Browsing by Subject "Design education"

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A long-term study of educational robotics and achievement in math and science
(2018-06-21) Ko, Pat; Marshall, Jill Ann; Martin, Taylor; Petrosino, Anthony J; Riegle-Crumb, Catherine; Crawford, Richard H
In recent years, educational robotics has become a popular tool in STEM programs, such as afterschool clubs, and summer camps, as well as classrooms. However, the research on the benefits of robotics have shown mixed results. In addition, many of the studies lack strong controls and focus on short-term effects, while the programs they investigate have few contact hours and do not have a consistent curriculum. This situation indicates that more research is needed. This work focuses on a public high school in Texas with a year-long robotics class. The first part examines a set of students who enrolled in the robotics class in the 9th or 10th grade, and a comparison group of students who did not enroll in robotics. The robotics and comparison groups were matched on 8th grade standardized math test scores, and demographic factors. Using multiple linear regression and logistic regression, I found that robotics enrollment was not a significant predictor for 11th grade math standardized test scores, or high school enrollment in Physics 1, Physics 2, or Calculus classes. The second part examines a series of video recordings of student teams in the robotics class working on a capstone project. Using grounded theory, I coded and analyzed recordings of two of the teams, focusing on the math and science discussions between the students and the contexts in which the math and science occur. Three themes emerged from the data. First, students use math/science more frequently to identify and fix problems than in their initial design. Second, students use math/science at a conceptual level and do not perform math calculations. Last, students have a “good enough” attitude and do not prioritize precision. These results may help explain the lack of effect robotics have on math test scores.
Color fields : what designers need to know about color
(2016-08) Witcher, Diana T.; Gorman, Carma; Steiner, Frederick; Schumacher, Jada
The goal of this report is to identify what designers today need to know or understand about color and—consequently—what design educators should be teaching design students about color. While designers use color intuitively like artists, they also use color instrumentally as a means of communication and a medium for creation. Fine arts paint-mixing models of instruction have long dominated color education for designers. While traditional color education holds much value, I propose that today, designers need a more complete understanding, which includes color theory, color systems, color materials and color management. Design educators therefore need to teach more about the practical use of color in practice: color management, color science, color systems and color standards (such as CIE, Pantone, NCS and Munsell) that are used today in design, commerce and industry. I seek to help designers and educators achieve a more comprehensive understanding of color through a series of artifacts designed to illustrate color concepts and through a curated list of existing print and online color resources. These artifacts and resources provide methods for design educators to teach a more contemporary, comprehensive and practice-based understanding of color. The artifacts at the center of this project are didactic toys that demonstrate important concepts in color theory and form a system that illustrates the technical and practical aspects of color as well as an updated framework for understanding color and its production.
Creative eco-effectiveness
(2010-05) Rios Velasco Urrutia, Clara Cecilia; Catterall, Kate; Hall, Peter A.
My research is focused upon what industrial designers can contribute in order to mitigate environmental problems often caused by their designs. The intent is to propose a procedure to integrate eco-effectiveness at the beginning of the design process, to consider it at each stage of the product’s lifecycle, and to measure that product’s environmental performance in order to make informed design decisions. At each stage the designer can follow this flexible process, which is intended to work in conjunction with individual creative methods while prioritizing the need for eco-effectiveness. The goal is to develop a procedure that is simple enough for designers to use every day and that could also provide means of verification, rather than relying on assumptions and good intentions. I acknowledge that efforts from a single discipline are not enough. In order to address the environmental challenges we face today, collaboration among disciplines will be necessary, as well as a change of behavior and attitudes towards consumption. This is my contribution.