When adapting an environment toward making it smarter than it is, every user is expected to develop a certain degree of design literacy to effectively contribute with and make use of relevant data. Little research has been done regarding both the expected level of users’ design literacy in smart environments and the developmental tactics for these essential skills to be acquired. Simultaneously, there is little acknowledgement of the relevance of these environments’ brands as important assets in supporting design literacy. This paper speculates on the relevance of investing in “smart visual identities”, which configure as a meaningful and holistic branding resource. Hermeneutics informed the qualitative analysis of content in this research. Two essential dimensions of smart visual identities were identified, and a definition of “smart brand” is proposed, suggesting that highly relatable brand identities allow individuals develop their design literacy while users of a smart learning environment.
{"title":"Smart Brands and Identities: building friendly bridges between Design and Smartness","authors":"Catarina Lélis","doi":"10.55612/s-5002-047-009","DOIUrl":"https://doi.org/10.55612/s-5002-047-009","url":null,"abstract":"When adapting an environment toward making it smarter than it is, every user is expected to develop a certain degree of design literacy to effectively contribute with and make use of relevant data. Little research has been done regarding both the expected level of users’ design literacy in smart environments and the developmental tactics for these essential skills to be acquired. Simultaneously, there is little acknowledgement of the relevance of these environments’ brands as important assets in supporting design literacy. This paper speculates on the relevance of investing in “smart visual identities”, which configure as a meaningful and holistic branding resource. Hermeneutics informed the qualitative analysis of content in this research. Two essential dimensions of smart visual identities were identified, and a definition of “smart brand” is proposed, suggesting that highly relatable brand identities allow individuals develop their design literacy while users of a smart learning environment.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129531719","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}
The quality of teaching in mechanical engineering greatly depends on the practical application of the fundamental theory taught. During COVID-19, limited access to in-class lectures, practical courses with demonstrator plants, and active student participation forced us, an institute of a mechanical engineering faculty in the German higher education system, to transform the teaching strategy in a limited time of one month. For class sizes of between ~25 and ~700 participants, mainly addressing mechanical, electrical and software engineering students, we share challenges and successes in our transformation strategy during April-October 2020. Furthermore, we present a collection of suitable tools, their functions, advantages, disadvantages, and feedback from three sources to provide profound assessment and adaptation criteria in digital teaching. Using quantitative evaluations of four lectures in automation and information systems over the past five years, we highlight the experience from the students’ perspective and evaluate our digital teaching methods compared to well-established in-class formats. This compilation of causes and consequences clarifies the effort involved in achieving the result and discusses the potential of digital teaching or hybrid teaching in engineering.
{"title":"Transitions in Teaching Mechanical Engineering during COVID-19 crisis","authors":"B. Vogel‐Heuser, Fandi Bi, K. Land, E. Trunzer","doi":"10.55612/s-5002-047-002","DOIUrl":"https://doi.org/10.55612/s-5002-047-002","url":null,"abstract":"The quality of teaching in mechanical engineering greatly depends on the practical application of the fundamental theory taught. During COVID-19, limited access to in-class lectures, practical courses with demonstrator plants, and active student participation forced us, an institute of a mechanical engineering faculty in the German higher education system, to transform the teaching strategy in a limited time of one month. For class sizes of between ~25 and ~700 participants, mainly addressing mechanical, electrical and software engineering students, we share challenges and successes in our transformation strategy during April-October 2020. Furthermore, we present a collection of suitable tools, their functions, advantages, disadvantages, and feedback from three sources to provide profound assessment and adaptation criteria in digital teaching. Using quantitative evaluations of four lectures in automation and information systems over the past five years, we highlight the experience from the students’ perspective and evaluate our digital teaching methods compared to well-established in-class formats. This compilation of causes and consequences clarifies the effort involved in achieving the result and discusses the potential of digital teaching or hybrid teaching in engineering.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116991247","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}
C. Giovannella, M. Passarelli, Alaa S. A. Alkhafaji, Adriana Peña Pérez Negrón
