Academic literature on the topic 'Practice-Led Design Research'
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Journal articles on the topic "Practice-Led Design Research"
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Till, Jeremy, Judith Mottram, and Chris Rust. "Adapting research activity AHRC review of practice-led research." Architectural Research Quarterly 9, no. 2 (June 2005): 103–4. http://dx.doi.org/10.1017/s135913550500014x.
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In 2005 the Arts and Humanities Research Council initiated a review of practice-led research in art, design and architecture. The purpose of the review was to develop a ‘comprehensive map of recent and current research activity in the area’. What quickly became obvious to the team that won the bid to run the review (led by the three authors) was that to map activity one first had to attempt to define it. The term ‘practice-led research’ means many different things to different people and so immediately raises debate. The positions range from those who believe that the act of making or designing alone constitutes research, to those who believe that research (as analytical activity) is incommensurable with design (as synthetic activity). For the former, the knowledge contained within the artefact is self-evident and beyond the need for additional explication; for the latter, knowledge resides outside the artefact and in the realm of its dissemination and interpretation. The importance of the AHRC review is not that it will settle these arguments, but that it will provide a much firmer context in which to place them.
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Candy, L., S. Amitani, and Z. Bilda. "Practice-led strategies for interactive art research." CoDesign 2, no. 4 (December 2006): 209–23. http://dx.doi.org/10.1080/15710880601007994.
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Petelin, George. "Visual Art Doctorates: Practice-Led Research or Research Per Se?" Media International Australia 118, no. 1 (February 2006): 25–33. http://dx.doi.org/10.1177/1329878x0611800105.
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As part of a benchmarking project commissioned in 2002 by ACUADS, the Australian Council of University Art and Design Schools, I conducted a series of focus groups with candidates for higher degrees in Visual Art in Australia in order to gain some insight into how the terminology of research was understood and used by visual art higher degree students. The present paper makes use of that data and examines to what extent practice-led research can engage in a general research debate.
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Rendell, Jane. "Architectural research and disciplinarity." Architectural Research Quarterly 8, no. 2 (June 2004): 141–47. http://dx.doi.org/10.1017/s135913550400017x.
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There are at present considerable concerns with how architectural research will be assessed in the Research Assessment Exercise (RAE) of 2008. In RAE 2001, most architectural research was submitted to one of three Units of Assessment (UoA): 33 Built Environment, 60 History of Art, Architecture and Design, and 64 Art and Design. There were subtle, but important, differences in output definition and assessment criteria between UoA 33 and UoA 64 with respect to practice-led research. Most importantly, in UoA 33 practice-led outputs were accepted by the panel, but only as publications, whereas UoA 64 assessed practice-led research outputs accompanied by a 300-word statement that clarified the contributions of that particular research to the development of original knowledge in the field. The diversity of methods and complexity of output types, combined with the composition of UoA 33, led to results that many feel did not properly reflect the strengths of architectural design, particularly practice-led research. This methodology essentially disenfranchised a significant part of the community from the rae process to the detriment not only of the community, but to the credibility of the process itself.
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Zhou, Jing, Christopher Kueh, and Yi Lin. "Assessing the Applicability of Three Approaches to Design-Oriented Research." Journal of Contemporary Educational Research 5, no. 8 (August 30, 2021): 36–40. http://dx.doi.org/10.26689/jcer.v5i8.2411.
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The three main approaches in inquisitive research design are qualitative, quantitative, and mixed methods [1]. However, recent developments in the research field have resulted in multiple other approaches, borrowing ideas from a broad range of fields. One such approach is the practice-led approach. This approach involves an efficient design process, novel qualitative interviewing methods, together with data mining procedures from quantitative data collection [2]. This paper assesses the practice-led approach used in user experience (UX) design, together with three approaches: co-design, service design, and reflective practice.
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Kim, Hye Eun. "A Research into the Characteristics of Fashion/Textile Design Practice-Led PhD Theses in the UK." Journal of the Korean Society of Costume 65, no. 6 (September 30, 2015): 48–62. http://dx.doi.org/10.7233/jksc.2015.65.6.048.
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Hendriyana, Husen, Martiyadi Nurhidayat, and Wuri Handayani. "Product Design Strategy Using Nirmana Dwimatra Concept." Mudra Jurnal Seni Budaya 37, no. 1 (February 28, 2022): 119–28. http://dx.doi.org/10.31091/mudra.v37i1.1969.
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This article is the result of designed research, and the writing is based on the practice-led research paradigm. This research's case study and background are based on classroom action research, specifically in the practice of 2D visual design. This design-practice study aims to provide models of creativity that can enrich the creative processes of similar designs with processes that are different from the existing ones. This work is created using the applicative approach of the Elementary Drawing Form, also known as Nirmana. To achieve the specified goals, the practice design method was carried out in four stages: understand (object & subject), exploration and experiment, define (point of view), ideate, prototype, and feasibility test. This Nirmana-dwimatra-inspired product design incorporates design fundamentals and principles to produce a valuable and meaningful work of design. This study affords models of creative processes based on a practice-led research instrument and indicator with aesthetic, artistic, and skill as its foundation.
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Mortensen Steagall, Marcos, Joao Massarolo, Sergio Nesteriuk Gallo, and Dario Mesquista. "EDITORIAL LINK 2022 Journal: a collection on practice-led research vol. II." Revista GEMInIS 13, no. 3 (June 2022): 3–4. http://dx.doi.org/10.53450/2179-1465.rg.2022v13i3p3-4.
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Kia ora With are delighted to present the second volume of the Dossier LINK2022 Practice-led research In Communication Design. This collection offers a broad, rich and diverse panorama of practice-oriented research approaches in contemporary times. In this way, the articles demonstrate the potential of these approaches and stimulate new research that expands the potential of this field of increasing relevance and interest to the academic community. This collection is a result of an international partnership between the LINK Practice-led Research Group from the Auckland University of Technology - AUT, in Aotearoa, New Zealand, the Journal GEMInIS from the Federal University of São Carlos – UFSCar and Anhembi Morumbi University. The first part of the second volume addresses the issue of platforms in film festivals, Tik Tok and crunch time practices in video game production. The second part focuses on teaching Design through case studies and teaching practices that address notions such as interdisciplinarity, critical thinking, visuality and materiality. This bilingual version reinforces the LINK Practice-led Research group's commitment to promoting the projects and methodologies used in practice-led research, particularly in Global South epistemologies. Ngā manaakitanga
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Lin, Fabia Ling-Yuan. "Using Thematic Analysis to Facilitate Meaning-Making in Practice-Led Art and Design Research." International Journal of Art & Design Education 38, no. 1 (August 8, 2018): 153–67. http://dx.doi.org/10.1111/jade.12177.
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Hahn, Kim Hongyoun. "In Pursuit of Design Vision Through Design Practice." Clothing and Textiles Research Journal 39, no. 1 (March 31, 2020): 55–70. http://dx.doi.org/10.1177/0887302x20913115.
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This article is about the designer’s journey in design research where the designer has developed a body of work. The development of each project’s design process, method, technique, and practice-led research are addressed. The purpose of this article was to contribute to the design discipline by sharing an example of how a design researcher develops a body of work. This article first describes the designer’s design value and design process which has guided the designer’s creative work and practice. The 10 different creative works are presented in chronological order as the designer’s design development progressed. The designer’s design framework is presented along with the future direction of the designer’s design work.
