Artículos de revistas: "Practice-Led Design Research"

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Till, Jeremy, Judith Mottram y Chris Rust. "Adapting research activity AHRC review of practice-led research". Architectural Research Quarterly 9, n.º 2 (junio de 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 y Z. Bilda. "Practice-led strategies for interactive art research". CoDesign 2, n.º 4 (diciembre de 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, n.º 1 (febrero de 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, n.º 2 (junio de 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 y Yi Lin. "Assessing the Applicability of Three Approaches to Design-Oriented Research". Journal of Contemporary Educational Research 5, n.º 8 (30 de agosto de 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, n.º 6 (30 de septiembre de 2015): 48–62. http://dx.doi.org/10.7233/jksc.2015.65.6.048.

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Hendriyana, Husen, Martiyadi Nurhidayat y Wuri Handayani. "Product Design Strategy Using Nirmana Dwimatra Concept". Mudra Jurnal Seni Budaya 37, n.º 1 (28 de febrero de 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 y Dario Mesquista. "EDITORIAL LINK 2022 Journal: a collection on practice-led research vol. II". Revista GEMInIS 13, n.º 3 (junio de 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, n.º 1 (8 de agosto de 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, n.º 1 (31 de marzo de 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.

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Dolah, Mohd Shahrizal, Mohamad Amaluddin Amran, Aminuddin Yusof, Shahrul Azman Shahbudin, Raja Ahmad Azmeer Raja Ahmad Effendi y Saiful Hasley Ramly. "PRACTICE-LED: DESIGN FACTOR ANALYSIS IN DEVELOPING NEW MOUNTAIN BIKE (MTB) PEDAL". ALAM CIPTA International Journal Of Sustainable Tropical Design & Practice 1, n.º 15 (30 de junio de 2022): 19–23. http://dx.doi.org/10.47836/ac.15.1.chapter03ac.id.

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This paper has investigated a practice-led design method for product designers in designing a new mountain bike (MTB) pedal. According to the World Bank, it is estimated, there are already more than two billion bikes in use around the world in 2017 and the number increasing every year. The main objective of the study is to understand the cause of an accident and to provide design factors for a designer in developing a new MTB pedal. Fieldwork done in Malaysia from 2018 to 2020 revealed that, 85.2% of mountain bike riders involved in an accident (physical injuries) during bike event that course by the mishandling of bike pedal. Direct observation and action design research was adopted as the main research method where the author involved actively participating in MTB event to gain the main data. Product design specifications were listed that could help in reducing physical injuries among mountain bike riders (MBR). Eight design factors were listed as the main design priority in the product design specification. The product design specifications (PDS) were used as design guidance for designer in developing a new MTB pedal that could meet the requirement and the preferences of the mountain bike riders.

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Rust, C., A. Wilson y G. Whiteley. "Using practice led design research to develop an articulated mechanical analogy of the human hand". Journal of Medical Engineering & Technology 22, n.º 5 (enero de 1998): 226–32. http://dx.doi.org/10.3109/03091909809032547.

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Wang, I.-Ting, Chien-Chih Ni y Rungtai Lin. "A Study on Teaching Practice-Led Research into Ready-Made Intervene Design in Metalsmithing Education". Creative Education 13, n.º 02 (2022): 504–25. http://dx.doi.org/10.4236/ce.2022.132030.

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Wee Hoe, Tan. "Student-led Gamification in the Undergraduate Design History Course". International Journal of Creative Multimedia 1, n.º 2 (30 de septiembre de 2020): 1–17. http://dx.doi.org/10.33093/ijcm.2020.1.2.1.

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This paper present an account of a student-led gamification practice in an undergraduate Design History course. The purpose of this action research study was to improve the teaching practice, while affording the students to enjoy the process of developing content knowledge and historical thinking skills in the history lesson.

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15

Haseman, Brad. "A Manifesto for Performative Research". Media International Australia 118, n.º 1 (febrero de 2006): 98–106. http://dx.doi.org/10.1177/1329878x0611800113.

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Researchers in the arts, media and design often struggle to find serviceable methodologies within the orthodox research paradigms of quantitative and qualitative research. In response to this and over the past decade, practice-led research has emerged as a potent strategy for those researchers who wish to initiate and then pursue their research through practice. This paper examines the dynamics and significance of practice-led research, and argues for it to be understood as a research strategy within an entirely new research paradigm: performative research. Taking its name from J.L. Austin's speech act theory, performative research stands as an alternative to the qualitative and quantitative paradigms by insisting on different approaches to designing, conducting and reporting research. The paper concludes by observing that, once understood and fully theorised, the performative research paradigm will have applications beyond the arts and across the creative and cultural industries generally.

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Gibson, Chris, Tamantha Stutchbury, Victoria Ikutegbe y Nicole Michielin. "Challenge-led interdisciplinary research in practice: Program design, early career research, and a dialogic approach to building unlikely collaborations". Research Evaluation 28, n.º 1 (19 de diciembre de 2018): 51–62. http://dx.doi.org/10.1093/reseval/rvy039.

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Lin, Fang-Tzu y Hui-Wen Lin. "A Preliminary Study of Practice-Led Research in Arts and Design Higher Education: Analysis of Typology". International Journal of Information and Education Technology 9, n.º 4 (2019): 297–301. http://dx.doi.org/10.18178/ijiet.2019.9.4.1215.

