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Visual design for online learning
\"Update the visual design of your course in pedagogically sound ways Visual Design for Online Learning spotlights the role that visual elements play in the online learning environment. Written for both new and experienced instructors, the book guides you in adding pedagogically relevant visual design elements that contribute to effective learning practices. The text builds upon three conceptual frameworks: active learning, multiple intelligences, and universal design for learning. This resource explores critical issues such as copyright, technology tools, and accessibility and includes examples from top Blackboard practitioners which are applicable to any LMS. Ultimately, the author guides you in developing effective visual elements that will support your teaching goals while reinforcing the learning materials you share with your students. There has been a steady increase of over 10% in online enrollment for higher education institutions since 2002, yet the visual look of online courses has not changed significantly in the last ten years. Adapting to the needs of students within online classes is critical to guiding your students toward success--and the right visual elements can play an integral role in your students' ability to learn and retain the information they need to thrive in their chosen programs. In fact, visual elements have been shown to increase student participation, engagement, and success in an online course. Leverage the best practices employed by exemplary Blackboard practitioners Explore three foundational conceptual frameworks: active learning, multiple intelligences, and universal design for learning Increase student retention and success Visual Design for Online Learning is an essential reference for all online educators--both new and experienced\"-- Provided by publisher.
Book
Usability of virtual reality for basic design education: a comparative study with paper-based design
Virtual reality (VR) is an emerging technology that is being used in a wide range of fields such as medicine, gaming, psychology and sociology. The use of VR is promising in the field of education and requires investigation, but research on the use of VR in education is still limited. This enables the exploration of new territories, and design education is one of them. Design education, an important part of the curriculum of architecture students who aim to conceptualize problem-solving, is still taught using traditional methodologies with touches of digital technologies. Thus, there is limited research into the implementation of VR. This study proposes using VR in basic design education and focuses on the usability of VR, especially for problem-solving activities. It presents the literature on basic design education of digital approaches, VR technologies, usability criteria and the technology acceptance model. In order to analyse the usability of VR, we conducted an experimental study with 20 first-year interior architecture and architecture students. We found that, statistically, there is a significant difference in terms of ‘the intention to use’ and ‘the perceived enjoyment’ between the VR group and the paper-based group. Moreover, there is, statistically, a difference in effectiveness within the paper-based group and the VR-based group when one compares the success of two types of design problems in the same group. Thus, one can summarize that using VR can strongly enhance problem-solving activities in interior architecture and for architecture students and that one can consider it to be a promising and complementary tool in basic design education.
Journal Article
Module design in a changing era of higher education : academic identity, cognitive dissonance and institutional barriers
Explores the module design experiences and practices of academics employed within one UK university, and during a period of social and economic change in which university staff are designing and delivering curricula for changing student populations, with different profiles and expectations than previous generations. The book raises issues such as why, in a climate of reduced resources, staff increase their own workloads by re-writing lectures to accommodate changing student needs, and how institutional practices that are used to encourage curriculum innovation are often having a perceived opposite effect.
Book
Technological Innovation in Architectural Design Education: Empirical Analysis and Future Directions of Midjourney Intelligent Drawing Software
This study investigates the role of Midjourney intelligent drawing software in architectural design education, particularly its impact on design efficiency and creativity among sophomore architecture students. While Midjourney serves as a powerful tool for rapid visual concept generation, it does not replace traditional design skills but complements them by enhancing the visualization process. The study also identifies some key limitations of Midjourney, especially in areas of functionality and sustainable design, which require students to integrate additional tools for a more comprehensive design approach. The recommendation to expand the use of intelligent drawing technologies like Midjourney in future research is supported by the observed improvements in student performance, including enhanced creative expression and efficiency in design processes. These conclusions are based on qualitative data derived from student feedback, as well as quantitative measurements of their design outcomes before and after using the software. Furthermore, it highlights the need to broaden the scope of studies to include a wider variety of educational contexts and source materials to improve understanding of the software’s potential in design education.