Dissertations / Theses on the topic "Practice-Led Design Research"
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Haslem, Neal Ragnar, and neal@nealhaslem net. "The practice and the community: a proposition for the possible contribution of communication design to public space." RMIT University. Applied Communication, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080212.165002.
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The practice of communication design has developed from a visual-communication service industry into a multi-facetted profession, directly involved with the maintenance and creation of social and cultural capital. The ancestry of communication design has led to its continued perception as a neutral tool for the achievement of communication. This research project aims to investigate the possible contributions of communication design as a practice, if it were to re-align its goals towards supporting and facilitating the community within which it is practiced. This research project is about the communication designer and the communities within which they practice: clients; target markets; companies; managers; neighbourhood groups; groups in a particular place and time; communities of practitioners; and emergent or yet to emerge communities. The project investigates designer agency and the ways for a communication designer to work holistically within communities: being or becoming part of them; working through and with them toward the achievement of communication goals. As much as it is about communicating, it is also about community. It is about designers working as conduits, facilitating and enabling the communities of their practice to find expression. It is about a democratisation of communication design authorship and power. It is about the design process as an educational process - all parts and participants within a design projects' community learning and teaching simultaneously. The research project encompasses a series of component projects, across a range of different media, using a practice-led-research framework and a reflective practitioner methodology as the key investigative tool.
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Hudson, Roland. "Strategies for parametric design in architecture : an application of practice led research." Thesis, University of Bath, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.524059.
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A new specialist design role is emerging in the construction industry. The primary task related to this role is focused on the control, development and sharing of geometric information with members of the design team in order to develop a design solution. Individuals engaged in this role can be described as a parametric designers. Parametric design involves the exploration of multiple solutions to architectural design problems using parametric models. In the past these models have been defined by computer programs, nowcommercially available parametric software provides a simpler means of creating these models. It is anticipated that the emergence of parametric designers will spread and a deeper understanding of the role is required. This thesis is aimed at establishing a detailed understanding of the tasks related to this new specialism and to develop a set of considerations that should be made when undertaking these tasks. The position of the parametric designer in architectural practice presents new opportunities in the design process this thesis also aims to capture these. Developments in this field of design are driven by practice. It is proposed that a generalised understanding of applied parametric design is primarily developed through the study of practical experience. Two bodies of work inform this study. First, a detailed analytical review of published work that focuses on the application of parametric technology and originatesfrompractice. This material concentrates on the documentation of case studies from a limited number of practices. Second, a series of case studies involving the author as participant and observer in the context of contemporary practice. This primary research of applied use of parametric tools is documented in detail and generalised findings are extracted. Analysis of the literature from practice and generalisations based on case studies is contrasted with a review of relevant design theory. Based on this, a series of strategies for the parametric designer are identified and discussed.
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Vones, Katharina Bianca. "Towards the uncanny object : creating interactive craft with smart materials." Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/2d9a7303-4fd7-4110-ae83-6438904108a5.
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The increasing prevalence of digital fabrication technologies and the emergence of a novel materiality in contemporary craft practice have created the need to redefine the critical context of digital jewellery and wearable futures. Previous research in this area, such as that presented by Sarah Kettley (2007a) and Jayne Wallace (2007), has provided the foundations for further enquiry but has not been advanced significantly since its inception. The artistic research presented in this thesis focuses on how smart materials and microelectronic components could be used to create synergetic digital jewellery objects and wearable futures that reflect changes in the body of their wearer and their environment through dynamic responses. Laying the foundations for a theory of Interactive Craft through evaluating different aspects of creative practice that relate to responsive objects with a close relationship to the human body is at the centre of this enquiry. Through identifying four distinct categories of wearable object, the Taxonomy of the Wearable Object is formulated and clearly delineates the current existing conceptual, technological and material perspectives that govern the relationships between different types of wearable objects. A particular focus is placed on exploring the concept of Digital Enchantment and how it could be utilised to progress towards developing the Uncanny Object that appears to possess biological characteristics and apparent agency, yet is a fully artificial construct. The potential for the practical application of a design methodology guided by playful engagement with novel materials, microelectronics and digital fabrication technologies is analysed, taking into account Ingold’s concept of the textility of making (Ingold, 2011). Through exploring the notion of the Polymorphic Practitioner in the context of Alchemical Practice, a model for experiential knowledge generation through engaging in cross-disciplinary collaboration is developed. This is supported by a qualitative survey of European materials libraries, including accounts of site visits that evaluate the usefulness of materials libraries for creative practitioners invested in novel materiality as well as visually documenting a selection of the visited libraries’ most intriguing material holdings. Utilising a scientific testing protocol, a practical body of work that centres on conducting extensive experiments with smart materials is developed, with a particular focus on testing the compatibility and colour outcomes of chromic pigments in silicone. The resulting chromic silicone samples are collated, together with sourced smart materials, in a customised materials library. Investigational prototypes and the Microjewels collection of digital jewellery and wearable futures that responds to external and bodily stimuli whilst engaging the wearer through playful interaction are presented as another outcome of this body of research.
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Akama, Yoko, and yoko akama@rmit edu au. "The Tao of Communication Design Practice: manifesting implicit values through human-centred design." RMIT University. Applied Communication, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080730.143340.
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This research explores how human values and concerns are manifested and negotiated through the process of design. In undertaking this study, a variety of design interventions were explored to facilitate how values can be articulated and discussed amongst project stakeholders during the design process. These design interventions will be referred to as projects within the exegesis. In this exegesis, I will argue for the importance of a dialogic process among project stakeholders in the creation of a human-centred design practice in communication design. This exegesis explains the central argument of the research and how the research questions were investigated. It presents a journey of the discoveries, learnings and knowledge gained through an inquiry of the research questions. The total submission for this research consists of the exegesis, exhibition and oral presentation. Through each mode of delivery I will share and illuminate how the research questions were investigated.
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Bletcher, Joanna. "Prototyping the exhibition : a practice-led investigation into the framing and communication of design as a process of innovation." Thesis, University of Dundee, 2016. https://discovery.dundee.ac.uk/en/studentTheses/e45c61a7-201a-4691-81c5-fb4a12ce4fd9.
