "Students' learning styles and their correlation with academic performance in architectural design studio." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30218834.
Full textBooks on the topic "Learning styles in design processes"
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R, Sims Ronald, and Sims Serbrenia J, eds. The importance of learning styles: Understanding the implications for learning, course design, and education. Westport, Conn: Greenwood Press, 1995.
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Keirns, Johanna L. Designs for self-instruction: Principles, processes, issues. San Jose, Calif: VIP Graphics, 1998.
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Davies, Clive Winston. Learning styles as a factor in course design in management training and development programmes. London: North East London Polytechnic, 1985.
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Davies, Clive Winston. Learning styles as a factor in course design in management training and development programmes. London: North East London Polytechnic, 1985.
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Keirns, Johanna L. Designs for self-instruction: Principles, processes and issues in developing self-directed learning. Boston: Allyn and Bacon, 1999.
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Keirns, Johanna L. Designs for self-instruction: Principles, processes and issues in developing self-directed learning. Boston: Allyn and Bacon, 1999.
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Rose, David H., Tracey E. Hall, and Meyer Anne. Universal design for learning in the classroom: Practical applications. New York: Guilford Press, 2012.
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Universal design for learning in the classroom: Practical applications. New York: Guilford Press, 2012.
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Jay, McTighe, ed. Understanding by design. 2nd ed. Upper Saddle River, N.J: Pearson Education, Inc., 2006.
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Jay, McTighe, ed. Understanding by Design. 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development, 2005.
Find full textBook chapters on the topic "Learning styles in design processes"
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Ennemoser, Benjamin. "Learning to "See" Like A Machine." In Architekturen, 121–37. Bielefeld, Germany: transcript Verlag, 2022. http://dx.doi.org/10.14361/9783839461112-007.
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Assistant Prof. Benjamin Ennemoser investigates in his contribution the potential of generative processes in the field of architecture through the lens of Machine Learning(ML). Moreover, he examines how concepts of style developed by art historian Heinrich Wölfflin demonstrate affinity with emerging ML algorithms. Building on that, the article presents applied research concepts that elaborate on a paradigm shift in the field of architecture by inviting ML into the design process as a new entity with design agency. Furthermore, the research negotiates the role of the architect as a curator of datasets in a collaborative design process between human and machines.
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Liu, Chuan, Jiaqi Shen, Yue Ren, and Hao Zheng. "Pipes of AI – Machine Learning Assisted 3D Modeling Design." In Proceedings of the 2020 DigitalFUTURES, 17–26. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4400-6_2.
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AbstractStyle transfer is a design technique that is based on Artificial Intelligence and Machine Learning, which is an innovative way to generate new images with the intervention of style images. The output image will carry the characteristic of style image and maintain the content of the input image. However, the design technique is employed in generating 2D images, which has a limited range in practical use. Thus, the goal of the project is to utilize style transfer as a toolset for architectural design and find out the possibility for a 3D modeling design. To implement style transfer into the research, floor plans of different heights are selected from a given design boundary and set as the content images, while a framework of a truss structure is set as the style image. Transferred images are obtained after processing the style transfer neural network, then the geometric images are translated into floor plans for new structure design. After the selection of the tilt angle and the degree of density, vertical components that connecting two adjacent layers are generated to be the pillars of the structure. At this stage, 2D style transferred images are successfully transformed into 3D geometries, which can be applied to the architectural design processes. Generally speaking, style transfer is an intelligent design tool that provides architects with a variety of choices of idea-generating. It has the potential to inspire architects at an early stage of design with not only 2D but also 3D format.
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Collazos, César A., Luis A. Guerrero, José A. Pino, and Sergio F. Ochoa. "Evaluating Collaborative Learning Processes." In Groupware: Design, Implementation, and Use, 203–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-46124-8_14.
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McKenney, Susan, and Thomas C. Reeves. "Educational Design and Construction: Processes and Technologies." In The Future of Ubiquitous Learning, 131–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-47724-3_8.
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Schumacher, Clara. "Linking Assessment and Learning Analytics to Support Learning Processes in Higher Education." In Learning, Design, and Technology, 1–40. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-17727-4_166-1.
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Newhouse, C. Paul. "Digital Forms of Assessment in Schools: Supporting the Processes to Improve Outcomes." In Learning, Design, and Technology, 1–29. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17727-4_41-1.
