Relevant bibliographies by topics / Education design research

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education design research'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Education design research"

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Barron, Deirdre, Simon Jackson, and Lyndon Anderson. "Ignorance, Environmental Education Research and Design Education." Australian Journal of Environmental Education 21 (2005): 39–46. http://dx.doi.org/10.1017/s0814062600000938.

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AbstractIn the relatively new discipline of design education we have the opportunity to frame the way that design education is formulated. The relative lack of theorists in the field of design education studies leaves unquestioned the relevance of conventional practices of design education that are premised on only tangentially relevant Art, Science and Information Technology models. There is a gap in design education development regarding how to mediate ecological concerns with techno-scientific imperatives. Environmental education researchers can influence this new field by challenging existing approaches to design education with particular attention to the ways design either contributes to or hinders the development of a sustainable society. In order to enter this discussion with environmental education researchers we identify three ecological issues faced by designers and design educators, here we pay particular attention to Industrial Design. The question for this paper is, can environmental education researchers offer advice to the design education area that may help us develop ecologically sustainable design-based programs. The newness of ecological concerns in the design research and design education areas means that we have a great deal to learn. If environmental education researchers are able to assist us with our reflections on designing curricula that in turn encourages a more ecologically aware design profession then this would be a worthwhile contribution to design practice in Australia, and indeed the world.
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胡, 坚. "A Research of Approach on the Visual Design of Integrity Education in Universities." Design 03, no. 02 (2018): 53–57. http://dx.doi.org/10.12677/design.2018.32009.

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McGaghie, William C., Georges Bordage, Sonia Crandall, and Louis Pangaro. "Research Design." Academic Medicine 76, no. 9 (2001): 929–30. http://dx.doi.org/10.1097/00001888-200109000-00024.

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Irbīte, Andra, and Aina Strode. "DESIGN THINKING MODELS IN DESIGN RESEARCH AND EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 26, 2016): 488. http://dx.doi.org/10.17770/sie2016vol4.1584.

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Design thinking has become a paradigm that is considered to be useful in solving many problems in different areas: both in development of design projects and outside of traditional design practice. It raises the question - is design thinking understood as a universal methodology in all cases? How it is interpreted in design education? The analysis of theoretical and design related literature indicates different basic and contextual challenges facing design today: increasing scale of social, economic and industrial borders; complexity of environment and systems; requirements in all levels. As specialists and researchers in the field of design have concluded, here are multiple disconnects betweenwhat the graduate design schools are teaching at the level of methods and what skills is already needed. The problems have been found also in interdisciplinary cooperation and research. In the context of design thinking models and problem solving methods, the analysis shows that design education implementers in public higher education institutions in Latvia are ready for local and global challenges.
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Bonollo, Elivio, and Carlos Montana Hoyos. "Design and Research Processes in Postgraduate Design Education." International Journal of Design Education 7, no. 2 (2014): 51–64. http://dx.doi.org/10.18848/2325-128x/cgp/v07i02/38444.

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Bonollo, Elivio, and Carlos Montana Hoyos. "Design and Research Processes in Postgraduate Design Education." International Journal of Design Education 7, no. 2 (2014): 51–64. http://dx.doi.org/10.18848/2325-128x/cgp/v07i02/51-64.

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Mejlhede, Dorthe Thorning. "Design Research and Art-Based Design Education Programs." Design Issues 31, no. 4 (2015): 44–55. http://dx.doi.org/10.1162/desi_a_00350.

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Cleland, Jennifer A., Steven J. Durning, and Erik Driessen. "Medical education research: aligning design and research goals." Medical Journal of Australia 208, no. 11 (2018): 473–75. http://dx.doi.org/10.5694/mja17.00941.

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Chrastina, Jan, Jiří Kantor, Kristýna Krahulcová, and Dita Finková. "Multiple-case study design in (special) education research." e-Pedagogium 15, no. 1 (2015): 7–20. http://dx.doi.org/10.5507/epd.2015.002.

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LeMahieu, Paul G., Lee E. Nordstrum, and Ashley Seidel Potvin. "Design-based implementation research." Quality Assurance in Education 25, no. 1 (2017): 26–42. http://dx.doi.org/10.1108/qae-11-2016-0077.