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A challenge ignited the research outlined in this thesis. Design is increasingly being framed (across academia and industry) as an integral method and strategy for social, cultural and economic innovation. How is this value to be communicated within the museum context, which is more commonly rooted in an object-centric tradition? Temporary exhibitions are a primary means of communication and engagement for museums. The presentation of contemporary design has followed traditions of display stemming from fine art practices, as well being influenced by those in commercial environments. Consequently the thesis argues that there is a prevailing tendency to display the outcomes of design activity, to celebrate aesthetics and functionality, and to concentrate on the personality and talent of the designer. A key concern underpinning this research is that many museum design exhibitions arguably struggle to reveal the complexity of design activity: the intellectual and material processes driving innovation. This arguably risks limiting broader interpretation, and stifles the opportunity to extend audience understanding of design. The aim of this thesis is to question and explore key concepts that constitute the communication and exhibition of design in the museum. Design, innovation, curating, exhibition, audience: in the dynamic, transitioning contexts of design and the museum, all concepts must be scrutinized. In order to navigate this territory, a core method of design inquiry is adopted: prototyping. In this research, prototyping actively puts concepts to work through a dialectical investigation. This involves actively engaging in design to examine the concepts of curatorial practice, the exhibition, and innovation, whilst concurrently exploring concepts of design and innovation through the process of curating exhibitions. This dual-focussed research approach that has been developed, can be described as a hermeneutic, practice-led methodology. Hermeneutics supports a belief in contextually situated, practical action as a basis for developing understanding and knowledge (Bolt, 2011; Heidegger, 1962). The method of exhibition-making is framed and employed as a practical prototyping process: curating exhibitions in order to reflect on the construction of design narratives from within. Prototyping becomes a way to reflexively explore, analyse and question the practice of framing, mediating and communicating design as innovation. Three iterative practical projects act as case studies for the thesis, situated in three concrete contexts: the industry sponsor – V&A Museum of Design Dundee; design in Higher Education; and a national innovation festival. Each can be seen as the exploration and delineation of a design space (Heape, 2007), with all three forming part of the wider design space that is the thesis as a whole. Through reflecting on the acts of evaluating, selecting, editing, juxtaposing, connecting, framing and presenting design practice through exhibition, the research has formulated a curatorial strategy that aims at attending to the complex nature, changing priorities and values of particular design contexts. The thesis names this approach ‘the constellation’: adapting this term from the work of critical theorist Theodor Adorno (1973). The constellation takes the form of a series of visualisations that draw on, combine and develop research on design theory, design processes, and prototyping, by a number of key design researchers (e.g. Buchanan, 1998, 1995a; Dorst, 2015a, 2008; Heape, 2007; Lim et al., 2008; Sanders and Stappers, 2014, 2008). Operating at two levels, the constellation is the manifestation of the reflexive research process, illuminating both design and curatorial practice. It makes an original contribution to knowledge in two ways: firstly as the visual delineation of a prototype curatorial strategy for researching, framing and communicating narratives of design; secondly it offers a conceptualisation of concept development in design practice, shown as the continuous exploration of a design space. This articulates how prototyping, as a key design method, can encourage innovation through the exploration and analysis of concepts at varying levels of detail, with the aim of developing new perspectives. This thesis also makes an original contribution on a methodological level by extending the practice and discourse of prototyping to the method of exhibition, framing it as a strategy for innovation in design research. This adds to current discourse surrounding practice-led research within art and design. It also contributes to nascent discourse in relation to curatorial practice for design, and the growing interest in the specificities of design curation, in the context of the museum.
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Sade, Gavin John. "Envisaging alternatives for practice : a study into the way concepts of sustain-ability can be explored within an interactive media arts practice." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/53314/1/Gavin_Sade_Thesis.pdf.
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This practice-led study explores different ways the subject of sustain-ability can be addressed within an Interactive Media Arts practice. The exploration encompasses three creative projects, Charmed, Distracted and e. Menura superba. Grounded in an ecological philosophy inspired by vegetarianism and the critical design philosophy of defuturing, the work shows how such a philosophical position can guide the redirection of practice. The concern for sustain-ability within my practice, and more generally the question of Interactive Media Arts and sustain-ability, I refer to as a problématique. The objective of this study is not one of finding an answer or a truth to an instrumentally posed question, but to explore the complexities of the problématique through a program of practice and intellectual investigation. The aim being to redirect my practice and to find a renewed raison d’être for practice through a process of opening up, encountering, and discovering otherwise unknown possibilities for practice. In the context of sustain-ability, this opening up of possibilities can be considered a form of futuring. A futuring I argue is only possible if the things we take for granted as integral aspects of our being, practices and life worlds, are revealed in ways that estrange them, rendering them visible in ways that allow questioning and change.
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Birnie, Steven James. "Local and global explorations through design research." Thesis, University of Dundee, 2014. https://discovery.dundee.ac.uk/en/studentTheses/1788c181-878d-4f5b-9de7-2ad099a68e52.
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This doctoral thesis is a practice-led and corporate-grounded enquiry into the role of design research methods in a global technology company. The work aims to understand and communicate through a series of case studies how locally conducted participatory action research can be integrated into the processes of an in-house design team at the global NCR Corporation. It questions the current approaches taken in the design and development of consumer transaction technologies in the context of a global organisation and new markets. The thesis starts by introducing the reader to the global corporation in which the study is focused and author employed, the NCR Corporation. The contextual grounding of the corporate environment, its heritage, history and continued evolution will illustrate the dynamic yet traditional role design has played within the corporation. As a senior member of the Consumer Experience Design (Cx Design) team in the corporation the author is well placed to evaluate the role of design and how it can evolve. The immediate contextualisation is then followed by a broad examination of the literature in the field of design in a corporate culture, research methods and socially-led innovation. This will define the boundaries of interest and influence in the thesis. A participatory action research approach was taken to address the research questions. Informed by a series of hyperlocal and global community engagements framed and directed from within the corporate culture, the author defines an understanding of the levels of community engagement through design research. The resulting outputs are then applied within the context of the NCR Corporation where the impact and influence on such engagements can be understood. The author concludes that his contribution to new knowledge, the development of a Participatory Action Based Strategic Design Process, can be applied within a global technology company. The process adapts McNiff’s and Whitehead’s (2011) seven phases of action research reporting and Ravi Chhatpar’s strategic decision-making process. The thesis demonstrates the value and influence of design research methods in the design of consumer transaction technologies. The thesis provides an understanding of how design research methods have been applied in a corporate environment, how the insights are applied, and demonstrates how the research has influenced the author’s practice and therefore the wider Cx Design group.
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Finn, Angela Lee. "Designing fashion : an exploration of practitioner research within the university environment." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/77850/1/Angela_Finn_Thesis.pdf.
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This thesis positions practitioner research within the emerging discipline of fashion and disputes that practitioner knowledge of fashion is predominantly tacit. This research contributes to the understanding of practitioner knowledge and proposes an object based model of practitioner research as an alternative to existing practice-led methodologies. The thesis theorises fashion objects as a site of significant knowledge and argues their potential to record and communicate fashion knowledge and disseminate practice-led research.
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Spicer, Malory E. "Digital Animation as a Method of Inquiry." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437499872.
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Nykiel, Annette. "meeting place An exhibition – and – locating the Country: an Australian bricoleuse’s inquiry An exegesis." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2100.
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This practice-led PhD research investigated alternate forms of articulation to relate stories of place-making, as narrative or object, and added threads to the complex meshwork and herstory of the Country. The research was conducted in ‘The Country’, of the north-eastern Goldfields and Yalgorup Lakes in Western Australia. These two non-urban sites provided unique experiences of the bush, local people’s stories and understandings of time. The research investigated the implications of non-urban spaces as studios in relation to the concepts of place, time and narrative.
This research was, in part, experiential and drew on an absorbed embodied awareness of notions of the Country (a place). This was embedded in an ethical onto-epistemology, through the process of piecing together bricolages of seemingly unrelated fragments of methods, conceptual frameworks and materials in simple and complex ways. In making and thinking, gleaned, recycled and repurposed bits and pieces were gathered and utilised during nomadic wayfaring.
