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Descriptors:
Design; Design Requirements; Layout (Publications); Literature Reviews; Art Education; Discourse Analysis; Pretests Posttests; Surveys; Visual Arts; Design Preferences

Abstract:
Many books, designers, and design educators talk about visual design principles such as balance, contrast, and alignment, but with little consistency. This study uses empirical methods to explore the lore surrounding design principles. The study took the form of two stages: a quantitative literature review to determine what design principles are mentioned most often in discourse on design, and a card sorting exercise to explore the relationships designers, design educators, and design students saw among the most common design principles. Along with the card sorting exercise, I used pre- and post-exercise surveys to gauge how participants felt and thought about design principles and their use in design practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Transfer of Training; Problem Based Learning; Adult Education; Cognitive Processes; Barriers; Instructional Design; Design Requirements

Abstract:
Knowledge application and transfer is one of the ultimate learning goals in education. For adult learners, these abilities are not only beneficial but also critical. The ability to apply knowledge learned from school is only a basic requirement in workplaces. In this ever-changing world, the ability to near and far transfer knowledge is the skill that keeps an individual competitive and indispensable in job markets. Therefore, in workplaces, learning transfer is not just a higher order cognitive ability; it is a survival skill. Problem-based learning (PBL) is a pedagogy that could provide an effective learning environment to help students develop these skills. In this chapter, the author will first discuss some basic concepts of learning transfer, followed by a brief discussion of the nature and features of PBL. He will then analyze how the features of PBL could address the issues of failure of learning transfer. Finally, he will provide some instructional design guidelines for using PBL to enhance students' learning transfer. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Sciences; Conflict; Role Theory; Vignettes; Game Theory; Controversial Issues (Course Content); Design Requirements; Educational Games; Material Development; Change Strategies; Simulation; Peace; Learning Activities; Creative Activities

Abstract:
Attentiveness to and transparency about the methodological implications of the level of analysis selected for peace and conflict exercises constitute essential elements of good game design. The article explores the impact of level of analysis choices in the context of two key portions of exercises, scenario construction and role specification. It weighs the consequences of these choices in terms of the differing conclusions one can draw from exercises and potential pitfalls of careless choices. Finally, it argues that level of analysis considerations in game design parallels specific debates within segments of the social science literature, connections that are also explored in this article for their relevance to game design. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Students; Foreign Countries; Technology Education; Design; Pilot Projects; Design Requirements; Technology; Design Crafts

Abstract:
The purpose of the study reported here was to investigate the effectiveness of a conceptual design unit as part of the Design and Technology curriculum for 14 years old pupils in England. One research question drove this study: What sort of designing do pupils do when they design without having to make what they have designed? Data consisted of the design ideas of a whole class developed during 6 lessons towards the end of an 18 lesson teaching sequence. Findings, which are in line with those of the pilot study, indicate that the pupils' designing was highly iterative, creative, involved making a wide range of design decisions and revealed understanding of technological concepts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Design; Definitions; Misconceptions; Theory Practice Relationship; Design Requirements; Educational Principles; Educational Practices; Relevance (Education)

Abstract:
The term "real-world ID" is commonly heard at professional conferences, but its meaning is assumed rather than defined. Unless we examine the meanings and implications of rhetoric of the field, we risk error in presenting ourselves, and we risk derailing the progress of our profession. This article examines the term "real world" as applied to instructional design, from published articles to anecdotes, and considers its meanings, assumptions, inferences and implications. Both the full term and its truncated variations are used to signal two dichotomies: 1) more and less authentic professional design practice, and 2) a contrast between design instruction and design practice. Both uses range across process, products and contexts. The scholarly literature and curricular evidence demonstrate that instruction in ID is more often authentic than artificial. Evidence from ID practice demonstrates its tremendous diversity and range, and underscores that there is no generic version of design justifying this popular stereotype. As IDT scholars and professionals, we have a responsibility to communicate with precision and to challenge overgeneralization that contributes to misconception and division in the field. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Exhibits; Energy; Production Techniques; Story Telling; Visual Aids; Design Requirements; STEM Education; Student Projects; Utilities

Abstract:
A design challenge is all about planning first and understanding the problem before diving in and looking frantically for a solution. Any experienced engineer or designer will tell one to think first and plan the steps before acting. An experienced carpenter friend of the author always said to "take many measurements and cut once." There is great virtue in patience. Thomas Edison was noted for his ability to think and carefully plan before starting any experiments. The design challenge described in this article is about planning... in this case, planning to develop an exhibit about the history of electric power. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Systems Approach; Science Activities; Educational Experiments; Science Experiments; Learning Modules; Cost Effectiveness; Man Machine Systems; Design Requirements; Undergraduate Students; Undergraduate Study; Science Course Improvement Projects; Behavioral Objectives; Educational Objectives; Educational Resources; Program Descriptions; Laboratory Experiments