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Bell, David y Mark Jayne. "‘Design-led’ Urban Regeneration: a Critical Perspective". Local Economy: The Journal of the Local Economy Policy Unit 18, n.º 2 (mayo de 2003): 121–34. http://dx.doi.org/10.1080/0269094032000061396.

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This paper develops a critical perspective on ‘design-led’ urban regeneration, which is a fuzzy term used to describe a diverse raft of economic development strategies. A definition of design is outlined and then utilised in an assessment of a number of local and regional design-led urban regeneration schemes. A more detailed critique of one such project, the North Staffordshire Design Initiative, is then undertaken. We argue that there is a lack of best practice models and empirical research to guide policy makers.

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Pinder, Ross A., Keith Davids, Ian Renshaw y Duarte Araújo. "Representative Learning Design and Functionality of Research and Practice in Sport". Journal of Sport and Exercise Psychology 33, n.º 1 (febrero de 2011): 146–55. http://dx.doi.org/10.1123/jsep.33.1.146.

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Egon Brunswik proposed the concept of “representative design” for psychological experimentation, which has historically been overlooked or confused with another of Brunswik’s terms, ecological validity. In this article, we reiterate the distinction between these two important concepts and highlight the relevance of the term representative design for sports psychology, practice, and experimental design. We draw links with ideas on learning design in the constraints-led approach to motor learning and nonlinear pedagogy. We propose the adoption of a new term, representative learning design, to help sport scientists, experimental psychologists, and pedagogues recognize the potential application of Brunswik’s original concepts, and to ensure functionality and action fidelity in training and learning environments.

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Hash, Peaches. "ARTful Design: Disruptions Within the Dissertation in Practice". Impacting Education: Journal on Transforming Professional Practice 7, n.º 1 (14 de enero de 2022): 26–31. http://dx.doi.org/10.5195/ie.2022.229.

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A student within a university’s Ed.D. program is encouraged by her director to narrow her research focus; however, her interests in Curriculum Studies, Arts-Based Educational Research, and Composition Studies led her to design a practitioner action research study examining intersections between the fields. As she collected participants’ data, she experienced poststructural disruptions within all stages of the dissertation process, from designing and collecting data to formatting and identity as a researcher. This narrative, exploratory article showcases how dissertations in practice can follow nonlinear pathways to knowledge when researchers are open to possibilities.

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Green, Lelia. "Research Outputs in the Creative and Performing Arts: ‘Australianising’ an International Debate". Media International Australia 118, n.º 1 (febrero de 2006): 5–15. http://dx.doi.org/10.1177/1329878x0611800103.

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This paper positions current Australian discussions about practice-led research within international, national, historical and policy contexts and relates them to the developing pedagogical debate around performing and creative arts doctorates. Arguing that the creative industries offer benefits across the economy, it suggests that recognition for the research methodology specific to practice-led disciplines and the creative industries is overdue. The discussions in this paper, and in this theme issue of MIA, are all the more critical as a result of their articulation with the imminent introduction of the Research Quality Framework (RQF), which will allow nuanced, rigorous and internationally benchmarked evaluation of the quality and impact of research outputs. The RQF and the proposed research assessment panel for ‘creative arts, design and built environment’ herald the way for wider acceptance of practice-led outputs in the Australian research environment.

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Reich, Yoram. "Special Issue: Research Methodology". Artificial Intelligence for Engineering Design, Analysis and Manufacturing 8, n.º 4 (1994): 261–62. http://dx.doi.org/10.1017/s0890060400000937.

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Studies on the application of AI techniques to engineering design, analysis, and manufacturing (AI EDAM) problems have been expanding steadily over the past decade. These studies have led to the founding of many new journals and the initiation of series of conferences. If all these research efforts were successful, some of us might have been unemployed but living happily off the royalties from our successful research products that were deployed in practice.

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Draper, Paul y Scott Harrison. "Through the eye of a needle: the emergence of a practice-led research doctorate in music". British Journal of Music Education 28, n.º 01 (14 de enero de 2011): 87–102. http://dx.doi.org/10.1017/s0265051710000434.

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This paper explores recent developments in relation to doctoral research training in music. Drawing on the findings of a case-study of a recently established practice-led doctorate at an Australian conservatoire, we offer insights into the attributes of its expanding cohort. We interrogate a blended research training structure of academic supervision, coursework, web-based tools and administrative resources in order to reveal the obstacles to, and opportunities for improvement. The paper concludes by arguing programme design refinements which contribute to a deeper understanding of practice-led doctorates in music while inviting readers to similarly consider their own experiences.

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Chen, Jie, Zhong Chen, Jie Chen, Xiao Hong Li, Ya Feng Shen, Jing Kang Xiong y Yang Xia Wang. "Heat Dissipation Simulation Research of LED Downlight and Optimization of Light Source Layout". Advanced Materials Research 760-762 (septiembre de 2013): 443–50. http://dx.doi.org/10.4028/www.scientific.net/amr.760-762.443.

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In order to solve the heat dissipation problem of LED (light-emitting diode) downlight, CFD thermal simulation software was used to establish LED downlight dissipation model. Materials thermal conductivity, thermal resistance, thermal emissive values, heat load forms and other factors were all taken in considered, and then numerical simulation combined with laboratory measurement methods was used to analysis the lamps dissipation. Based on this method, focused on the dissipation effect with different LED quantities and LED ring distances, and then optimized light source layout of current LED downlight products. After experimental verification, LED working temperatures were more ideal after the light source layout optimized, and it can improve the LED lamp lifetime effectively, this result also has important practice significance in the future LED downlight design process.

