基于网络环境下的协作学习教学设计研究

本文采用现代教学设计理念,对网络环境下协作学习的教学设计各环节进行了分析,然后利用行动研究方法对高师院校"计算机文化基础"课进行了教学实践,以期能为协作学习的实践应用提供具体的方法指导。     

回归课堂的程序设计课程教学设计

当前,程序设计相关课程的重点向实践偏移,但是一些老师在重视实践的同时,却忽视了课堂教育。笔者认为,课堂教学是大学教育的基础,不能被课外实践所取代,在重视实践的基础上,应让程序设计课回归课堂。如何通过课堂教学,让学生学懂、学会、学活,是需要任课老师进行持之以恒的研究。从知识体系、知识边界、讲授逻辑、教学技巧、原创思维、使用能力等多个角度分析了课堂教学研究的核心要义,并以程序设计课程为案例展示了回归课堂教学的效果。     

产品色彩智能设计中的复合思维研究*

为了阐明设计创新规律,完善设计理论和思维科学,发展智能设计技术以及提升人类创造力,以设计思维的模拟研究为对象,在研究了色彩设计思维过程、单一思维模型、多种思维的交互作用与转换机制、复合思维模型等知识的基础上,探讨了复合思维研究的关键技术和研究方法,建立了复合思维模型和体系,为产品色彩智能设计研究奠定了智能理论的基础。     

Creating shared design thinking process for collaborative design

Shared understanding about both the design content and the design process has significant meaning for collaborative design, which influences the quality of final products. Existing approaches have difficulties in supporting designers to structure and share their design thinking while they are performing practical tasks. In this paper we propose Shared Design Thinking Process Model (S-DTPM) to support collaborative design, which is based on co-evolutionary design theory and existing design rationale frameworks. Two principles for S-DTPM have been considered. The elements and representation schema of S-DTPM have been discussed in detail. Based on S-DTPM, a prototype system has been developed for supporting collaborative thinking and capturing shared design rationale. An example, collaborative design is taken to validate the proposed model. S-DTPM can help designers to create shared understanding about the design as well as record shared design thinking process for future use such as design review, design change and redesign.     

The design of instructional multimedia in e-Learning: A Media Richness Theory-based approach

The rapid development of computer and Internet technologies has made e-Learning become an important learning method. There has been a considerable increase in the needs for multimedia instructional material in e-Learning recently as such content has been shown to attract a learner’s attention and interests. The multimedia content alone, however, does not necessarily result in significant positive learning performance and satisfaction. Moreover, it is expensive to design and develop multimedia instructional material. There is a lack of extant research to address the critical issue of how to develop effective multimedia instructional content that leads to desirable learning performance and satisfaction. The objective of our paper is to propose and empirically test a model that examines the impact of the fitness of instructional content and media on a learner’s performance and satisfaction.     

Preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogical content knowledge

Abstract This study discusses the evolution of an instructional systems design (ISD) model that is based on an expanded view of Shulman's concept of pedagogical content knowledge (PCK). An initial model was evaluated in the first iteration of a design experiment, and then it was changed and assessed in two other iterations that followed. The proposed ISD model can be used in educational technology courses, elementary teacher education method courses, and teacher professional development courses to develop information and communication technology (ICT)-related PCK. ICT-related PCK comprises a body of knowledge that educators need to be able to teach with ICT. Evidence from the present study, with preservice elementary teachers, indicates that the evolved model was effective in developing some aspects of ICT-related PCK. Based on the results of the study, more systematic efforts are needed to engage preservice teachers in technology-rich design activities, so that they can adequately develop all aspects of ICT-related PCK. Finally, this study provides baseline data that can be used for comparison purposes in future studies that may be conducted to further validate or modify the suggested ISD model.     

高校平面设计教学中艺术创新性教育的思考

平面设计是现代设计艺术中的重要领域,其创新人才的培养,在高校平面设计教学中起着至关重要的作用。当前我国高校的平面设计教学存在这观念落后、教学模式缺乏整体性和系统科学性等缺陷。要改变这种现状．就要将设计基础教育作为教学的切入点,注重时代性与本土化的结合。采用多种方式培养学生的创新思维,优化教学模式,培养适应时代发展需要的设计人才。     

How do instructional designers use automated instructional design tool?

