Matching Items (5)
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- All Subjects: Education (Higher)
- All Subjects: Design
- Creators: Henriksen, Danah
- Member of: ASU Electronic Theses and Dissertations
Description
In today’s interconnected and multidisciplinary design practices, collaboration as pivotal. It’s not only a fundamental aspect of successful design outcomes but also influences the way designers work and connect with others. This dissertation delves into the intricacies of collaboration in design, spanning both educational and professional realms. The research is segmented into four studies, each offering unique insights.The first study, drawing upon students’ experiences with Participatory Design (PD), underscores how the iterative and feedback-driven nature of PD fosters a deeper understanding of collaboration from students’ perspectives. Students transition from mere designers to facilitators, negotiators, and learners, emphasizing the significance of trust, empathy, and empowerment. The second study offers a glimpse into the intricacies of collaboration in strategic design live projects. Here, facilitation and communication skills are pivotal, enabling students to work alongside clients. This study magnifies the importance of a designer’s role in effectively interfacing with clients and understanding multifaceted team dynamics. Moving from the educational realm to the professional domain, the third study delves into the demand for co-design skills in the industry. Contrary to expectations, terms associated with ‘co-design’, or ‘participatory design’ were sparsely present in design job postings, identifying a significant gap between academic collaboration terminology and industry practice, this highlights the need for bridging academic discourse with practical applications. The fourth study presents an exploration of collaboration in professional design practices. It reveals collaboration as a symbiotic blend of diverse skills, knowledge, emotions, and shared objectives. This study addresses the essence of collaboration in design from the professionals’ perspectives and identifies both the barriers and facilitators when designers understand and prepare others in collaboration.
Collectively, this dissertation not only provides a comprehensive view of collaboration in design but also seeks to bridge design education with the profession. Recommendations for design education emphasize the integration of real-world collaboration dynamics, equipping future designers to navigate professional collaboration challenges adeptly. By shedding light on how designers navigate their interactions with various stakeholders in both educational and professional spheres, it can provide invaluable insights for design educators and professionals, advocating for an enhanced collaborative ethos in the design domain.
ContributorsXie, Yumeng (Author) / Mejía, G. Mauricio G.M.M. (Thesis advisor) / Takamura, John (Committee member) / Henriksen, Danah (Committee member) / Arizona State University (Publisher)
Created2023
Description
Both fashion design and education are areas where new technologies can have a significant impact. This dissertation examines the potential of virtual reality (VR) for fashion design education and focused on the profound affordances that virtual reality offers - immersion and agency. Using a phenomenological approach, the study combined arts-based research, observational field notes, and in-depth interviews to ascertain the potential value of adding VR to the fashion curriculum. A small group of 14 fashion design students participated in the study, engaging in passive viewing and active creating activities. The students reported their impressions and shared their designs. Results indicate that the use of VR in fashion design education can lead to deeper engagement, increased creativity, and enhanced learning experiences. The study found that students who used VR technology in their design and theory courses reported feeling more engaged. The data also revealed that students found the VR environment to be a valuable tool for exploring design ideas, enhancing creativity, and increasing confidence in their work. These findings have important implications for both design educators and industry professionals. The study concludes with recommendations for integrating VR technology into fashion design education and suggestions for future research.
ContributorsCrooks, Julian (Author) / Nelson, Brain (Thesis advisor) / Henriksen, Danah (Committee member) / Julian, June (Committee member) / Arizona State University (Publisher)
Created2023
Description
Preservice teachers are faced with many challenges as they enter their first year of teaching. This is particularly true when dealing with future-ready skills, such as technology integration in K-12 classrooms, an area where many higher education or teaching faculty may not feel comfortable or fluent enough to support preservice teachers or to model in their own instruction.
This action research study aimed to understand how faculty develop Technological Pedagogical Content Knowledge (TPACK) in ways that will help them to enhance their instruction and model technology integration for preservice teachers. An online community was created that allowed teacher educators to interact synchronously or asynchronously to collaborate, learn, and practice new technological skills. This community served as a place for teacher educators to play with new technology and to share their ideas and practices with their peers—ideally to begin the process of developing the knowledge and fluency with technology that would allow them to better support teacher education students.
Both qualitative and quantitative data were used to explore faculty’s development of TPACK. A pre-survey, retrospective pre-survey, and post-survey were administered and analyzed. Also, interviews of participants and observations of the online community were used to collect qualitative data.