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Purpose This paper is second of seven in this volume elaborating different approaches to quality improvement in education. It delineates a methodology called design-based implementation research (DBIR). The approach used in this paper is aimed at iteratively improving the quality of classroom teaching and learning practices in defined problem areas through collaborations among researchers, practitioners and other education stakeholders. Design/methodology/approach The paper describes the origins of the approach in US education, along with its foundations, core principles and a case application of DBIR in practice. The case focuses on the specific problem of teaching science and genetics in primary and secondary schools in a district. Findings The guiding principles of DBIR are: a focus on persistent problems of classroom educational practice; iterative and collaborative design and testing of innovations through partnerships between researchers and practitioners, involving multiple stakeholders’ perspectives; a concern with developing theory related to both implementation processes and classroom learning outcomes, using systematic inquiry; and development of the capacity of both researchers and practitioners to sustain changes in educational systems. Originality/value Few theoretical treatments and demonstration cases are currently available in US education that examine common models of quality improvement, particularly DBIR. By engaging practitioners with researchers in designing, testing and implementing reforms meaningfully, DBIR shows promise in offering significant on-the-ground benefits. This paper adds value by allowing readers to compare the DBIR method with the other improvement approaches explicated in this volume.
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Dissertations / Theses on the topic "Education design research"

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Yuncu, Onur. "Research By Design In Architectural Design Education." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610061/index.pdf.

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Research by design refers to the design of architectural research as an integral part of architectural design processes. In 1980s, it emerged as a third way in design research that was dominated until then by the methods of natural sciences and humanities. With this new formulation of design research, a methodological and epistemological transformation occurs, leading to the integration of practical knowledge into architectural research. The primary epistemological question transforms from knowing what design is and knowing how to design to knowing what through the act of design. The integration of the act of design in research transforms the status of design in design research from being an object of inquiry to being a research approach. In the literature on research by design, this transformation is often related with Donald Sch&ouml<br>n&rsquo<br>s conceptualization of &ldquo<br>reflective practice.&rdquo<br>The main discussion of reflective practice is primarily methodological rather than epistemological. Although it provides methodological insights, it is not sufficient to constitute an epistemological basis for research by design. Thus, the epistemological basis of research by design has not yet been adequately defined. In this study, the notion of &ldquo<br>reflective practice&rdquo<br>is investigated in a broader context relating it to its sources in the concepts of &ldquo<br>tacit knowledge&rdquo<br>and &ldquo<br>action research.&rdquo<br>A conceptual framework for research by design is constructed by relating these concepts with the discussions on research by design and with practical philosophy, the implications of which has remained rather uninvestigated in this context. Aristotle&rsquo<br>s elaboration of knowledge generation in action and the concept of phron&amp<br>#275<br>sis (practical knowledge, prudence, or practical wisdom) constitute the underpinning of this conceptual framework. The conceptual framework that is constructed on the basis of the key concepts in practical philosophy is discussed in the context of architectural design education. When architectural design education is formulated as a process of research by design within this framework, knowledge generated in the educational design processes promises not only to improve the particular educational context and architectural education but eventually to contribute to architectural knowledge.
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Strouse, Robert V. "Design Research in Design Education: Relevance and Implementation." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275442520.

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Press, Joseph. "Emergent pedagogies in design research education." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/69369.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1997.<br>Includes bibliographical references (leaves 63-64).<br>Recent demand for applied knowledge within architectural practice has resulted in the proliferation of university based research groups. Given the role advanced degree programs play in educating architectural researchers, an opportunity exists to educate architects towards bridging the traditional gap between practice and academia, as well as addressing the dichotomy of research and teaching within the university. Traditionally, research methods from other disciplines are taught in an attempt to redress the research deficiencies of a professional education. This investigation begins with a different premise: the operations of design, central to an architect's intellectual and operational repertoire, should be the catalyst for developing research methods specific to architecture. Further, these methods should be accompanied by a knowledge base which expresses the operations of design. A modified educational paradigm consisting of methods, knowledge, and the building of abilities through 'thoughtful performances', structures an experimental curriculum. Each attribute becomes a dimension for substantiation and assessment. Student engagement and entanglement within this locus reveals the potential directions of design research education. The subsequent analyses of the student work indicates four major trends: Intersubjectivity the need for common understanding; Transparency- the effortless application of methods, Emergence- acknowledgment of form's evolution; and Apprentissage- French for learning which occurs from within apprenticeship. Given these attributes, and the subsequent imperative to redefine architectural research, we formulate a paradigmatic architectural researcher, the "Architect Scholar' and speculate on an educational program designed to foster these characteristics within students.<br>by Joseph Press.<br>M.S.
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Hu, Lingyue. "Design Research Planning and Execution:A comparison between undergraduate design students’ and design research practitioners’ processes of design research planning and execution." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1408659542.