The research drew on ideas pertaining to wayfaring and yarning, ‘mapping’ and experiencing the Country through the multi-faceted lenses of the bricoleuse, the geoscientist, the maker and the artsworker. Experiencing the materiality of the Country was a spatial, kinaesthetic and tactile engagement over long periods of time in the midst of the social, physical, material and biotic elements of specific ‘places’. Narratives and artworks emerged from piecing together pre-used fragments into textiles, then curated to form assemblages in built environments, and at the non-urban sites. Collective gatherings of people making, and sharing were facilitated as part of my practice. Yarning about and creatively mapping, these situated experiences in place, aimed to encourage connections and collaborative understanding between the city and the Country.
This research contributes to the value and importance of using non-urban spaces both as sustainable sources of material for artwork and as studios. A bricoleuse’s approach to field-based/practice-led research contributes a relational, conceptual and methodological approach to creative arts, and to collaborative and interdisciplinary research frameworks.
Books on the topic "Practice-Led Design Research"
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Krasnopolskaia, Iuliia. Design and Parametric Modeling of Pretensioned and Stiffened Membranes Project Work. Technische Universität Dresden, 2021. http://dx.doi.org/10.25368/2022.407.
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This research aimed to develop conceptually the pretensioned and stiffened membrane structures, using an experimental approach and computer simulation. The physical method of form finding included the pretensioned fabric with the glued grid made of the wooden sticks. Relaxation of the stressed membrane contributed to forming the specific anticlastic hyparic surface by energy release. The influence of the rigid elements pattern, intensity and direction of pretensioning on the final shape was investigated. The tensegrity structures were also built applying the same form finding way. These experiments led to the modelling of resulting samples with parametric design tools, namely Rhino and Grasshopper. Optimization of the final shape was carried out by changing parameters such as stiffenings configuration and membrane strength. This digital approach demonstrated successful simulation and rationalization of considered structures. Moreover, the final models can be used for further structural analysis and BIM. Considered membrane structures have very efficient load-bearing behavior. They are characterized by small weight, high light transmission and the ability to create large usable spaces free from columns. The most dangerous loads for membrane structures are wind and ponding. In practice, PTFE coated glass-fibre fabric and PVC coated polyester fabric are most suitable for pretensioned and stiffened membrane structures. The role of stiff elements can be played by steel profiles or metal tubes. The average time for the construction of a membrane structure is 6-15 months. Resulted pretensioned and stiffened membrane structures can be used as pavilions, roofs and awnings. They are distinguished by spectacular architectural view and very effective structural system. In addition, membrane tensile structures are characterized by high eco-efficiency and sustainability compared to other types of construction.
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Urban Stormwater. CSIRO Publishing, 1999. http://dx.doi.org/10.1071/9780643100596.
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The intense concentration of human activity in urban areas leads to changes in both the quantity and quality of runoff that eventually reaches our streams, lakes, wetlands, estuaries and coasts. The increasing use of impervious surfaces designed to provide smooth and direct pathways for stormwater run-off, has led to greater runoff volumes and flow velocities in urban waterways. Unmanaged, these changes in the quantity and quality of stormwater can result in considerable damage to the environment.
Improved environmental performance is needed to ensure that the environmental values and beneficial uses of receiving waters are sustained or enhanced.
Urban Stormwater - Best-Practice Environmental Management Guidelines resulted from a collaboration between State government agencies, local government and leading research institutions. The guidelines have been designed to meet the needs of people involved in the planning, design or management of urban land uses or stormwater drainage systems. They provide guidance in ten key areas: Environmental performance objectives; Stormwater management planning; Land use planning; Water sensitive urban design; Construction site management; Business surveys; Education and awareness; Enforcement; Structural treatment measures; and Flow management.
Engineers and planners within local government, along with consultants to the development industry, should find the guidelines especially useful. Government agencies should also find them helpful in assessing the performance of stormwater managers.
While developed specifically for application in Victoria, Australia, the information will be of value to stormwater managers everywhere.
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Russell, Brenda, and John Hamel, eds. Gender and Domestic Violence. Oxford University Press, 2022. http://dx.doi.org/10.1093/med-psych/9780197564028.001.0001.
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Domestic violence (DV) is a serious social problem affecting millions of Americans and individuals worldwide, which permeates family, economic, healthcare, and social structures and often leads to a criminal justice response. DV response within the criminal justice system has been and continues to be driven by well-publicized court cases such as Thurman v. City of Torrington, which brought to light the grossly inadequate law enforcement response at the time. Such cases led to a grassroots victim advocacy movement establishing shelters and other victim services while lobbying state legislatures to enact new laws designed to hold offenders accountable. While great strides have been made, arrest and intervention policies reflect a ‘gender paradigm’ that frames domestic violence primarily in terms of male perpetrators and female victims. However, research over the past 30+ years indicates DV stretches far beyond this gender paradigm and is in dire need of criminal justice reform. Misconceptions about DV continue to be shared by the public, victim advocates, and medical and mental health care workers and permeate our law enforcement agencies, family court systems, and judicial and legal practices. This text is written by scholars, practitioners, and attorneys and designed to educate and inform criminal justice audiences, practitioners, and policymakers. This book highlights the strengths and weaknesses of current DV adjudicative processes while providing the tools and expertise necessary to develop a more inclusive adjudicative process. Emphasis is also placed on DV intervention/prevention practice to serve all DV victims better while holding batterers accountable. Gender and Domestic Violence: Contemporary Legal Practice and Intervention Reforms should be of interest to legal professionals responding to and adjudicating criminal and family court, tort cases involving accusations of DV, and mental health professionals, policymakers, and others interested in recognizing DV as a societal and criminal issue.
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Rodriguez, Andrea, Chris Murray, Camila Biazus-Dalcin, Moira Mackay, and Clio Ding. Don't Give Up On Us. University of Dundee, 2022. http://dx.doi.org/10.20933/100001264.
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There is significant room for improvement of services addressed to young people experiencing homelessness. Current research and a previous knowledge exchange programme led by the Universities of Dundee and St Andrews has identified a need to incorporate all the individual’s needs and aspirations into this support. The project research team created an opportunity for practitioners in different fields and young people with experience of homelessness to come together and share views, feelings, and practices on how to achieve better collaboration and service delivery. The programme: i) shared research evidence on this topic; ii) collected experiences from young people to identify key elements of service provision they find are essential; iii) brought together practitioners from different sectors, academics, and policy makers to reflect upon the existing governmental and services initiatives to overcome the barriers towards better accessibility and engagement with services and practitioners. One of the outcomes of this work is this comic, which illustrates various perspectives on the barriers to accessing services and engaging with practitioners. The first story in this comic showcases the perspectives of young people sharing their experiences related to homelessness and the support they have received. The second story represents the perceptions of practitioners. In the last part of the comic the young people and the practitioners come together to share their views and reflect on best practice. This comic is part of the training package ‘Do not Give Up on Us: an interdisciplinary public engagement and research programme’ addressed to those working (or desiring to work) with people experiencing homelessness or at risk of becoming homeless. It is designed to pose questions about the experiences of receiving and delivering services, and it is hoped that young people and practitioners will use it to prompt discussion about the multiple challenges we all face in trying to reduce and eventually eliminate youth homelessness.
