Design Futures: Connecting Real World Experiences and Industrial Processes in Studio Based Projects

This paper discusses a studio-based lighting design project developed for second year undergraduate students in a four year design degree. The project is intended to develop student understanding of the technological and manufacturing requirements of the professional design process and has been repeated each year over a three year period during which time student responses have been gathered and changes made in response to student feedback. This paper highlights the benefits of real world experiences in the early stage of design education by extending the traditions of hypothetically and conceptually rich briefs, which impacts on the student’s future design process. The lighting project is based on a client brief/s that range from architectural lighting for commercial applications to lighting systems for emergency services. The project includes lighting workshops that explore the technical and ephemeral qualities of light and provides students with hands-on experience of industrial/manufacturing processes. It also extends understanding on the role of collaboration in obtaining a professional outcome, i.e. (producing working prototypes for exhibition). Students are required to source quotations from industry thus affording a tangible outcome and an understanding of the financial implications of their design outputs. Final working prototypes are presented in a public exhibition space, designed and co-ordinated by the student group. The educational benefits of ‘real world’ experiences gained by the students and its impact on their design process is analysed. Student evaluations are discussed in response to the project brief, including their response to working with industry. In addition, how the results have enabled a refinement to the project over time. By embedding opportunities for students to engage in industrial processes outside of the university they are more likely to assume a professional focus, share knowledge and engage in each other’s experiences rather than focus on individual achievements and grades

Turkey Buzzard Project

The goal of this project is to engage high schools students in the research process as well as in the invention process. In a partnership among Embry-Riddle Aeronautical University (ERAU), Broward County Aviation Division (BCAD), and Northeast High School, a team of teachers will advise student inventors through producing a working invention in response to a real-world problem. The invention will solve or attempt to solve the turkey buzzard problem near the airports in South Florida. In the fall and winter of 2020-2021, turkey buzzards caused millions of dollars in damages to aircrafts in local air space. This year-long project will involve students learning the fundamentals of innovation/invention, the technology and processes needed to approach and solve the turkey buzzard issue, as well as problem-solving, communication, and financial budgeting skills. In addition, students will collaborate with each other to develop feasible solutions to the issue and communicate their products to a group of industry experts. Three surveys will be conducted throughout this project to assess student interests and any change in STEM and invention ideologies through this project. The results from this project will help determine the viability of such projects/programs and partnerships and lay the foundations for developing a guide or framework for future projects at the secondary level. Using the engineering design cycle and invention protocols, students will first formulate solutions in small groups according to an invention protocol. They will then present their proposals to a panel of experts, and receive feedback and advice. After going to the panel, the panel will rate the proposal(s) that are most feasible, and the group will work on the solution. The students will then ideate, create a model or solution, test it, iterate, prototype, and test again. The end-goal is to create a working solution, whether a prototype or process, with the enlistment of the community, both local, academic, industrial, and the larger county and aviation community

Integrating Civic Engagement through Virtual Learning in the STEM Classroom

Currently there is a lack of real-world projects/clients integrated into higher education classrooms. Although there has been a recent uptick in the need to integrate the humanities into the STEM classroom, service learning and/or civic engagement focused projects are limited. This research is to investigate methods for incorporating authentic learning experiences into the post-secondary STEM classroom guided by the follow research question: How can we increase access to authentic learning in the higher education classroom? To answer the question, the pilot study will engage six undergraduate students of varying age, major, and genders in a two-phase approach. First, the students will participate in a group-like virtual internship offered by the U.S. government sponsored Virtual Student Federal Service (VSFS). Traditionally, these types of internships go to individuals rather than teams. The research will focus on team functions as well as project deadlines. The second phase is to use Participatory Action Research (PAR) and Photovoice to evaluate this new approach to VSFS internships. Qualitative data such as photos, narratives, and transcripts will be analyzed using the NVivo software. The team will investigate the data and identify themes related to what went well, what did not go well, what could be improved, and what lessons were learned. New knowledge from this research will be captured by usage of Photovoice and the team’s insights from the experience. If VSFS works well as a team project, it could provide another option for the higher education classroom. Other programs such as service learning student organizations, industry-sponsored capstone projects, and co-ops all have implications that VSFS does not. The results have the potential to transform higher education, producing graduates more prepared to enter the workforce, improving educational institution’s completion and placement rates, and increasing return for parents who help finance their children’s tuition

STEM@1000mph: developing open educational resources in a live engineering project

Higher education institutions are recognising the clear benefits of open educational resources, and academics are engaging with the development of these resources. This paper presents a case study of OERs being developed using the live, current BloodhoundSSC world land speed record project as a basis. The paper outlines the rationale for the BloodhoundSSC project and its focus on educational engagement across the age spectrum. The work undertaken to develop a web-based repository along with activities to stimulate academic and student engagement are described. The paper explores how academics have engaged with developing OERs based on this openly available content, the issues encountered and ways in which these issues can be mitigated

The use value of real-world projects: Children and community-based experts connecting through school work

In this paper we discuss how the products of student work during long-term, interdisciplinary curricular units at King Middle School, a grades 6-8 public school in Portland, Maine, through their aesthetic qualities, transformed people’s understanding of what children were capable of. We argue that, to effectively understand student work of this type, ‘cognitive’ and ‘practical’ criteria for evaluation – i.e., as a supposed indicator of what students need to know and be able to do – fail to convey the actual, substantive value of the work, rendering it relatively static and meaningless like much conventional schoolwork. Instead, we argue that aesthetic criteria can help to adequately understand and assess community-based, project work. Moreover, focusing only on student learning throughout the production process occludes the importance of collaboration, communication, and dialogue with an audience: in this case, community experts whose goals and interests must be accommodated as students do their work. The aim of the article is twofold: 1) to present a coherent picture of student project work that adequately captures its complexity both in the process of its production, and in its use-value upon completion; and 2) to argue for the importance of aesthetic criteria in planning and assessing student projects