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Ovretveit, John, Susanne Hempel, Jennifer L. Magnabosco, Brian S. Mittman, Lisa V. Rubenstein y David A. Ganz. "Guidance for research-practice partnerships (R-PPs) and collaborative research". Journal of Health Organization and Management 28, n.º 1 (11 de marzo de 2014): 115–26. http://dx.doi.org/10.1108/jhom-08-2013-0164.

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Purpose – The purpose of this paper is to provide evidence based guidance to researchers and practice personnel about forming and carrying out effective research partnerships. Design/methodology/approach – A review of the literature, interviews and discussions with colleagues in both research and practice roles, and a review of the authors' personal experiences as researchers in partnership research. Findings – Partnership research is, in some respects, a distinct “approach” to research, but there are many different versions. An analysis of research publications and of their research experience led the authors to develop a framework for planning and assessing the partnership research process, which includes defining expected outcomes for the partners, their roles, and steps in the research process. Practical implications – This review and analysis provides guidance that may reduce commonly-reported misunderstandings and help to plan more successful partnerships and projects. It also identifies future research which is needed to define more precisely the questions and purposes for which partnership research is most appropriate, and methods and designs for specific types of partnership research. Originality/value – As more research moves towards increased participation of practitioners and patients in the research process, more precise and differentiated understanding of the different partnership approaches is required, and when each is most suitable. This article describes research approaches that have the potential to reduce “the research-practice gap”. It gives evidence- and experience-based guidance for choosing and establishing a partnership research process, so as to improve partnership relationship-building and more actionable research.

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Dixon, Brian. "Scoping a Justificatory Narrative for Design Practice in Research: Some Epistemological Intersections in Dewey, Wittgenstein, and Heidegger". Design Issues 37, n.º 2 (2021): 77–88. http://dx.doi.org/10.1162/desi_a_00637.

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Abstract Design research involving practice (i.e., practice-based and practice-led research) can be seen to offer a unique approach to knowledge production grounded in imagination and transformation. Yet, in spite of this apparent uniqueness, the approach largely lacks a justificatory epistemological narrative—a way of describing and qualifying its underlying theory of knowledge. It takes the view that any attempt to frame such a narrative requires deep philosophic engagement. This article aims to cohere the perspectives of three key philosophers—Dewey, Wittgenstein, and Heidegger—drawing their voices together around the coupled themes of experience-being, language-meaning, and knowing-truth and representing the whole in design terms.

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Tepavčević, Bojan. "Design thinking models for architectural education". Journal of Public Space 2, n.º 3 (9 de diciembre de 2017): 67. http://dx.doi.org/10.5204/jps.v2i3.115.

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Technology advancements have profound impact on design thinking in architecture, professional practice and architectural education. New models of representation, along with computational design thinking and innovative approaches in digital fabrication bring new demands for the rethinking of educational pedagogy for the new generation of architects in the digital age. While learning by making has been deeply rooted in the process of architectural education, digital modes of design, representation and manufacturing reconcile the dual nature of design process that has traditionally oscillated between drawing and making, visual and material. In this paper, the relationship between making process in design-led research and other aspects that challenge architectural education are analyzed and described. Along with emerging trends in this topic, current design-led research position and strategies at some Australasia schools of architecture are presented.

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McIntosh, Jacqueline y Bruno Marques. "Designing for culturally-diverse communities. The role of collaborative, interdisciplinary design-led research". Journal of Public Space 2, n.º 3 (9 de diciembre de 2017): 21. http://dx.doi.org/10.5204/jps.v2i3.109.

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Successful design for culturally-diverse communities hinges on a nuanced understanding of the cultural environment; building trusting relationships and fostering a respectful approach to community. This paper discusses the application of design-led research with a participatory mind-set and maintains that while a collaborative, interdisciplinary participatory design process is essential, a design-led research approach is particularly valuable. Blurring the boundaries between disciplines brings the users to the forefront of design as active co-creators, sharing ideas, tools and methods. It examines two projects – a Tokelau / Pasifika cultural museum exhibition involving museum curators, architects, interior designers, photographers and local community members; and a Māori landscape regeneration project in the Wairarapa region of Wellington – wherein the designers (in this case the students) took the role of facilitator rather than providing a hierarchical and potentially adversarial approach to community design decision-making. The research project was framed around three critical stages: design analysis (holistic context), design exploration and testing (exploring design scenarios), and design synthesis (agreed plan or direction). It finds that participatory design when performed correctly can increase the capacity for community engagement; provide substantial benefits to the design outcomes; and beneficially exploit the process of design-led research. In addition to the community benefits, this interdisciplinary and collaborative research process can create new opportunities for architectural design education as it educates students as world citizens. As such it has the potential to transform architectural practice.

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Holroyd, Amy Twigger. "From Stitch to Society: A Multi-Level and Participatory Approach to Design Research". Design Issues 33, n.º 3 (julio de 2017): 11–24. http://dx.doi.org/10.1162/desi_a_00448.

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This paper describes a doctoral research project that investigated the theme of openness in fashion, generating insights related to reworking, open design, and the lived experience of homemade clothes. A distinctive, practice-based approach to design research emerged from the project, which uses generative and participatory processes of designing and making to investigate research questions at multiple levels: from micro-scale practical challenges to much broader social issues. This multi-level structure emphasizes the theoretical contribution of the research and the methods used, and could be used to support future design-led research projects.