This paper reports the outcomes of a unique investigation coordinated by ASLERD that had the aim of comparing the effects of the COVID-19 pandemic on three learning ecosystems with different cultural backgrounds and settings: Iraq, Italy and Mexico. Using the same questionnaire translated from Italian to English, Arabic and Spanish, the study has investigated these ecosystems through the lens of University teachers. Despite cultural and infrastructural differences that unavoidably influenced the outcomes, we have detected common effects in the three samples, such as an increase of the working load and a better organization of the time at individual level. Network analysis methods also allowed us to identify some relationships between variables common to the three contexts. In particular, some variables clustered in all samples: a cluster related to the setting (infrastructure and technologies, competences and readiness to respond), one related to the characteristics of the didactic activities, and one related to expectations for the future about use of and involvement in on-line learning. In addition, the reproducibility of classroom dynamics seems to have high betweenness centrality in all three networks. In one case, that of Iraq, we have been also able to include in the causal networks the factors considered by the TAM (Technology Acceptance Model), but the networks appear not to be substantially influenced by the inclusion of TAM variables. On the basis of these results, we propose a Model for the Attitude to get Engaged in Technological Innovation (MAETI), to be used as possible reference framework for future investigation on the effects induced by technologies on use intentions.
{"title":"A comparative study on the effects of the COVID-19 pandemic on three different national university learning ecosystems as bases to derive a Model for the Attitude to get Engaged in Technological Innovation (MAETI)","authors":"C. Giovannella, M. Passarelli, Alaa S. A. Alkhafaji, Adriana Peña Pérez Negrón","doi":"10.55612/s-5002-047-008","DOIUrl":"https://doi.org/10.55612/s-5002-047-008","url":null,"abstract":"This paper reports the outcomes of a unique investigation coordinated by ASLERD that had the aim of comparing the effects of the COVID-19 pandemic on three learning ecosystems with different cultural backgrounds and settings: Iraq, Italy and Mexico. Using the same questionnaire translated from Italian to English, Arabic and Spanish, the study has investigated these ecosystems through the lens of University teachers. Despite cultural and infrastructural differences that unavoidably influenced the outcomes, we have detected common effects in the three samples, such as an increase of the working load and a better organization of the time at individual level. Network analysis methods also allowed us to identify some relationships between variables common to the three contexts. In particular, some variables clustered in all samples: a cluster related to the setting (infrastructure and technologies, competences and readiness to respond), one related to the characteristics of the didactic activities, and one related to expectations for the future about use of and involvement in on-line learning. In addition, the reproducibility of classroom dynamics seems to have high betweenness centrality in all three networks. In one case, that of Iraq, we have been also able to include in the causal networks the factors considered by the TAM (Technology Acceptance Model), but the networks appear not to be substantially influenced by the inclusion of TAM variables. On the basis of these results, we propose a Model for the Attitude to get Engaged in Technological Innovation (MAETI), to be used as possible reference framework for future investigation on the effects induced by technologies on use intentions.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115808006","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}
Janika Leoste, M. Heidmets, Tobias Ley, J. Stepanova
Rapid technological advances provide education systems with a steady stream of novel teaching approaches that are based on various modern technologies. These novel approaches are known as Technology-Enhanced Learning (TEL) innovations, and they are aimed at making learning and teaching more efficient, and providing students with relevant skills and knowledge for the contemporary world. Despite this, TEL innovations often fail to become sustainable in teachers’ classroom practices, resulting in wasted human and material resources. Based on existing theoretical frameworks, several TEL innovation process stages as well as the factors that shape innovation acceptance by primary school teachers were outlined. Through interviews with 22 Estonian math teachers, who have already become permanent users of one particular TEL innovation called Robomath, the three stages of innovation acceptance – Awareness, Acceptance and Adoption – are described. In each of these stages, a certain combination of so-called sustainability factors is responsible for leading teachers to the next stage or making them reject the innovation. The role and importance of Contextual, Organizational, Personal, Technological, Social Practice and Perceived Value factors were studied. In order to ensure the sustainability of a TEL innovation, innovation planning should take into account the innovation process stages, ensuring that teachers are adequately supported in each phase, in particular with regard to the factors that are decisive in that particular phase.