Engaging Students Engaging Industry Engaging Enterprise

A reflective piece on how a small team of students and academics gained more awareness of their own sense of enterprise and creativity. The case study examines the phases and crisis points of the whole event process and identifies some of the key learning outcomes for all involved

Enhancing online climate change education: distance and conventional university collaboration for a Master's curriculum

See also a longer version: ‘Expanding Citizen and Practitioner Engagement with the Climate Change Challenge Through Collaborative Masters Curriculum, Open Educational Resources, E-learning Communities and Virtual Mobility’, presented at a conference of European Association of Distance Teaching Universities (EDTU), Zermatt, Switzerland, September 2010 (www.eadtu.nl/.../Accepted%20Presentations%20for%20Newsletter.pd).This paper analyses the different ways in which both distance and conventional universities engage with learning and teaching. It argues that rather than seeing their roles as institutionally compartmentalised, there is much benefit in delivering online education through an institutional collaboration which develops synergies with a potential to contribute to citizen and professional practitioner empowerment, in this case, for debates about climate change. The example the paper draws on is that of a European Region Action Scheme for the Mobility of University Students (Erasmus) project ‘The Lived experience of climate change (LECH-e): interdisciplinary e-module development and virtual mobility’. The project brings together five distance and three conventional universities across six EU countries, plus the European Association of Distance Teaching Universities (EADTU), to create a Master’s curriculum in the area of climate change. It argues that universities across Europe have complementary strengths, both in terms of their disciplinary expertise and the ways in which they engage with students. Understanding the complex, real-world challenge of climate change requires a holistic approach which draws on these complementary strengths through collaborative work. Keywords: conventional universities; distance-learning universities; Master’s curriculum in climate change; collaboration

Mixing the Digital, Social, and Cultural: Learning, Identity, and Agency in Youth Participation

Part of the Volume on Youth, Identity, and Digital MediaHow do youth use media and technology as they learn to be participants in civic and democratic practices? We share two case studies -- one from a media arts production organization and one from a school board youth group -- that revolve around youth-adult interactions in learning environments that offer youth real opportunities to be influential in their respective communities. The cases feature youth and their involvements with digital media, pedagogical approaches, and engagements that enhance their participatory capacities. There are multiple channels through which these interactions happen, some with and facilitated by adults and others created and negotiated by youth. We describe how youth and adults establish learning environments for each other, negotiate the grounds for participation, and explore the possibilities and limitations of social and digital technologies in these processes, supporting the idea that this learning is something that young people do as agents in their development

The seamless integration of Web3D technologies with university curricula to engage the changing student cohort

The increasing tendency of many university students to study at least some courses at a distance limits their opportunities for the interactions fundamental to learning. Online learning can assist but relies heavily on text, which is limiting for some students. The popularity of computer games, especially among the younger students, and the emergence of networked games and game-like virtual worlds offers opportunities for enhanced interaction in educational applications. For virtual worlds to be widely adopted in higher education it is desirable to have approaches to design and development that are responsive to needs and limited in their resource requirements. Ideally it should be possible for academics without technical expertise to adapt virtual worlds to support their teaching needs. This project identified Web3D, a technology that is based on the X3D standards and which presents 3D virtual worlds within common web browsers, as an approach worth exploring for educational application. The broad goals of the project were to produce exemplars of Web3D for educational use, together with development tools and associated resources to support non-technical academic adopters, and to promote an Australian community of practice to support broader adoption of Web3D in education. During the first year of the project exemplar applications were developed and tested. The Web3D technology was found to be still in a relatively early stage of development in which the application of standards did not ensure reliable operation in different environments. Moreover, ab initio development of virtual worlds and associated tools proved to be more demanding of resources than anticipated and was judged unlikely in the near future to result in systems that non-technical academics could use with confidence. In the second year the emphasis moved to assisting academics to plan and implement teaching in existing virtual worlds that provided relatively easy to use tools for customizing an environment. A project officer worked with participating academics to support the teaching of significant elements of courses within Second LifeTM. This approach was more successful in producing examples of good practice that could be shared with and emulated by other academics. Trials were also conducted with ExitRealityTM, a new Australian technology that presents virtual worlds in a web browser. Critical factors in the success of the project included providing secure access to networked computers with the necessary capability; negotiating the complexity of working across education, design of virtual worlds, and technical requirements; and supporting participants with professional development in the technology and appropriate pedagogy for the new environments. Major challenges encountered included working with experimental technologies that are evolving rapidly and deploying new networked applications on secure university networks. The project has prepared the way for future expansion in the use of virtual worlds for teaching at USQ and has contributed to the emergence of a national network of tertiary educators interested in the educational applications of virtual worlds

Exploring roles and relationships in the production of the built environment

Given the number of different agencies and the complexity of institutional and professional relationships in the production, management and regulation of the built environment, many students entering built environment professions leave university education to take up work placements or employment without a sufficient understanding of the different actors and the formal and informal interactions and social relationships between them. Furthermore, destructive stereotypes may form during the educational process as students construct their own professional identity, in part learnt from their teachers and peers, and naturalised by the academic and professional institutions that form the context of their education – a process of enculturation termed ‘professional socialization’ by social scientists (Cuff, 1991: 118). These stereotypes may lead ultimately to inter-professional tensions and hostilities. Innovations in practice often involve challenges to established roles or joined-up thinking which breaches institutional structures, for all of which graduates may be ill-prepared