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Miguel, Marta, Richard Laing, Marianthi Leon y Seaton Baxter. "EXPANDING DEPTH AND MEANING WITHIN URBAN DESIGN PROCESSES THROUGH THE APPLICATION OF COMPLEXITY AND EVOLUTIONARY THEORIES". JOURNAL OF ARCHITECTURE AND URBANISM 45, n.º 2 (26 de agosto de 2021): 131–42. http://dx.doi.org/10.3846/jau.2021.14772.

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Previous research has established the value of regarding cities as complex systems, and as systems which will evolve over time. The research reported in this paper concerns the development of an approach to urban design and management which recognises the complexities of change resulting from design-led urban interventions. The research commenced with a study of urban design and urban management processes, and the manner in which they have been studied in an academic context. The system aims to guide the processes of urban design so that it can be implemented within a cyclical process of evaluation and application. The system aids communication across design teams and improves clarity within the design process for the designers themselves. The specific system also aspires to interconnect theory with practice, while supporting designers to be inclusive and holistic. The paper describes a case study where the framework was applied within an academic setting, related to real urban environments in Singapore. It validates the model’s ability to guide students through the design process, give depth to their analysis of urban systems and meaning to their designs. Action research was implemented, to reflect the need for a “practice-changing practice” methodology, that supports a greater understanding of the relationship between theory and practice.

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Dolcetti, Francesca, Claire Boardman, Rachel Opitz y Sara Perry. "Values-Led Design Cards: Building Ethically Engaged Archaeology and Heritage Experiences". Sustainability 13, n.º 7 (25 de marzo de 2021): 3659. http://dx.doi.org/10.3390/su13073659.

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The agenda for an engaged and impactful archaeology has been set out emphatically in a variety of recent reports, positioning archaeology and heritage as important sources of public value and social benefit. While many ascribe to these aims, how to put them into practice in concrete terms remains a real challenge. Tools, methods and methodologies developed for the wider research community as it engages with the “impact agenda” at large have been adapted and applied in archaeological and heritage practice with variable success. In this paper, we discuss the creation of a values-led, card-based design toolkit and the considerations involved in customising it for use by archaeology and heritage sector practitioners. We evaluate reflexive feedback from participants in a toolkit testing workshop, together with our own reflections on the workshop experience. Building on these, we assess the potential and limitations of the toolkit and its underpinning values-led design theory to generate critically engaged archaeological and heritage experiences.

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Van Vliet, David y Marcos Mortensen Steagall. "Time and postphotography". Revista 2i: Estudos de Identidade e Intermedialidade 3, n.º 4 (31 de diciembre de 2021): 49–60. http://dx.doi.org/10.21814/2i.3434.

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This article presents a practice-led research project that asks how experienced time can be perceived through manipulated photographic images. The investigation is carried out by a series of digital images whose content is renegotiated over time, while the subject of the photograph remains within the frame. The artwork evidences an unstable space between a photographic composition and a moving image employed to question the power conventions in visualization and to expand the way we can conceive of time as duration in digital photographic images. It contributes to the discourse about practice-led oriented methodologies in the field of practice as a form of research through a comment on the design practice.

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Chiles, Prue. "Classrooms for the Future: ‘an adventure in design’ and research". Architectural Research Quarterly 7, n.º 3-4 (septiembre de 2003): 244–61. http://dx.doi.org/10.1017/s1359135503002215.

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In 2000, the UK Government Department for Education and Skills (DfES) piloted 27 new primary school projects around the country in an initiative called ‘Classrooms of the Future’. Starting with a polemical question: what is ‘a Classroom of the Future’?, it encouraged both a design-led approach and an exploration of where the theory of the classroom design meets teaching practice. David Miliband, the government minister involved, described the challenge as ‘designing inspiring buildings that can adapt to educational and technological change’ (DfES, 2002a). Chris Bissell from the DfES, the initiator of ‘Classrooms of the Future’ summed up his expectations: ‘to deliver the best and most effective education exploiting all the possibilities of the information age, school buildings need to reflect advances in technology. They need to provide a pleasant and comfortable environment for learning and to use architectural and design features to stimulate children's imaginations. And they need to be open to wider use, binding schools to their local communities.’ (DfES, 2002a)

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Brekalo, Lisa y Sascha Albers. "Effective logistics alliance design and management". International Journal of Physical Distribution & Logistics Management 46, n.º 2 (7 de marzo de 2016): 212–40. http://dx.doi.org/10.1108/ijpdlm-08-2014-0201.

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Purpose – The purpose of this paper is to argue that the productive analyses of logistics alliances in the literature have led to a multitude of heterogeneous contributions. These should be consolidated and systematized in order to synthesize the existing findings in a meaningful way and guide future research for effective design and management; and improve logistics alliance performance in practice. Design/methodology/approach – The authors use a systematic literature review to screen and consolidate current knowledge on effective design and management of logistics alliances. Findings – This paper categorizes the logistics literature on vertical and horizontal alliances into four key areas in order to systematically consolidate key performance factors, their sub-constructs and performance effects to identify implications for both research and practice. Research limitations/implications – Within the research agenda, the authors develop concrete research opportunities in four areas: horizontal logistics alliances; vertical logistics alliances; transfer of new research streams into the context of logistics alliances; and the incorporation of impediments and negative effects. Practical implications – By consolidating existing research results, the authors provide guidance for managers looking to establish or adapt logistics alliance structures and management systems. Originality/value – The consolidation of key performance impact factors on logistics alliances (both vertical and horizontal) provides a platform for further research. The developed agenda offers specific research opportunities to improve the understanding of logistics alliance performance.