The purpose of this study was to investigate the use of an automated design tool by naive, novice, and expert instructional designers. A talk-aloud protocol, attitude survey, performance assessment, and direct observation were used to gather data. While the expert designers used the tool, they used it as a word processor with a rich database of instructional strategies. The novice designers relied on the tool for advice, guidance, and assistance in completing all the design tasks. Non-designers used the tool for learning about design.     

力网理论与大学生计算思维能力培养探讨

我国高校教育的持续改革,促使计算机基础课程教学已不仅局限于软件工具的开发使用,而逐步扩展到培养学生的计算思维能力。围绕计算思维能力的培养,从研究层面阐述了“力网理论”与计算思维的关系,分析了计算思维的内涵与外延,提出了大学生计算思维能力的培养策略。     

Cognitive evaluation for conceptual design: cognitive role of a 3D sculpture tool in the design thinking process

ABSTRACT

This study focuses on the decisive role played by the digital design environment in the cognitive design process and design thinking. To analyse the cognitive role of digital design tools, we carried out a protocol analysis of conventional design sketching and a 3D sculpture tool. Cognitive evaluation was a differentiating factor when considering the contextual role of the 3D sculpture tool in subsequent evaluations, non-sequential evaluations for conversion, and passive approaches within the design process. Cognitive evaluation played the following roles: validation, extension, navigation, exploration, and confirmation. The navigation, exploration, and extension roles played by non-sequential evaluation were mainly related to inductive design thinking. Finally, the types of cognitive evaluation and their roles when using the 3D sculpture tool were different, according to the design thinking type. This study explored the multidimensional roles of cognitive evaluation using a 3D sculpture tool and its relationship with design thinking types.     

教学软件开发过程模型探讨

在深入分析教学软件特点的基础上,探讨了其开发过程中采用的原型模型、螺旋模型、原型与螺旋两者相结合开发模型的特点,并提出教学设计中,应包含探究式教学设计过程将成为未来教学软件的开发趋势。     

Breaking the rules in interactive media design education

In today's interactive media design it is difficult for a designer to create aesthetic innovations and to break free from ordinariness. The most important factor limiting interactive media design aesthetics is that education seems to be more focused on following traditional rules of interaction design rather than innovative approaches. These rules limit creativity and often relegate design students to producing ordinary interface solutions. This is especially burdensome for us as teachers. In order to address this problem, we developed an education model inspired by Lars von Trier's film Five Obstructions. We call this model ‘breaking the rules’. In the ‘breaking the rules’ approach students produce, within a range of probabilities, design problem solutions in cases of total or partial visual/auditory/tactile obstructions. The most important outputs of the model are (1) to make design student think/look outside of the ordinary, (2) to produce unusual solutions, (3) to maximise design solutions with sound.     

Critical thinking in E-learning environments

One of the primary aims of higher education in today’s information technology enabled classroom is to make students more active in the learning process. The intended outcome of this increased IT-facilitated student engagement is to foster important skills such as critical thinking used in both academia and workplace environments. Critical thinking (CT) skills entails the ability(ies) of mental processes of discernment, analysis and evaluation to achieve a logical understanding. Critical thinking in the classroom as well as in the workplace is a central theme; however, with the dramatic increase of IT usage the mechanisms by which critical thinking is fostered and used has changed. This article presents the work and results of critical thinking in a virtual learning environment. We therefore present a web-based course and we assess in which parts of the course, and to what extent, critical thinking was perceived to occur. The course contained two categories of learning modules namely resources and interactive components. Critical thinking was measured subjectively using the ART scale. Results indicate the significance of “interactivity” in what students perceived to be critical-thinking-oriented versus online material as a resource. Results and opportunities that virtual environments present to foster critical thinking are discussed.     

