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learning to research, researching to learn (or if you love acronyms) rsdf in pbl Linda Kalejs Research and Learning Coordinator Library team leader, Faculty of Art, Design and Architecture Dr Robbie Napper Senior Lecturer, Course Coordinator, Industrial Design MADA PhD Program Director

Awesome research skills training for undergraduate students

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Learning Lunch Box 23 September 2014 Presenter: Dr Robbie Napper Title: Awesome research skills training for undergraduate students

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learning to research, researching to learn

(or if you love acronyms) rsdf in pbl

Linda Kalejs Research and Learning Coordinator Library team leader, Faculty of Art, Design and Architecture

Dr Robbie Napper Senior Lecturer, Course Coordinator, Industrial Design MADA PhD Program Director

2

this short talk is about how Linda and I implemented

a rigorous research training exercise into industrial

design undergraduate studio with awesome results.

I’ll talk about this experiment covering:• Population (who we used)

• Intervention (What we did)

• Comparison (How we measured the results)

• Outcomes (what we achieved), and

• the educational take away

3

the experiment

4

population

the ID degree:

DGN1001

1st year 2nd year 3rd year 4th year

Design studio 1

6

IDE1112Industrial Design studio 2

6

OHS1000Intro to OHSE

0

Studio

Tech

Theory

electives

points

unit codeName

pts

ID MapLast Revised 10/4/14

DIS1911 - DIS2904 Swap10/4/14

2014

IDE1802Materials and manufacturing 1

6

DIS1103Digital processes 1

6

IDE1502Modelmaking and workshop

6

AHT1101Intro to visual culture

6

24

DWG1201Drawing 1

6

IDE1602Product drawing

6

IDE2113Industrial Design studio 3

6

IDE2211Engineering drn (Solidworks)

6

IDE2701Product interface design

6

TAD2214Critical issues in design

IDE2811Mechanics and electronics

6

IDE2303Ergonomics

6 6

DIS19113D Design and vis. (MAYA)

6

IDE2114Industrial Design studio 4

6

IDE3115Industrial Design studio 5

6

IDE3814Materials and manufacturing 2

6

TAD3214Contemporary discourse in des

6

DIS29043D Modelling (Alias)

6

6

TAD4523Design research methods

6

PPR4102Professional practice

6

Elective

6

Elective

6

Elective

6

IDE3116Industrial Design studio 6

12 12

IDE4117Industrial Design studio 7

IDE4118Industrial Design studio 8

18

24 24 24 24 24 24 24

5

population

a “depth” studio unit

8 hours contact, 12CPTS

one project for the whole semester

30 students

DGN1001

1st year 2nd year 3rd year 4th year

Design studio 1

6

IDE1112Industrial Design studio 2

6

OHS1000Intro to OHSE

0

Studio

Tech

Theory

electives

points

unit codeName

pts

ID MapLast Revised 10/4/14

DIS1911 - DIS2904 Swap10/4/14

2014

IDE1802Materials and manufacturing 1

6

DIS1103Digital processes 1

6

IDE1502Modelmaking and workshop

6

AHT1101Intro to visual culture

6

24

DWG1201Drawing 1

6

IDE1602Product drawing

6

IDE2113Industrial Design studio 3

6

IDE2211Engineering drn (Solidworks)

6

IDE2701Product interface design

6

TAD2214Critical issues in design

IDE2811Mechanics and electronics

6

IDE2303Ergonomics

6 6

DIS19113D Design and vis. (MAYA)

6

IDE2114Industrial Design studio 4

6

IDE3115Industrial Design studio 5

6

IDE3814Materials and manufacturing 2

6

TAD3214Contemporary discourse in des

6

DIS29043D Modelling (Alias)

6

6

TAD4523Design research methods

6

PPR4102Professional practice

6

Elective

6

Elective

6

Elective

6

IDE3116Industrial Design studio 6

12 12

IDE4117Industrial Design studio 7

IDE4118Industrial Design studio 8

18

24 24 24 24 24 24 24

6

Project Aim:

“To design an urban element system that supports and encourages the practice of routine walking, both for transport and recreational purposes. This should include as a minimum, the provision of rest points for elderly users.”

tranSIT is a hybrid walking waypoint system for urban environments, combining seating with wayfinding and street lighting. It is designed to be minimally obtrusive by utilising wall spaces around cities, improving walkability for people of all ages.