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Mann, Samuel, Richard Mitchell, Phoebe Eden-Mann, David Hursthouse, Mawera Karetai, Ray O’Brien, and Phil Osborne. "Educational Design Fictions: Imagining Learning Futures." In Industry Practices, Processes and Techniques Adopted in Education, 303–26. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3517-6_15.
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Mbilinyi, Ashery, Shinobu Hasegawa, and Akihiro Kashihara. "Design for Adaptive User Interface for Modeling Students’ Learning Styles." In Human Interface and the Management of Information: Applications and Services, 168–77. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40397-7_17.
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Burnaev, Evgeny, and Maxim Panov. "Adaptive Design of Experiments Based on Gaussian Processes." In Statistical Learning and Data Sciences, 116–25. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17091-6_7.
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Manciaracina, Andrea. "How to Design Learning Using Technology and Users’ Needs?" In Designing Hybrid Learning Environments and Processes, 93–128. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95274-7_5.
Full textConference papers on the topic "Learning styles in design processes"
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Kim, Yong Se, Sungah Kim, Yun Jung Cho, and Sun Hee Park. "Adaptive Customization of User Interface Design Based on Learning Styles and Behaviors: A Case Study of a Heritage Alive Learning System." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85185.
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The computer mediated education in the 21st century knowledge-based society calls for an intelligent learning environment which is adaptive to learner’s various needs and changing situations in a learning process. Such an intelligent learning environment can be embodied by having intelligent features such that the user interfaces are adaptive to user’s learning style. The learner model is introduced as a main component for designing adaptive features. The learner modeling makes it possible to create a highly effective learning environment by allowing the development of tutoring media, interface design, and the design of learning strategy tuned to the perception style, input, processing, and understanding of learning information. In order to come up with a more accurate and reliable learner model, the system should be able to record interactions between the learner and the learning system so that their interrelations with the leaning situations can be analyzed and reflected to the learner model. The learner model is to be updated according to the analysis in a dynamic manner to provide the adaptive learning environment tailored to each learner. In this paper, such a learning system is demonstrated through the implementation of a heritage alive learning system.
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Miao, Ziling, Hong Liu, Wei Shi, Wanlu Xu, and Hanrong Ye. "Modality-aware Style Adaptation for RGB-Infrared Person Re-Identification." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/127.
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RGB-infrared (IR) person re-identification is a challenging task due to the large modality gap between RGB and IR images. Many existing methods bridge the modality gap by style conversion, requiring high-similarity images exchanged by complex CNN structures, like GAN. In this paper, we propose a highly compact modality-aware style adaptation (MSA) framework, which aims to explore more potential relations between RGB and IR modalities by introducing new related modalities. Therefore, the attention is shifted from bridging to filling the modality gap with no requirement on high-quality generated images. To this end, we firstly propose a concise feature-free image generation structure to adapt the original modalities to two new styles that are compatible with both inputs by patch-based pixel redistribution. Secondly, we devise two image style quantification metrics to discriminate styles in image space using luminance and contrast. Thirdly, we design two image-level losses based on the quantified results to guide the style adaptation during an end-to-end four-modality collaborative learning process. Experimental results on two datasets SYSU-MM01 and RegDB show that MSA achieves significant improvements with little extra computation cost and outperforms the state-of-the-art methods.
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Notargiacomo Mustaro, Pollyana, Ismar Frango Silveira, Nizam Omar, and Sandra Maria Dotto Stump. "Structure of Storyboard for Development of Interactive Learning Objects." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2912.
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A theoretical discussion and practical guidelines for development and production of learning objects as a result of a structural document named storyboard will be presented. A storyboard must contain instructions and detailed description for development learning objects. During the instructional design phase, the storyboards are elaborated by the instructional designer with collaborate of subject matter expert (SME), graphic artists, programmers, and other interdisciplinary team members research. This involves researches in instructional design procedures and processes for improvement materials, environments and learning experiences and promotes the acquisition of specifics skills and knowledge by students. But one of the problems to create learning objects is the simple transposing of traditional elements for cyberspace without concerning about the instructional strategies or considering learning styles that could be more significant than content-by-strategy. One solution for this problem is using storyboards as model schemes built over some theoretical proposals: Robert Gagne’s conditions for learning, levels of interaction present in Rod Sims’ Taxonomy, characteristics of hypertext systems presented by Pierre Levy and George Landow, and orientation in knowledge domain by using diagrams and reduction of information overload, characterized by Richard Wurman.
