Pub Date : 2022-03-08DOI: 10.22492/issn.2189-1036.2022.20
Wichanat Tiwasing, Benjamin Ames, P. Tiwasing
This research aims to develop branding for pottery products in Maha Sarakham, Thailand and to generate the collaboration between the local community and university. Ban Mo village, which is the community dedicated to pottery making, is used as the case study. This local wisdom has been inherited from ancestors for over 200 years, yet there is no definitive brand for Ban Mo Pottery products. To achieve this, 22 third-year students in Graphic Design at the Faculty of Architecture Urban Design and Creative Arts, Mahasarakham University were invited to work with Ban Mo community to help develop branding strategies that promote the sales and marketing of their products. 22 logo models were designed by 22 students. The research tool was a questionnaire examining key factors of branding development and rating the 22 logo designs. The target samples were collected from 40 members of Ban Mo Community. The results showed that Logo 9 was the most preferable logo for the Community’s members. The illustration and product identity of Ban Mo Community were the key factors that the members used to select as their preferable logos. This suggested that the members preferred a simple logo with having the graphic design of local product identity on. In addition, the collaboration between local community and students creates a symbiotic condition, where the community benefits from the creativity offered by the students, while the students gain real-world experience working with clients to understand their process, goals, and needs. Also, placing students in these situations can help them better understand about their work, roles, and impacts on the business world as graphic designers.
本研究旨在为泰国Maha Sarakham的陶器产品开发品牌，并促进当地社区和大学之间的合作。班莫村是一个致力于陶器制作的社区，被用作案例研究。这个地方的智慧从祖先那里传承了200多年，但Ban Mo Pottery的产品并没有一个明确的品牌。为了实现这一目标，Mahasarakham大学建筑城市设计与创意艺术学院平面设计专业的22名三年级学生被邀请与Ban Mo社区合作，帮助制定品牌战略，促进其产品的销售和营销。22名学生设计了22个logo模型。研究工具是一份调查问卷，调查品牌发展的关键因素，并对22个标志设计进行评级。目标样本采集自Ban Mo社区的40名成员。结果显示，9号标志是社区成员最喜欢的标志。Ban Mo Community的插画和产品标识是会员选择首选标识的关键因素。这表明，成员更喜欢一个简单的标志，并附有本地产品标识的图形设计。此外，当地社区和学生之间的合作创造了一种共生的条件，社区从学生提供的创造力中受益，而学生则获得与客户合作的实际经验，了解他们的流程、目标和需求。此外，将学生置于这些情境中可以帮助他们更好地理解他们的工作、角色以及作为平面设计师对商业世界的影响。
{"title":"Designing Outside of the Classroom: Branding Design for Thai Traditional Pottery","authors":"Wichanat Tiwasing, Benjamin Ames, P. Tiwasing","doi":"10.22492/issn.2189-1036.2022.20","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.20","url":null,"abstract":"This research aims to develop branding for pottery products in Maha Sarakham, Thailand and to generate the collaboration between the local community and university. Ban Mo village, which is the community dedicated to pottery making, is used as the case study. This local wisdom has been inherited from ancestors for over 200 years, yet there is no definitive brand for Ban Mo Pottery products. To achieve this, 22 third-year students in Graphic Design at the Faculty of Architecture Urban Design and Creative Arts, Mahasarakham University were invited to work with Ban Mo community to help develop branding strategies that promote the sales and marketing of their products. 22 logo models were designed by 22 students. The research tool was a questionnaire examining key factors of branding development and rating the 22 logo designs. The target samples were collected from 40 members of Ban Mo Community. The results showed that Logo 9 was the most preferable logo for the Community’s members. The illustration and product identity of Ban Mo Community were the key factors that the members used to select as their preferable logos. This suggested that the members preferred a simple logo with having the graphic design of local product identity on. In addition, the collaboration between local community and students creates a symbiotic condition, where the community benefits from the creativity offered by the students, while the students gain real-world experience working with clients to understand their process, goals, and needs. Also, placing students in these situations can help them better understand about their work, roles, and impacts on the business world as graphic designers.","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116336093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-08DOI: 10.22492/issn.2189-1036.2022.8
Amy C. Johnson, Michelle Simecek, Bryan T. Aylward
{"title":"Student and Faculty Experience With a Redesigned Discussion Forum","authors":"Amy C. Johnson, Michelle Simecek, Bryan T. Aylward","doi":"10.22492/issn.2189-1036.2022.8","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.8","url":null,"abstract":"","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116550081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-08DOI: 10.22492/issn.2189-1036.2022.28
Emily A. Dolan, Brittany L. Fleming, David P. Keppel, Jessica M. Covert
The “feedback sandwich” method involves placing corrective feedback between two positive statements. Although it has been argued that this method is an effective means of delivering feedback to students because it seemingly makes constructive feedback more pleasant (e.g., Dohrenwent, 2002), there exists limited empirical research to support this claim. Receiving feedback from instructors has implications for a host of perceptual and behavioral variables for students. The limited body of empirical research on the feedback sandwich method provides evidence that while this method is associated with perceived usefulness and effectiveness (e.g., Davies & Jacobs, 1985), its use may not influence subsequent performance (Prochazaka et al., 2020). This study examines the effects of feedback sequencing on motivation using an experimental design in a sample. Results indicate the feedback sandwich method had no effect on self-reported motivation levels. Results are discussed with regard to their applied and theoretical implications.
