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Full database 2,045 resources
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Design for Classroom Units: A Collaborative Multicultural Studio Development with Chinese Students
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The difficult task of innovation is a key facet of Research & Development (R&D) institutions. To Design, innovation is to make the project technically feasible, economically viable, merchandising interesting and emotionally engaging. Design Thinking integrated with R&D organizations can foster the relationship between Universities and new markets. By addressing these topics, this book researches new emerging design methods and provide an overview of Design Thinking tools that can be applied in an early stage of the R&D research process to produce meaningful results. It is taken into account that design, through Design Thinking, extends to the experience that costumers/users have with products/services or even multidimensional experiences, which is a relevant input for R&D innovation development. In fact, the establishment of coherent guidelines for the Design Thinking process is a very complex task, due to its interdisciplinary requirements, that convey many diverse mindsets. The main focus of this book is creating an analysis toolkit that enables non-specialist and specialist users to perform high-quality design solutions.
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The design thinking methodology is a problem-solving approach that involves empathising with end-users, (re)defining problems, brainstorming solutions creatively, and experimenting with prototypes and testing. It has been widely adopted in education to help students develop critical thinking, creativity, and problem-solving skills in design. On the other hand, text-to-image artificial intelligence is a method used to generate images from natural language descriptors (usually referred to as prompts). Design thinking methodology can teach students to think creatively and critically about real-world problems when applied in the classroom. In the context of design teaching at the University of Saint Joseph, Macao, students use the design thinking methodology to develop innovative proposals for furniture design solutions. Combining design thinking methodologies with text-to-image artificial intelligence can further enhance the learning experience by allowing students to generate visual representations of their ideas during the ideation phase. The authors developed a systematic approach to generate images for ideation on furniture design based on prompting text-to-image (PTI). The analysis related students’ results who applied the design thinking methodology without using AI tools and the results generated using a standard text-to-image programme. By combining both methods, teachers can help students develop critical thinking, creativity, and problem-solving skills, while also allowing them to generate visual representations in a different paradigm and, by so, being able to communicate their ideas with the most appropriate support for them.
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This thesis articulates the development of a holistic approach to enhance learning and teaching in an object-oriented programming course. Starting with the premise that it is not possible to improve teaching without understanding how students learn programming, this thesis embodies the processes and reflections experienced while applying knowledge of how students learn programming, to design a learning environment that enhances learning outcomes. First, a theoretically based framework for the teaching of the course is developed. A holistic approach using a plurality of pedagogic theories, taxonomies, and instructional designs is employed to bridge the gaps between the bodies of knowledge relating to the ways that students approach programming and the application of this knowledge to design the course. Second, in two cycles of action research, the course is implemented and the analysis of its outcome is conducted using mixed methods data collection techniques. The evaluation is integrative and seeks multiple forms of evidence for student engagement and improved learning. The original contributions from this research in the form of new initiatives, perceptions, and understandings, as well as implications for theory and practice are described. A claim to knowledge is established by explaining the significance of the research to student learning, personal practice and beliefs, institutional influence, and potential for influence on computing education research. Quality criteria are applied to assess the validity and rigor of the action research project, and the research is appraised as a scholarly enquiry and a transformative process that led to innovative forms of thinking and acting
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