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Journal articles

Academic literature on the topic 'Design talks'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Design talks"

1

Keener, Cheryl Pendry. "Instructional design talks to game design." On the Horizon 25, no. 4 (2017): 253–59. http://dx.doi.org/10.1108/oth-10-2016-0052.

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2

García-Pinar, Aránzazu. "Getting Closer to Authenticity in the Course of Technical English: Task-Based Instruction and TED Talks." English Language Teaching 12, no. 11 (2019): 10. http://dx.doi.org/10.5539/elt.v12n11p10.

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Authentic materials, if appropriate to the learning situation, might turn the classroom environment into a more engaging place, where motivation might be generated through the performance of meaningful tasks. This article describes how a Text-Based Instruction approach can provide the basis for the design of an ESP syllabus based on relevant, varied and engaging tasks to enhance authentic language use among engineering undergraduates. The design of these tasks mainly draws on TED Talks that are specifically technological and connected to engineering undergraduates, as the talks develop novel and thought-provoking ideas which are interesting and personally meaningful and relate to different engineering fields. These tasks are specially designed to enable students to carry out a process of talk deconstruction through the analysis of distinct discourse and linguistic features specific to the spoken genre of TED Talks. This analysis ultimately aims at the eventual construction of students&rsquo; oral presentations. Oral presentations can be conceived as an activity that approximates the real world and future workplace of engineering undergraduates, and in consequence, promotes students&rsquo; instrumental motivation.

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3

Li, Lingfang (Ivy), and Erte Xiao. "Money Talks: Rebate Mechanisms in Reputation System Design." Management Science 60, no. 8 (2014): 2054–72. http://dx.doi.org/10.1287/mnsc.2013.1848.

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4

Timkina, Yuliya Yur'evna. "Teaching Foreign-Language Monologic Speech on the Basis of TED (Technology Entertainment Design) Talks to Higher School Students." Pedagogika. Voprosy teorii i praktiki, no. 1 (March 2020): 51–54. http://dx.doi.org/10.30853/pedagogy.2020.1.9.

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5

OISHI, Kanako. "Technique of Facilitation-Talks to Activate Eengineering Design Education." Journal of JSEE 56, no. 6 (2008): 176–80. http://dx.doi.org/10.4307/jsee.56.6_176.

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6

Ruggiero, Amanda Saba, and Luis Michael. "MoMA A&D talks: on curating architecture and design." Risco Revista de Pesquisa em Arquitetura e Urbanismo (Online) 16, no. 1 (2018): 103–4. http://dx.doi.org/10.11606/issn.1984-4506.v16i1p103-104.

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7

McGraw, Gary. "Silver Bullet Talks with the IEEE Center for Secure Design." IEEE Security & Privacy 12, no. 6 (2014): 9–12. http://dx.doi.org/10.1109/msp.2014.126.

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8

Kirsch, Verena, and Jan Matthes. "Aspects of Medication and Patient participation—an Easy guideLine (AMPEL). A conversation guide increases patients’ and physicians’ satisfaction with prescription talks." Naunyn-Schmiedeberg's Archives of Pharmacology 394, no. 8 (2021): 1757–67. http://dx.doi.org/10.1007/s00210-021-02107-0.

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AbstractPatients want more information and active participation in medical decisions. Information and active participation correlate with increased adherence. A conversation guide, combining patient-relevant drug information with steps of shared decision-making, was developed to support physicians in effective and efficient prescription talks. Six GP trainees in community-based primary care practices participated in a controlled pilot study in sequential pre-post design. Initially, they conducted 41 prescription talks as usual, i.e., without knowing the guide. Then, they conducted 23 talks considering the guide (post-intervention phase). Immediately after the respective talk, patients filled in a questionnaire on satisfaction with the information on medication and physician–patient interaction, and physicians about their satisfaction with the talk and the application of the guide. Patients felt better informed after guide-based prescription talks (e.g., SIMS-D in median 10 vs. 17, p < 0.05), more actively involved (KPF-A for patient activation 2.9 ± 0.8 vs. 3.6 ± 0.8, p < 0.05), and more satisfied with the physician–patient interaction. Physicians rated the guide helpful and feasible. Their satisfaction with the conversation was significantly enhanced during the post-intervention phase. The evaluation of the duration of the talk was not influenced. Enhanced patients’ and physicians’ satisfaction with prescription talks encourages further examinations of the conversation guide. We invite physicians to try our guide in everyday medical practice.

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9

Fahmiansyah, Dimas, and Tryanti R. Abdulrahman. "TED TALKS VIDEO AND STUDENTS’ LISTENING SKILLS." Lingua 1, no. 02 (2018): 1–10. http://dx.doi.org/10.34005/lingua.v1i02.190.

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The advancement of technology makes the use of media growing rapidly, but its application in the field of learning, especialy English is still fairly minimal. Recently, the use of technologies has grown to be popular in ESL / EFL teaching, TED (Technology, Entertainment, and Design) is one of them. Hence, the aim of this research is to find out whether there is or no effect of the use of TED Talks video on grade eleven students’ listening skill. The research was conducted at SMAN 89 Jakarta in the academic year 2017/2018. The population of this research consists of 216 students sitting on six classes. The samples of the research were taken by the means of cluster random sampling from the population with the total sample number of 70 students consisted of 35 students each class. The adopted research methodology was quasi-experimental research, with the research design being randomized post-test only control group design. The statistic method used to analyze the data was One-Way ANOVA using SPSS through the testing of Null Hypotheses, which was preceded by the normality test and homogeneity test as the pre-requisite to the data analysis. The result of the test showed that H0 is rejected and Ha is accepted which proves that there is significant effect of the use of TED Talks on grade eleven students’ listening skill.

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10

Portela, Manuel, Catarina Figueiredo Cardoso, John D. Mock, and Ana Paula Dantas. "'Eye-Mind-Design-Production': An Interview with Johanna Drucker." Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 1, no. 1 (2013): 169–77. http://dx.doi.org/10.14195/2182-8830_1-1_10.

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