2002 Conference Proceedings - Interior Design Educators Council

More documents

Recommendations

Info

A THEORETICAL FRAMEWORK FOR SUDTAINABLE ONLINEENVIRONMENTS: A COMPARATIVE STUDYPaper byRoseMary Botti-SalitskyElena KaysPurposeThe primary objective of our research was to do a comparative study between atraditional history lecture course and the online history course. This paper begins toexamine how to bridge the gap between “lecture” and “studio” methodology and applythe collaborative, Project-based approach that happens so intuitively within the studioenvironment into a lecture course. Our research will document our experimentation withnew perceptions in teaching and the latest research in brain research and cognitivelearning, alternative assessment, and adult learning theory.MethodologyHigher education is currently entrenched in the traditional industrial-based model ofeducation and is finding it difficult to understand that education in the Information Agewill be profoundly different from education for the Industrial Are (Caine & Caine). Theschool hierarchy as well as current teaching practices, fundamental beliefs in whatteaching is meant to accomplish, how it is done, who our learner is, and what is possiblefor the average human to achieve is outdated. “The challenge is to participateintelligently in the change and to meet the challenge, educators must have state-of-theartunderstanding of how the brain functions and how people learn” (Caine & Caine, p.5).As educators are beginning to explore teaching in a new environment, technology isforcing us to take a hard look at our current standardized teaching and assessmentpractices. Not only are we on the verge of a revolution in the application of importantnew brain research applied to teaching and learning but also technology has paved theway for a new paradigm shift (Jenson, 1998). The latest research regarding the brainbasedlearning has shattered our conventional educational beliefs (Jenson). <strong>Design</strong>theory, conceptual thinking, and process play only a small role in taking on the newfrontier in teaching. <strong>Educators</strong> will need to be well armed with the latest theories ofcognition as well as the process of instructional design to achieve meaningful learning inany environment.The goal for both courses was to create a meaningful, collaborative learningenvironment. According to the Caine’s, (1997) to create deep, meaningful, complexlearning includes the interactive elements of (a) an optimal state of mind, relaxedalertness, consisting of low threat and high challenge. (b) The orchestrated immersion ofthe learner in multiple, complex, authentic experience and (c) the regular, activeprocessing of experience as the basis for the making of meaning (p. 32).18
Summary of InvestigationThis presentation will demonstrate the results of our study of a typical history course inalternative environments applying the latest brain research and cognitive learningtechniques with alternative assessment. We have focused on our students as a unit ofbody, brain and mind, which has challenged us to go beyond the traditional view ofteaching positioning us on the edge of possibility.ReferencesCaine, R.N. & Caine, G. (1997). Unleashing the power of perceptual change: thepotential of brain-based teaching. Alexandria, VA: Association for Supervisionand Curriculum Development.Caine Learning LLC (2001). Caine learning LLC the home of brain/mind learning.Retrieved March 18, 2001 from the World Wide Web:http://www.cainelearning.comJensen E. (1998). Teaching with the brain in mind. Alexandria, VA: Association forSupervision and Curriculum Development.Knowles, M., Holton III, E., & Swanson, R. (1998). The adult learner (5 th ed.). Houston:Gulf Publishing Co.Palloff R., Pratt K. (1999). Building Learning Communities in cyberspace. SanFrancisco: Jossey-Bass Inc.Von Oech, R (1990). A whack on the side of the head. New York: Warner Books, Inc.Worthen, B.R., White, K.R., Fan, X., Sudweeks, R.R. (1999). Measurement andAssessment in Schools (2 nd ed.). New York: Addison Wesley Longman Inc.19
