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The Design of Educational Exhibits

First Published in 1988. Routledge is an imprint of Taylor & Francis, an informa company.

The primary aim of this chapter is to consider the psychological and educational
aspects of exhibition design, with special reference to museum exhibitions that
have a predominantly educational intent. More precisely, we shall be considering
what the disciplines of psychology and education have to offer, by way of helpful
advice and guidance, to the designers of such exhibitions. To some readers, it
may come as something of a surprise to be told that psychologists and educators
do ...

Debates in Art and Design Education

Debates in Art and Design Education encourages student and practising teachers to engage with contemporary issues and developments in learning and teaching. It introduces key issues, concepts and tensions in order to help art educators develop a critical approach to their practice in response to the changing fields of education and visual culture. Accessible, comprehensive chapters are designed to stimulate thinking and understanding in relation to theory and practice, and help art educators to make informed judgements by arguing from a position based on theoretical knowledge and understanding. Contributing artists, lecturers and teachers debate a wide range of issues including: the latest policy and initiatives in secondary art education the concepts, skills and dispositions that can be developed through art education tensions inherent in developing the inclusive Art and Design classroom partnerships across the visual arts sector creativity in the Art and Design curriculum visual art and globalisation establishing the significance of ‘Design’ art practice as educational research. Debates in Art and Design Education is for all student and practising teachers interested in furthering their understanding of an exciting, ever-changing field, and supports art educators in articulating how the subject is a vital, engaging and necessary part of the twenty-first century curriculum. Each chapter points to further reading and each section suggests reflective questions to help shape art educators’ teaching. In particular, Debates in Art and Design Education encourages art educators to engage in research by providing an essential introduction to critical thinking around contemporary debates.

Debates in Art and Design Education encourages student and practising teachers to engage with contemporary issues and developments in learning and teaching.

Design Education

Learning, Teaching and Researching Through Design

Embracing the richness, complexity and possibilities of learning and teaching in design, Design Education takes the vantage point of the 'outsider' and explores what makes design so compulsively fascinating for those who teach and study it. Through more than 40 projects, from design students' use of archives and museum collections to the potential of specific technologies to enhance teaching and learning, from architecture and 3D design to fashion, Philippa Lyon explores aspects of learning and teaching in higher education design subjects. Taking an ethnographic approach and using data from interviews, discussions and observations, the book also examines issues such as the experience of design teacher–practitioners entering the world of learning and teaching research for the first time. Design Education encapsulates and analyzes the research findings facilitated by the UK-based Centre for Excellence in Teaching and Learning Through Design. It delves into many pedagogical terms and assumptions and guides the reader through them, examining the way relevant key concepts in design are articulated. It will be useful to teachers and students of design subjects, learning and interpretation staff in museums, pedagogical researchers, other centres for excellence in teaching and learning (particularly those which are art and design-related), independent design practitioners and managers of art and design provision in the public and private sector.

Taking an ethnographic approach and using data from interviews, discussions and observations, the book also examines issues such as the experience of design teacher–practitioners entering the world of learning and teaching research for ...

Multimedia Interface Design in Education

What the book is about This book is about the theory and practice of the use of multimedia, multimodal interfaces for leaming. Yet it is not about technology as such, at least in the sense that the authors do not subscribe to the idea that one should do something just because it is technologically possible. 'Multimedia' has been adopted in some commercial quarters to mean little more than a computer with some form of audio ar (more usually) video attachment. This is a trend which ought to be resisted, as exemplified by the material in this book. Rather than merely using a new technology 'because it is there', there is a need to examine how people leam and eommunicate, and to study diverse ways in which computers ean harness text, sounds, speech, images, moving pietures, gestures, touch, etc. , to promote effective human leaming. We need to identify which media, in whieh combinations, using what mappings of domain to representation, are appropriate far which educational purposes . . The word 'multimodal ' in the title underlies this perspective. The intention is to focus attention less on the technology and more on how to strueture different kinds of information via different sensory channels in order to yield the best possible quality of communication and educational interaction. (Though the reader should refer to Chapter 1 for a discussion of the use of the word 'multimodal' . ) Historically there was little problem.

