TypeForming: the Evolution of Typefaces

An international panel of type and design experts gathered at Sheridan on September 21, 2015 to talk about the form of typography and how its history contributes to its future. The panelists were Matthew Carter, Rod McDonald, Allan Haley and Charles Nix of Monotype. The discussion followed an exhibition and world premiere screening of a digitized and expanded film by Carl Dair, who designed Cartier – Canada\u27s first Latin typeface.The film, Carl Dair at Enschedé: The Last Days of Metal Type features a digitized version of the 1957 silent film shot by Dair while studying in Holland with one of the last great European letter punch cutters, Paul Rädisch. It begins with a prologue by Canadian type designer Rod McDonald, who in 1998, updated and expanded Dair\u27s Cartier typeface for digital technology. The film is narrated by Matthew Carter, one of the world\u27s leading typeface designers who also studied with Rädisch. The film was co-produced by Sheridan College and Massey College at the University of Toronto. The exhibit in the Sheridan Art Gallery, opened prior to the film screening, included artifacts such as didactic panels, photographs, sketches, tools, letters and books. It told the story of Carl Dair\u27s quest to create Canada\u27s first Latin typeface as part of the 1967 centennial as well as Rod McDonald\u27s redesign. The panel discussion was part of Sheridan’s Creative Campus Series.https://source.sheridancollege.ca/creative_campus_event/1000/thumbnail.jp

A review on massive e-learning (MOOC) design, delivery and assessment

MOOCs or Massive Online Open Courses based on Open Educational Resources (OER) might be one of the most versatile ways to offer access to quality education, especially for those residing in far or disadvantaged areas. This article analyzes the state of the art on MOOCs, exploring open research questions and setting interesting topics and goals for further research. Finally, it proposes a framework that includes the use of software agents with the aim to improve and personalize management, delivery, efficiency and evaluation of massive online courses on an individual level basis.Peer ReviewedPostprint (author's final draft

A Learning Design Studio in Mobile Learning

Mobile learning is a young and vibrant field of research and practice. Teaching a university course on mobile learning is a challenge: how do you connect the theories and case studies to students’ experience, and make them relevant for their educational practice? This paper reports on one such course which was conducted using a Learning Design Studio format: working in groups, students identified an educational challenge, conducted independent search and analysis of the relevant literature, devised an innovative solution and evaluated it. The studio approach has been used successfully by several researchers in the past. The course described here was conducted at the University of Haifa in spring 2012. During the course, students engaged with core literature, reviewed case studies, and designed, implemented and evaluated six mobile learning projects. We argue that the Learning Design Studio format is particularly suitable for teaching about mobile learning, as it situates students learning in a genuine context and allows them to learn through conducting meaningful research

Automated Game Design Learning

While general game playing is an active field of research, the learning of game design has tended to be either a secondary goal of such research or it has been solely the domain of humans. We propose a field of research, Automated Game Design Learning (AGDL), with the direct purpose of learning game designs directly through interaction with games in the mode that most people experience games: via play. We detail existing work that touches the edges of this field, describe current successful projects in AGDL and the theoretical foundations that enable them, point to promising applications enabled by AGDL, and discuss next steps for this exciting area of study. The key moves of AGDL are to use game programs as the ultimate source of truth about their own design, and to make these design properties available to other systems and avenues of inquiry.Comment: 8 pages, 2 figures. Accepted for CIG 201

A formalism for coupled design learning activities

This paper presents a formalism to represent the inextricable link that exists between design and learning. It provides an approach to study and analyse the complex relationships that may exist between design and learning. It suggests that design and learning are linked at the knowledge level (epistemic link), in a temporal manner and in a purposeful manner through the design and learning goal

Machine learning stochastic design models.

Due to the fluid nature of the early stages of the design process, it is difficult to obtain deterministic product design evaluations. This is primarily due to the flexibility of the design at this stage, namely that there can be multiple interpretations of a single design concept. However, it is important for designers to understand how these design concepts are likely to fulfil the original specification, thus enabling the designer to select or bias towards solutions with favourable outcomes. One approach is to create a stochastic model of the design domain. This paper tackles the issues of using a product database to induce a Bayesian model that represents the relationships between the design parameters and characteristics. A greedy learning algorithm is presented and illustrated using a simple case study

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

Online learning for design students

This paper describes the development of a Web‐based learning resource for Design students at De Montfort University, and presents the results of a study to investigate the effectiveness of this system. Some issues regarding further improvements to the online resource are also discussed