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Bill, Amanda Elizabeth. "Creative girls: fashion design education and governmentality." Thesis, University of Auckland, 2009. http://hdl.handle.net/2292/4234.

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This thesis is concerned with creativity as an object of educational governance and a category of subjective identification. It studies a ‘creativity explosion’ in higher education in New Zealand, focusing on how fashion design students are being mobilized as subjects of creativity through ‘joined up’ modes of governance and technologies of educational choice. Using a poststructural ethnographic ‘methodology’ I explain how, from the late 1990s, models of educational governance began to appear dysfunctional and unable to deliver the attributes and capacities expected of citizens in a knowledge economy. I argue that creativity gained significance as a result of new ways of ‘thinking culture and economy together’. Neoliberal rhetorics representing creativity as flexible human capital and a generic, transferable skill needed by workers in the new economy, were articulated with liberal humanist notions about creativity, which are commonly understood and performed through the social categories of art. All kinds of individual and institutional actors took advantage of these shifting opportunity structures to position themselves with ‘creative’ identities. Within various cultural organisations, including universities, moves to strengthen a liberal agenda and retain creativity as a form of ‘arts knowledge’ with high cultural capital, rubbed up against counter-hegemonic strategies to enlist and develop more universal concepts about creativity as a collaborative endeavour, vital to new forms of capitalist enterprise. By historicising the context in which a new ‘normative doctrine’ of creativity has emerged, and by treating its theorisation as culturally performative, I develop the position that fashion design graduates, as ‘creative girls’, are highly productive performers in the new categories of cultural economy. However I argue that the creative girl occupies a subject position fitted to after-neoliberalised social and economic arrangements, not because she is shaped by neoliberal ideologies, but because she is made up by techniques and tactics of an ‘after-neoliberal’ governmentality. This demonstrates the mutual constitution of ‘creative economy’ and ‘creative persons’ and underlines the fact that despite after-neoliberal ambitions for managing education, there can be no simple cause and effect relation between higher education and economic performance.
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Findik, Nur. "Design Of Experience Sampling Tools For Reporting Student Experience In Design Education." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614957/index.pdf.

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Considering the continuous design activities that are performed throughout the design projects, design students go through several stages of decision makings, and sometimes they experience problematic situations in between consecutive supervisory meetings. Revealing all experiences during the discussions with supervisors, thus communicating the ideas could be sometimes difficult. In order to provide a better guidance, it is also important for supervisors to understand students&rsquo<br>process in between these meetings. There are available tools used in the fields like education or health in order to monitor an individual&rsquo<br>s daily life in relation to the context (e.g. time, place, activity) and personal circumstances (e.g. emotions, feelings, ideas). These tools are developed based on experience sampling method (ESM), a research method focus on collecting self-reported data from participants in order to measure their daily life experiences, especially during a long period of time. Since the target group and experience has different characteristics for each context, design of experience sampling tools are also gaining importance to address these specific experience according to individuals&rsquo<br>needs and expectations. Aiming at assisting design students to do regular self-reporting on their experiences, this study presents a background research for designing experience sampling tools that would be used by students and supervisors to keep track of students&rsquo<br>experiences throughout design projects. In this sense, this study intends assisting students self-reporting activities, translate the main design requirements of experience sampling tools into the context of design projects, as well as revealing guidelines for the future implications of ESM tools in design education
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Wheeler, Joseph H. "Design for education and environment: Jacksonville Estuarine Research Center." Thesis, Virginia Polytechnic Institute and State University, 1998. http://hdl.handle.net/10919/53450.