The seat is designed with brief rest stops in mind, assuming more social, long-term seating is available at destinations such as shops and green spaces. Staying true to the principles of ‘inclusive design’, the seat is designed to be accessible, comfortable and safe.

To help encourage walking amongst the local community, simple walking times to popular nearby destinations and public transport links are provided, along with QR code integration for access to maps and further information.

Using the translucency of the solid surface material, LED street lighting is integrated to provide extra security for those walking at night. Power is supplied via a small roof mounted battery and solar unit. This also allows for the possible integration of WiFi or street phone charging.

travel lightMichael Oechsle

WALKING WAYPOINTS FOR URBAN ENVIRONMENTS

AN OBVIOUS LACK OF REST POINTS

Research shows that seating on key pedestrian routes should be

considered every 100m to provide rest points and to encourage street activity.

How can we help make our cities more walkable for people of all ages?

AN AGEING POPULATION

Globally, the share of older people in urban communities will multiply 16

times from about 56 million in 1998 to over 908 million in 2050.

A person in their mid-70’s cannot walk for much longer than 10 minutes

without a break.

A DECLINE IN WALKING

Commuting by foot has been shown to reduce the risk of illnesses such as diabetes and cardiovascular disease

by up to 40%.

Yet the proportion of Australian urban trips made by foot has halved since

the 50’s. This is a global trend in developed nations.

3 Key COntext Factors

7

jeffrey hughes

Project description.

Recently there have been breakthroughs in the ar-eas of bioengineering and micro manufacture. These advances have opened a whole new way in which we can analyse and monitor the human body. In partnership with industry leader MiniFAB we have explored the ways in which these innovative technologies can be used to shape the future of elite athlete training.Focusing on biochemical monitoring and collection of data from points on the skin we have devel-oped a range of devices that unlock a future array of previously unobtainable and influential data on athlete’s performance; ranging from oxygen uptake in the blood to analysis of the composi-tion of sweat.

Through this project we have explored the charac-ter and requirements of our end users and developed a full system to exceed their expectations and create a product range without paral-lel. The base system involves five modules: a sensor that collects data from the skin, robust sensor packaging ensuring ease of applica-tion, a device to collect, col-late and transfer data from multiple streams in real time, a docking system and a transportation case with an emphasis on simplicity. Each team member focused on a particular product in detail, sharing their knowledge to enhance each final individu-ally designed system range.

Intended as the companion of the future the MiniFAB TOR™ focuses on un-precedented skin / device mounting possibilities with scope for attachment over the entire body. Its unique reusable and washable GECKO®NANOPLAST® adhesive strap ensures ro-bust attachment and im-mense comfort, through wet and sweaty conditions. The tessellated modular design provides unparalleled twin curvature flexibility, reduc-ing athlete impedance and promoting regular use. Its intuitive and simple design makes operation an ease and reduces the associated learning curve.The MiniFAB TOR™ is the next stage in the athlete monitoring revolu-tion. Combining flexibility and emotion at its core TOR™ is the athlete’s true companion to victory, the key to unlock-ing their peak potential.

PACKAGE SENSOR DEVICE DOCK CASE

minifab

8

Moving wheels powers system

Moves contents to second stage

Access to compost

Shredding and Mixing

Aerating and Maturing

Collect Food WasteThis includes veggie scraps, tea leaves, egg shells and fresh grass clippings. Avoid meat, dairy and bread products.