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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". Revista GEMInIS 13, n.º 3 (2022): 58–70. http://dx.doi.org/10.53450/2179-1465.rg.2022v13i2p58-70.

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This article focuses critical attention on an often-overlooked aspect of practice-led research in art and design – how and where practice-led research projects begin. In particular, the article describes and discusses an MFA class in Visual Communication at a Thai University that provides a structured approach to producing what the author describes as good beginnings. Rather than resulting from the decision to continue existing approaches to practice or selecting a new topic for inquiry, the author argues that good beginnings emerge from an intensive period of pre-inquiry that, at one and the same time, invites students to engage with and unpack the motivations and concerns that underly their practices, explore these through practical experimentation, locate them within relevant theoretical contexts, and by so doing, begin the process of reimaging their practice-in-itself as a form of practice-as-inquiry. Working in a situation where artistic inquiry is dominated by conventional understandings of research and the hegemony of linguistic forms of the presentation of knowledge, the author pays particular attention to addressing the complex entanglements of words and works in the development of practice-led projects in a university setting.

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Sadati, S. M. Hani y Claudia Mitchell. "Serious Game Design as Research-Creation to Address Sexual and Gender-Based Violence". International Journal of Qualitative Methods 20 (enero de 2021): 160940692110461. http://dx.doi.org/10.1177/16094069211046130.

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Research-creation is a growing practice in humanities that tries to balance the pace of socio-cultural inquiries with modern media advancements and qualitative knowledge construction methods. It refers to various conjunctions of “research” and “creation” (i.e., research-for-creation; research-from-creation; creative presentations of research; and creation-as-research) around an artistic component. Drawing from fieldwork with instructors in four agricultural colleges in rural Ethiopia, this article explores how a participatory arts-based serious game design process is explicable within the context of research-creation. This work’s change-oriented agenda led to developing Mela, a serious game, to educate and empower instructors in agriculture colleges to tackle sexual and gender-based violence issues in their institutions. Here, we articulate Mela’s design process, its artistic composition, and how we understand it from different angles of research-creation practices. We also offer our introspective accounts during and after the design stages, referencing culture and gender as critical concepts. Serious games are pedagogical products that are designed for a meaningful learning experience. This work deepens the understanding of how research-creation practice can benefit the serious game design field by ensuring the attention to both process and production.

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Alyabieva, Liudmila, Irina Sakhno y Tatiana Fadeeva. "Innovative Forms of Education in Art and Design: Overview and Prospects". Scientific and analytical journal Burganov House. The space of culture 17, n.º 1 (10 de marzo de 2021): 126–44. http://dx.doi.org/10.36340/2071-6818-2021-17-1-126-144.

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The latest educational technologies and courses in art and design are the focus of this paper. Various practice-based graduate courses such as the practicebased Ph.D., the Art Ph.D., practice-based research, and practice-led research, and others, are of particular interest. The authors argue that traditional education is no longer capable of meeting today’s smart society’s needs with its focus on information, technology, and creativity. By establishing convergent teaching principles, these new graduate courses provide career-oriented education that fuses theory and practice. These innovative courses aim to reinforce practical/applied and research skills and bring together theoretical findings and practical representation forms. With today’s growing interest in projectbased and practice-based research, the authors examine the evolution of educational and academic standards and analyze the background of project-based activity in art and design education. Based on their in-depth study of international experience and postgraduate European art and design programs, they draw a range of conclusions and take a detailed look at practice-based research Ph.D. As Ph.D. programs become more diverse and the choice is continually growing, the authors feel that the traditional teaching and research role of a Ph.D. student is becoming outmoded. Becoming a key resource for creating innovative Ph.D. programs, today’s practice-based Bachelor’s and Master’s degrees in art and design focus on applied research, the effectiveness of which is beyond question. Practice-based Ph. Ds, which are increasingly becoming the subject of academic debate, clearly show the shift taking place in views on graduate study standards. In today’s educational and academic learning models, the dichotomy between theory and practice is erased with practical research bringing together methodologies based on academic and practical results. The development of integrative methodology is greatly advanced through practical research cases, the effectiveness of which largely depends on the educational establishment’s management’s dedication to updating traditional learning formats. The paper offers a brief review of the leading practice-based Ph.D. discussion platforms while also introducing a wide variety of foreign-language sources, in which this new phenomenon and various practical research models are analyzed, into the academic field.

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Turner, Daniel, Damian Murphy, Chris Pike y Chris Baume. "Spatial audio production for immersive media experiences: Perspectives on practice-led approaches to designing immersive audio content". Soundtrack 13, n.º 1 (1 de octubre de 2022): 73–94. http://dx.doi.org/10.1386/ts_00017_1.