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Button, Chris, Ludovic Seifert, Jia Yi Chow, Duarte Araújo, and Keith Davids. Dynamics of Skill Acquisition. 2nd ed. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718214125.
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Dynamics of Skill Acquisition, Second Edition, provides an analysis of the processes underlying human skill acquisition. As the first text to outline the multidisciplinary ecological dynamics framework for understanding movement behavior, this heavily updated edition stays on the cutting edge, with principles of nonlinear pedagogy and methodologies from the constraints-led approach. Students and practitioners across a variety of professions—including coaches, physical educators, trainers, and rehabilitation specialists—will appreciate the applied focus of this second edition. Movement models throughout the text provide examples for visualizing task constraints and enhancing the study and understanding of movement behavior. Athletes and sports teams are presented as specific complex adaptive systems, with information on designing learning environments and adapting programs to foster skill development. Readers will learn the historical evolution of dynamical systems theory and the ecological dynamics framework. These foundational concepts illustrate the integration between intentional action, cognition, and decision making and their effects on performance and behavior. Complex theoretical concepts are explained in simple terms and related to practice, focusing on the implications of the work of pioneering researchers such as Nikolai Bernstein, Egon Brunswik, James Gibson, Scott Kelso, and Karl Newell. Case studies written by practitioners contain specific examples of the ecological dynamics framework in action, bringing theory to life. By learning how to identify and manipulate key constraints that influence learning skilled behavior, readers will gain insight into practice designs for creating positive learning experiences that enable individuals to develop and learn functional movements. Throughout the book, learning features guide readers through material with clear direction and focus to improve understanding. Spotlight on Research sidebars provide detailed descriptions of important studies to connect theory, research, and application. Lab activities teach application skills beyond the content, ensuring reader understanding. In addition, chapter objectives, self-test questions, and Key Concept sidebars highlight important concepts in each chapter. With the study of human movement now bridging many disciplines, including motor development, psychology, biology, and physical therapy, Dynamics of Skill Acquisition, Second Edition, provides a timely analysis of the ecological dynamics framework and presents a comprehensive model for understanding how coordination patterns are assembled, controlled, and acquired. The theoretical roots and development of the ecological dynamics framework provide application strategies for all people with an interest in movement coordination and control. AUDIENCE An upper-level undergraduate or graduate textbook for courses in human movement and skill acquisition. A professional reference for movement practitioners and scientists, including teachers, coaches, trainers, physical educators, physical therapists, rehabilitation specialists, sport scientists, psychologists, biomechanists, sport analysts and physiologists.
Book chapters on the topic "Practice-Led Design Research"
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Weinel, Jonathan, and Stuart Cunningham. "Practice-led and Interdisciplinary Research." In Doing Research in Sound Design, 151–68. London: Focal Press, 2021. http://dx.doi.org/10.4324/9780429356360-10.
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Echevrri, Daniel. "Dear Design Journal: A Visual Journey and a Reflective Account of a Practice-Led Doctoral Research." In [ ] With Design: Reinventing Design Modes, 1975–89. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4472-7_129.
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Allpress, Brent, Robyn Barnacle, Lesley Duxbury, and Elizabeth Grierson. "Supervising Practice-Led Research by Project in Art, Creative Writing, Architecture and Design." In Supervising Practices for Postgraduate Research in Art, Architecture and Design, 1–14. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-019-4_1.
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Rijo, Cátia, Helena Grácio, Javier Antón, and Victor Larripa. "Visual Thinking Through Practice Led Research: Case Study Decryption as a Triggering Creative Mechanism for Design Ideas." In Springer Series in Design and Innovation, 39–49. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09659-4_4.
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Monkevičienė, Ona, and Alvyra Galkienė. "Theoretical and Methodological Validation of the Action Research: Methodology of the Scientific Study." In Inclusive Learning and Educational Equity, 59–69. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_3.
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AbstractThis chapter presents the theoretical and methodological substantiation of the action research, which was used by collaborating research teams from Poland, Lithuania, Finland and Austria for the study “Improving Inclusive Education Through Universal Design for Learning”. The chapter discusses different sociocultural contexts in the participating countries and what led to the research question, which asks “How does the implementation of universal design for learning enrich the practice of inclusive education in different educational contexts”. This question was looked at in terms of its relevance to the four above-mentioned countries. It can be argued that the action research is favourable for the development of theory and that inclusive education can be changed and reflected by it. The types of action research chosen by the research teams are discussed, those being collaborative, and critical participatory. The cycles of action research and their goals are also presented. Seeking to substantiate the choices of research teams regarding the process and methods of action research, this chapter elaborates on the aspects of action research organisation that are interpreted differently by the researchers: Can the action research be conducted only by the researcher–teachers or can it be carried out by teachers in cooperation with researchers? Is it possible to use a combination of qualitative and quantitative research? The problem with quality and validity of action research is discussed.
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Hicks, Ben. "Patterns and Paths for Realising Design-Led Impact: A Study of UK REF Cases Studies." In Impact of Design Research on Industrial Practice, 45–65. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19449-3_3.
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Siffels, Lotje, David van den Berg, Mirko Tobias Schäfer, and Iris Muis. "Public Values and Technological Change: Mapping how Municipalities Grapple with Data Ethics." In Transforming Communications – Studies in Cross-Media Research, 243–65. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96180-0_11.
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AbstractLocal governments in the Netherlands are increasingly undertaking data projects for public management. While the emergence of data practices and the application of algorithms for decision making in public management have led to a growing critical commentary, little actual empirical research has been conducted. Over the past few years, we have developed a research method that enables researchers to enter organisations not merely as researchers but also as experts on data ethics. Through participatory and ethnographic observation, the DEDA (Data Ethics Decision Aid) gives us special insight into ethics in local government. Where most research has focused on the theoretical aspects of data ethics, our approach offers a new perspective on data practices, by looking at how data ethics is done in public management. Our research provides insight into the state of data awareness within organisations that are mostly portrayed—within critical data studies—as homogeneous and monolithic entities. The distinct method developed at Utrecht Data School allows researchers to immerse themselves within organisations and closely observe data practices, discourses on ethics, and how organisations address challenges that arise as a consequence of datafication. For the purpose of this chapter, we analyse our field work with the DEDA through the lens of Mark Moore’s Strategic Triangle of Public Value. We show how our field work can give insight into how the three angles of the strategic triangle are shaped in practice. From this analysis we draw three conclusions. First, that ethical awareness of data projects is often low because data literacy among civil servants is limited. Second, that by not recognising the choices civil servants have to make as ethical or political choices, they can make decisions that go beyond their mandate. Third, that there is a dangerous tendency where ethical deliberation is sometimes seen as an obnoxious bureaucratic box ticking exercise, instead of being considered as a vital part of the design and build-up of a data project.
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Panda, Santosh. "Evolving Learner Support Systems." In Handbook of Open, Distance and Digital Education, 1–20. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_46-1.
