Making Sense of the Built Environment Handout Drafts

Workshop exercises adapted from Roger Williams University to be used as part of the RISD Summer Teachers\u27 Academy Making Sense of the Built Environment.https://digitalcommons.risd.edu/archives_tlad_pnddocs/1008/thumbnail.jp

Annual Report to Health and Education Leadership for Providence (H.E.L.P.)

Narrative summary of arts education programming as part of Project New Directions, describing students\u27 and teachers\u27 engagement.https://digitalcommons.risd.edu/archives_tlad_pnddocs/1006/thumbnail.jp

Design in Hand Proposal

Proposal for a professional development workshop centered around the Design in Hand exhibition at Providence Art Club.https://digitalcommons.risd.edu/archives_tlad_pnddocs/1010/thumbnail.jp

Correspondence from U.S. Department of Education

Letter from the United States Department of Education\u27s Fund for the Improvement of Postsecondary Education (FIPSE) to TLAD director Paul Sproll in response to the submission of a final report for Project New Directionshttps://digitalcommons.risd.edu/archives_tlad_pnddocs/1009/thumbnail.jp

The 'what' and 'how' of learning in design, invited paper

Previous experiences hold a wealth of knowledge which we often take for granted and use unknowingly through our every day working lives. In design, those experiences can play a crucial role in the success or failure of a design project, having a great deal of influence on the quality, cost and development time of a product. But how can we empower computer based design systems to acquire this knowledge? How would we use such systems to support design? This paper outlines some of the work which has been carried out in applying and developing Machine Learning techniques to support the design activity; particularly in utilising previous designs and learning the design process

Design descriptions in the development of machine learning based design tools

Applications of machine learning technologies are becoming ubiquitous in many sectors and their impacts, both positive and negative, are widely reported. As a result, there is substantial interest from the engineering community to integrate machine learning technologies into design workflows with a view to improving the performance of the product development process. In essence, machine learning technologies are thought to have the potential to underpin future generations of data-enabled engineering design system that will deliver radical improvements to product development and so organisational performance. In this paper we report learning from experiments where we applied machine learning to two shape-based design challenges: in a given collection of designed shapes, clustering (i) visually similar shapes and (ii) shapes that are likely to be manufactured using the same primary process. Both challenges were identified with our industry partners and are embodied in a design case study. We report early results and conclude with issues for design descriptions that need to be addressed if the full potential of machine learning is to be realised in engineering design

ESRC-DFID Research for Policy and Practice: Disability and Education

This collection of ESRC–DFID funded research provides new evidence on what governments must consider in order to ensure that children with disabilities benefit from quality education without discrimination or exclusion.This research contains excellent, globally relevant and contextually grounded evidence of how the education sector can plan and design policies with a lasting impact for children with disabilities. It highlights the value of a study led by deaf researchers in India; explores school-readiness in Malawi; offers greater understanding of the experiences and challenges faced by children with disabilities within the classroom across six countries; and advances strategies on how to support the learning and teaching of children facing multiple disadvantages, including disabilities, in India and Pakistan.ESRC-DFI

‘Riding the waves’ - an exploration of how students undertaking a pre-registration nursing programme develop emotional resilience

Background The study was prompted by recognition of the many emotional demands and challenges on mature students undertaking professional qualifying programmes. These can cause excessive levels of stress and anxiety with an impact on retention of students on programmes. Aim and objectives The overall aim was to identify what pre-registration nurses identified as challenges or adversity in their transition from health care support workers to accountable professionals and what factors they perceived as significant in contributing to their own emotional resilience. The objective was then to make specific recommendations related to the nursing curriculum, academic and work based support structures in order to promote resilience. Participants Participants were pre-registration nursing students on adult and mental health branches nearing the end of their final year of a pre-registration nursing programme with the Open University. Methods A qualitative methodology was used with use of one focus group and eleven in depth interviews. Results Four different dimensions of resilience were identified; ways of being/personal characteristics, personal survival tactics, immediate social and work based environment and wider social and cultural environment. Key findings included the importance of peer support, positive feedback and enhancing the student’s ability to re-frame difficulties or problems, a positive culture of work place learning , supporting and validating personal reflection outside academic discourses, and support in ‘meaning making’. As well as peer support, examples of good practice demonstrated by mentors, programme tutors and tutors were essential in supporting students in these identified areas. Conclusion and recommendations Emotional resilience is a multi-dimensional concept and different levels of intervention are therefore needed to promote it. The curriculum needs to reflect the importance of affective as well as cognitive aspects of development in order to promote the resilience of students and support structures need to be embedded in programme design to promote peer interaction and sharing of good practice between those in education roles. Key words Pre-registration nursing education, emotional resilience, adversity, communities of practic

Developing Students' Activity Through Role Play Method By Using Interview Technique on 11th Grade at SMA Melati Binjai North Sumatera Province

This research paper elucidates the effective utilization of role-play as a pedagogical tool to cultivate an immersive experiential learning milieu tailored for postgraduate scholars enrolled in courses focused on comparative evaluation theory and/or evaluation procedures. The integration of meticulously crafted role-play exercises within each of these courses serves to augment the level of student participation, consequently fostering a heightened degree of engagement with the course material. By immersing students in these role-play scenarios, the approach transcends the boundaries of conventional learning, facilitating a profound comprehension of the subject matter through active participation.The intricate role-play exercises outlined within the paper are characterized by their intricate design, ensuring students' active involvement in the learning process. These exercises are strategically developed to propel students beyond the confines of textual analysis, encouraging them to delve into experiential learning. By propelling students to think beyond the mere words they encounter in reading materials, the exercises stimulate critical thinking and creative problem-solving. Furthermore, the experiential nature of the exercises provides a secure environment for students to embrace a "learning by doing" ethos. This not only nurtures their understanding but also cultivates a sense of safety that emboldens them to explore and experiment without the fear of failure. Keywords: roleplay; interview technique &nbsp