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Egea, Kathy, and Shirley Gregor. "Reflections on Communication Processes and Virtual Teams by Lecturer and Student Cohort: a Case Study." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2472.
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This paper explores processes and outcomes from virtual teamwork in a university course in Human-Computer Interaction. The course has students both on- and off-campus, with a very wide geographic distribution. The novel approach adopted in the course organized students into both small teams (three students) and into larger units (a group of six teams). Teams worked collaboratively, using a variety of communication channels: email, chat groups, face-to-face, and phone. Each team was responsible for preparing a power-point presentation that incorporated human-computer interaction design principles, that was then critiqued by other teams in their ‘group’. Overall, students’ experiences were extremely positive and recognized learning that contributed to course goals and effective virtual teamwork. Reflections on the processes involved in successful teamwork indicated that important factors included clear goals for the team, good task organization, similar personal achievement goals among team member, reliability and efficiency, open communication styles, and respect and understanding for others in the team.
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Vargas Hernandez, Noe, and Gabriel Davila Rangel. "Improving Engineering Design Education: From Skills to Educational Objectives." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28955.
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The objective of this paper is to propose an engineering design educational pedagogy on how to improve the engineering design skills. The design engineering activity is a complex mix of skills and knowledge that has been taught over decades by directly delivering to the students the design methodologies developed by design researchers and by exposing the students to open ended projects that can develop their design skills. From this we can conclude that the three main pedagogical components of a successful educational design experience are: the design skills, the design methods and the design projects. However the individual design skills must be properly developed in the student prior to the project experience and since this is generally not the case, makes it an overwhelming challenge for the student. We present an approach to design engineering teaching through four main steps: First, define the desired knowledge and skills to be acquired by the student during the learning process. Second, organize the skills to be acquired in complexity levels. Third, generate educational objectives for each of the skills. Although the scope of this paper stops here, the educational objectives can be transformed in educational tasks (i.e. lectures, problems, exams, etc.) by using educational theories (teaching styles, learning styles, etc.) in such a way that the student will be able to develop those skills. This model could serve initially as a diagnostic tool to characterize the current set of skills of a given design course or program. The model can also be used to implement educational tasks into the classroom and labs depending on the desired student profile.
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Feng, Nianteng, Prakhar Jaiswal, and Rahul Rai. "Sketch Beautification in Air." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-46092.
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Computer-based sketches are geometrically accurate and can be rendered formally. However, existing interfaces of sketching are complex, non-intuitive, and require considerable learning time for novice users. In our work, we aim to develop an intuitive gesture-based sketching interface that provide designers with the freedom of sketching in the air, without touching or wearing any physical device. With our novel sketching system, users could draw letters, symbols, and drawings using non-contact depth-sensing cameras, such as SoftKinetic and Leap Motion. The system records user’s hand trajectory as raw sketch. The sketch is analyzed and beautified to express user’s intent more accurately. Beautification process involves segmenting the sketch into different segments and rebuilding it to form a more beautified sketch. In this process, we use 2/3rd power law which provides novel kinematic features of segments and helps to improve beautification. Our results show encouraging performance for a broad range of writing styles and drawings in the air.
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Turnbull, Darren, Ritesh Chugh, and Jo Luck. "Creating an inclusive educational environment for vocational learning: A tale of two cities." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0148.
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One of the significant challenges facing vocational training institutions is the conundrum of providing the best possible learning outcomes to a diverse range of people using pedagogical practices and materials that by design demand uniformity in delivery approaches. In this paper, we examined a snapshot of perspectives from teachers and students in two distinctly different vocational training institutions, one in China and the other in Australia. Comments from participants revealed that flexible approaches to course delivery, the provision of a range of different types of learning materials, and institutional support in teacher training and curriculum design are vital elements in implementing an inclusive learning space for students. This paper proposes that a triad of interrelated elements, consisting of pedagogy, learning materials and institutions, are bound together by learning management systems that facilitate the creation of multi-modal course delivery approaches. We further contend that teaching practices that pigeonhole people as belonging to immutable categories of learning styles are outmoded and detract from creating inclusive learning environments. The findings from this study indicate that best practice approaches for developing truly engaging educational environments are rooted in the facilitation of individual autonomy in the learning process. The creation of opportunities for constructive interaction between learners is needed.
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Jouaneh, Musa. "A New Approach to Teaching a Mechanical Systems Design Course." In ASME 2001 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/imece2001/de-23282.