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AbstractWith changing scenarios in globalization, technologization, and conception of twenty-first-century learners and learning, distance teaching institutions are also gradually changing their delivery strategies and learner support systems. This is more visible in the following: from separation of course design and learner support to both forming an integral part of blended teaching-learning; from physical and geography-based operation to more technology-enabled networked operation; from largely behaviorist model to more of constructivist and connectivist models of course design and learner support; and from a humanistic support system to more of strategic support system. In these changing scenarios, however, the changes in academic practices have not kept pace with technology changes; and technology and market, rather than the scholarship of teaching and support, dominate the support discourse and practice. These developments raise various research questions which need to be investigated further. The analysis in the chapter shows that the future of distance and online learning vis-à-vis learner support is poised to shift from the “course material-tutoring” system to the “networked-interactive-intelligent” system, though both will continue for quite some time to come. Institutional leaders, faculty, and other stakeholders need to engage with further articulation and reflection toward evolving a quality, productive, pedagogy-led, and learner-friendly support system.
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Panda, Santosh. "Evolving Learner Support Systems." In Handbook of Open, Distance and Digital Education, 841–59. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_46.
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AbstractWith changing scenarios in globalization, technologization, and conception of twenty-first-century learners and learning, distance teaching institutions are also gradually changing their delivery strategies and learner support systems. This is more visible in the following: from separation of course design and learner support to both forming an integral part of blended teaching-learning; from physical and geography-based operation to more technology-enabled networked operation; from largely behaviorist model to more of constructivist and connectivist models of course design and learner support; and from a humanistic support system to more of strategic support system. In these changing scenarios, however, the changes in academic practices have not kept pace with technology changes; and technology and market, rather than the scholarship of teaching and support, dominate the support discourse and practice. These developments raise various research questions which need to be investigated further. The analysis in the chapter shows that the future of distance and online learning vis-à-vis learner support is poised to shift from the “course material-tutoring” system to the “networked-interactive-intelligent” system, though both will continue for quite some time to come. Institutional leaders, faculty, and other stakeholders need to engage with further articulation and reflection toward evolving a quality, productive, pedagogy-led, and learner-friendly support system.
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Warnke, Philine, Tanja Bratan, and Ulrike Wunderle. "Public Engagement in the Tradition of Participatory Approaches – An Approximation." In Putting Responsible Research and Innovation into Practice, 123–46. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14710-4_7.
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AbstractPublic engagement is viewed as a prominent aspect of responsible research and innovation (RRI) both in academia and policy circles. In our paper, we would like to contribute to refining the notion of public participation as an RRI element by assessing the potential of four domains of participatory R & I theory and practices that have to date received little recognition in the RRI context: 1. Participatory design, 2. user-led innovation, 3. participatory research and 4. systemic R & I policy instruments. We test the usefulness of our concepts with a set of case studies from a recent RRI research project.
Conference papers on the topic "Practice-Led Design Research"
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Mäkelä, Anna. "Reflection and Documentation in Practice-led Design Research." In Nordes 2011: Making Design Matter. Nordes, 2011. http://dx.doi.org/10.21606/nordes.2011.009.
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Jian, Sun. "RESEARCH-LED DESIGN PRACTICE: A NEW APPROACH OF RESEARCH THROUGH DESIGN." In 2nd Arts & Humanities Conference, Florence. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/ahc.2017.002.003.
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Vega, Luis. "Distributed thinking through making: Towards a relational ontology in practice-led design research." In Nordes 2021: Matters of Scale. Nordes, 2021. http://dx.doi.org/10.21606/nordes.2021.29.
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Ings, Welby. "Beyond the Ivory Tower: Practice-led inquiry and post-disciplinary research." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.171.
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This address considers relationships between professional and postdisciplinary practices as they relate to practice-led design research. When viewed through territorial lenses, the artefacts and systems that many designers in universities develop can be argued as hybrids because they draw into their composition and contexts, diverse disciplinary fields. Procedurally, the address moves outwards from a discussion of the manner in which disciplinary designations, that originated in the secularisation of German universities during the beginning of the nineteenth century, became the template for how much knowledge is currently processed inside the academy. The paper then examines how these demarcations of thought, that included non-classical languages and literatures, social and natural sciences and technology, were disrupted in the 1970s and 1980s, by identity-based disciplines that grew inside universities. These included women’s, lesbian and gay, and ethnic studies. However, of equal importance during this period was the arrival of professional disciplines like design, journalism, nursing, business management, and hospitality. Significantly, many of these professions brought with them values and processes associated with user-centred research. Shaped by the need to respond quickly and effectively to opportunity, practitioners were accustomed to drawing on and integrating knowledge unfettered by disciplinary or professional demarcation. For instance, if a design studio required the input of a government policymaker, a patent attorney and an engineer, it was accustomed to working flexibly with diverse realms of knowledge in the pursuit of an effective outcome. In addition, these professions also employed diverse forms of practice-led inquiry. Based on high levels of situated experimentation, active reflection, and applied professional knowing, these approaches challenged many research and disciplinary conventions within the academy. Although practice-led inquiry, argued as a form of postdisciplinarity practice, is a relatively new concept (Ings, 2019), it may be associated with Wright, Embrick and Henke’s (2015, p. 271) observation that “post-disciplinary studies emerge when scholars forget about disciplines and whether ideas can be identified with any particular one: they identify with learning rather than with disciplines”. Darbellay takes this further. He sees postdisciplinarity as an essential rethinking of the concept of a discipline. He suggests that when scholars position themselves outside of the idea of disciplines, they are able to “construct a new cognitive space, in which it is no longer merely a question of opening up disciplinary borders through degrees of interaction/integration, but of fundamentally challenging the obvious fact of disciplinarity” (2016, p. 367). These authors argue that, postdisciplinarity proposes a profound rethinking of not only knowledge, but also the structures that surround and support it in universities. In the field of design, such approaches are not unfamiliar. To illustrate how practice-led research in design may operate as a postdisciplinary inquiry, this paper employs a case study of the short film Sparrow (2017). In so doing, it unpacks the way in which knowledge from within and beyond conventionally demarcated disciplinary fields, was gathered, interpreted and creatively synthesised. Here, unconstrained by disciplinary demarcations, a designed artefact surfaced through a research fusion that integrated history, medicine, software development, public policy, poetry, typography, illustration, and film production.
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Mortensen Steagall, Marcos, and Sergio Nesteriuk Gallo. "LINK 2021 3rd International Conference on Practice-led research in Art and Design: Forward." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.174.
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The LINK conference emerged from reflections and concerns that we always had about our own actions as educators, researchers, and practitioners in the field of Art and Design. Over the years, we have noticed that such concerns have not disappeared. On the contrary: they have multiplied, diversified, and become more complex. The more we dialogued with people worldwide, especially from the socalled “Global South”, the more we realised that these same issues were also dear to our colleagues, albeit with their own colours and contours. This is the LINK that unites us. The first step was taken as a small in-person event for guests, held in 2019 at the AUT’s South Campus in Manukau. At that time, there was no intention of organising an annual conference. The magnitude of the issues raised seemed to have a particular inhibiting effect on the incompleteness of the conference itself, considering the potential for the rich and fruitful exchange of ideas. Despite, or perhaps precisely because of the difficulties and adversities, this new scenario compelled us to move forward. The second edition of LINK, carried out in a hybrid way in 2020, expanded the quantity, diversity and quality of the works presented. Emerging themes, new epistemologies, and the multiple relationships between theory and practice (if such a distinction can be made) have consolidated as a sort of amalgam of LINK’s main issues. It covers, in a transversal and interdisciplinary way, arguably the entire field of Arts and Design. These discussions expanded beyond the event, and a special issue with 13 articles was published in the DAT Journal in 2021. At this moment, our doubts and uncertainties gave way to the commitment to promote a better event in each new edition. Furthermore, this commitment is only possible thanks to a team that is both dedicated and passionate about this purpose that unites us. Later that year, the Covid-19 pandemic began to spread across the world. In a short time, uncertainty gave way to millions of people’s anguish, suffering, and pain. At the same time, many ideas, beliefs, and values are starting to be reconsidered, bringing new challenges for a new era. Science, the construction of knowledge, and the University itself have a paradigmatic role in this moment of transformation and the search for the construction of a better world. Research changes the world. LINK’s community is constated by researchers to leverage parameters to activate different ways in which practice can create knowledge. They are based on cultural, geographic, and ideological positions shaped by the communitarian and the glocal. Thus, in offering these practice-oriented research considerations, we propose that we can learn “from” rather than “about”. This feeling emanates from recognising that the peculiar stories that generate social and artistic practices form dialogic encounters with voices on the periphery of authority and loop an iterative process to generate their own theoretical foundations.