{"title":"Classroom Innovation Becoming Sustainable: A Study of Technological Innovation Adoption by Estonian Primary School Teachers","authors":"Janika Leoste, M. Heidmets, Tobias Ley, J. Stepanova","doi":"10.55612/s-5002-047-007","DOIUrl":"https://doi.org/10.55612/s-5002-047-007","url":null,"abstract":"Rapid technological advances provide education systems with a steady stream of novel teaching approaches that are based on various modern technologies. These novel approaches are known as Technology-Enhanced Learning (TEL) innovations, and they are aimed at making learning and teaching more efficient, and providing students with relevant skills and knowledge for the contemporary world. Despite this, TEL innovations often fail to become sustainable in teachers’ classroom practices, resulting in wasted human and material resources. Based on existing theoretical frameworks, several TEL innovation process stages as well as the factors that shape innovation acceptance by primary school teachers were outlined. Through interviews with 22 Estonian math teachers, who have already become permanent users of one particular TEL innovation called Robomath, the three stages of innovation acceptance – Awareness, Acceptance and Adoption – are described. In each of these stages, a certain combination of so-called sustainability factors is responsible for leading teachers to the next stage or making them reject the innovation. The role and importance of Contextual, Organizational, Personal, Technological, Social Practice and Perceived Value factors were studied. In order to ensure the sustainability of a TEL innovation, innovation planning should take into account the innovation process stages, ensuring that teachers are adequately supported in each phase, in particular with regard to the factors that are decisive in that particular phase.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125304130","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}
Ladislava Zbiejczuk Suchá, Roman Novotný, Tomás Stefek, A. Moor, J. Svitáková, Eliska Bartosová. Petr Skyrík, Barbora Buchtová, Eva Víchová
Promoting social innovations in libraries requires a new approach to designing innovation programs. In order to provide the effective learning program on social innovations for libraries, the Research through Design methodology was selected as a tool for setting the program for the needs of participants as well as for providing scalable approach to designing innovation programs aimed at increasing the innovation competencies of librarians. Design thinking and the design process are a suitable basis for incubating new socially innovative services. However, the design process needs to include the subsequent phases of the social innovation life cycle, such as demonstrating the impact, its successful presentation or scaling. For a higher social impact, it is necessary to strengthen the importance of participatory community network mapping as a key input in solving community problems and the role and future direction of the library. When designing, it is necessary to integrate all these components into one whole, and when facilitating, it is necessary to pay attention to all these parts. Four runs of the incubation program are described as well as their results, outputs, and learnings from the whole designing process. Gasparini’sconcepts of openness, dialogical spaces and temporality have proven to be applicable also for designing the incubation programs for public libraries. Within the incubation programs attention should be paid both to user-oriented and inner organizational social innovations.