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Abstract This paper discusses a new approach to teaching a senior-level mechanical systems design course at the University of Rhode Island. The MCE401 class was split into 9 teams, each with four students. Team members were selected to complement their learning styles. To each team, additional 4 students from the URI Business school were added. In the Fall semester, each team selected one of several different, product-oriented design projects or proposed their own project topic subject to certain requirements. The students were asked to perform a patent search, to critique related products, to prepare a marketing study, to propose a design of this product, and to realize their design using a 3-D solid-modeling software. At the end of the Fall semester, groups competed for funding for activities in the following Spring term that included building prototypes of their design, formulating business plans for commercialization, and applying for patent protection. The new proposed format gave students better understanding and exposure to the entrepreneurial process of product design and innovation.
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Prabhu, Rohan, Timothy W. Simpson, Scarlett R. Miller, and Nicholas A. Meisel. "Break It Down: Comparing the Effects of Lecture- and Module-Style Design for Additive Manufacturing Educational Interventions on Students’ Learning and Creativity." In ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-71702.
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Abstract Given the growing presence of additive manufacturing (AM) processes in engineering design and manufacturing, there has emerged an increased interest in introducing AM and design for AM (DfAM) educational interventions in engineering education. Several researchers have proposed AM and DfAM educational interventions; however, some argue that these efforts might not be sufficient to develop higher-level skills among engineers (e.g., identifying design opportunities that leverage AM capabilities). Prior work has shown that longer, distributed educational interventions are more effective in encouraging learning and information retention; however, these interventions could also be time-consuming and expensive to implement. Therefore, there is a need to test the effectiveness of longer, distributed DfAM educational interventions compared to shorter, lecture-style interventions. Our aim in this research is to explore this research gap through an experimental study. Specifically, we compared two variations of a DfAM educational intervention: (1) a module-style intervention spread over two sessions with the introduction of DfAM evaluation metrics, and (2) a lecture-style intervention completed in a single session with no evaluation metrics introduced. From our results, we see that students who received the module-style intervention reported a greater increase in their DfAM self-efficacy. Additionally, students who received the module-style intervention reported having given a greater emphasis on part consolidation and feature size. Finally, we observe that the structure of the educational intervention did not influence the creativity of ideas generated by the participants. These findings highlight the utility of module-style DfAM educational interventions towards increasing DfAM self-efficacy, but not necessarily design creativity. Moreover, these findings highlight the need to formulate educational interventions that are effective and efficient.
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Badni, Kevin. "Augmenting Low Investment Learning Styles." In Design Research Society Conference 2018. Design Research Society, 2018. http://dx.doi.org/10.21606/drs.2018.227.
Full textReports on the topic "Learning styles in design processes"
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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3242.
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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.
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Bischoff, Thore Sören, Kaja von der Leyen, Simon Winkler-Portmann, Dierk Bauknecht, Kilian Bizer, Matthias Englert, Martin Führ, et al. Regulatory experimentation as a tool to generate learning processes and govern innovation, An analysis of 26 international cases. Sonderforschungsgruppe Institutionenanalyse, 2020. http://dx.doi.org/10.46850/sofia.9783941627857.
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Regulatory experiments can be useful to guide complex transitions in the field of sustainable development. They help to understand the effects of policies and regulations and offer insights into the dynamics of social processes. Empirical studies analyzing heterogeneous samples of regulatory experiments are missing. This paper uses a qualitative content analysis to examine 26 international cases of regulatory experiments in the field of sustainable development. The results show the diversity of existing regulatory experiments in terms of their design. We use the results to formulate implications on how to use regulatory experiments that facilitate learning processes.
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Brinkerhoff, Derick W., Sarah Frazer, and Lisa McGregor-Mirghani. Adapting to Learn and Learning to Adapt: Practical Insights from International Development Projects. RTI Press, January 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0015.1801.
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Adaptive programming and management principles focused on learning, experimentation, and evidence-based decision making are gaining traction with donor agencies and implementing partners in international development. Adaptation calls for using learning to inform adjustments during project implementation. This requires information gathering methods that promote reflection, learning, and adaption, beyond reporting on pre-specified data. A focus on adaptation changes traditional thinking about program cycle. It both erases the boundaries between design, implementation, and evaluation and reframes thinking to consider the complexity of development problems and nonlinear change pathways.Supportive management structures and processes are crucial for fostering adaptive management. Implementers and donors are experimenting with how procurement, contracting, work planning, and reporting can be modified to foster adaptive programming. Well-designed monitoring, evaluation, and learning systems can go beyond meeting accountability and reporting requirements to produce data and learning for evidence-based decision making and adaptive management. It is important to continue experimenting and learning to integrate adaptive programming and management into the operational policies and practices of donor agencies, country partners, and implementers. We need to devote ongoing effort to build the evidence base for the contributions of adaptive management to achieving international development results.