Collect Garden WasteThis includes dry leaves, wood shavings, nuts and shells, twigs, hay, shredded paper and cardboard items.

The First StageFill COMPlete with equal amounts of food and garden waste, and roll. This helps shred and mix the waste. Once full, the waste is ready for the second stage.

The Second StageTransport the prepared waste from first to second stage by pulling the top handle. This drops the waste into the second stage where it matures. COMPlete must be rolled once a week to aerate and mix the developing compost.

CompostSoon the compost will be ready. When the bottom handle is pulled, compost drops from the second stage, ready to be used in the garden!

Moving wheels powers system

Moves contents to second stage

Access to compost

Shredding and Mixing

Aerating and Maturing

Collect Food WasteThis includes veggie scraps, tea leaves, egg shells and fresh grass clippings. Avoid meat, dairy and bread products.

Collect Garden WasteThis includes dry leaves, wood shavings, nuts and shells, twigs, hay, shredded paper and cardboard items.

The First StageFill COMPlete with equal amounts of food and garden waste, and roll. This helps shred and mix the waste. Once full, the waste is ready for the second stage.

The Second StageTransport the prepared waste from first to second stage by pulling the top handle. This drops the waste into the second stage where it matures. COMPlete must be rolled once a week to aerate and mix the developing compost.

CompostSoon the compost will be ready. When the bottom handle is pulled, compost drops from the second stage, ready to be used in the garden!

The COMPlete is a self-contained home composting unit, aiming to make the process of composting simple and quick. It also aims to eliminate all negative conceptions of composting, hence increasing its marketability.

COMPlete incorporates movement powered features that automatically regulate compost development. The user adds nitrogen rich kitchen waste and carbon rich garden waste in equal ratios. Moving COMPlete then shreds and mixes the waste, in preparation for composting. The wheels gear with the bottom set of blades, which are connected to the top set of blades through a belt system. Once mixed and shredded, the user is then pulls the top handle at the front of the composting unit, to drop the mixture into the second set of blades. Here, the compost will mature. Moving the bin now aerates the mixture, and an aerobic reaction occurs. After maturing, the compost is ready. The user must pull the bottom handle at the front to allow the compost to drop through the bottom of the bin, to the ground.

COMPlete’s solution to quick compost lies in the constant shredding, which creates smaller particles for the reaction. The enclosed volume provides a warm and dark environment to further accelerate the reaction. As COMPlete can also be transported around the garden, fresh compost can be accessed close to the veggie patch whenever required. Compost need never sit stagnant again and therefore, will not collect unwanted odours, critters or weeds, eliminating the negativities usually related to compost.

travel lightAKHILA POKKULURI

9

M A G G I E P H O E N G 2 0 1 3 - P R O J E C T T R A V E L L I G H T

G O O G L E M I R R O RM A G G I E P H O E N G 2 0 1 3 - P R O J E C T T R A V E L L I G H T

G O O G L E M I R R O R 139138

integration across devicesBy taking advantage of Google’s pre-existing software and social infrastructure, the device can easily integrate into current work environments.

The device operates on Google’s custom operating system, Chrome OS - which has been designed for those who work primarily online.

google mirrorhardware to process 3d image into 2dkeeps video and touchscreen feeds separate

watching conference, low power device

other contributorslimited contribution interaction

stores shared workspaces and recordings of collaborations

plan around time zone differences

collaborative software already created

acts as a phonebook, leave quick messaes, make calls

google docs

google calendar

google hangouts/g+

google hangouts

software available

cloud server

google mirror

interaction input methodshand air guestures (tracking software required)

touch screeneye-gazeeye-contactcapacitive writing stylusspeechbody language

hdmi/usb

observervs

screenshare: software which is not available in the gdocs suite

must be granted access to files

SYSTEM OVERVIEW

10

intervention

11

IDE3116:studio 6travel light - your guide to the semester

= note something important

= something due, either for review, or grading.

week 1 2 3 4 65 7 8 9 10 11 12 e-wk 1

project intro

product sector brainstorm

choose brief

product type brainstorm

Open day sunday 4th August.