{"title":"Designing an incubator for social innovations in libraries: Learnings from the Research through Design approach","authors":"Ladislava Zbiejczuk Suchá, Roman Novotný, Tomás Stefek, A. Moor, J. Svitáková, Eliska Bartosová. Petr Skyrík, Barbora Buchtová, Eva Víchová","doi":"10.55612/s-5002-047-010","DOIUrl":"https://doi.org/10.55612/s-5002-047-010","url":null,"abstract":"Promoting social innovations in libraries requires a new approach to designing innovation programs. In order to provide the effective learning program on social innovations for libraries, the Research through Design methodology was selected as a tool for setting the program for the needs of participants as well as for providing scalable approach to designing innovation programs aimed at increasing the innovation competencies of librarians. Design thinking and the design process are a suitable basis for incubating new socially innovative services. However, the design process needs to include the subsequent phases of the social innovation life cycle, such as demonstrating the impact, its successful presentation or scaling. For a higher social impact, it is necessary to strengthen the importance of participatory community network mapping as a key input in solving community problems and the role and future direction of the library. When designing, it is necessary to integrate all these components into one whole, and when facilitating, it is necessary to pay attention to all these parts. Four runs of the incubation program are described as well as their results, outputs, and learnings from the whole designing process. Gasparini’sconcepts of openness, dialogical spaces and temporality have proven to be applicable also for designing the incubation programs for public libraries. Within the incubation programs attention should be paid both to user-oriented and inner organizational social innovations.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122920689","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}
Designing learning in higher education involves developing teaching-learning strategies adapted to the individual characteristics of students. Therefore, it is necessary to create models that facilitate the creation and dissemination of learning itinerary designs. This review aims to identify characteristics of the models design for learning itineraries in higher education. The methodology used is the systematic review at the level of meta-analysis following the PRISMA protocol. The 28 articles selected for mapping and synthesis allowed the identification of characteristics of the studies, the structure and the pattern language of the designs, the personalization strategies, the elaboration methodology and strategies to evaluate the results of the implementation of learning itineraries. In conclusion, designers and teachers showed a tendency for an own design, therefore it is necessary to extend the existing knowledge about its implications in the educational practice, and the construction of knowledge is directed to the models design.
{"title":"Designing and Representing Learning Itineraries: A Systematic Review of the Literature","authors":"Rubén Buitrago, J. Salinas, Oscar Boude","doi":"10.55612/s-5002-047-005","DOIUrl":"https://doi.org/10.55612/s-5002-047-005","url":null,"abstract":"Designing learning in higher education involves developing teaching-learning strategies adapted to the individual characteristics of students. Therefore, it is necessary to create models that facilitate the creation and dissemination of learning itinerary designs. This review aims to identify characteristics of the models design for learning itineraries in higher education. The methodology used is the systematic review at the level of meta-analysis following the PRISMA protocol. The 28 articles selected for mapping and synthesis allowed the identification of characteristics of the studies, the structure and the pattern language of the designs, the personalization strategies, the elaboration methodology and strategies to evaluate the results of the implementation of learning itineraries. In conclusion, designers and teachers showed a tendency for an own design, therefore it is necessary to extend the existing knowledge about its implications in the educational practice, and the construction of knowledge is directed to the models design.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127379322","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}
Walkable university campuses require comprehensive planning and design that considers the campus as a whole, which means that buildings and the surrounding environment should not be segmented from a walkability point of view. Without considering the walkability criterion, the spatial organisation of the teaching buildings on university campuses may negatively impact pedestrian speed. This paper outline a comparative study of the old and new campuses of Sulaimani University, which have different types of spatial organisation, to demonstrate the impact of campus layout design on pedestrian speed. The aim is to show how university campus design and spatial organisation type affect pedestrian speed and determine the best type of campus layout design from a walkability point of view. For the empirical study, data were collected through video recordings and observing pedestrian speed between 8:00 am and 9:00 am for 15 days on both campuses. The recorded data were then transformed into numerical values such as speed, and different types of walking. In a second step, data about physical characteristics of campusesdesignwere collected, such as walkway length, width and level, and number of pedestrian walkway intersections.Finally, using multiple linear regression analysis, a mathematical model was designed to test campus spatial organisation on pedestrian speed. In this way, comparing the results for the campuses, the findings reveal that campus layout design and walkway characteristics affect pedestrian speed with different impact ratios. The results indicate the best spatial organisation type for walkable campuses.