Abstract:
This paper presents low-cost experiments for a control systems laboratory module that is worth one and a third credits. The experiments are organized around the microcontroller-based control of a permanent magnet dc motor. The experimental setups were built in-house. Except for the operating system, the software used is primarily freeware or free for academic use. The objective of this module is that students--fresh from a first course in control systems theory, which introduces them to proportional-integral-derivative control and to design using Bode plots and root locus--learn how a simple modern control system is built. Student feedback and a 90-min end-of-semester practical exam show that, although the students find the experiments challenging, this module helps meet this objective. After having taken the first course and this laboratory module, the students feel that they can build control systems in addition to discussing them theoretically. This module is easy to set up and administer using the supporting material provided by the authors. (Contains 2 tables and 10 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Design Requirements; Architecture; Autism; Physical Environment; Foreign Countries; Classroom Design; Expertise; Student Needs; Pervasive Developmental Disorders; Classroom Environment; Guides; Space Utilization; Special Needs Students; Elementary Schools; Educational Technology

Abstract:
Architects and designers have a responsibility to provide an inclusive built environment. However, for those with a diagnosis of autism spectrum disorder (ASD), the built environment can be a frightening and confusing place, difficult to negotiate and tolerate. The challenge of integrating more fully into society is denied by an alienating built environment. For ASD pupils in a poorly designed school, their environment can distance them from learning. Instead, if more at ease in their surroundings, in an ASD-friendly environment, the ASD pupil stands a greater chance of doing better. However, a difficulty exists in that most architects are not knowledgeable in designing for those with ASD. Any available design guidelines for architects tend, because of the inherent difficulties associated with a spectrum, to be general in their information. Therefore, in order to provide an ASD-friendly learning environment, there is a need to ensure that teachers, as the experts, can most clearly and effectively impart their knowledge and requirements to architects. This article, written by Keith McAllister and Barry Maguire, both from Queen's University Belfast, sets out the challenges and difficulties inherent in the design process when designing for those with ASD. It then sets out an alternative strategy to the usual method of drawing-centric dialogue between teacher and architect by using models instead as a basis for a more common language. An ASD Classroom Design Kit was designed and developed by architecture students at Queen's University Belfast. It was then used by ASD teaching staff from the Southern Education and Library Board in Northern Ireland as a case study to trial its effectiveness. This article outlines how the study was carried out before concluding with reflections by both teaching staff and architect on using the ASD Classroom Design Kit. It is hoped, firstly, that this article will highlight the need for better dialogue between expert and architect when considering ASD and the built environment and, secondly, that it may encourage others to consider using models to convey their ideas and knowledge when designing, not just for ASD, but for other special educational needs and disabilities. (Contains 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Taxonomy; Comparative Analysis; Video Games; Computer Games; Computer Simulation; Computer Assisted Instruction; Educational Technology; Instructional Design; Internet; Online Surveys; Questionnaires; Design Requirements; Classification; Training Methods; Expertise; Evaluation Criteria; Definitions; Literature Reviews; Evaluation Methods; Federal Aid; Adults; Educational Games; Instructional Materials; Instructional Effectiveness; Adolescents

Abstract:
The serious games community is moving toward research focusing on direct comparisons between learning outcomes of serious games and those of more traditional training methods. Such comparisons are difficult, however, due to the lack of a consistent taxonomy of game attributes for serious games. Without a clear understanding of what truly constitutes a game, scientific inquiry will continue to reveal inconsistent findings, making it hard to provide practitioners with guidance as to the most important attribute(s) for desired training outcomes. This article presents a game attribute taxonomy derived from a comprehensive literature review and subsequent card sorts performed by subject matter experts (SMEs). The categories of serious game attributes that emerged represent the shared mental models of game SMEs and serve to provide a comprehensive collection of game attributes. In order to guide future serious games research, the existing literature base is organized around the framework of this taxonomy. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational Games; Simulation; Video Games; Computer Games; Computer Simulation; Computer Assisted Instruction; Educational Technology; Instructional Design; Thinking Skills; Lifelong Learning; Expertise; Literature Reviews; Selection Criteria; Design Requirements; Open Universities; Instructional Materials; Computer System Design; Computer Software; Material Development; Guidelines; Data Analysis

Abstract:
Multiuser immersive learning scenarios hold strong potential for lifelong learning as they can support the acquisition of higher order skills in an effective, efficient, and attractive way. Existing virtual worlds, game development platforms, and game engines only partly cater for the proliferation of such learning scenarios as they are often inadequately tuned for learning. First, this study aims to identify architectures that more effectively support the development of multiuser immersive learning scenarios. Second, this study takes up the challenge to define and assemble more flexible architectures that cater for fast and easy development, which will become important in the current period of economic breakdown. Third, this study describes how such architectures should enable research into guidelines for multiuser immersive learning scenario design and development. This study outlines a method for defining and setting up such architectures by using experts and existing literature. (Contains 2 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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