1 day research task

nominate times for next week’s review

8 concepts due

discussion and review of all 8 ideas

development of chosen concept

3 concept pechakucha

choose projects

commence research

What’s a pechakucha?A 30-second per slide presenta-tion forcing the presenter to cover only the most salient points of their design.We’ll make one big file in google docs, set the timing, and hit go!

Linda will give us a tutorial on how to find information relevant to our individual topics. Finding journals, articles, papers, statistics etc all using the library’s awesome resources. This session starts at 9:30am in the library.

task clarifica-tion research

research methods - linda from the library

research

project proposal pechakucha

colour and trim

detail design

book design tutorial

discussion of final deliverables: poster, model, ebook

Mid semester break. Work on your model!

design freeze

drawing pack due

start work on models

unpainted model due

review poster ideas

spatial planning for exhibition

last class!

review model, poster, ebookie everything!

event planning for exhibition

exhibition!

model, poster, ebook due in by 10am

Swot-vac week.

20% 15% 10% 5%

your lecturer:dr robbie napper

[email protected]

office g3.15 ph: 990 31059email me!

110%

50%

Brad from communication design will give us a tutorial on book design and typography. 11am.

Note that these ungraded milestones are critique reviews; the content will go into your eBook.

12

IDE3116:studio 6travel light - your guide to the semester

= note something important

= something due, either for review, or grading.

week 1 2 3 4 65 7 8 9 10 11 12 e-wk 1

project intro

product sector brainstorm

choose brief

product type brainstorm

Open day sunday 4th August.

1 day research task

nominate times for next week’s review

8 concepts due

discussion and review of all 8 ideas

development of chosen concept

3 concept pechakucha

choose projects

commence research

What’s a pechakucha?A 30-second per slide presenta-tion forcing the presenter to cover only the most salient points of their design.We’ll make one big file in google docs, set the timing, and hit go!

Linda will give us a tutorial on how to find information relevant to our individual topics. Finding journals, articles, papers, statistics etc all using the library’s awesome resources. This session starts at 9:30am in the library.

task clarifica-tion research

research methods - linda from the library

research

project proposal pechakucha

colour and trim

detail design

book design tutorial

discussion of final deliverables: poster, model, ebook

Mid semester break. Work on your model!

design freeze

drawing pack due

start work on models

unpainted model due

review poster ideas

spatial planning for exhibition

last class!

review model, poster, ebookie everything!

event planning for exhibition

exhibition!

model, poster, ebook due in by 10am

Swot-vac week.

20% 15% 10% 5%

your lecturer:dr robbie napper

[email protected]

office g3.15 ph: 990 31059email me!

110%

50%

Brad from communication design will give us a tutorial on book design and typography. 11am.

Note that these ungraded milestones are critique reviews; the content will go into your eBook.

intervention

13

Pedagogy:Combining Project Based Learning with the Research Skills Development Framework.

learning to research

researching to learn

educatoraction or requirement

educator:

observed outcome

improvements

Key:

student action

Existing practice

New practice

Project based learningOverall context for the unit.

With increased skills.

Project outcomes.Lifelong learning.Transferrable skills.Self driven learning.Attain graduate attributes.Employablility.Classroom motivation.Library-Faculty partnerships.

At library tutorial.

ScaffoldsFacilitatesEvaluates

research skills development framework

Augments PBL approach.

2intervention

14

Curious Determ

ined Discerning

Creative Constructive

Harmonising

Research Skill Development Framework A conceptual framework for the explicit, coherent, incremental and spiralling development of students’ research skills

Level 1 (Prescribed Research) Highly structured directions and modelling from educator prompt student research

Level 2 (Bounded Research) Boundaries set by and limited directions from educator channel student research

Level 3 (Scaffolded Research) Scaffolds placed by educator shape student independent research

Level 4 (Student-initiated Research) Students initiate the research and this is guided by the educator

Level 5 (Open Research) Students research within self-determined guidelines that are in accord with discipline or context.

a. Embark & Clarify Respond to or initiate research and clarify or determine what knowledge is required, heeding ethical/cultural and social/team considerations.