{"title":"The Impact of University Campus Spatial Organisation on Pedestrian Speed: A Comparison between the Old and New Campuses of Sulaimani University","authors":"W. Abdullah, Nahedh Taha Al-Qemaqchi","doi":"10.55612/s-5002-047-012","DOIUrl":"https://doi.org/10.55612/s-5002-047-012","url":null,"abstract":"Walkable university campuses require comprehensive planning and design that considers the campus as a whole, which means that buildings and the surrounding environment should not be segmented from a walkability point of view. Without considering the walkability criterion, the spatial organisation of the teaching buildings on university campuses may negatively impact pedestrian speed. This paper outline a comparative study of the old and new campuses of Sulaimani University, which have different types of spatial organisation, to demonstrate the impact of campus layout design on pedestrian speed. The aim is to show how university campus design and spatial organisation type affect pedestrian speed and determine the best type of campus layout design from a walkability point of view. For the empirical study, data were collected through video recordings and observing pedestrian speed between 8:00 am and 9:00 am for 15 days on both campuses. The recorded data were then transformed into numerical values such as speed, and different types of walking. In a second step, data about physical characteristics of campusesdesignwere collected, such as walkway length, width and level, and number of pedestrian walkway intersections.Finally, using multiple linear regression analysis, a mathematical model was designed to test campus spatial organisation on pedestrian speed. In this way, comparing the results for the campuses, the findings reveal that campus layout design and walkway characteristics affect pedestrian speed with different impact ratios. The results indicate the best spatial organisation type for walkable campuses.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126749229","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}
The education of first and second graders was the hardest hit by the pandemic. They have to learn to read, which is the biggest learning leap one can take. However, learning to read with a remote teacher is very complex at that age, and even more difficult in vulnerable sectors without access to computers or internet. In this work we investigate whether a playful smartphone based territorial ecosystem of collective brain among teachers of first and second graders can be implemented in the current pandemic and study to what extent it fosters the exchange and improvement of teaching strategies among teachers. Based on the experience gained on the ecosystem built in 2019, the system was adapted in order to encourage the sharing of teaching strategies between teachers. We obtained our data from the online territorial ecosystem where we received 450,000 responses from students, and from 3-minute videos made by teachers and shared on the ecosystem. We found that 640 teachers adopted the ecosystem App, with 98 of them sharing their strategies by uploading 3-minute videos. From these videos we also found evidence of an evolution of the strategies, which may have come from teachers imitating and improving on the strategies shown in previous videos.
{"title":"A collective brain to adapt teaching to quarantined first and second graders","authors":"R. Araya","doi":"10.55612/s-5002-047-001","DOIUrl":"https://doi.org/10.55612/s-5002-047-001","url":null,"abstract":"The education of first and second graders was the hardest hit by the pandemic. They have to learn to read, which is the biggest learning leap one can take. However, learning to read with a remote teacher is very complex at that age, and even more difficult in vulnerable sectors without access to computers or internet. In this work we investigate whether a playful smartphone based territorial ecosystem of collective brain among teachers of first and second graders can be implemented in the current pandemic and study to what extent it fosters the exchange and improvement of teaching strategies among teachers. Based on the experience gained on the ecosystem built in 2019, the system was adapted in order to encourage the sharing of teaching strategies between teachers. We obtained our data from the online territorial ecosystem where we received 450,000 responses from students, and from 3-minute videos made by teachers and shared on the ecosystem. We found that 640 teachers adopted the ecosystem App, with 98 of them sharing their strategies by uploading 3-minute videos. From these videos we also found evidence of an evolution of the strategies, which may have come from teachers imitating and improving on the strategies shown in previous videos.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127156517","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}
Access to architectural information has undergone great changes due to the global use of the internet. In the digital environment, the quantity of information and its 'free' availability create advantages compared to the high costs of editing and publishing books and magazines. This fact has resulted in a tendency to simplify the content with striking images and avoid information from texts that emphasise the philosophy of the project. Previous research indicates that both digital and analogical sources are complementary, but there is no examination of whether the search behaviours or the types of architectural information influence students’ results. This research aims to observe the digital and analogue access habits of architecture students and to delve into the reasons for these behaviours. A questionnaire on access to architectural information has been designed and validated, in which 170 undergraduate students from the School of Architecture of the Universidade da Coruña have participated. The results show that younger students focus on image-based social networks as a source of information, despite acknowledging that higher-quality information can be found in analogue sources such as books and magazines. Furthermore, it has been detected that information search habits influence student results, depending on the nature of the subject.