Journal Article
An empirical study on immersive technology in synchronous hybrid learning in design education
Immersive technology plays an increasingly important role in design education, supporting digital literacy and experiential learning in higher education, particularly in the post-COVID-19 context. Many design disciplines, such as Architecture and Landscape Design, which used to rely heavily on physical field trips, and dialogic studios as signature pedagogies, had to adapt to the proliferation of innovative educational technologies due to the suspension of face-to-face teaching and learning. Augmented reality and virtual reality are now extensively used in technology and design education to support a more interactive, collaborative, and student-centred approach to learning. This paper expands on a pilot research study on the transition from traditional signature pedagogies of studio-based design education to technology-enhanced collaborative learning to support experiential learning. Based on Kolb’s experiential learning framework concerning four learning modes, namely, concrete experience (CE), reflective observation (RO), abstract conceptualisation (AC), and active experimentation (AE), this paper analyses data from 75 undergraduate students across four cohorts in three different higher education institutions in Hong Kong. They were surveyed on their experiences of synchronous hybrid virtual experiential learning with design and technology curricula. Furthermore, six students were interviewed about their experiences. The research findings confirm two research hypotheses showing that immersive experiential learning could constructively align RO and AE, thus bringing an overall positive impact on the experiential learning process, but shows no conclusive influence on promoting CE, especially AC. The quantitative findings and qualitative results gave new insights into the discussion of the theoretical and practical implications of the study.
Journal Article
Mastering primary design and technology
'Mastering Primary Design and Technology' introduces the primary design and technology curriculum and helps trainees and teachers learn how to plan and teach inspiring lessons that make design and technology learning irresistible.
Book
In search of the Holy Grail
This essay explores the search for an ideal typography course of typograpy. It analyzes the historical and social context of typography in post-war Poland, highlighting the impact of a non-democratic state on graphic design. It addresses the legacy of elitist education and linguistic uniformity, revealing challenges in the current education system. An interdisciplinary team seeks to define the ideal course through qualitative and quantitative research, underlining the need to understand the current challenges. Models of design education are discussed, recognizing the absence of a perfect course and focusing on the need to standardize content and include modern media in education. L'article examina la recerca d'un curs òptim de tipografia per a estudiants de disseny. Analitza el context històric i social a la Polònia de postguerra, destacant l'impacte d'un estat no democràtic en el disseny gràfic i els desafiaments a l'educació. Un equip interdisciplinari cerca definir el curs ideal amb investigacions qualitatives i quantitatives, ressaltant la comprensió de la història i els reptes actuals de la tipografia. Es discuteixen models educatius, reconeixent la manca de perfecció i enfocant-se en clars marcs, estandardització i mitjans moderns a l'educació tipogràfica. El artículo examina la búsqueda de un curso óptimo de tipografía para estudiantes de diseño. Analiza el contexto histórico y social en la Polonia de posguerra, destacando el impacto de un estado no democrático en el diseño gráfico y los desafíos en la educación. Un equipo interdisciplinario busca definir el curso ideal con investigaciones cualitativas y cuantitativas, resaltando la comprensión de la historia y los retos actuales de la tipografía. Se discuten modelos educativos, reconociendo la falta de perfección y enfocándose en claros marcos, estandarización y medios modernos en la educación tipográfica.
Journal Article
Managing and designing online courses in ubiquitous learning environments
\"This book examines the effective construction of ubiquitous learning environments and projections for the future of managing and designing ubiquitous learning environments\"-- Provided by publisher.
Book
A longitudinal study of virtual design studio (VDS) use in STEM distance design education
The use of virtual design studios (VDS) in practice-based STEM education is increasing but requires further research to inform understanding of student learning and success. This paper presents a longitudinal, large-scale study (3 years, 3000 students) of student behaviour in an online design studio used as part of a distance learning Design and Innovation qualification, within the School of Engineering and Innovation at The Open University (UK). The sample size and time period of the study is unprecedented and provides unique insights into student behaviours. Moderate correlations between overall VDS use and student success were identified in early stages of study but were weaker in later stages. Detailed results identify specific behaviour correlations, such as ‘listening-in’ (viewing other students’ work) and student success, as well as behaviour shifts from ‘passive’ to ‘active’ engagement. Strong intrinsic motivations for engagement were observed throughout and selected social learning mechanisms are presented to explain the empirical results, specifically: social comparison, presence, and communities of practice. The contribution of this paper is the framing of these mechanisms as steps in the longitudinal development of design students in a distance setting, providing an informed basis for the understanding, design, and application of virtual design studios.
Journal Article