Proceedings of the Fourth Annual Teachers College Educational ...

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6- Networking platform for design education should support collective and collaborative design, by allowing creation of project pages and invitation of collaborators to the page. Although the technology to build a platform with aforementioned features exists, none of the current online networking sites have combined them all in one. This is understandable since most of these sites have different business models, targeting very specific needs in the art and design community. The interactions they offer mostly help self-promotion and meeting fellow designers. In order to further articulate these guidelines, different design activities requiring the use of social networking and mobile design tools is scheduled to be piloted among first year undergraduate graphic and industrial design students, in Fall 2012. The pilot study will make further evaluation possible on the potentials and affordances of an online networking space for design education. Figures and Tables Type I = Image T = Text 3D = 3DModel V = Video Content P = Problem Description S = Solution, Knowledge, World Model Figure 1: Expanding Kamihira, Aoki & Nakano’s 2011 pedagogical model). Deviant Art Etsy Design:Related Design21sdn Representation of a Design Problem/Solution I + T S I + T S 5 I + T P + S (in some cases solutions were displayed on a third party website which I + T P + S (in some cases solutions were displayed on a third party website which Network for Design Learning I + T + V + 3D P + S
Mode S = Synchronous A=Asynchronous Type D = Direct I = Indirect Content C = Comments E = Entries V = Votes B = Broad Range Structure 0 = no structure S = scale free M = Multiple E = Emergent A D C + E + V S A D C + E + V S + M held the competition) Communication Motivation 6 A D C + E + V S + M held the competition) A D C + E + V S + M S + A D + I C + E + V + B S + M + E Ideology X X X Challenge X X X X X Career X X X X X Social X X X X X Fun X X X X X Reward X X X X Recognition X X X X X Duty X X X X Table 1: Based on Maher, Paulini and Murty, 2011 Analysis of Successful Collective Intelligence Table References Broadfoot, O. & Bennett, R. (2003). Design studios online?: Comparing traditional face-to-face design studio education with modern internet-based design studios, in Apple University Consortium (online). Retrieved November 22, 2011 http://auc.uow.edu.au/conf/conf03/papers/AUC_DV2003_Broadfoot.pdf “Design21sdn,” 2008. Retrieved April 13, 2012 from http://www.design21sdn.com/ “Design:Related,” 2011. Retrieved March 05, 2012, from http://designrelated.com/ “DeviantArt,” 2012. Retrieved March 05, 2012, from http://welcome.deviantart.com/ “Etsy,” 2012. Retrieved March 05, 2012, from http://welcome.deviantart.com/ Habraken, N. J. (2007) To tend a garden: Thoughts on strengths and limits of studio pedagogy. In A. M. Salama & N. Wilkinson (Eds.), Design Studio Pedagogy: Horizons for the Future. Gateshead, UK: Urban International Press.
Page 1 and 2: Proceedings of the Fourth Annual Te
Page 3 and 4: Table of Contents Math Strategies i
Page 5 and 6: Harnessing the Power of Emotionally
Page 7 and 8: Think Facts introduces four charact
Page 9: Guidelines for an Online Networking
Page 13 and 14: Investigating Potential Factors to
Page 15 and 16: Investigating the Effects of Choice
Page 17 and 18: Videogames in Institutional Practic
Page 19 and 20: Youth in the Digital Age: Digital M
Page 21 and 22: Augmenting The Arrival: Students’
Page 23 and 24: Connected to Word Problems: Improvi
Page 25 and 26: ased approach. Future research may
Page 27 and 28: MOOCs, Open Education, and Implicat
Page 29 and 30: Promoting Healthy Eating Habits Thr
Page 31 and 32: Figure 2: Monster Appetite in actio
Page 33 and 34: This year, the first participant gr
Page 35 and 36: Figure 2: The Aesthetigraph represe
Page 37 and 38: Digital Modeling Artifacts as Geome
Page 39 and 40: Using Weblogs to Increase Language
Page 41 and 42: Total 3 Advanced Performance Level
Page 43 and 44: “Media Literacy in Action: Using
Page 45 and 46: Learning Science Systems with Graph
Page 47 and 48: Liu, L., & Hmelo-Silver, C. E. (200
Page 49 and 50: Applying Physics to the Real World:
Page 51 and 52: Credibility of Culturally Situated
Page 53 and 54: notion that similarity with the use
Page 55 and 56: Duncan, H., Tan, J. (2012). A Visua
Page 57 and 58: Online Learning Environments in Hig
Page 59 and 60: Exploration of concepts to facilita
Page 61 and 62:
Exploring the Intersection of Forma
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Barab, S. & Squire, K. (2004). Desi
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information and the world according
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#phdchat: a community of practice o
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A Difficult Balance: Regulating Cyb
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References Bethel School District v
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that children’s photographs were
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A variety of data sources were coll
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control and mastery increased in vi
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Design of computer assisted tools f
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Figure 2: Interactive functions of
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User Experiences with Avatar Custom
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Design Patterns for Promoting Self-
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Cooperative Inquiry in Designing Te
Page 89 and 90:
Implications Our work with CI exten
Page 91 and 92:
References Allen, E., & Seaman, J.
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