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The relatively recent success of the aquarium as a tourist destination has promoted a National interest in marine life. In the past twenty years cities have built aquariums that draw millions annually to various locations, justifying financial maintenance of delicate underwater life systems and increasing local tourism. Some successful aquariums such as the Monterey and Boston city aquariums have not only effectively drawn large numbers of visitors, but also have gained architectural recognition with award winning designs, therefore adding a new dimension to the recent trend in museum design. Still, with the emphasis on tourism, an issue that has yet to be addressed is the function of the aquarium as resource center of marine life. This proposal for the Jacksonville city aquarium endeavors to address the function of the aquarium as an institute for research and education, while utilizing the unique marine ecology setting to promote awareness of local underwater ecosystems. In this way, educational research and wildlife awareness set a new standard for aquarium design. Tourism can simultaneously emphasize inner-city urban development and promote the wealth of its existing ecology. This educational focus, in conjunction with the three states of marine habitat, establishes the basis for the aquarium design. By integrating the building design into the existing fabric of the city and focusing the research on the local rivers and habitats, the aquarium design will achieve the integrity needed to support this ambitious venture.<br>Master of Architecture
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Nursal, Ali Ozgu. "Modular Embedded System Design / Implementation For Mechatronic Education And Research." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608852/index.pdf.

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In this thesis a modular embedded system for Mechatronics education and research is designed and implemented. Four types of control boards are manufactured and related software is developed at board and PC level. A star like topology is used for boards architecture. One bridge board is responsible for handling communication between the PC and all the other boards that are connected independently to that bridge board. For PC communication Universal Seial Bus (USB), for inter peripheral communication serial peripheral interface (SPI) is used. By the use of USB and SPI, the system becomes scalable and hot pluggable. All these four boards can be used in stand alone and/or together in different applications. The system covers<br>general analog digital input output, several types of motor control and simple graphical display applications. The firmware and software is developed in a modular, flexible and transparent way allowing users all level accessibility. This way, the application fields and the content of the courses that will be using this system become very versatile. A simulation of hard disk reading experiment is designed and implemented to show the integral capabilities of the system. In this experiment all the boards are utilized and used together. As a result, a system is designed for Mechatronics experiments and research. A modular approach is adopted which is compsed of units that can also work in a stand-alone manner. A software library developed for the PC platform facilitates high-level usage of these cards whereas it is possible to implement custom codes on these boards. To sum up, an affordable, versitale, scalable and transparent system is developed which is specifically tailored for Mechatronics applications.
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Kjolberg, Torunn. "Visual research practice in fashion and textile design higher education." Thesis, University of Brighton, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.643553.

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This thesis is concerned with visual research in the context of fashion and textile design education. Utilising an ethnographic methodology, this study followed a group of self-selected fashion and textile design students throughout their first two years of study at a higher education institution in the south of England. Drawing on a series of personal interviews, participant observation and analysis of course documents, the research examines how visual research practices are structured through teaching, student engagement and participation, as well as through various forms of reification. Two key theoretical perspectives inform this thesis: Lave and Wenger and Wenger's concepts of legitimate peripheral participation and communities of practice, and Winnicott's notions of transitional phenomena and object-use. Their mutual relevance and complementarity is considered to explicate the dynamic between subjectivity, materiality and the social world in this study. This thesis argues that the tacitness of visual research practices presents a problem for many learners, as confusion and self-doubt arise due to the lack of articulation and a perceived instability of meaning behind these processes. Meanwhile, the students' reconciliation of their own practices with those endorsed through teaching was identified as key to successful participation on the course. Whilst some students were able to navigate these ambiguities and, in Winnicott's sense, put them into use, for other students this entailed alignment of practices without mutual negotiation. Results were identities of non-participation or compliance without negotiation of meaning. Although the tacitness of visual research poses an obstacle, I conclude that a universal definition of visual research is problematic or even impossible. These practices are mutable, contextual and situated. Therefore, in this study, learning visual research entails participating on the course, which can be conceived of as a community of practice, and which acts (potentially) as a facilitating environment where students can put the sources, tools, materials and practices of visual research into use.
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Mor, Yishay. "A design approach to research in technology enhanced mathematics education." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10006478/.

