A Thick Industrial Design Studio Curriculum

This presentation was part of the session : Pedagogy: Procedures, Scaffolds, Strategies, Tactics24th National Conference on the Beginning Design StudentThis paper describes an industrial design studio course based in a private university in Izmir, Turkey where second year industrial design students, for the first time, engage in a studio project. The design studio course emphasises three distinct areas of competence in designing that are the focus of the curriculum. They are; design process: the intellectual act of solving a design problem; design concept: the imagination and sensibility to conceive of appropriate design ideas; and presentation: the ability to clearly and evocatively communicate design concepts. The studio is 'thick' with materials, tasks and activities that are intentionally sequenced to optimise learning in a process that is known as educational 'scaffolding.' The idea of a process--a patient journey toward it's destination, is implicit in the studio that is full of opportunities for reflection-in-action. A significant feature is the importance placed on drawing and model making. An exemplary design process should show evidence of 'breadth'--meaning a wide search for solutions where a range of alternatives explored throughout; followed by an incremental refinement of the chosen solution where elements of the final design concept are developed thoroughly and in detail--called 'depth.' Learning to design is predicated on an engagement in and manipulation of the elements of the design problem. Evidence of that learning will be found by examining the physical materials and results of the design process. The assessment criteria are published with the brief at the outset of design project and outcomes are spelt out at the end. Students are remind throughout project of the criteria, which is to say they are reminded of pedagogical aims of the studio. Assessment criteria are detailed and the advantages of summative assessment are described

Exploring the Use of Virtual Worlds as a Scientific Research Platform: The Meta-Institute for Computational Astrophysics (MICA)

We describe the Meta-Institute for Computational Astrophysics (MICA), the first professional scientific organization based exclusively in virtual worlds (VWs). The goals of MICA are to explore the utility of the emerging VR and VWs technologies for scientific and scholarly work in general, and to facilitate and accelerate their adoption by the scientific research community. MICA itself is an experiment in academic and scientific practices enabled by the immersive VR technologies. We describe the current and planned activities and research directions of MICA, and offer some thoughts as to what the future developments in this arena may be.Comment: 15 pages, to appear in the refereed proceedings of "Facets of Virtual Environments" (FaVE 2009), eds. F. Lehmann-Grube, J. Sablating, et al., ICST Lecture Notes Ser., Berlin: Springer Verlag (2009); version with full resolution color figures is available at http://www.mica-vw.org/wiki/index.php/Publication

Climate Ready Estuaries - COAST in Action: 2012 Projects from Maine and New Hampshire

In summer 2011 the US EPA’s Climate Ready Estuaries program awarded funds to the Casco Bay Estuary Partnership (CBEP) in Portland, Maine, and the Piscataqua Region Estuaries Partnership (PREP) in coastal New Hampshire, to further develop and use COAST (COastal Adaptation to Sea level rise Tool) in their sea level rise adaptation planning processes. The New England Environmental Finance Center worked with municipal staff, elected officials, and other stakeholders to select specific locations, vulnerable assets, and adaptation actions to model using COAST. The EFC then collected the appropriate base data layers, ran the COAST simulations, and provided visual, numeric, and presentation-based products in support of the planning processes underway in both locations. These products helped galvanize support for the adaptation planning efforts. Through facilitated meetings they also led to stakeholders identifying specific action steps and begin to determine how to implement them

Business Process Management Education in Academia: Status, challenges, and Recommendations

In response to the growing proliferation of Business Process Management (BPM) in industry and the demand this creates for BPM expertise, universities across the globe are at various stages of incorporating knowledge and skills in their teaching offerings. However, there are still only a handful of institutions that offer specialized education in BPM in a systematic and in-depth manner. This article is based on a global educators’ panel discussion held at the 2009 European Conference on Information Systems in Verona, Italy. The article presents the BPM programs of five universities from Australia, Europe, Africa, and North America, describing the BPM content covered, program and course structures, and challenges and lessons learned. The article also provides a comparative content analysis of BPM education programs illustrating a heterogeneous view of BPM. The examples presented demonstrate how different courses and programs can be developed to meet the educational goals of a university department, program, or school. This article contributes insights on how best to continuously sustain and reshape BPM education to ensure it remains dynamic, responsive, and sustainable in light of the evolving and ever-changing marketplace demands for BPM expertise

A decision-based perspective for the design of methods for systems design

Organization of material, a definition of decision based design, a hierarchy of decision based design, the decision support problem technique, a conceptual model design that can be manufactured and maintained, meta-design, computer-based design, action learning, and the characteristics of decisions are among the topics covered

The use of analytical models in human-computer interface design

Some of the many analytical models in human-computer interface design that are currently being developed are described. The usefulness of analytical models for human-computer interface design is evaluated. Can the use of analytical models be recommended to interface designers? The answer, based on the empirical research summarized here, is: not at this time. There are too many unanswered questions concerning the validity of models and their ability to meet the practical needs of design organizations

How to Build Practice Teaching System of Financial Mathematics in Local Universities

In this paper, the writer combined the experience in financial mathematics direction teaching with the results of the survey of tracking graduates, and analyzed the necessity for local colleges to carry out practical teaching in financial mathematics teaching. What’s more, the writer also proposes some suggestion in establishing practical teaching system of financial mathematics.Key words: Financial mathematics; Practical teaching; Teaching mod

Intention to use mobile customer relationship management systems

© Emerald Group Publishing Limited. Purpose - The purpose of this paper is to investigate the behavioral intentions of business-to-business (B2B) sales managers to use mobile customer relationship management (CRM) systems in the course of their day-to-day activities. Design/methodology/approach - An extended Technology Acceptance Model (TAM) of mobile CRM system adoption is developed and tested with data from 105 international sales managers representing five B2B companies. Findings - The study extends the TAM framework with three additional constructs derived from mobile technology and sales force automation literature, namely personal innovativeness in the domain of IT, perceived risk, and perceived reachability. The model demonstrates that personal innovativeness and perceived reachability have significant effects on the TAM framework. Research limitations/implications - The relatively small sample size limits the generalization of the results. Practical implications - Sales managers' intention to adopt mobile CRM can be explained by the extended TAM framework. Understanding the key factors that influence intention to adopt a mobile CRM system will aid companies in implementing it among their sales force. Companies willing to foster adoption of a mobile CRM system among the sales force could focus on communicating the usefulness of using the system and benefits gained from enhanced reachability. Recruiting sales people with strong personal innovativeness is beneficial. Originality/value - This study responds the calls for studies on mobile platforms and on the use of mobile B2B applications in sales force management. It is among the first attempts to incorporate variables derived from mobile technology acceptance literature among the sales force into the TAM framework, to better explain acceptance of mobile CRM systems

Emergent requirements for supporting introductory programming

The problems associated with learning and teaching first year University Computer Science (CS1) programming classes are summarized showing that various support tools and techniques have been developed and evaluated. From this review of applicable support the paper derives ten requirements that a support tool should have in order to improve CS1 student success rate with respect to learning and understanding