Respond to questions/tasks arising explicitly from a closed inquiry. Use a provided structured approach to clarify questions, terms, requirements and expectations.

Respond to questions/tasks required by and implicit in a closed inquiry. Choose from several provided structures to clarify questions, terms, requirements and expectations.

Respond to questions/tasks generated from a closed inquiry. Choose from a range of provided structures or approaches to clarify questions, terms, requirements and expectations.

*Generate questions/aims/ hypotheses framed within structured guidelines*.

*Generate questions/aims/ hypotheses based on experience, expertise and literature*.

b. Find & Generate Find and generate needed information/data using appropriate methodology.

Collect and record required information or data using a prescribed methodology from a prescribed source in which the information/data is clearly evident.

Collect and record required information/data using a prescribed methodology from prescribed source/s in which the information/ data is not clearly evident.

Collect and record required information/data from self-selected sources using one of several prescribed methodologies.

Collect and record self-determined information/ data from self-selected sources, choosing an appropriate methodology based on structured guidelines.

Collect and record self-determined information/data from self-selected sources, choosing or devising an appropriate methodology with self-structured guidelines.

c. Evaluate & Reflect Determine and critique the degree of credibility of selected sources and of data generated, and reflect on the research processes used.

Evaluate information/data and reflects on inquiry process using simple prescribed criteria.

Evaluate information/data and reflect on the inquiry process using given criteria.

Evaluate information/data and inquiry process using criteria related to the aims of the inquiry. Reflect insightfully to improve own processes used.

Evaluate information/data and the inquiry process comprehensively using self-determined criteria developed within structured guidelines. Reflect insightfully to refine others’ processes.

Evaluate information/data and inquiry process rigorously using self-generated criteria based on experience, expertise and the literature. Reflect insightfully to renew others’ processes.

d. Organise & Manage Organise information and data to reveal patterns and themes, and manage teams and research processes.

Organise information/data using prescribed structure. Manage linear process provided.

Organise information/data using a choice of given structures. Manage a process which has alternative pathways.

Organise information/data using recommended structures. Manage self-determined processes with multiple possible pathways.

Organise information/data using student-determined structures, and manage the processes, within the parameters set by the guidelines.

Organise information/data using student-determined structures and management of processes.

e. Analyse & Synthesise Analyse information/data critically and synthesise new knowledge to produce coherent individual/team understandings.

Analyse and synthesise information/data to reproduce existing knowledge in prescribed formats. *Ask emergent questions of clarification/curiosity*.

Analyse and synthesise information/data to reorganize existing knowledge in standard formats. *Ask relevant, researchable questions emerging from the research*.

Analyse and synthesise information/data to construct emergent knowledge. *Ask rigorous, researchable questions based on new understandings*.

Analyse and create information/data to fill knowledge gaps stated by others.

Analyse and create information/data to fill student-identified gaps or extend knowledge.

f. Communicate and Apply Write, present and perform the processes, understandings and applications of the research, and respond to feedback, accounting for ethical, social and cultural (ESC) issues.

Use mainly lay language and prescribed genre to demonstrate understanding for lecturer/ teacher as audience. Apply to a similar context the knowledge developed. Follow prompts on ESC issues.

Use some discipline-specific language and prescribed genre to demonstrate understanding from a stated perspective and for a specified audience. Apply to different contexts the knowledge developed. Specify ESC issues.

Use discipline-specific language and genres to demonstrate scholarly understanding for a specified audience. Apply the knowledge developed to diverse contexts. Specify ESC issues in initiating, conducting and communicating.