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Chainey, Jennie, Debbie Wong, Elizabeth Cassity, and Hilary Hollingsworth. Teacher development multi-year studies. Using case studies to investigate and understand teaching quality and student learning: Initial lessons learned. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-679-6.
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This paper presents some initial lessons learned about the use of case studies as a key form of evidence regarding teaching quality and student learning in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report case study data, and key lessons learned about these that could be applied to other contexts and programs. These processes include: design, implementation, and analysis and reporting.
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Gunay, Selim, Fan Hu, Khalid Mosalam, Arpit Nema, Jose Restrepo, Adam Zsarnoczay, and Jack Baker. Blind Prediction of Shaking Table Tests of a New Bridge Bent Design. Pacific Earthquake Engineering Research Center, University of California, Berkeley, CA, November 2020. http://dx.doi.org/10.55461/svks9397.
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Considering the importance of the transportation network and bridge structures, the associated seismic design philosophy is shifting from the basic collapse prevention objective to maintaining functionality on the community scale in the aftermath of moderate to strong earthquakes (i.e., resiliency). In addition to performance, the associated construction philosophy is also being modernized, with the utilization of accelerated bridge construction (ABC) techniques to reduce impacts of construction work on traffic, society, economy, and on-site safety during construction. Recent years have seen several developments towards the design of low-damage bridges and ABC. According to the results of conducted tests, these systems have significant potential to achieve the intended community resiliency objectives. Taking advantage of such potential in the standard design and analysis processes requires proper modeling that adequately characterizes the behavior and response of these bridge systems. To evaluate the current practices and abilities of the structural engineering community to model this type of resiliency-oriented bridges, the Pacific Earthquake Engineering Research Center (PEER) organized a blind prediction contest of a two-column bridge bent consisting of columns with enhanced response characteristics achieved by a well-balanced contribution of self-centering, rocking, and energy dissipation. The parameters of this blind prediction competition are described in this report, and the predictions submitted by different teams are analyzed. In general, forces are predicted better than displacements. The post-tension bar forces and residual displacements are predicted with the best and least accuracy, respectively. Some of the predicted quantities are observed to have coefficient of variation (COV) values larger than 50%; however, in general, the scatter in the predictions amongst different teams is not significantly large. Applied ground motions (GM) in shaking table tests consisted of a series of naturally recorded earthquake acceleration signals, where GM1 is found to be the largest contributor to the displacement error for most of the teams, and GM7 is the largest contributor to the force (hence, the acceleration) error. The large contribution of GM1 to the displacement error is due to the elastic response in GM1 and the errors stemming from the incorrect estimation of the period and damping ratio. The contribution of GM7 to the force error is due to the errors in the estimation of the base-shear capacity. Several teams were able to predict forces and accelerations with only moderate bias. Displacements, however, were systematically underestimated by almost every team. This suggests that there is a general problem either in the assumptions made or the models used to simulate the response of this type of bridge bent with enhanced response characteristics. Predictions of the best-performing teams were consistently and substantially better than average in all response quantities. The engineering community would benefit from learning details of the approach of the best teams and the factors that caused the models of other teams to fail to produce similarly good results. Blind prediction contests provide: (1) very useful information regarding areas where current numerical models might be improved; and (2) quantitative data regarding the uncertainty of analytical models for use in performance-based earthquake engineering evaluations. Such blind prediction contests should be encouraged for other experimental research activities and are planned to be conducted annually by PEER.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.
Full textAbstract:
An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Pautz Stephenson, Stefani, Rebecca Banks, and Merijke Coenraad. Outcomes of Increased Practitioner Engagement in Edtech Development: How Strong, Sustainable Research-Practice-Industry Partnerships will Build a Better Edtech Future. Digital Promise, June 2022. http://dx.doi.org/10.51388/20.500.12265/158.