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This thesis explores the prospect of a design science of technology enhanced mathematics education (TEME), on three levels: epistemological, methodological and pedagogical. Its primary domain is the identification of scientific tools for design research in TEME. The outputs of this enquiry are evaluated by a demonstrator study in the domain of secondary school mathematics. A review of existing literature establishes a need for a design perspective in TEME research, but at the same time suggests a need for a consensual epistemic infrastructure for the field: a shared set of rules, processes and representations which bound and support its scientific discourse. Three constructs are proposed towards such an infrastructure: design narratives, design patterns, and the cycles of design research in which they are embedded. The first two are representations of domain design knowledge; the latter is a description of a design-centred scientific process. The three constructs identified at the epistemological level are operationalised as a methodological framework by projecting them into a specific research setting of the demonstrator study. Appropriate methods and procedures are identified for collecting data, organising and interpreting them as design narratives, and extracting design patterns from these narratives. The methodological framework is applied in the demonstrator domain to the question of learning about number sequences. A review of the educational research on number sequences identifies challenges in this area related to the tension between learners' intuitive concept of sequences and the dominant curricular form. The former appears to be recursive in nature and narrative in form, whereas the latter is a function of index expressed in algebraic notation. The chosen design approach combines construction, collaboration and communication. It highlights the need for representations and activities which lead learners from intuitive concepts to formal mathematical structures. Three interleaved themes connect the primary and the demonstrator domains: narrative, systematisation and representation. Narrative emerges as a key element in the process of deriving knowledge from experience. Systemisation concerns the structured organisation of knowledge. The tension between the two calls for representations which support a trajectory from the intuitive to the structural. The main outcome of this study is a methodological framework for design science of TEME which combines design narratives and design patterns into structured cycles of enquiry. This framework is supported both theoretically and empirically. Inter alia, it is used to derive a contribution towards a pedagogical pattern language of construction, communication and collaboration in TEME.
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Books on the topic "Education design research"

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McKenney, Susan E. Conducting educational design research. Routledge, 2012.

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Experimental design: Procedures for behavioral sciences. 4th ed. Sage, 2013.

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Light, Richard J. By design: Planning research on higher education. Harvard University Press, 1990.

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Rothstein, Anne L. Research design and statistics for physical education. Prentice-Hall, 1985.

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E, Wallen Norman, and Hyun Helen, eds. How to design and evaluate research in education. 8th ed. McGraw-Hill Humanities/Social Sciences/Languages, 2011.

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E, Wallen Norman, ed. How to design and evaluate research in education. 3rd ed. McGraw-Hill, 1996.

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Kasim, Azilah, and Hisham Dzakiria, eds. Applying Qualitative Design in Research:: Learning by Doing. Penerbit Universiti Utara Malaysia, 2006.

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Education Policy Research: Design and practice at a time of rapid reform. Bloomsbury Academic, 2014.

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E, Wallen Norman, ed. How to design and evaluate research in education. McGraw-Hill Pub. Co., 1990.

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Fraenkel, Jack R. How to design and evaluate research in education. 4th ed. McGraw-Hill, 2000.

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Book chapters on the topic "Education design research"

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Pasque, Penny A. "Research Design." In American Higher Education, Leadership, and Policy. Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230107755_3.

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Vögtle, Eva Maria. "Research Design." In Higher Education Policy Convergence and the Bologna Process. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137412799_5.

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Younie, Sarah, Marilyn Leask, Jon Audain, Christina Preston, and Richard Procter. "CPD, knowledge services and research." In Education System Design. Routledge, 2020. http://dx.doi.org/10.4324/9780429261190-24.

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Cohen, Louis, Lawrence Manion, and Keith Morrison. "Research design and planning." In Research Methods in Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315456539-11.

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Fleming, Robert S., and Michelle Kowalsky. "Developing a Research Design." In Springer Texts in Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80939-3_20.

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Herr, Christiane M. "Constructing Cybernetic Thinking, Design, and Education." In Design Research Foundations. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18557-2_8.

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Richter, Johanna. "Research design: Participatory Action Research (PAR)." In Human Rights Education Through Ciné Débat. Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-12723-7_6.

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Swan, Malcolm. "Design Research in Mathematics Education." In Encyclopedia of Mathematics Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_180-4.

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Swan, Malcolm. "Design Research in Mathematics Education." In Encyclopedia of Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_180.

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Swan, Malcolm. "Design Research in Mathematics Education." In Encyclopedia of Mathematics Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_180.

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Conference papers on the topic "Education design research"

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Waks, Shlomo. "Engineering Education: Prospective Research Issues." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59535.