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Jiao, Lijuan, Jihui Qu, and Xiuli Ge. "Research-led Course Design and Practice of English for Academic Purposes in Chinese-Foreign Cooperatively-run Schools." In 2020 International Symposium on Advances in Informatics, Electronics and Education (ISAIEE). IEEE, 2020. http://dx.doi.org/10.1109/isaiee51769.2020.00025.
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Mortensen Steagall, Marcos, and Sergio Nesteriuk Gallo. "LINK 2022 4th Conference in Creative Practice, Research and Global South." In LINK 2022. Tuwhera Open Access, 2022. http://dx.doi.org/10.24135/link2022.v3i1.191.
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It is increasingly overwhelming that our societies are living in disintegrating environments and need for more sustainable design approaches and wiser ways of living and being. Anthropogenic design impact in corporate spheres is causing socio-ecological destruction that threatens the underpinnings of civilisation and bio-diverse nature. Hence, economies and life worlds are facing the limitations of narratives of progress and creeds of growth with their designs and actions that are inapposite to the flourishing of life on our planet. In this context that the LINK Conference has emerged. LINK is a research group created from reflections we always had about our actions as educators, researchers, and practitioners in the field of Art and Design. Over the last few years, we have noticed that such concerns have remained while they have multiplied, diversified, and become more complex. The more we dialogued with people worldwide, especially from the so-called “Global South”, the more we realised that these same issues were also dear to our colleagues, albeit with their colours and contours. The intensification of globalisation and commodities fostered by markets and technology has led today’s critical theorists to advocate for new kinds of engagement between Art, Design and the world. Not coincidentally, the last decades saw significant contributions to Art and Design Research in the Global South and Indigenous contexts, where inquiry is situated within an intelligent and intelligible world of natural systems, replete with relational patterns for being in the world. Indigenising methodologies centre the production of knowledge around Art and Design processes and pieces of epistemologies derived from Indigenous Cultures. The relationships between researchers, practitioners and practice are being challenged and redefined, empowering Indigenous peoples to collect, analyse, interpret, and control research data instead of simply participating in projects as subjects. These shifting orientations and approaches respond for the decolonisation of research in higher education institutions and research methodologies employed by academics. Art and Design can help to transform obsolete social and economic practices into novel forms of life or living a meaningful life, thus replacing anthropo-centric Design for more pluriversal and transformational approaches beyond apocalyptical visions and dystopia. LINK Conference focuses on ways of knowing that inform research and methods involving Art and Design Research in the Global South and Indigenous contexts . LINK 2022 will challenge emerging themes, new epistemologies, and the multiple relationships between theory and practice (if such a distinction can be made). This recipe has consolidated as a sort of amalgam of LINK Conference. In its 4th edition, LINK 2022 celebrates the relationship between practice-led Art and Design research, Global South and Indigenous world views, fostering cognitive shifts to address twenty-first-century issues and the creation of inclusive communities that emphasise the interconnectedness (physical, social, emotional, spiritual, and intellectual) between people and landscapes. We hope you enjoy the reading.
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Aguayo, Claudio. "Informing immersive learning design research and practice from the epistemology of the Santiago School of Cognition." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.70.
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The Santiago School of Cognition postulates that the process of intelligent cognition in any living system is a result of its ongoing process of adaptation to its medium. In other words, the very process of life in living systems is a process of cognition. It also establishes that human experience and cognition is embodied and enacted with the environment, through a continuous process of active perception and sense-making of the world. Coming from systems biology and founded on the concept of autopoiesis, literally meaning self-making, defining living systems as those that can reproduce and self-maintain themselves by creating their own parts, the Santiago school essentially offers an alternative epistemology for the understanding of human experience phenomena with digital tools and environments. It also provides a framework for the creation, design, development, implementation and use of digital affordances (possibilities offered by digital technology) in education and beyond. Informing immersive learning design research and practice from the epistemology of the Santiago school also helps exploring and navigating digital innovation and the emergence of new technologies and modes of user experience design and practice. Under the premise that the nature of the world we live in is complex, interconnected, unpredictable and ever-changing, and that human experience is subjective, ecosomaesthetic, symbolic and felt with the world, traditional western design concepts such as ‘one solution fits all’ or even the notion of ‘user experience (UX) design’ become problematic. Autopoiesis, cognition and enaction at the basis of human lived experience are some of the fundamental concepts and principles coming from the epistemology of the Santiago school that can inform and guide user-centred design and creative making practice in real and virtual worlds. Embedding properties found in living systems within creative solutions, or designing for users ‘to become with the world’ in a circular enactment within digitally immersive environments are only examples of where practice-led research and creative making can go. Here, the fundamental concepts and building blocks of the Santiago school are presented and reviewed in relation to their ability to inform the understanding of the nature of human experience in real and immersive worlds, and how we ought to design for it. Examples from research and practical work will help to portray how the epistemology of the Santiago school can become of interest and of real value to artistic and design practice and inquiry. Finally, the philosophical rationale guiding the inclusion of principles and concepts coming from the Santiago school in digital learning design, creative design and artistic practice not only invites us to reconsider and re-conceptualise the role of learners and of digital technology systems and tools in educational practice, but also to rethink the nature of learning and of human experience within creative practice.
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Meagher, Jim, and Xi Wu. "A Comparison of Two Different Strategies for Undergraduate Research Within the Framework of a Rotor Dynamics Laboratory." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43111.
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Introductory graduate level courses and upper division technical electives often present a student with his or her first research project. Time limitations of a course require a balance between open ended discovery, development of specialized technical knowledge, and teaching the mechanics of research methodology. The case study presented in this paper is an outline of two different strategies to introduce research to undergraduate students within the framework of a rotor dynamics laboratory. The laboratory had historically been designed to demonstrate machinery malfunctions in a series of short exercises. The laboratory was changed to have several introductory labs designed to prepare students for an extended self-directed research project that included literature searches, paper reviews, design of experiments, and presentation of research findings to the class. In one strategy the students were expected to practice discovery primarily through experimentation with specific, restricted goals. In the other strategy the students were given more flexibility defining the research question and in establishing priorities. Both projects had students design an experiment whose results were compared to mathematical simulations and each led to research that was presented at a conference. Although both were considered successful in terms of student learning and research outcomes, a balance biased toward experimentation and restricted student options for discovery actually led to broader research findings and more in-depth student research but with less student appreciation for and practice with the necessary preliminary stages of conducting research. The student learning experiences and methodologies for each scenario are presented and compared in this paper.