以人为本的人机界面设计思想

为使计算机的人机界面适应人的思维和行为特性,在进行人机界面设计时,需要依据用户的认知特点,采用折中功能的设计方法,从而使设计出的人机界面能减少用户的记忆负荷,减少用户的学习操作时间,简化操作方法。     

计算机虚拟现实技术在公路设计中的应用

利用计算机进行交通虚拟现实是当今研究交通问题的一种重要手段。交通虚拟现实技术是在经验研究和数学方法的基础上,利用现代系统工程和计算机虚拟现实技术成果发展起来的新的交通研究方法。由于虚拟现实技术可有效地体现交通系统中交通运行的复杂过程,可按试验要求实现交通状况的再现,大大降低了现场调查的工作量,现己成为分析各种交通流、检验各种拟定交通设施、交通控制方案的有力工具。     

Service innovation in Hong Kong organizations: Enablers and challenges to design thinking practices

East-Asian practitioners aspiring to engage in the design thinking (DT) practice—a human-centred approach to innovation developed and primarily used in Western cultures—may experience a “cultural clash” or “cultural misfit” that may inhibit the acceptance of DT logic. To tap into this still underexplored terrain, this qualitative study explores the enablers and challenges of effective DT practice in achieving service innovation in Hong Kong organizations. Based on a dozen in-depth interviews, we identified numerous sociocultural and institutional enablers and challenges, which we interpreted based on the postulates of structuration theory proposed by Giddens. Our conceptualization and empirical investigation of DT through a practice lens offers a new perspective when studying the contextual antecedents of DT. Specifically, the findings show that the choice to engage in DT practice is shaped by cultural specifics in the plurality of influences that move beyond the Western perspective and previous DT studies. From a practical point of view, our research informs policymakers and managers about the importance of being culturally sensitive and humanizing digital transformation when organizing service innovation.     

英国艺术设计教育读解

英国的设计在国际中独树一帜,英国的教育有较高的声望,其艺术设计教育也颇享盛名。设计教育,在很大程度上可以说是工业革命的产物,英国艺术设计教育有着深厚的历史基础,在此历史背景下,艺术设计教育的发展方向和教育的特色都影响着英国的设计。艺术设计教育结合着英国的教育体制从小学阶段、中学阶段、专业院校阶段到社会实践都有着各自的特色,共同促进了英国艺术设计教育的发展,营造了英国的设计氛围。     

企业网站设计的思考

企业网站是最基本也是最重要的网络营销常用工具,它具有很强的自主性和灵活性,是其他网络营销手段和方法的基础。网站建设的好坏直接关系到该企业网络营销的有效性。本文就企业网站建设中应注意的问题谈点体会。     

A ‘speculative pasts’ pedagogy: where speculative design meets historical thinking

ABSTRACT

This paper provides a pedagogic context for the authors’ concept of ‘Speculative Pasts,’ framed within an auto-ethnographic account of their co-taught course ‘How the Computer Became Personal.’ Blending disciplinary methodologies from historical practice and speculative and critical design, the Speculative Pasts assignment asks students to create primary documents from a hypothetical historical scenario related to an aspect of American personal computing history. This paper lays out the disciplinary contexts and development process for working across design and history disciplines, curricular organization, assignment process, and offers analysis of examples from student work. Additionally, this paper details how ‘Speculative Pasts’ offer a critique of the narrowness and problematic futurism of ‘speculative futures.’ Altogether, the authors offer this course and its primary project as a model for making history essential, rather than supplementary, to design and for leveraging practice-based production as a valued mode of historical inquiry.     

Technological determinism in educational technology research: some alternative ways of thinking about the relationship between learning and technology

This paper argues that research on the educational uses of technology frequently overemphasizes the influence of technology. Research in the field is considered a form of critical perspective, and assumptions about technology are questioned. Technological determinism is introduced, and different positions on this concept are identified. These are used to discuss the ways in which work within the field might be described as technologically deterministic. Four theoretical perspectives (activity theory, communities of practice, actor–network theory, and the social construction of technology) are then briefly characterized, demonstrating that alternative positions are viable, and positioning each in relation to the earlier discussion of technological determinism. The paper concludes by arguing that research, building on such alternative conceptions of technology, is important in developing our understanding of the relationship between technology and learning, as well as identifying potential methodological implications.