Chapter 3 “Rights in the Mirror”: An Interactive Video Drama Programme About
Human Rights Education Joseph Nolthuis Educa Video-Utrecht School of Arts,
Stadhouderslaan 27, Utrecht, The Netherlands, 3583 JB Editors' Introduction This
chapter describes a case study that is unusual both in its theoretical inspiration
and in the domain of education to which it is applied. The multimedia system “
Rights in the Mirror assists student teachers to learn about teaching human rights
issues.

Design for Education

Part of the Gensler Monograph series, Design for Education is a timely survey of modern learning environments — from universities to primary schools. Introduced by Andrew Blum, a contributing editor at Metropolis, the book focuses on education's need for facilities that effectively support learning and accommodate growth and change over time. At a time when the education sector in developed countries is dealing with new budget realities, the book considers alternatives such as building repositioning and multipurpose, 24/7 facilities. In high-growth developing countries, it looks at the new campuses of international institutions. Seventeen case studies provide a detailed survey of the education sector's current range of facilities. For each project, the case studies document client intent, design response, key features, and highlights of actual or expected performance. Fully illustrated, the book serves as a guide to the state of the art of academic facilities for a range of pubic and private institutions.

Part of the Gensler Monograph series, Design for Education is a timely survey of modern learning environments — from universities to primary schools.

Domain-Specific Modelling for Coordination Engineering

The concept of coordination is by no means limited to Computer Science
Coordination models and languages provide a high-level abstraction for the
design and implementation of large and complex parallel systems. They focus on
the interaction patterns between the independent active components of the
respective systems while the domain-specific logic of the individual components
is neglected. As such, they can be regarded as tools for software integration [
Ciancarini, 1996].

Speech Production and Speech Modelling

Speech sound production is one of the most complex human activities: it is also one of the least well understood. This is perhaps not altogether surprising as many of the complex neurological and physiological processes involved in the generation and execution of a speech utterance remain relatively inaccessible to direct investigation, and must be inferred from careful scrutiny of the output of the system -from details of the movements of the speech organs themselves and the acoustic consequences of such movements. Such investigation of the speech output have received considerable impetus during the last decade from major technological advancements in computer science and biological transducing, making it possible now to obtain large quantities of quantative data on many aspects of speech articulation and acoustics relatively easily. Keeping pace with these advancements in laboratory techniques have been developments in theoretical modelling of the speech production process. There are now a wide variety of different models available, reflecting the different disciplines involved -linguistics, speech science and technology, engineering and acoustics. The time seems ripe to attempt a synthesis of these different models and theories and thus provide a common forum for discussion of the complex problem of speech production. Such an activity would seem particularly timely also for those colleagues in speech technology seeking better, more accurate phonetic models as components in their speech synthesis and automatic speech recognition systems.

The behavorial classification of aphasic patients according to the
fluencynonfluency dimension is particularly interesting because this dimension is
rooted largely in speech behavior rather than formal language operations related
to, for example, syntax and semantics. Benson (1967) was quoted earlier to the
effect that anterior patients have "a mechanical speech difficulty." His remark is
testimony to the tenuous separation of speech and language. More recent
research emphasizes ...

Modelling Foundations and Applications

8th European Conference, ECMFA 2012, Kgs. Lyngby, Denmark, July 2-5, 2012, Proceedings

This book constitutes the refereed proceedings of the 8th European Conference on Modelling Foundations and Applications, held in Kgs. Lyngby, Denmark, in July 2012. The 20 revised full foundations track papers and 10 revised full applications track papers presented were carefully reviewed and selected from 81 submissions. Papers on all aspects of MDE were received, including topics such as architectural modelling and product lines, code generation, domain-specic modeling, metamodeling, model analysis and verication, model management, model transformation and simulation. The breadth of topics, as well as the high quality of the results presented in these accepted papers, demonstrate the maturity and vibrancy of the field.

Contemporary software systems contain a large number of artifacts expressed in
multiple languages, ranging from domain-specific languages to general purpose
languages. These artifacts are interrelated to form software systems. Existing
development environments insufficiently support handling relations between
artifacts in multiple languages. This paper presents a taxonomy for multi-
language development environments, organized according to language
representation, ...