Use discipline-specific language and genres to address gaps of a self-selected audience. Apply innovatively the knowledge developed to a different context. Probe and specify ESC issues in each relevant context.

Use appropriate language and genre to extend the knowledge of a range of audiences. Apply innovatively the knowledge developed to multiple contexts. Probe and specify ESC issues that emerge broadly.

Extent of Students’ Autonomy

Facet

of

Research

Research Skill Development (RSD), a conceptual framework for Primary school to PhD, developed by John Willison and Kerry O’Regan ©, October, 2006/November, 2012. Facets based on: ANZIIL (2004) Standards & Bloom’s et al (1956) Taxonomy. * Framing researchable questions often requires a high degree of guidance and modelling for students and, initially, may need to be scaffolded as an outcome of the researching process (Facet E, Levels 1-3). After development, more students are able to initiate research (Facet A, Levels 4 & 5)*. The perpendicular font reflects the drivers and emotions of research. Framework, resources, learning modules and references available at http://www.rsd.edu.au. For info: [email protected]

when students…

www.rsd.edu.au

What characterises the difference between ‘search’ and ‘research’? More searching and more data generation is just a ‘biggasearch’! Research is

… spiral through the facets, adding degrees of rigour and discernment as they dig and delve.

15

comparison

before - after

16

outcomes

17

RSDF Facet and survey question

A Embark and clarify

dist

ribu

tion

of

answ

er b

y Ex

ten

t of

stu

den

t au

ton

omy

c Evaluate and reflect D Organise

and manage E Analyse and synthesise F Communicate and apply

5

4

3

2

1

1 1 2 31 1 12

5%

9%

55%

23%

9%

27%

36%

9%

18%

9% 5%

14%

9%

41%

32%

9%

5%

23%

45%

18%

9%

9%

18%

14%

50%

5%

14%

9%

41%

32%

9%

9%

0%

36%

45%

5%

14%

0%

32%

50%

outcomesMapping of results to RSD extent of student autonomy:

Level 5 open Research Level 4 student-initiated research Level 3 scaffolded research Level 2 bounded research Level 1 prescribed research

18

outcomesMapping of results to RSD extent of student autonomy:

Level 5 open Research Level 4 student-initiated research Level 3 scaffolded research Level 2 bounded research Level 1 prescribed research

RSDF Facet and survey question

b Find and generate

dist

ribu

tion

of

answ

er b

y Ex

ten

t of

stu

den

t au

ton

omy

5

4

3

2

1

1pre 2 3 11post

9%

18%

41%

32%

0%

41%

41%

0%

14%

5% 5%

14%

14%

50%

18%

9%

9%

18%

36%

27%

9%

9%

18%

14%

50%

19

Practice:Combining Project Based Learning with the Research Skills Development Framework.

Briefing

educatoraction or requirement

observed outcome

research documents

Students familarised with project.

Key:

student action

Find & generateEvaluate & reflectOrganise & manageAnalyse & synthesiseCommunicate & apply

rsdf implemented

learning to research

learning to research

Researching to learn Researching

to learn

Researching to learn

Library tutorial.

rsdf facets practiced

rsdf facets practiced

researchTopic resolved. Find the problem.

conceptsTopic resolved. Find the problem.

Ordinary PBL approach.(eg control group 2012).

Addition of RSDf to PBL.

refinementGenerate details and improve against objectives.

evaluation & outcomes

presentationResolved product designs presented.

Embark & clarify Analyse & synthesiseCommunicate & apply

rsdf facets practiced

Increase in use of scholarly references.Insights in addition to information.

concept presentationProblem solving approach, as opposed to “design product x”.

refinementApplication of discoveries into product outcomes.

3outcomes

20

the take away 3rd year Industrial Design UG students (and perhaps your students too):

• coped well with scaffolded research,

• crave structure and research “tools”,

• are highly capable of research synthesis by studio creation and reflection,

• can, despite the rumours, read peer reviewed science,

• just need a push in the right direction.

thanks