Crafting the Composite Garment: The role of hand weaving in digital creation

There is a growing body of practice-led textile research, focused on how digital technologies can inform new design and production strategies that challenge and extend the field. To date, this research has emphasized a traditional linear transition between hand and digital production; with hand production preceding digital as a means of acquiring the material and process knowledge required to negotiate technologies and conceptualize designs. This paper focuses on current Doctoral research into the design and prototyping of 3D woven or 'composite' garments and how the re-learning, or reinterpreting, of hand weaving techniques in a digital Jacquard format relies heavily on experiential knowledge of craft weaving skills. Drawing parallels between hand weaving and computer programming, that extend beyond their shared binary (pixel-based) language, the paper discusses how the machine-mediated experience of hand weaving can prime the weaver to ‘think digitally’ and make the transition to digital production. In a process where the weaver acts simultaneously as designer, constructor and programmer, the research explores the inspiring, but often indefinable space between craft and digital technology by challenging the notion that 'the relationship between hand, eye and material’ naturally precedes the use of computing (Harris 2012: 93). This is achieved through the development of an iterative working methodology that encompasses a cycle of transitional development, where hand weaving and digital processes take place in tandem, and techniques and skills are reinterpreted to exploit the advantages and constraints of each construction method. It is argued that the approach challenges the codes and conventions of computer programming, weaving and fashion design to offer a more sustainable clothing solution

Applying a multicentre, interdisciplinary approach to strengthen the generalisability of qualitative dementia research: the experience and challenges faced by the MinD project in Europe

Background: Generalisation of findings is an important aspect of research and essential for evidence-based practice. While generalisation is common in quantitative research, there is a lack of generalisability in qualitative research. This paper presents the experience and challenges faced by the Designing for People with Dementia (MinD) project in meeting the requirements to strengthen the generalisation of findings on the lived experience of people living with dementia and their engagement to co-create designs to empower their everyday living. Methods: Polit and Beck (2010)’s strategies to generalise qualitative findings were applied: (1) replication in sampling; (2) replication of studies; (3) meta-synthesis of findings; (4) reflexivity and conceptualization; (5) immersion with the data; and (6) thick description. Results: While it is possible to increase the generabilisabilty of qualitative evidence through the replication of the sampling to attain a large, heterogeneous sample in different and multiple contexts and environments; implementation of sound and robust research; conducting in-depth analysis and interpretation collaboratively for emergent themes; and meeting the thick description requirement, there are challenges that the project team faced in implementing some of the Polit and Beck’s strategies because of the condition, namely dementia, that our participants are having. Other challenges faced were: the language and cultural diversity in the team; diverse work and organisational procedures; and the inter-disciplinary differences relating to the methods of enquiry, approaches and techniques to conduct research. These challenges will need to be identified and addressed at the start of the project with a strong leadership to ensure a seamless journey to complete the project successfully. Trust between the researchers and participants, and time to build this trust are critical to recruitment and participation in the study; these factors are of utmost important in research involving participants with condition such as dementia

Orbitais atómicos e a sua representação: Podem os gráficos 3-D por computador ajudar na compreensão conceptual?

Quantum mechanics is a non-intuitive subject. For example, the concept of orbital seems too difficult to be mastered by students who are starting to study it. Various investigations have been done on student's difficulties in understanding basic quantum mechanics. Nevertheless, there are few attempts at probing how student's understanding is influenced by appropriate visualization techniques, which are known to help conceptual understanding. ''Virtual Water'' is a 3-D virtual environment we have designed and built to support the learning of Physics and Chemistry at final high school and first-year university levels. It focuses on the microscopic structure of water and explores, among others, atomic and molecular orbitals. Having asked a group of first-year students of Sciences and Engineering courses at the University of Coimbra, Portugal, to describe how they conceive electrons in atoms we found some common misconceptions. We have tried, with partial success, to overcome them by making students explore our virtual environment. The most relevant characteristics of the virtual environment which contributed to student's conceptual understanding were 3-D perception and navigationA mecânica quântica é uma teoria que escapa à intuição. O conceito de orbital é um bom exemplo disso, sendo normalmente muito difícil de ser dominado pelos alunos que o abordam pela primeira vez. Foram já realizados vários estudos que incidem nas dificuldades que os alunos têm na compreensão da mecânica quântica ao nível introdutório. Contudo, poucos trabalhos trataram a influência de técnicas avançadas de visualização, geralmente reconhecidas como bastante úteis, na compreensão conceptual dos alunos. ''Água Virtual'' é um ambiente virtual 3-D que foi desenvolvemos com o propósito de apoiar o ensino e a aprendizagem de conceitos de Física e de Química a alunos dos anos terminais do ensino secundário e do primeiro ano da universidade. O programa centra-se na estrutura microscópica da água e explora conceitos relacionados com orbitais atómicas e moleculares. Utilizando aquele programa com uma amostra de alunos do primeiro ano dos cursos de Ciências e de Engenharia da Universidade de Coimbra, em Portugal, detectámos algumas concepções erróneas dos alunos sobre os electrões nos átomos. Com a ajuda do programa ''Água Virtual'' foi possível, com algum sucesso, ultrapassar algumas das dificuldades encontradas. As características mais relevantes do ambiente virtual que contribuíram para tal foram a percepção 3-D e a navegação pelo ambient

CONSTRUTIVISMO, CONHECIMENTO CIENTÍFICO E HABILIDADE DIDÁTICA NO ENSINO DE CIÊNCIAS

Uma visão construtivista do ensino e aprendizagem nos meios didáticos recoloca o problema da formação do professor, ressaltando a importância do seu conhecimento científico e da natureza de sua competência profissional. O trabalho pretende discutir a interferência mútua entre conhecimento científico e habilidade didática na elaboração e execução de um planejamento pedagógico. As considerações baseiam-se em reflexões sobre diferentes situações de ensino, planejadas e conduzidas por nós, que incluem aperfeiçoamento de professores e formação de multiplicadores desse processo, entre outras. Assim, são relacionadas algumas ações concretas, organizadas para contemplar a competência científica e a habilidade didática do professor; ao mesmo tempo são apontadas conseqüências práticas para a formação regular de professores e para a formação continuada.<br>A construtivistic view of teaching and learning in the fields of didactic shows the problem on teacher formation, pointing out the scientific knowledge and the professional competence importance. This work intends to discuss the mutual interference between scientific knowledge and didactic ability in elaborating and executing a pedagogical plan for the classes. Considerations are based upon reflections about teaching situations, planned and conducted by ourselves, including teachers updating and formation of multipliers for this process, among others. Then, some concrete actions, organized for dealing with teacher scientific competence and didactic ability, are related; furthermore practical consequences for teacher regular formation and in service updating are showe