Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the Central European time zone. The current conference time is: 2nd Dec 2022, 10:32:44am CET

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Session Overview
06/1: Learning Through Materiality and Making
Sunday, 26/Sept/2021:
3:15pm - 4:15pm

Session Chair: Ingvild Digranes, Western Norway University of Applied Sciences
Virtual location: Anhui

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3:15pm - 3:35pm

Thinking with Card - Tactile and Making-Based Resources for Active Remote Learning in STEM Subjects

Benjamin Hughes

Beijing Institute of Technology, China, People's Republic of

Thinking with Card is an online resource that encourages active learning through making activities linked to subjects within core STEM curricula. The (bilingual) resources are aimed at Key Stage 2 and 3 students (UK) and Middle School students (China) (approx age 7-14). The project was launched in July 2020 in response to the pandemic and corresponding need for stimulating activities suitable for home and remote learning. The free downloadable models can be printed and constructed using simple tools and have shown to help students understand complex concepts which are difficult to grasp from textbooks or even demonstrations (e.g. the relationship between magnetism and electricity, or the function of a four-stroke engine). The physical nature of these resources is also helpful for those looking for active learning approaches that are more inclusive in relation to dyslexia, where visual thinking and mechanical skills come more naturally.The development of future card models has been built into a course module for industrial design students that promotes and enhances prototyping skills.

3:35pm - 3:55pm

Imaginary Museums: A New Approach to the Learning and Assessment of Design History

Benjamin Hughes, Ke Jiang

International Design Centre, School of Design and Art, Beijing Institute of Technology, China, People's Republic of

This paper outlines an approach taken to re-establish the status, significance and implementation of the design history component of a practice-based undergraduate design course in China. The format for delivery and assessment were found to have stagnated into a curriculum module widely regarded as of peripheral interest. A project was undertaken to revise not only the scope of teaching material so that it was more appropriate for remote learning, but also the mode of assessment. The traditional lecture format was replaced in part by an online course, augmented by widely available video and texts. In-person teaching was switched to seminar discussion and support of students own research. In encouraging students to undertake research outside of the presented material, the course has been able to shift the focus from the regurgitation of information to that of a more authentic enquiry. Essay submission has been replaced by a piece of design work through which the research may be presented to a new audience.

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