The results of the study showed an increase in participants’ confidence for selecting technologies to enhance their instruction after they participated in the online community. Also, the participants felt more confident using strategies that combine content, technologies, and teaching approaches in their classrooms or other learning environments.
In Chapter 5, a discussion of the findings was presented, in which several main implications are shared for researchers who might be engaged in similar work. Also, the lessons learned from this action research are explained, as well as the limitations experienced in this study.
This action research study aimed to understand how faculty develop Technological Pedagogical Content Knowledge (TPACK) in ways that will help them to enhance their instruction and model technology integration for preservice teachers. An online community was created that allowed teacher educators to interact synchronously or asynchronously to collaborate, learn, and practice new technological skills. This community served as a place for teacher educators to play with new technology and to share their ideas and practices with their peers—ideally to begin the process of developing the knowledge and fluency with technology that would allow them to better support teacher education students.
Both qualitative and quantitative data were used to explore faculty’s development of TPACK. A pre-survey, retrospective pre-survey, and post-survey were administered and analyzed. Also, interviews of participants and observations of the online community were used to collect qualitative data.
The results of the study showed an increase in participants’ confidence for selecting technologies to enhance their instruction after they participated in the online community. Also, the participants felt more confident using strategies that combine content, technologies, and teaching approaches in their classrooms or other learning environments.
In Chapter 5, a discussion of the findings was presented, in which several main implications are shared for researchers who might be engaged in similar work. Also, the lessons learned from this action research are explained, as well as the limitations experienced in this study.
ContributorsScott, Lynda (Author) / Henriksen, Danah (Thesis advisor) / Mishra, Punya (Committee member) / Wolf, Leigh (Committee member) / Leahy, Sean (Committee member) / Arizona State University (Publisher)
Created2019
Description
This mixed methods study examined instructor introduction videos for use in online learning. This study intended to identify the influence of video production value on student perceptions of student-instructor intent, specifically in the areas of perceived student-instructor communication and student-instructor connection. This study also examined which production style most accurately aligns student perceptions with instructor intent as well as which video production style is preferred by students.
Using a set of production guidelines, an instructor produced two introduction videos; one of low production value, one of high production value. Student participants were surveyed on their perceptions of the instructor as featured in both videos. The instructor was interviewed using similar questions in order to identify instructor intent and compare instructor intent to student perceptions.
Analysis of data showed that there was no statistical difference between video production value in students’ perceived student-instructor connection or student-instructor communication when compared to the instructor’s intent in the same areas. Data analysis also showed that a high production value was more accurate in portraying instructor intent, however a low production value was preferred by students and portrayed the instructor more positively.
Using a set of production guidelines, an instructor produced two introduction videos; one of low production value, one of high production value. Student participants were surveyed on their perceptions of the instructor as featured in both videos. The instructor was interviewed using similar questions in order to identify instructor intent and compare instructor intent to student perceptions.
Analysis of data showed that there was no statistical difference between video production value in students’ perceived student-instructor connection or student-instructor communication when compared to the instructor’s intent in the same areas. Data analysis also showed that a high production value was more accurate in portraying instructor intent, however a low production value was preferred by students and portrayed the instructor more positively.
ContributorsLomonte, Cori (Author) / Puckett, Kathleen (Thesis advisor) / Crawford, Steven (Committee member) / Henriksen, Danah (Committee member) / Zuiker, Steven (Committee member) / Arizona State University (Publisher)
Created2019
Description
Artists and designers are preparing for rapidly changing and competitive careers in creative fields that require a healthy dose of resiliency to persevere. However, little is known on how students within these fields become more self-efficacious, gritty, situated toward a growth mindset, and persistent over time. This mixed-method action research study investigates how undergraduate arts and design college students approach and navigate perceptions of failure as well as incorporates an intervention course designed to increase their self-efficacy, growth mindset, and academic persistence. Participants were eighteen arts and design students representing a variety of disciplines from an eight-week, one-unit, 300-level course that utilized arts-based methods, mindfulness, and active reflection. After the course, students had significant changes in their self-efficacy and academic persistence as well as moderate significant change in their fixed mindset.
ContributorsWorkmon Larsen, Megan (Author) / Kulinna, Pamela (Thesis advisor) / Henriksen, Danah (Committee member) / Heywood, William (Committee member) / Arizona State University (Publisher)
Created2018