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Sound design with the goal of immersion is not new. However, sound design for immersive media experiences (IMEs) utilizing spatial audio can still be considered a relatively new area of practice with less well-defined methods requiring a new and still emerging set of skills and tools. There is, at present, a lack of formal literature around the challenges introduced by this relatively new content form and the tools used to create it, and how these may differ from audio production for traditional media. This article, through the use of semi-structured interviews and an online questionnaire, looks to explore what audio practitioners view as defining features of IMEs, the challenges in creating audio content for IMEs and how current practices for traditional stereo productions are being adapted for use within 360 interactive soundfields. It also highlights potential direction for future research and technological development and the importance of practitioner involvement in research and development in ensuring future tools and technologies satisfy the current needs.

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Jacobs, Naomi y Wijnand IJsselsteijn. "Bridging the Theory-Practice Gap". International Journal of Technoethics 12, n.º 2 (julio de 2021): 1–16. http://dx.doi.org/10.4018/ijt.2021070101.

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Many of the choices that designers and engineers make during a design process impact not only the functionality, usability, or aesthetics of a technology, but also impact the values that might be supported or undermined via the technology design. Designers can actively design for values, and this awareness has led to the development of various ‘ethics by design' approaches. One such approach is capability sensitive design (CSD). Thus far, CSD is only developed from a theoretical-ethical point of view. This article aims to bridge the theory-practice gap by entering into dialogue with various design-experts on ethics by design in general and CSD in particular. An empirical study, consisting of thematic interviews with nine design-experts, was conducted in order to explore design-experts' experiences with designing for values, what they regard as the strengths and weaknesses of CSD, and if CSD could be of practical use to their design (research) practice.

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Hoidn, Sabine y Sibylle Olbert-Bock. "Learning and teaching research methods in management education". International Journal of Educational Management 30, n.º 1 (11 de enero de 2016): 43–62. http://dx.doi.org/10.1108/ijem-08-2014-0117.

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Purpose – In the context of the creation of a two-year Master of Science in Business Administration programme to offer a scientifically sound and practice-related management education in Switzerland, a curriculum for learning and teaching research methods had to be designed. Major pedagogic challenges were identified and addressed by curricular responses in terms of pluralism in knowledge production forms, a holistic approach to competence development and a learner-centred course design. The resulting design of the part of the curriculum on research methods is presented. The paper aims to discuss these issues. Design/methodology/approach – To assess the outcomes and its response to the given challenges, the feedback from existing regular evaluations was used and additional surveys were conducted. Students’ perceptions and those of their teachers were combined to form a balanced view. Findings – The results indicate that the new curriculum is an appropriate approach- it led to gains in research methods knowledge and skills and improvements in research-related social and reflexive competencies. The assessment of the outcomes of learning research methods in management education reveals an interesting research gap. Originality/value – This paper assesses a newly developed research curriculum for management students implemented in a new master’s programme in Business Administration at a mid-size university of applied sciences in Switzerland. Three pedagogical challenges in teaching research methods were addressed to target the theory-practice gap in management education. The authors opted for a research methods curriculum that links management research and practice by encouraging pluralism in knowledge-production forms, a more holistic view of competence development in management education and a learning-centred course design.

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Rodgers, Paul Anthony, Fernando Galdon y Craig Bremner. "Design Research-in-the-Moment: Eliciting Evolutive Traces during the Covid-19 Crisis". Strategic Design Research Journal 13, n.º 3 (23 de diciembre de 2020): 312–26. http://dx.doi.org/10.4013/sdrj.2020.133.02.

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This paper presents a chronological account of design’s response to the Covid-19 crisis as it unfolded globally. From January to May 2020, we documented over 500 design interventions that have been created by individuals, networks, amateurs, professionals, and public and private organizations and institutions. This international response witnessed the rapid design and development of products, networks and systems such as facemasks, hospitals, infographics, respirators, sanitizers, and virtual communities all created in an effort to save us. In response to the Covid-19 virus the problems that the world faced were highly complex, interdependent, and could not be addressed by conventional means. As such, this paper presents over 500 design-led responses that illustrate comprehensively that when pressed we can find new ways of designing. In short, this work outlines what we might think of as a new model for designing. This new model does not describe a new condition to come after what we currently call design. Rather, what we witness here is the revival of the practice of design – from handmaiden of Capital to one of Care – which is expressed in a new critical attitude for looking at the design world, probing its practice, its theoretical position and its product.

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Crick, Ruth, Tom McDermott y Nicole Hutchison. "Learning Design for Sustainable Development". Journal of Education, Teaching and Social Studies 3, n.º 3 (21 de junio de 2021): p15. http://dx.doi.org/10.22158/jetss.v3n3p15.

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Purpose: The purpose of this paper is to theorise an approach to learning design for formal education and training contexts, which can empower the student-led acquisition of competences for sustainable development with particular reference to engineering education. Design: the paper presents a conceptual framework which synthesises two extant bodies of empirical research (i) into the development of systems engineering proficiencies and (ii) the development of learning power and authentic enquiry. Findings: Bringing these two research-based bodies of knowledge together enables the conceptualisation of a practical learning design which integrates the development of self-leadership, learning relationships and complex problem solving for sustainable futures. These two approaches, and their synthesis, have been implemented in practice but not reported on or theorised before.Originality: This transdisciplinary theoretical study was undertaken by the original researchers to integrate and transcend the limitations of disciplinary and siloed approaches to learning design for 21C meta-competencies and to explore a common architecture capable of deployment over time and adaptable to different contexts. Research limitations/implications: Whilst the two strands of research underpinning this synthesis are well researched, the integrated model has yet to be empirically verified through appropriate scientific methodologies.Practical implications: this study provides a foundation for the development of a core curricular spine to be developed as an accreditation framework in formal education and work-based settings. The development of a rigorous measurement model has significant implications for policy and practice.