“反馈三明治”方法包括在两个积极的陈述之间放置纠正反馈。尽管有人认为这种方法是向学生提供反馈的有效手段，因为它似乎使建设性的反馈更令人愉快(例如，Dohrenwent, 2002)，但支持这一说法的实证研究有限。从教师那里获得反馈对学生的感知和行为变量有很大的影响。对反馈三明治方法的有限实证研究表明，虽然该方法与感知有用性和有效性相关(例如，Davies & Jacobs, 1985)，但其使用可能不会影响后续绩效(Prochazaka et al.， 2020)。本研究使用样本实验设计来检验反馈排序对动机的影响。结果表明，反馈三明治法对自我报告的动机水平没有影响。讨论了结果的应用和理论意义。
{"title":"Sandwich With a Side of Motivation: An Investigation of the Effects of the Feedback Sandwich Method on Motivation","authors":"Emily A. Dolan, Brittany L. Fleming, David P. Keppel, Jessica M. Covert","doi":"10.22492/issn.2189-1036.2022.28","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.28","url":null,"abstract":"The “feedback sandwich” method involves placing corrective feedback between two positive statements. Although it has been argued that this method is an effective means of delivering feedback to students because it seemingly makes constructive feedback more pleasant (e.g., Dohrenwent, 2002), there exists limited empirical research to support this claim. Receiving feedback from instructors has implications for a host of perceptual and behavioral variables for students. The limited body of empirical research on the feedback sandwich method provides evidence that while this method is associated with perceived usefulness and effectiveness (e.g., Davies & Jacobs, 1985), its use may not influence subsequent performance (Prochazaka et al., 2020). This study examines the effects of feedback sequencing on motivation using an experimental design in a sample. Results indicate the feedback sandwich method had no effect on self-reported motivation levels. Results are discussed with regard to their applied and theoretical implications.","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128690855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-08DOI: 10.22492/issn.2189-1036.2022.25
Nicole M. Shammas
{"title":"Why Teacher Led Instruction Really Works","authors":"Nicole M. Shammas","doi":"10.22492/issn.2189-1036.2022.25","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.25","url":null,"abstract":"","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126863678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-08DOI: 10.22492/issn.2189-1036.2022.34
Kim Peterz, K. Hisrich, A. Kelly
{"title":"A Reflection on Personal Bias to Create an Inclusive Learning Environment","authors":"Kim Peterz, K. Hisrich, A. Kelly","doi":"10.22492/issn.2189-1036.2022.34","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.34","url":null,"abstract":"","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133581681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-08DOI: 10.22492/issn.2189-1036.2022.27
Chang Liu
The field of literacy studies has witnessed a paradigmatic shift over the past few decades — from a skills-based paradigm towards one shaped by socio-cultural practices. Informed by this social constructivist turn, this study critically compares and contrasts the lifelong and lifewide literacy practices of two adults (Daiyu and myself). Based on thematic analysis of data collected from a semi-structured interview, this study identified four salient themes: 1) literacy as social practices, 2) multilingualism, code-switching, and translanguaging, 3) digital literacy and multimodalities, and 4) literacy education and societal views of illiteracy. This paper found that despite numerous commonalities of our literacy practices, particularly in the school context, certain nuances still exist owing to our differing identities and life trajectories, notably concerning multilingual and multimodal practices. By analysing our lived literacy experiences through the social lens, this study brings valuable implications for policymakers and educators to interrupt the established meanings and norms of literacy education.
{"title":"A Critical Comparison of the Lifewide and Lifelong Literacy Practices of Two Adults","authors":"Chang Liu","doi":"10.22492/issn.2189-1036.2022.27","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.27","url":null,"abstract":"The field of literacy studies has witnessed a paradigmatic shift over the past few decades — from a skills-based paradigm towards one shaped by socio-cultural practices. Informed by this social constructivist turn, this study critically compares and contrasts the lifelong and lifewide literacy practices of two adults (Daiyu and myself). Based on thematic analysis of data collected from a semi-structured interview, this study identified four salient themes: 1) literacy as social practices, 2) multilingualism, code-switching, and translanguaging, 3) digital literacy and multimodalities, and 4) literacy education and societal views of illiteracy. This paper found that despite numerous commonalities of our literacy practices, particularly in the school context, certain nuances still exist owing to our differing identities and life trajectories, notably concerning multilingual and multimodal practices. By analysing our lived literacy experiences through the social lens, this study brings valuable implications for policymakers and educators to interrupt the established meanings and norms of literacy education.","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130353231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-08DOI: 10.22492/issn.2189-1036.2022.21
Ulrike Brinksmeier
{"title":"Designing and Teaching High Impact Culminating Core Curriculum Seminars Centered on Vastly Contentious Topics","authors":"Ulrike Brinksmeier","doi":"10.22492/issn.2189-1036.2022.21","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.21","url":null,"abstract":"","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115513989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-08DOI: 10.22492/issn.2189-1036.2022.6
D. Passig, Reut Hochman
{"title":"Enhancing the Efficacy of Identifying Visual Patterns and Novel Anomalies of Cyber-Defenders With 3D Immersive VR","authors":"D. Passig, Reut Hochman","doi":"10.22492/issn.2189-1036.2022.6","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.6","url":null,"abstract":"","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130812043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-08DOI: 10.22492/issn.2189-1036.2022.17
Ming-wai. Chung
{"title":"Engaging Students to Chinese Language Enhancement Classes With Communication-Intensive Components","authors":"Ming-wai. Chung","doi":"10.22492/issn.2189-1036.2022.17","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.17","url":null,"abstract":"","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123576794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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