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There exists an increasing gap between engineering developments and research on educating engineers. There is a need to investigate and develop pedagogical means for advancing engineering education. The problem stems from the fact that most engineering educators are concerned mainly with disciplinary engineering contents, while researchers in the educational domain concentrate on educational psychology and pedagogical aspects. There is not enough cooperation between engineering and education, thus avoiding the creation of synergetic interaction between the two domains in a given engineering education system or situation. This article deals with the question: what has to be investigated in engineering education in order to advance learning activities of students and updating engineers? We will analyze some issues, as they aroused during recent years in a series of research studies on engineering education around the world and in the Department of Education in Technology and Science at the Technion – Israel Institute of Technology. After analyzing the status of engineering education and emergence of relevant R&amp;D activities, possible research questions are presented. For example: (1) How should the contents of an engineering curriculum be determined? By whom? (2) Is there a need for a recognized educational scholarship like that of the existing disciplinary scholarship? (3) Creativity and project work – what do engineering educators and students think about? (4) What are the conditions and means for advancing the learning process in a multimedia environment? (5) What are the pitfalls in using hypermedia during the learning process? (6) What is Self-Learning Regulation (SLR) and why is it an important issue in engineering education? Accordingly possible trends in engineering education research are proposed and discussed.
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Van Ceulebroeck, Nathalie, Britt Dehertogh, Celine Mertens, Christian Van Kerckhove, and Eva Verstraete. "EDUCATION INSPIRING RESEARCH? EMBEDDING DESIGN BASED RESEARCH IN EDUCATIONAL CONTEXT." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1102.

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Boling, Elizabeth, Colin M. Gray, and Kennon M. Smith. "Educating for design character in higher education: Challenges in studio pedagogy." In Design Research Society Conference 2020. Design Research Society, 2020. http://dx.doi.org/10.21606/drs.2020.120.

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Ritchey, I. "Design research in education." In IEE Colloquium. Teaching of Engineering Design Concepts in Higher Education. IEE, 1999. http://dx.doi.org/10.1049/ic:19990398.

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Cain, Rebecca, and Stella Boess. "DRS2020 Editorial: theme Education." In Design Research Society Conference 2020. Design Research Society, 2020. http://dx.doi.org/10.21606/drs.2020.104.

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Cao, Yi-ping, Tie JI, and Mingfang Zhong. "Design Education for Rural Revitalization." In Design Research Society LearnXDesign 2019. Design Research Society, 2019. http://dx.doi.org/10.21606/learnxdesign.2019.01058.

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Cao, Yi-ping, Tie JI, and Mingfang Zhong. "Design Education for Rural Revitalization." In Design Research Society LearnXDesign 2019. Design Research Society, 2019. http://dx.doi.org/10.21606/learnxdesign.2019.11058.

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Tovey, Michael. "Introduction: Design Education and Learning." In Design Research Society Conference 2016. Design Research Society, 2016. http://dx.doi.org/10.21606/drs.2016.618.

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Uri, Therese. "Design Culture and Contemporary Education." In Design Research Society Conference 2016. Design Research Society, 2016. http://dx.doi.org/10.21606/drs.2016.81.

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Tovey, Michael. "Editorial: Design Education: Catalysing Design Capability (PEDISG)." In Design Research Society Conference 2018. Design Research Society, 2018. http://dx.doi.org/10.21606/drs.2018.021.

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Reports on the topic "Education design research"

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Livne, Eli, John Valasek, Ryan Starkey, and Thomas Strganac. Integrated Research/Education University Aircraft Design Program Development. Defense Technical Information Center, 2017. http://dx.doi.org/10.21236/ad1031586.

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Reed, B. E. Waste Management Education and Research Consortium (WERC), National Environmental Design. Topical report. Office of Scientific and Technical Information (OSTI), 1994. http://dx.doi.org/10.2172/10118135.

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Rodman, J. FEDIX on-line information service: Design, develop, test, and implement, an on-line research and education information service. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/5359815.

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Li, X., C. Bao, M. Chen, H. Zhang, and J. Wu. The China Education and Research Network (CERNET) IVI Translation Design and Deployment for the IPv4/IPv6 Coexistence and Transition. RFC Editor, 2011. http://dx.doi.org/10.17487/rfc6219.

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Rodman, J. A minority research and education information service: Design, develop, pilot test, and implement on-line access for historically black colleges and universities and government agencies. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/5253430.

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Rodman, J. A. FEDIX on-line information service: Design, develop, test, and implement an on-line research and education information service. Annual status report, September 1992--August 1993. Office of Scientific and Technical Information (OSTI), 1993. http://dx.doi.org/10.2172/10171350.