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Goode, Ana D., Matthew Frith, Sarah A. Hyne, Jennifer Burzic y Genevieve N. Healy. "Applying a User Centred Design Approach to Optimise a Workplace Initiative for Wide-Scale Implementation". International Journal of Environmental Research and Public Health 19, n.º 13 (1 de julio de 2022): 8096. http://dx.doi.org/10.3390/ijerph19138096.

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Translation of an effective research intervention into a program able to be implemented in practice typically requires adaptations to ensure the outcomes can be achieved within the applied setting. User centred design (UCD) methodologies can support these iterative adaptations, with this approach being particularly well suited to peer-led interventions, due to a focus on usability. We describe and reflect on the UCD approach that was applied to optimise an online, peer-led workplace health promotion initiative (BeUpstanding: ACTRN12617000682347) to be suitable for wide-scale implementation and evaluation. Optimisation was aligned against the indicators of the RE-AIM (reach, effectiveness, adoption, implementation, maintenance) framework, with UCD methodologies (discovery interviews, persona and scenario mapping, facilitated workshops, surveys and prototyping) employed to enhance the program according to all RE-AIM dimensions. The core team (content experts, implementation scientist, interaction designer, software developer, business developer) worked closely with policy and practice partners and end users (workplace champions, management and staff) to iteratively develop and test across the RE-AIM indicators. This description and reflection of the process of applying UCD and the RE-AIM framework to the optimisation of BeUpstanding is intended to provide guidance for other behaviour change research adaptations into practice.

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Lu, Sheng-Chieh, Rebecca J. Brown y Martin Michalowski. "A Clinical Decision Support System Design Framework for Nursing Practice". ACI Open 05, n.º 02 (julio de 2021): e84-e93. http://dx.doi.org/10.1055/s-0041-1736470.

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Abstract Background As nurses increasingly engage in decision-making for patients, a unique opportunity exists to translate research into practice using clinical decision support systems (CDSSs). While research has shown that CDSS has led to improvements in patient outcomes and nursing workflow, the success rate of CDSS implementation in nursing is low. Further, the majority of CDSS for nursing are not designed to support the care of patients with comorbidity. Objectives The aim of the study is to conceptualize an evidence-based CDSS supporting complex patient care for nursing. Methods We conceptualized the CDSS through extracting scientific findings of CDSS design and development. To describe the CDSS, we developed a conceptual framework comprising the key components of the CDSS and the relationships between the components. We instantiated the framework in the context of a hypothetical clinical case. Results We present the conceptualized CDSS with a framework comprising six interrelated components and demonstrate how each component is implemented via a hypothetical clinical case. Conclusion The proposed framework provides a common architecture for CDSS development and bridges CDSS research findings and development. Next research steps include (1) working with clinical nurses to identify their knowledge resources for a particular disease to better articulate the knowledge base needed by a CDSS, (2) develop and deploy a CDSS in practice using the framework, and (3) evaluate the CDSS in the context of nursing care.

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Norrie, Helen, Harriet Georgina Elliott, Philippa Grainger, Nici Long, Jed Long y Tracey Woods. "Dynamics of bamboo design and build collaborations". Journal of Public Space 2, n.º 3 (9 de diciembre de 2017): 93. http://dx.doi.org/10.5204/jps.v2i3.118.

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Design and construction of a temporary bamboo structure provided the vehicle to explore live and interactive design-led research, extending collaborative partnerships and forging new relationships. Designed for two events of contrasting scale as part of the Dark Mofo annual arts festival hosted by the Museum of Old and New Art (MONA) in Hobart, Tasmania, the project drew on an extensive portfolio of research into traditional and contemporary bamboo structures complied by Sydney-based architecture practice, Cave Urban. It extended Cave Urban’s previous partnerships with Taiwanese artist, Wang Wen Chih, and involved collaboration between Cave Urban and students from the University of Tasmania (UTAS) School of Architecture & Design and Tasmanian College of the Arts (TCotA), and on-site assistance from the MONA events construction team. Construction over a three-week process involved design research that provided new knowledge into bamboo structures and developed new process of Learning By Making as a form of collaborative research-based teaching. Interaction between the team of 25 people shifted between modes of open/closed and flat/hierarchical collaboration, in a dynamic process that lent new definition to the idea of ‘live’ projects. Design-led research provided the opportunity for an equal number of students and expert collaborators, facilitating an opportunity to explore a master/apprentice model, to expanded practical and theoretical knowledge and expertise through the design and construction of a temporary civic event space.

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Satell, Rosita. "Udstillingsdrevet indsamling af møbler på Trapholt". Nordisk Museologi 33, n.º 1 (13 de octubre de 2022): 25–42. http://dx.doi.org/10.5617/nm.9889.

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At Trapholt, Museum of Modern Art and Design in Kolding, Denmark, research focus and museum activities – as at many other museums – are largely aimed at the audience and the public. This has led to a collecting practice predominantly driven by Trapholt’s exhibitions. The focus of this article is to study the gains and consequences of an exhibition-driven collecting practice, and discuss the potential opportunities for a strategy going forward. Through three exhibition cases, it is pointed out how this practice has secured a unique selection of historical design objects, as well as examples of contemporary design, but also caused overrepresentation, duplicates and accumulations of certain period pieces, without sufficient or significant documentation. At the same time, this practice is at the expense of research in the remaining collection. This article argues for a greater degree of systematization, broader documentation as well as a structural change to the collection practice involving participation.

