A task based approach to global design education

This paper provides a new perspective for managing and delivering a global design class, and a clear alternative to the traditional joint project for participating institutes. The ‘task-based approach’ used to structure a Global Design class at the University of Strathclyde is described. This entailed the creation of a series of short design exercises to be run in conjunction with three partner institutions: the University of Malta in Msida, Malta; Swinburne University of Technology in Melbourne, Australia; and Stanford University in Palo Alto, USA. These exercises focussed on specific aspects of distributed working, including synchronous working, asynchronous working and digital library support, according to the location and facilities afforded by each institution. This provides a number of pedagogical and organisation benefits. Students are required to take a more strategic approach to their design work, developing a higher evaluative understanding of the tools and processes required to produce a successful design. Staff members have a greater level of control afforded by a shared collaborative class component, including assessment, timetabling and learning objectives, rather than simply having a joint project. This potentially makes global design classes a more flexible and viable option for institutions interested in participating in such programme

Re-Forming vision. On the governmentality of Griersonian documentary film

© 2015 Taylor & Francis. This essay traces and discusses John Grierson\u27s programme for documentary film and its projected function and operation within liberal democracy. It is argued that documentary film as envisioned and propagated by Grierson neither set out to advance \u27open\u27 and/or controversial public discourse \u27from an Enlightenment standpoint\u27 (Rosen, Philip. 2001. Change Mummified: Cinema, Historicity, Theory. Minneapolis: University of Minnesota Press, 249) nor to educate its popular audiences through the dissemination of facts. As such Griersonian documentary film should be less located within the pedagogical tradition of the Enlightenment and was not to mainly function as a \u27discourse of sobriety\u27 (Nichols, Bill. 1991. Representing Reality: Issues and Concepts in Documentary. Bloomington: Indiana University Press). Rather, it was to insensibly shape subjectivities and agents by strategically arranging \u27visions of the real\u27. Documentary set out to model what Grierson termed \u27the subconscious\u27, the implicit framework that shaped citizen\u27s thoughts, desires, emotions and agency by which they governed their selves, others and by extension society at large into the future. Grierson\u27s documentary programme decisively governmentalised so-called non-fiction film as a specific technique of democratic government. It sought to render the formative and \u27creative\u27 aspects of its production transparent in favour of effect through affect by shaping appropriate visions for a reality yet to become. Thereby Grierson\u27s programme set out to strategically subjectify popular audiences/\u27ordinary citizens\u27 towards a desirable and \u27better\u27 national and global future

Experiments with augmented reality for supporting education in distributed product design solution evaluation

This paper presents results of an experiment set up to exploit the impact of using Augmented Reality (AR) whilst groups of engineering design students from Malta, Scotland, London and Hungary were collaborating on designing different parts making up a car seat belt mechanism. In particular, the experiment focuses on the distributed, real-time evaluation of the emerging design solution. The results achieved are encouraging and the paper contributes insights of the suitability of using AR in distributed and collaborative design evaluation scenarios

Influence of sketch types on distributed design team work

Product development is a collaborative activity more often than ever carried out by distributed design teams. It is critical to determine how sketches are used in such environments in order to improve the design process. Sketches produced by students participating in a collaborative design project of three European Universities are classified according to the intention of the designer when producing a sketch, the level of detail shown in the sketch and the phase when the sketch was produced. The adapted classification system used in this paper helps to analyse type of sketches with most variety of ideas. Furthermore, this paper reviews which type of sketches offers the most potential to be further developed. Results show that persuasive sketches offer the broadest range of ideas since they are produced as a combination of ideas from brainstorming sessions. Shared sketches help to achieve consensus in decision-making since the sketches are most likely to be produced by the entire group rather than individually

A task-based approach to global design education

This paper provides a new perspective for managing and delivering a global design class, and a clear alternative to the traditional joint project for participating institutes. The ‘task-based approach’ used to structure a Global Design class at the University of Strathclyde is described. This entailed the creation of a series of short design exercises to be run in conjunction with three partner institutions: the University of Malta in Msida, Malta; Swinburne University of Technology in Melbourne, Australia; and Stanford University in Palo Alto, USA. These exercises focussed on specific aspects of distributed working, including synchronous working, asynchronous working and digital library support, according to the location and facilities afforded by each institution. This provides a number of pedagogical and organisation benefits. Students are required to take a more strategic approach to their design work, developing a higher evaluative understanding of the tools and processes required to produce a successful design. Staff members have a greater level of control afforded by a shared collaborative class component, including assessment, timetabling and learning objectives, rather than simply having a joint project. This potentially makes global design classes a more flexible and viable option for institutions interested in participating in such programmes.peer-reviewe

