Enhancing design learning using groupware

Project work is increasingly used to help engineering students integrate, apply and expand on knowledge gained from theoretical classes in their curriculum and expose students to 'real world' tasks [1]. To help facilitate this process, the department of Design, Manufacture and Engineering Management at the University of Strathclyde has developed a web±based groupware product called LauLima to help students store, share, structure and apply information when they are working in design teams. This paper describes a distributed design project class in which LauLima has been deployed in accordance with a Design Knowledge Framework that describes how design knowledge is generated and acquired in industry, suggesting modes of design teaching and learning. Alterations to the presentation, delivery and format of the class are discussed, and primarily relate to embedding a more rigorous form of project-based learning. The key educational changes introduced to the project were: the linking of information concepts to support the design process; a multidisciplinary team approach to coaching; and a distinction between formal and informal resource collections. The result was a marked improvement in student learning and ideation

Analyzing the display of professional knowledge through interpersonal interactions in design reviews

Design review in an educational setting is an activity that helps educators in assessing students’ progress, and provides opportunities for students to learn how professionals in the field perceive and judge design-in-process, aka professional vision. In this study we analyzed design reviews to understand how interpersonal interactions between participants provides a context for the expression of professional knowledge. We identified episodes of professional vision interaction, and examined the interpersonal responses that constitute a design review meeting. The results of the analysis demonstrated how the context for the display of professional vision was co-created through interactions between the reviewer and the students

A reflective approach to learning in a global design project

This paper describes a three-week project run jointly between the University of Strathclyde, Scotland, Franklin W. Olin College of Engineering, MA and Stanford University, CA. The purpose of this class was to provide students with an understanding of the technological and organisational issues involved in global product development teams, and to provide an experience which would prepare them for work in such environments. Reflective learning techniques were applied, including reviews of relevant literature, analyses of case studies, and a critical review of the completed project. The main result of this approach was that students had a more considered attitude towards the project process than in typical, more output-focussed student design assignments. This was crucial given the cultural and pedagogical variations across institutions. The Global Team Design Project was successful, particularly for the first year of implementation, and provides a potential framework that other institutions could employ in similar project classe

The burden and management of neonatal jaundice in Nigeria: A scoping review of the literature

Neonatal jaundice is a leading cause of hospitalization in the first week of life worldwide. If inappropriately managed, it may result in significant bilirubin-induced mortality and disability. We set out to describe the  epidemiology of neonatal hyperbilirubinemia as well as the practices and challenges in the care of infants  with significant neonatal hyperbilirubinemi  (SNH) in Nigeria, as basis for policy intervention and research priorities. We systematically searched PubMed, Scopus, EMBASE, Cumulative Index to Nursing and Allied Health Literature, WHO Library Database, African Index Medicus, African Journals Online, and local journals for studies published between January 1960 and December 2014. We included studies, without restriction on methodological design that provided evidence on the incidence/prevalence, etiological /risk factors and adverse outcomes of hyperbilirubinemia, care.seeking practices, diagnosis and treatment, as well as follow.up evaluation of infants with SNH in Nigeria. A total of 558 studies were identified from all sources out of which 198 (35.5%) were finally selected. SNH accounted for about one in five neonatal admissions and has been associated consistently with substantial case fatality and neuro.developmental sequelae such as cerebral palsy and auditory impairments, especially among out.born babies.  Glucose.6.phosphate dehydrogenase (G6PD) deficiency, prematurity/low birth weight, infection, and ABO incompatibility were most frequently, and Rhesus disease rarely, associated with SNH. Late presentation at appropriate health facilities was common and resulted in high rates of acute bilirubin encephalopathy (ABE), kernicterus and avoidable exchange transfusions. Uniform practice guidelines, including   developmental assessment and surveillance of infants with SNH, were rare at all levels of healthcare delivery. In summary, since 1960, SHN persists as a major contributor to neonatal mortality and  developmental disabilities in Nigeria. The underpinning maternal, perinatal and neonatal factors as well as systems.based constraints are not insurmountable. Systematic and sustained interventions are  warranted to curtail the disproportionate and perennial burden of this condition in this population.Key words: Etiology, bilirubin.encephalopathy, care.seeking behavior, developing country, developmental disabilities, kernicterus, newborn care, risk factor

A framework for design engineering education in a global context

This paper presents a framework for teaching design engineering in a global context using innovative technologies to enable distributed teams to work together effectively across international and cultural boundaries. The DIDET Framework represents the findings of a 5-year project conducted by the University of Strathclyde, Stanford University and Olin College which enhanced student learning opportunities by enabling them to partake in global, team based design engineering projects, directly experiencing different cultural contexts and accessing a variety of digital information sources via a range of innovative technology. The use of innovative technology enabled the formalization of design knowledge within international student teams as did the methods that were developed for students to store, share and reuse information. Coaching methods were used by teaching staff to support distributed teams and evaluation work on relevant classes was carried out regularly to allow ongoing improvement of learning and teaching and show improvements in student learning. Major findings of the 5 year project include the requirement to overcome technological, pedagogical and cultural issues for successful eLearning implementations. The DIDET Framework encapsulates all the conclusions relating to design engineering in a global context. Each of the principles for effective distributed design learning is shown along with relevant findings and suggested metrics. The findings detailed in the paper were reached through a series of interventions in design engineering education at the collaborating institutions. Evaluation was carried out on an ongoing basis and fed back into project development, both on the pedagogical and the technological approaches

Using Dedal to share and reuse distributed engineering design information

The overall goal of the project is to facilitate the reuse of previous design experience for the maintenance, repair and redesign of artifacts in the electromechanical engineering domain. An engineering team creates information in the form of meeting summaries, project memos, progress reports, engineering notes, spreadsheet calculations and CAD drawings. Design information captured in these media is difficult to reuse because the way design concepts are referred to evolve over the life of a project and because decisions, requirements and structure are interrelated but rarely explicitly linked. Based on protocol analysis of the information seeking behavior of designer's, we defined a language to describe the content and the form of design records and implemented this language in Dedal, a tool for indexing, modeling and retrieving design information. We first describe the approach to indexing and retrieval in Dedal. Next we describe ongoing work in extending Dedal's capabilities to a distributed environment by integrating it with World Wide Web. This will enable members of a design team who are not co-located to share and reuse information