Page 1 and 2: Interior Design Educators CouncilIN
Page 7 and 8: PAPERS7
Page 9: Summary Of ResultsThe exploratory d
Page 12 and 13: AFFECTING INFANT OUTCOMES BY DESIGN
Page 14 and 15: PREFERRED PLACEMENT AND REPETITION
Page 16 and 17: ATTITUDES OF HIGHER EDUCATION INTER
Page 20 and 21: PERCEPTION OF OPPORTUNITY FOR INNOV
Page 22 and 23: JACK LENOR LARSEN AND HIS SIGNIFICA
Page 24 and 25: PROBLEM SOLVING IN THE INSTITUTIONA
Page 26 and 27: MATERIAL SELECTION IN INTERIOR DESI
Page 28 and 29: THE EVERETT L. MARSHALL BUILDING AT
Page 30 and 31: THE IMPACT OF PERIODICALS ON THE PE
Page 32 and 33: USE OF VIRTUAL ENVIRONMENTS TO EXPL
Page 34 and 35: NEW WAYS OF TEACHING AND LEARNING T
Page 36 and 37: Shaw, G., Brown, R., & Bromiley, P.
Page 38 and 39: Participants discussed supplemental
Page 40 and 41: The effects of physical environment
Page 42 and 43: A CONFLUENCE OF LIFESTYLE RETAILING
Page 44 and 45: A COMPARISON OF REGIONAL AND NATION
Page 46 and 47: EFFECTS OF GROUP INTERACTIVE BRAINS
Page 48 and 49: ReferencesBarnard, S. S. (1992). In
Page 50 and 51: Summary of ResultsEvidence is provi
Page 52 and 53: FENG SHUI AND EBS: A CONVERGENCE OF
Page 54 and 55: UTILIZING THE EDEN ALTERNATIVE IN D
Page 56 and 57: INTERIOR DESIGN—AN EXCITING CAREE
Page 58 and 59: TRANSFORMATIONAL LEARNING: AN INTER
Page 60 and 61: CHANGING ECOLOGY OF THE DESIGN STUD
Page 62 and 63: TWO’S COMPANY, THREE’S A GOOD D
Page 64 and 65: TEACHING UNIVERSAL DESIGN THROUGH C
Page 66 and 67: "DESIGNING DOMESTICITY":BRINGING LI
Page 68 and 69:
SHADES OF GREEN: THE PHILOSOPHICAL
Page 70 and 71:
CAN WE TEACH STUDENTS TO THINK CRIT
Page 72 and 73:
DEVELOPING A SPATIAL MODEL FOR MODE
Page 74 and 75:
Seo, Hae Yang (2001), Factors Influ
Page 76 and 77:
BLUEBONNET SWAMP LEARNING COMMUNITY
Page 78 and 79:
VIRTUAL EXHIBITIONS: A NEW DIMENSIO
Page 80 and 81:
FIELDWORK FOR UNIVERSAL DESIGN PROB
Page 82 and 83:
VIRTUAL INTERNSHIPS:UNRAVELING THE
Page 84 and 85:
FORGOTTEN LESSONS: PRIMITIVE CULTUR
Page 86 and 87:
THE VOID BETWEEN SUSTAINABILITY AND
Page 88 and 89:
INTEGRATING 3-D MODELING AND HISTOR
Page 90 and 91:
POSTERS90
Page 92 and 93:
Phase Three. The third phase moves
Page 94 and 95:
The modification suggested by this
Page 96 and 97:
SummaryUnique features of the model
Page 98 and 99:
ON THE EDGE OF ADVANCEMENT: SOLVING
Page 100 and 101:
Those in attendance at the event co
Page 102 and 103:
SYMBOLS OF SELF: REPRESENTATIVE OBJ
Page 104 and 105:
DIGITAL MONTAGE: A HYBRID MODEL FOR
Page 106 and 107:
MAINTAINING ORDER: VETRUVIUS AND PA
Page 108 and 109:
FREEDOM AND CONSTRAINT IN THE DESIG
Page 110 and 111:
BUILDING COMMUNITY: INTERIOR DESIGN
Page 112 and 113:
UNDERGRADUATE COLLABORATIVE RESEARC
Page 114 and 115:
ENHANCING AWARENESS OF HOW WE SPEND
Page 116 and 117:
SUSTAINABLITY THROUGH DIVERSITY AND
Page 118 and 119:
PRESERVING THE ENNIS-BROWN HOUSE AN
Page 120 and 121:
ReferencesBaines, J., & Málek, J.
Page 122 and 123:
The research team selected the LEED
Page 124 and 125:
Fourteen programs have been conduct
Page 126 and 127:
OutcomesThere was, of course, uncer
Page 128 and 129:
Summary of ResultsIntegrating an ed
Page 130:
• How to work with software vendo
show all

2002 Conference Proceedings - Interior Design Educators Council

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?