標(biāo)題: Titlebook: Design Education Across Disciplines; Transformative Learn Miikka J. Lehtonen,Tomi Kauppinen,Laura Sivula Book 2023 The Editor(s) (if applic [打印本頁] 作者: 葉子 時間: 2025-3-21 19:42
書目名稱Design Education Across Disciplines影響因子(影響力)
書目名稱Design Education Across Disciplines影響因子(影響力)學(xué)科排名
書目名稱Design Education Across Disciplines網(wǎng)絡(luò)公開度
書目名稱Design Education Across Disciplines網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Design Education Across Disciplines被引頻次
書目名稱Design Education Across Disciplines被引頻次學(xué)科排名
書目名稱Design Education Across Disciplines年度引用
書目名稱Design Education Across Disciplines年度引用學(xué)科排名
書目名稱Design Education Across Disciplines讀者反饋
書目名稱Design Education Across Disciplines讀者反饋學(xué)科排名
作者: 運動吧 時間: 2025-3-21 22:56 作者: 可互換 時間: 2025-3-22 03:35 作者: 北極熊 時間: 2025-3-22 05:40
Designing Learning Design Pedagogy: Proactively Integrating Work-Integrated Learning to Meet ExpectaJ. C., Tang, H., Vasconcelos, L., Pallitt, N., & Thankachan, B in Research methods in learning design and technology. Routledge, 2020). Work-integrated learning, also known as cooperative education in some geographies, depends on the integration of the disciplinary and societal context to add the va作者: 哭得清醒了 時間: 2025-3-22 11:34
Socially Responsive Design Education: Emerging Designers and Authentic Transdisciplinary Collaborati作者: 種屬關(guān)系 時間: 2025-3-22 13:22
Creating Eddies: A Transformation Design Project Founded on Caring作者: 種屬關(guān)系 時間: 2025-3-22 19:20 作者: Arrhythmia 時間: 2025-3-23 01:09
Design Pedagogy: Higher Education Possibilities for the Twenty-First Centuryy of use in design pedagogy. This chapter articulates the benefits of applying design pedagogy, particularly Design Studio-Based Learning (DSBL), to other academic disciplines, making the case that these practices provide direction and futures for twenty-first-century higher education作者: 使服水土 時間: 2025-3-23 04:37
Blurring the Boundaries: The New Collaborative Education, Work and Skills Ecosystemng future skills and the future of work, the way we design (or re-design) teaching and learning in higher education needs to be transformed so that future graduates’ capabilities, skills and knowledge provide a relevant combination of both technical expertise and intangible knowledge and skills.作者: 就職 時間: 2025-3-23 09:30
Blending Boundaries: Design and Technologyies, cultures, and knowledge, to name but few examples. In addition, design is also distinguished by . with boundaries: how we work across, between, at the edges of, pushing, pulling, or blurring them.作者: 切碎 時間: 2025-3-23 13:28
A Meditative Design Development Framework Toward Post Human-Centered Transformation of Pedagogical P3, 2020; Schwartzman, Communication Education 69:502–517, 2020). It is of importance and urgency then, to empower learners in such a way that they can imagine and become actors to make the diverse impacts required.作者: Override 時間: 2025-3-23 15:55 作者: preeclampsia 時間: 2025-3-23 20:00
https://doi.org/10.1007/978-3-319-99519-9ad more direct impact on teaching and learning than others, Fleming (2021, p. 2) reminds us that the issues go deeper: “[t]he founding mission of public higher education has been pulverised over the last 35?years as universities morphed into business enterprises obsessed with income, growth and outputs” (see also Fleming, 2020).作者: 易受刺激 時間: 2025-3-23 22:19
The MINER,A Detector and Simulation,n more broadly as a constructive force that supports learning. The chapter conceives of ambiguity as culturally and socially constructed in its context of use, and offers a series of provocations for a pedagogy of ambiguity to support the transformation of teaching and learning in higher education today.作者: Basilar-Artery 時間: 2025-3-24 03:09 作者: 破裂 時間: 2025-3-24 08:30
https://doi.org/10.1007/978-981-10-7742-5 the local social and business environment through interdisciplinary work and comprehensive training. Methodologically speaking, we embrace .: a way of building theory derived from action. This approach differs from . which focuses on design process improvement, and from . which is a theoretical field of study.作者: Climate 時間: 2025-3-24 11:26