由于互联网的全球使用，建筑信息的获取发生了巨大的变化。在数字环境中，与编辑和出版书籍杂志的高成本相比，信息的数量及其“免费”的可用性创造了优势。这一事实导致了用引人注目的图像简化内容的趋势，并避免了强调项目理念的文本信息。先前的研究表明，数字和类比来源是互补的，但没有检查搜索行为或建筑信息类型是否会影响学生的结果。本研究旨在观察建筑系学生的数字和模拟访问习惯，并深入探讨这些行为的原因。设计并验证了一份关于获取建筑信息的调查问卷，来自universsidade da Coruña建筑学院的170名本科生参与了调查问卷。研究结果显示，年纪较小的学生更关注以图片为基础的社交网络作为信息来源，尽管他们承认，在书籍和杂志等类似来源中可以找到更高质量的信息。此外，已经发现信息搜索习惯会影响学生的结果，这取决于主题的性质。
{"title":"Analogue and Digital Access to Architectural Information","authors":"Antonio Amado Lorenzo, Vicente A. López-Chao","doi":"10.55612/s-5002-047-011","DOIUrl":"https://doi.org/10.55612/s-5002-047-011","url":null,"abstract":"Access to architectural information has undergone great changes due to the global use of the internet. In the digital environment, the quantity of information and its 'free' availability create advantages compared to the high costs of editing and publishing books and magazines. This fact has resulted in a tendency to simplify the content with striking images and avoid information from texts that emphasise the philosophy of the project. Previous research indicates that both digital and analogical sources are complementary, but there is no examination of whether the search behaviours or the types of architectural information influence students’ results. This research aims to observe the digital and analogue access habits of architecture students and to delve into the reasons for these behaviours. A questionnaire on access to architectural information has been designed and validated, in which 170 undergraduate students from the School of Architecture of the Universidade da Coruña have participated. The results show that younger students focus on image-based social networks as a source of information, despite acknowledging that higher-quality information can be found in analogue sources such as books and magazines. Furthermore, it has been detected that information search habits influence student results, depending on the nature of the subject.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132968979","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}
This paper investigates the opportunities offered by an instructional tool, built to help teachers in the creation of hybrid teaching activities in post-pandemic learning contexts. Teachers will design new hybrid contexts by connecting physical space, digital space, innovative pedagogical approaches and user needs. The starting points are the technical skills acquired by teachers during the period of forced distance learning, the new role of directors and designers of teaching activities assumed by teachers in active learning approaches and the need for new innovative learning environments able to relate the human and technological components. The tool, built within a PhD research, has been tested with the teachers of Politecnico di Milano in co-design and autonomous activities.
本文调查了一种教学工具提供的机会，该工具旨在帮助教师在大流行后的学习环境中创建混合教学活动。教师将通过连接物理空间、数字空间、创新的教学方法和用户需求来设计新的混合环境。出发点是教师在强制远程学习期间获得的技术技能，教师在主动学习方法中担任教学活动的导演和设计者的新角色，以及需要能够将人的组成部分和技术组成部分联系起来的新的创新学习环境。该工具是在一项博士研究中开发的，已经在米兰理工大学(Politecnico di Milano)的教师中进行了协同设计和自主活动的测试。
{"title":"A tool for designing hybrid learning contexts in higher education","authors":"A. Manciaracina","doi":"10.55612/s-5002-046-007","DOIUrl":"https://doi.org/10.55612/s-5002-046-007","url":null,"abstract":"This paper investigates the opportunities offered by an instructional tool, built to help teachers in the creation of hybrid teaching activities in post-pandemic learning contexts. Teachers will design new hybrid contexts by connecting physical space, digital space, innovative pedagogical approaches and user needs. The starting points are the technical skills acquired by teachers during the period of forced distance learning, the new role of directors and designers of teaching activities assumed by teachers in active learning approaches and the need for new innovative learning environments able to relate the human and technological components. The tool, built within a PhD research, has been tested with the teachers of Politecnico di Milano in co-design and autonomous activities.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114675071","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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