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Power, Nigel. "You Can’t Get There from Here: Discovering Where to Begin a Practice-led Inquiry – Notes and Reflections from Thailand." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.79.
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In Thailand, it is common for art and design students to select a research topic prior to beginning their Masters studies. On the basis of this choice, students are – if accepted – then expected to research, produce and defend a substantial body of creative work about their topic. Underlying this approach is an assumption that topic selection is a relatively unproblematic moment in the development of a creative project. In this study I argue that the opposite is the case and that investing time, energy and resources in helping students to discover a relevant, meaningful and original topic – rather than conjure one from thin air or fall back on habitual approaches to creative practice – lays the foundations for relevance, meaning and originality in the project itself. This is, I believe, true of all summative postgraduate projects in art and design but is particularly so in practice-led inquiries where greater weight is necessarily given to producing insight into the complex and often troubled relations between creative practice and knowledge production. Our MfA in Visual Communication addresses this issue through a one semester period of intensive intellectual and practical labour that precedes topic selection. At the heart of this is a series of studio exercises that set up and structure critical and material encounters between research and practice. We begin with critical reflection on the things that matter to the student within and beyond their practice – their ‘concerns’. Drafting and crafting concerns is, surprisingly for many, a difficult and sometimes troubling task. Yet when done well it produces a delicate linguistic and conceptual tissue that connects the personal, the social and the professional and, in so doing, establishes a field of ideas within which points of departure for meaningful practice-led inquiry might begin to disclose themselves. With a small set of working concerns in hand, we invite students to develop two cross-fertilizing lines of inquiry. Transforming concerns into questions, invites discussion of a variety of forms and means of answer seeking and through this consideration of different epistemological and methodological traditions or ways of knowing. Likewise, asking ‘who else seeks answers to these questions’, invites the identification of theorists and practitioners who might figure in the conceptual apparatus that will frame inquiry. Above all, responding to concerns and questions through experimental creative production, invites students to confront the implications of reimagining their creative practices as forms of inquiry and, in particular to engage directly with a problematique at the heart of practice-led approaches to research: that is, the relative epistemological status of linguistic (propositional) and material (affective-aesthetic) operations – the relations between words and works. These activities serve to nurture meaningful research topics and directions of inquiry that are grounded in engagement with fundamental ideas and processes central to practice-led and practice-based research. I illustrate this approach by discussing two student responses to and reflections on working towards a starting point in this way.
Reports on the topic "Practice-Led Design Research"
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Edwards, Frannie, Kaikai Liu, Amanda Lee Hughes, Jerry Zeyu Gao, Dan Goodrich, Alan Barner, and Robert Herrera. Best Practices in Disaster Public Communications: Evacuation Alerting and Social Media. Mineta Transportation Institute, December 2022. http://dx.doi.org/10.31979/mti.2022.2254.
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This research project examines the current state of the practice for disaster public communication, the distrust of government, the training available to public information officers, and the literature available to guide the design of effective public outreach messaging, especially for rapid on-set events. Growing distrust in government had led to lack of public confidence in public agency messaging during emergencies, yet public agency public information officers are using multiple pathways, including both traditional and social media resources, to try to reach impacted communities effectively. The introduction explains the development of wildfire events in the West and their context. A literature review displays the sociological and political research that guides the development of public outreach, warning and evacuation. The findings display the SCU Complex Fire and CZU Complex Fire of 2020 as case studies of outreach efforts during rapid onset wildfire events and explains techniques of data scraping that could enhance public messaging. The analysis categorizes a variety of best practices in disaster communications. The project concludes with a white paper outlining a pathway toward creating a cell phone app that would provide event, time and location specific information about a disaster event, using official sources and social media.
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Clark, Louise, Jo Carpenter, and Joe Taylor. Learning From Responsiveness to a Rapidly Evolving Context: IDRC’s Covid-19 Responses for Equity Programme. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/core.2022.004.
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This report summarises key institutional lessons that emerged from a Learning Journey commissioned by the International Development Research Centre (IDRC) for its Covid-19 Responses for Equity (CORE) programme. Learning Journeys are a research method developed by the Institute of Development Studies (IDS) to support collaborative scoping processes and provide participants with structured spaces to learn, discuss issues, and to reflect on their day-to-day work and how to apply learning. CORE was designed as a rapid response mechanism to address the sudden global shifts caused by the Covid-19 pandemic. The initiative supports 21 research projects with Southern partners across 42 countries. It seeks to understand the socioeconomic impacts of the pandemic, improve existing responses, and generate better policy options for recovery. The CORE Learning Journey was managed by the ‘Knowledge Translation’ (KT) supplier for CORE, the UK-based IDS. It brought together grantees, IDRC senior management, Regional Directors (RD), Program Officers (PO), and IDS staff, to share experiences and reflect on the successes and challenges of the CORE programme. It was framed around a central learning question: What are the key lessons to emerge from the IDRC experience of funding CORE as a responsive mechanism to provide innovative Southern-led policy and practice solutions in the context of a rapid onset and rapidly evolving global crisis?
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Haynes, Dr Edward, Chris Conyers, Dr Marc Kennedy, Roy Macarthur, Sam McGreig, and Dr John Walshaw. What is the Burden of Antimicrobial Resistance Genes in Selected Ready-to-Eat Foods? Food Standards Agency, November 2021. http://dx.doi.org/10.46756/sci.fsa.bsv485.
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This study was designed to get a broad estimate of the presence and the types of antimicrobial resistance genes across 52 simple ready-to-eat foods. It was also carried out to understand the benefits and drawbacks of using metagenomic sequencing, a fairly new technology, to study AMR genes. An antimicrobial is any substance that kills or inhibits the growth of microorganisms. It includes antibiotics which are used to treat bacterial infections in both humans and animals. Given the relevant selective pressures, the bacteria itself can change and find ways to survive the effects of an antimicrobials. This results in the bacteria becoming resistant to the ‘killing’ effects of antimicrobials and is known as ‘antimicrobial resistance’. The more we use antimicrobials and antibiotics and the way that we use them can increase the chance that bacteria will become resistant to antimicrobials. This is important as it can lead to infections that become more difficult to treat with drugs and poses a risk to the public health. T Addressing AMR is a national strategic priority for the UK Government which has led to the development of a new 20-year Vision for AMR and the 5-year National Action Plan (NAP), which runs until 2024. The NAP lays out how the UK will address the AMR challenge and takes a ‘One-Health’ approach which spans people, animals, agriculture, food and the environment. The NAP includes a specific section on the importance of better food safety to limit the contamination of foods and spread of AMR. This section emphasises the need to strengthen the evidence base for AMR and food safety through research, surveillance and promoting good practice across the food chain. The FSA is playing its part by continuing to fill evidence gaps on the role that food plays in AMR through the commissioning of research and surveillance. We are also promoting and improving UK food hygiene (‘4Cs’ messages) across the food chain that will help reduce exposure to AMR bacteria.
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
Full textAbstract:
Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.