Saskia Ramm,Pierre Grzona,Hagen Jungip of their own learning. We highlight the role of design and designers in developing the capacities needed by students and teachers, and detail the necessary changes in the role and responsibilities of learners and teachers.作者: 一瞥 時間: 2025-3-24 16:05 作者: 施舍 時間: 2025-3-24 19:13 作者: 或者發(fā)神韻 時間: 2025-3-25 02:44 作者: temperate 時間: 2025-3-25 04:32
Designing a Tactile Class in Online Learning: “Click-Points” vs Touchpoints human civilisation. As technology is enhancing our outreach, capacities, and volume of interactions in Higher Education (HE), it is fair to say that it also separates the engagement between staff and students, lowering the attention span and motivation and, overall, impacting the student and staff experience.作者: menopause 時間: 2025-3-25 10:19 作者: CHARM 時間: 2025-3-25 12:16
Capacities for the New World: Changing Roles and Responsibilities of Educators and Learnersip of their own learning. We highlight the role of design and designers in developing the capacities needed by students and teachers, and detail the necessary changes in the role and responsibilities of learners and teachers.作者: ALE 時間: 2025-3-25 15:56
cation with solutions ranging from single courses to program.This book explores how design thinking can transform higher education, with solutions ranging from single course sessions to whole programs and universities. The authors demonstrate how designing across disciplines is done, with disruptive作者: 祖先 時間: 2025-3-25 21:31 作者: BYRE 時間: 2025-3-26 00:40 作者: NOT 時間: 2025-3-26 05:39
Peter R. Bahn,Aristotel Pappelisies, cultures, and knowledge, to name but few examples. In addition, design is also distinguished by . with boundaries: how we work across, between, at the edges of, pushing, pulling, or blurring them.作者: Femish 時間: 2025-3-26 11:20
Conference proceedings‘‘‘‘‘‘‘‘ 20243, 2020; Schwartzman, Communication Education 69:502–517, 2020). It is of importance and urgency then, to empower learners in such a way that they can imagine and become actors to make the diverse impacts required.作者: 堅毅 時間: 2025-3-26 15:55 作者: 不真 時間: 2025-3-26 20:26 作者: 頑固 時間: 2025-3-26 23:53
Jeffrey T. Mitchell,George S. Everly Jred to incorporate a variety of new learning and teaching practices. Interestingly, many of these new pedagogical practices have a long and rich history of use in design pedagogy. This chapter articulates the benefits of applying design pedagogy, particularly Design Studio-Based Learning (DSBL), to o作者: 羞辱 時間: 2025-3-27 01:19 作者: 要素 時間: 2025-3-27 07:41
The MINER,A Detector and Simulation,ic Forum, 2020). At the same time, higher education institutions are increasingly challenged by complexity, change, and ambiguity. Working with ambiguity is a familiar concept in design practice and education, particularly in studio-based learning, and it has further significance for higher educatio作者: 上下倒置 時間: 2025-3-27 09:45 作者: 天賦 時間: 2025-3-27 13:50 作者: 絕食 時間: 2025-3-27 18:02
Aristotel Pappelis,Peter Bahn,Randall Grubbselerated this demand. While the initial response was more in line with emergency remote teaching (Heggart in Global perspectives on educational innovations for emergency situations. Springer, 2022), more carefully planned models, often requiring design expertise, are now being trialled in different 作者: 起波瀾 時間: 2025-3-28 01:10 作者: anthesis 時間: 2025-3-28 05:44 作者: 淡紫色花 時間: 2025-3-28 06:59
Conference proceedings‘‘‘‘‘‘‘‘ 2024o pandemics, conflict, and societal tensions (Karalis and Raikou, International Journal of Academic Research in Business and Social Sciences 10:479–493, 2020; Schwartzman, Communication Education 69:502–517, 2020). It is of importance and urgency then, to empower learners in such a way that they can作者: Mortal 時間: 2025-3-28 13:31