A training strategy for managing distributed conceptual design work

This paper reviews how sketching can support distributed student design teams in the early phases of concept design. When working in the limited communication channels of distributed teams, sketches can form an important way for teams to build a rapport that would otherwise be difficult. This work reviews the performance of ten distributed student design teams made up of participants from Scotland and Malta who were required to undertake a conceptual design task – the design of cardboard packaging for a wine glass. Issues relating to the creation, use and development of sketches were analyzed for a sample of three teams, and correlated to the communication patterns, team satisfaction and quality of output. It was subsequently found that the team who shared the most ‘talking sketches’, resulted in a higher degree of satisfaction compared to the other teams. Results also suggest that those teams who generated the most ‘thinking sketches’ developed a more robust design solution. These findings form the basis for a strategy to train students to manage distributed concept design work.peer-reviewe

Using engineering design tools in multidisciplinary distributed student teams

Collaborative design practice in distributed student teams is becoming more popular as technology makes it easier to communicate ideas with others that are geographically distant. However, a challenge for students is to use design tools which they are not familiar with. These design tools usually differ from each other and engineers may find it much more difficult to share their ideas. This could make the whole design process longer and less successful. Each year the University of Malta, City University London and University of Strathclyde organise a joint collaborative design project, involving engineering students with different disciplines and cultural backgrounds. In this paper, the patterns of use of design tools by students to collaborate with each other are investigated. Based on survey results of students, this paper proposes an approach which can be utilised by engineering students to enhance collaboration in multidisciplinary distributed design teams.peer-reviewe

Experiments with augmented reality for supporting education in distributed product design solution evaluation

This paper presents results of an experiment set up to exploit the impact of using Augmented Reality (AR) whilst groups of engineering design students from Malta, Scotland, London and Hungary were collaborating on designing different parts making up a car seat belt mechanism. In particular, the experiment focuses on the distributed, real-time evaluation of the emerging design solution. The results achieved are encouraging and the paper contributes insights of the suitability of using AR in distributed and collaborative design evaluation scenarios.peer-reviewe

Safety and acceptability of an organic light-emitting diode sleep mask as a potential therapy for retinal disease

Purpose The purpose of the study was to study the effect of an organic light-emitting diode sleep mask on daytime alertness, wellbeing, and retinal structure/function in healthy volunteers and in diabetic macular oedema (DMO). Patients and methods Healthy volunteers in two groups, 18–30 yrs (A), 50–70 yrs (B) and people with DMO (C) wore masks (504 nm wavelength; 80 cd/m2 luminance; ≤8 h) nightly for 3 months followed by a 1-month recovery period. Changes from baseline were measured for (means): psychomotor vigilance task (PVT) (number of lapses (NL), response time (RT)), sleep, depression, psychological wellbeing (PW), visual acuity, contrast sensitivity, colour, electrophysiology, microperimetry, and retinal thickness on OCT. Results Of 60 participants, 16 (27%) withdrew, 8 (13%) before month 1, due to sleep disturbances and mask intolerance. About 36/55 (65%) who continued beyond month 1 reported ≥1 adverse event. At month 3 mean PVT worsened in Group A (RT (7.65%, P<0.001), NL (43.3%, P=0.005)) and mean PW worsened in all groups (A 28.0%, P=0.01, B 21.2%, P=0.03, C 12.8%, P<0.05). No other clinically significant safety signal was detected. Cysts reduced/resolved in the OCT subfield of maximal pathology in 67% Group C eyes. Thinning was greater at 3 and 4 months for greater baseline thickness (central subfield P<0.001, maximal P<0.05). Conclusion Sleep masks showed no major safety signal apart from a small impairment of daytime alertness and a moderate effect on wellbeing. Masks were acceptable apart from in some healthy participants. Preliminary data suggest a beneficial effect on retinal thickness in DMO. This novel therapeutic approach is ready for large clinical trials