Full textAbstract:
A new participatory research model, Research-Practice-Industry Partnerships (RPIP), presents a unique value proposition. Design processes have typically placed professional designers, not the end users, at the center of the work. RPIPs create an intentional feedback loop that transforms the knowledge, action, or goals of all involved parties (Baker et al., 2022). RPIP aims to create better designs for scalable technologies that both meet the needs of educators and incorporate research from the learning sciences. This yields a product more likely to be used, used appropriately, and have the desired impact for learners. Digital Promise partnered with edtech startup Merlyn Mind and the University of California, Irvine (UCI) in an RPIP. This white paper describes our engagement and suggests that this model can yield positive impacts and new learning for all participants. Surveys and interviews with participants showed that engagement was mutually valued among all parties, practitioners learned more about AI and edtech in general, and Merlyn Mind staff learned more about working with schools and educators. Practitioners also benefited from the networking and collaboration that participation in the RPIP brought and felt it helped them grow professionally.
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Hollingsworth, Hilary, and Debbie Wong. Teacher development multi-year studies. Using classroom observations to investigate and understand teaching quality: Initial lessons learned. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-676-5.
Full textAbstract:
This paper presents some initial lessons learned about the use of classroom observation data as a key form of evidence regarding improved teaching quality in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives that are primarily designed to support the implementation of new primary curriculum in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report classroom observation data in the Laos study, and key lessons learned about these that could be applied to other contexts and programs.
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Führ, Martin, Julian Schenten, and Silke Kleihauer. Integrating "Green Chemistry" into the Regulatory Framework of European Chemicals Policy. Sonderforschungsgruppe Institutionenanalyse, July 2019. http://dx.doi.org/10.46850/sofia.9783941627727.
Full textAbstract:
20 years ago a concept of “Green Chemistry” was formulated by Paul Anastas and John Warner, aiming at an ambitious agenda to “green” chemical products and processes. Today the concept, laid down in a set of 12 principles, has found support in various arenas. This diffusion was supported by enhancements of the legislative framework; not only in the European Union. Nevertheless industry actors – whilst generally supporting the idea – still see “cost and perception remain barriers to green chemistry uptake”. Thus, the questions arise how additional incentives as well as measures to address the barriers and impediments can be provided. An analysis addressing these questions has to take into account the institutional context for the relevant actors involved in the issue. And it has to reflect the problem perception of the different stakeholders. The supply chain into which the chemicals are distributed are of pivotal importance since they create the demand pull for chemicals designed in accordance with the “Green Chemistry Principles”. Consequently, the scope of this study includes all stages in a chemical’s life-cycle, including the process of designing and producing the final products to which chemical substances contribute. For each stage the most relevant legislative acts, together establishing the regulatory framework of the “chemicals policy” in the EU are analysed. In a nutshell the main elements of the study can be summarized as follows: Green Chemistry (GC) is the utilisation of a set of principles that reduces or eliminates the use or generation of hazardous substances in the design, manufacture and application of chemical products. Besides, reaction efficiency, including energy efficiency, and the use of renewable resources are other motives of Green Chemistry. Putting the GC concept in a broader market context, however, it can only prevail if in the perception of the relevant actors it is linked to tangible business cases. Therefore, the study analyses the product context in which chemistry is to be applied, as well as the substance’s entire life-cycle – in other words, the six stages in product innovation processes): 1. Substance design, 2. Production process, 3. Interaction in the supply chain, 4. Product design, 5. Use phase and 6. After use phase of the product (towards a “circular economy”). The report presents an overview to what extent the existing framework, i.e. legislation and the wider institutional context along the six stages, is setting incentives for actors to adequately address problematic substances and their potential impacts, including the learning processes intended to invoke creativity of various actors to solve challenges posed by these substances. In this respect, measured against the GC and Learning Process assessment criteria, the study identified shortcomings (“delta”) at each stage of product innovation. Some criteria are covered by the regulatory framework and to a relevant extent implemented by the actors. With respect to those criteria, there is thus no priority need for further action. Other criteria are only to a certain degree covered by the regulatory framework, due to various and often interlinked reasons. For those criteria, entry points for options to strengthen or further nuance coverage of the respective principle already exist. Most relevant are the deltas with regard to those instruments that influence the design phase; both for the chemical substance as such and for the end-product containing the substance. Due to the multi-tier supply chains, provisions fostering information, communication and cooperation of the various actors are crucial to underpin the learning processes towards the GCP. The policy options aim to tackle these shortcomings in the context of the respective stage in order to support those actors who are willing to change their attitude and their business decisions towards GC. The findings are in general coherence with the strategies to foster GC identified by the Green Chemistry & Commerce Council.