Saskia Ramm,Pierre Grzona,Hagen Jungation with external stakeholders and for self-reflection. We refer to Challenge-Based Learning, an educational concept developed in engineering education, as a step in transforming education in response to societal changes, where students develop new capacities and are empowered to gain more ownersh作者: Mystic 時間: 2025-3-28 15:09
https://doi.org/10.1007/978-3-031-23152-0education design; course design; future-proof learning; online learning; transformational learning; educa作者: 食草 時間: 2025-3-28 19:11
978-3-031-23154-4The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: 物質(zhì) 時間: 2025-3-29 02:21
Miikka J. Lehtonen,Tomi Kauppinen,Laura SivulaShares and discusses a diverse range of inclusive methods for how design engages learners.Presents how design thinking transforms higher education with solutions ranging from single courses to program作者: 胎兒 時間: 2025-3-29 06:54
http://image.papertrans.cn/d/image/268380.jpg作者: Commission 時間: 2025-3-29 10:52 作者: 神刊 時間: 2025-3-29 11:30 作者: byline 時間: 2025-3-29 19:32
Introduction,justice (Dar et al., 2021), the war in Ukraine (Kism?di & Pitchforth, 2022), the Covid-19 pandemic (Jones & Lotz, 2021), regional and global environmental disasters (IPCC, 2022), and deteriorating working conditions in academia (e.g. Hill, 2012) to name but a few examples. While some of these have h作者: 細(xì)胞 時間: 2025-3-29 22:08 作者: 空氣傳播 時間: 2025-3-30 00:49 作者: 禍害隱伏 時間: 2025-3-30 04:43
Embracing a Pedagogy of Ambiguity in Higher Educationic Forum, 2020). At the same time, higher education institutions are increasingly challenged by complexity, change, and ambiguity. Working with ambiguity is a familiar concept in design practice and education, particularly in studio-based learning, and it has further significance for higher educatio作者: 尾巴 時間: 2025-3-30 10:26
Designing for X-Disciplinarity : Why, What and How? Why Now? vaguely defined and used interchangeably (Gasper, 2010; Jahn et al., 2012). It is difficult to come to a consensus on how these initiatives should be enacted in teaching and learning practice, but the underlying premise is one and the same—for those participating in these activities to have a more 作者: Feedback 時間: 2025-3-30 15:22
Designing a Tactile Class in Online Learning: “Click-Points” vs Touchpointshnology has become more and more integrated into our social interactions with other people and with nature. Recent medical and technological breakthroughs such as Neuralink and Braingate have given us a glimpse of how embedded technology within the human body and brain could change the trajectory of作者: limber 時間: 2025-3-30 19:28
Designing Learning Design Pedagogy: Proactively Integrating Work-Integrated Learning to Meet Expectaelerated this demand. While the initial response was more in line with emergency remote teaching (Heggart in Global perspectives on educational innovations for emergency situations. Springer, 2022), more carefully planned models, often requiring design expertise, are now being trialled in different 作者: 向前變橢圓 時間: 2025-3-31 00:43
Blending Boundaries: Design and Technologydaries may seem very familiar. Much of what we do in design necessarily requires us to work with boundaries that arise from roles, specialism, activities, cultures, and knowledge, to name but few examples. In addition, design is also distinguished by . with boundaries: how we work across, between, a作者: 高興去去 時間: 2025-3-31 03:32 作者: miscreant 時間: 2025-3-31 05:14 作者: 不可接觸 時間: 2025-3-31 09:16
Capacities for the New World: Changing Roles and Responsibilities of Educators and Learnersation with external stakeholders and for self-reflection. We refer to Challenge-Based Learning, an educational concept developed in engineering education, as a step in transforming education in response to societal changes, where students develop new capacities and are empowered to gain more ownersh作者: elucidate 時間: 2025-3-31 13:30
0302-9743 2009, jointly with the Symposium on Human Interface (Japan) 2009, the 8th International Conference on Engineering Psychology and Cognitive Ergonomics, the 5th International Conference on Universal Access in Human–Computer Interaction, the Third International Conf- ence on Virtual and Mixed Reality,