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Dempsey, Terri L. Handling the Qualitative Side of Mixed Methods Research: A Multisite, Team-Based High School Education Evaluation Study. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.mr.0039.1809.

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Attention to mixed methods studies research has increased in recent years, particularly among funding agencies that increasingly require a mixed methods approach for program evaluation. At the same time, researchers operating within large-scale, rapid-turnaround research projects are faced with the reality that collection and analysis of large amounts of qualitative data typically require an intense amount of project resources and time. However, practical examples of efficiently collecting and handling high-quality qualitative data within these studies are limited. More examples are also needed of procedures for integrating the qualitative and quantitative strands of a study from design to interpretation in ways that can facilitate efficiencies. This paper provides a detailed description of the strategies used to collect and analyze qualitative data in what the research team believed to be an efficient, high-quality way within a team-based mixed methods evaluation study of science, technology, engineering, and math (STEM) high-school education. The research team employed an iterative approach to qualitative data analysis that combined matrix analyses with Microsoft Excel and the qualitative data analysis software program ATLAS.ti. This approach yielded a number of practical benefits. Selected preliminary results illustrate how this approach can simplify analysis and facilitate data integration.
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Rodman, J. A. FEDIX on-line information service: Design, develop, test, and implement, an on-line research and education information service. Annual status report, March 1, 1991--February 29, 1992. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/10144086.

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Hilbrecht, Margo, Sally M. Gainsbury, Nassim Tabri, et al. Prevention and education evidence review: Gambling-related harm. Edited by Margo Hilbrecht. Greo, 2021. http://dx.doi.org/10.33684/2021.006.

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This report supports an evidence-based approach to the prevention and education objective of the National Strategy to Reduce Harm from Gambling. Applying a public health policy lens, it considers three levels of measures: universal (for the benefit of the whole population), selective (for the benefit of at-risk groups), and indicated (for the benefit of at-risk individuals). Six measures are reviewed by drawing upon a range of evidence in the academic and grey literature. The universal level measures are “Regulatory restriction on how gambling is provided” and “Population-based safer gambling/responsible gambling efforts.” Selective measures focus on age cohorts in a chapter entitled, “Targeted safer gambling campaigns for children, youth, and older adults.” The indicated measures are “Brief internet delivered interventions for gambling,” “Systems and tools that produced actual (‘hard’) barriers and limit access to funds,” and “Self-exclusion.” Since the quantity and quality of the evidence base varied by measure, appropriate review methods were selected to assess publications using a systematic, scoping, or narrative approach. Some measures offered consistent findings regarding the effectiveness of interventions and initiatives, while others were less clear. Unintended consequences were noted since it is important to be aware of unanticipated, negative consequences resulting from prevention and education activities. After reviewing the evidence, authors identified knowledge gaps that require further research, and provided guidance for how the findings could be used to enhance the prevention and education objective. The research evidence is supplemented by consultations with third sector charity representatives who design and implement gambling harm prevention and education programmes. Their insights and experiences enhance, support, or challenge the academic evidence base, and are shared in a separate chapter. Overall, research evidence is limited for many of the measures. Quality assessments suggest that improvements are needed to support policy decisions more fully. Still, opportunities exist to advance evidence-based policy for an effective gambling harm prevention and education plan.
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Dabrowski, Anna, Yung Nietschke, Pauline Taylor-Guy, and Anne-Marie Chase. Mitigating the impacts of COVID-19: Lessons from Australia in remote education. Australian Council for Educational Research, 2020. http://dx.doi.org/10.37517/978-1-74286-618-5.

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This literature review provides an overview of past and present responses to remote schooling in Australia, drawing on international research. The paper begins by discussing historical responses to emergency and extended schooling, including during the COVID-19 crisis. The discussion then focuses on effective teaching and learning practices and different learning design models. The review considers the available evidence on technology-based interventions and their use during remote schooling periods. Although this research is emergent, it offers insights into the availability and suitability of different mechanisms that can be used in remote learning contexts. Noting that the local empirical research base is limited, the discussion focuses on the ways in which Australia has drawn upon international best practices in remote schooling in order to enhance teaching and learning experiences. The paper concludes by discussing the conditions that can support effective remote schooling in different contexts, and the considerations that must be made around schooling during and post pandemic.
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