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Hancox, Donna, Sandra Gattenhof, Sasha Mackay y Helen Klaebe. "Pivots, arts practice and potentialities: Creative engagement, community well-being and arts-led research during COVID-19 in Australia". Journal of Applied Arts & Health 13, n.º 1 (1 de marzo de 2022): 61–75. http://dx.doi.org/10.1386/jaah_00088_1.

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Pre-dating COVID-19 it was widely acknowledged that there was a loneliness epidemic and that prolonged loneliness and reduced human touch results in increased propensity to heart disease, stroke and clinical dementia. Given such statistics, and the use of isolation and shielding as a health response to the COVID-19 pandemic, it is imperative that creative projects or research investigations embed strategies to address the potential fragmentation of community and increased difficulty of social connection. This discussion examines two Australian art-based projects ‐ ‘A Place in Our Art’ and ‘Shorewell Presents … Dear Friend’ ‐ to illustrate the use of arts and cultural activities to maintain and support social connection. The article draws on arts-health and performance theory to unpack project design and outcomes of using both physical and virtual creative art-based engagement strategies in a crisis to entice continued participation and support well-being.

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Greenaway, Lesley y Jacqui McDowell. "Reflections on using a community-led research methodology to explore experiences of living with food insecurity". Community Development Journal 54, n.º 3 (25 de octubre de 2017): 389–405. http://dx.doi.org/10.1093/cdj/bsx048.

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Abstract This article explores how community-led research in practice relates to the theory and aspirations of a community-led research methodology and how this approach can provide a unique opportunity to increase our understanding about the lived experiences of food insecurity. As an approach, community-led research has growing influence and relevance for communities, organizations, research commissioners, funders and policy makers. This article provides insights and learning for these stakeholders that we discovered in our experience of the ‘Living with food insecurity’ community-led research project. We draw on a range of sources including: community-led research literature, materials developed to support the project, feedback from the research teams, and reflective conversations between the research commissioner and the research specialist who was engaged to support the process. We start by setting out the context for food insecurity in Scotland and identify the research gap that led to the research project. We then discuss some pertinent research challenges in the context of this project, and explore how each of three distinct communities developed different models of community-led research. Learning from this project suggests that community-led research design needs to embrace divergence and facilitate research partnerships that are flexible, open and find ways to ‘live’ out the principles of community-led research in ways that are meaningful to a particular community and its stakeholders.

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Loy, Jennifer y Natalie Haskell. "Future care: rethinking technology enhanced aged care environments". Journal of Enabling Technologies 12, n.º 2 (18 de junio de 2018): 91–100. http://dx.doi.org/10.1108/jet-12-2017-0054.

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Purpose Cutting-edge hospital and residential care architecture and interior design aim to address the emotional and practical needs of patients, staff and visitors. Yet, whilst improving on past practice, current approaches to design still rarely recognise or respond to individuals. The purpose of this paper is to provide a review of design-led research into digital technology across disciplines for the personalisation of healthcare environments and is informed by the authors’ ongoing hospital-based research. Design/methodology/approach This review is based on a design anthropology framework providing insight into designing for changing the experience for older patients in current healthcare contexts and future focused strategies, integrating digital technologies and human-centred design across scale and disciplines. It is informed by ongoing hospital studies based on design-led research methodology, drawing on design anthropology and ethnographical methods. Findings Technology enhanced, human-centred, assistive devices and environments implemented into healthcare across scale are developing but integration is needed for meaningful experiences. Research limitations/implications This review is a positioning paper for design-led research into digital technology across scale and medium. Practical implications This paper provides the basis for practical research including the ongoing hospital-based research of the authors. Social implications This approach potentially enhances emotional experiences of connected healthcare. Originality/value Future care scenarios are proposed, with technology and human experience as key drivers. Individualised and personalised solutions better cater for diversity. Within this context, it is strategic to question and test new ways of crafting the older persons care experience. This paper brings new direction to this discussion.

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Raudenbush, Stephen W. y Daniel Schwartz. "Randomized Experiments in Education, with Implications for Multilevel Causal Inference". Annual Review of Statistics and Its Application 7, n.º 1 (9 de marzo de 2020): 177–208. http://dx.doi.org/10.1146/annurev-statistics-031219-041205.

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Education research has experienced a methodological renaissance over the past two decades, with a new focus on large-scale randomized experiments. This wave of experiments has made education research an even more exciting area for statisticians, unearthing many lessons and challenges in experimental design, causal inference, and statistics more broadly. Importantly, educational research and practice almost always occur in a multilevel setting, which makes the statistics relevant to other fields with this structure, including social policy, health services research, and clinical trials in medicine. In this article we first briefly review the history that led to this new era in education research and describe the design features that dominate the modern large-scale educational experiments. We then highlight some of the key statistical challenges in this area, including endogeneity of design, heterogeneity of treatment effects, noncompliance with treatment assignment, mediation, generalizability, and spillover. Though a secondary focus, we also touch on promising trial designs that answer more nuanced questions, such as the SMART design for studying dynamic treatment regimes and factorial designs for optimizing the components of an existing treatment.

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