Remote synchronous delivery for interior design education: The shift toward innovative paradigms in design teaching approaches

In the uncertain COVID-19 situation, professionals working in education development and learning strategies start to wonder why the situation seems strange or even tough. Institutions got involved, somehow, in online teaching delivery. Most post-secondary institutions worldwide began to use virtual learning or remote synchronous delivery (RSD) as the most applicable method to keep a connection with students in a social-distancing situation. It might be too early to rush to drive solutions or summarize conclusions. The key point is to reach for expressive questions that describe and evaluate the situation in interior design education - an advanced step in the diagnosis of the current situation. This chapter investigates how the current pandemic situation affected teaching methods in the Bachelor of Interior Design (BID) program at University X. The chapter explores remote synchronous delivery in this program with a focus on three core interior design streams: studio, visual communication, and software and technology. As a response to crisis situations, the chapter begins to answer these questions: How did remote synchronous delivery affect interior design education? How can we be prepared for advanced teaching approaches? Will this pandemic lead to innovative approaches in interior design teaching pedagogy? © Springer Nature Switzerland AG 2021. All rights reserved.

Structuring knowledge-building in online design education.

Design education has traditionally been deemed a face-to-face endeavor causing online learning to be disregarded as a viable teaching option. Nonetheless, the recent impact of COVID-19 pressured design schools to rapidly migrate online, impelling many educators to utilize this unfamiliar and largely dismissed methodology. The impending problems exposed with this sudden shift point to a significant gap in research. Accordingly, this study proposes a set of guidelines targeting design knowledge-building, based on an in-depth look at student experience during an online design course. Data were collected through a 63-item course efficiency survey (n = 59) and a series of semi-structured focus group interviews (n = 16) with the enrolled students. The following overarching themes emerged through iterative thematic analysis of the interview data: (1) flexibility and handling stress, (2) managing self-pacing issues (3) formal conversation platform, (4) content variety and access options. The themes were interpreted in relation to the survey findings and the broader research on learning. The proposed guidelines emphasize initially clear goals and objectives, pacing flexibility with progress guidance, content and communication variety, sense of presence and peer exposure, and individualized feedback. It is expected that the guidelines will be helpful in building, conducting, and evaluating future online design knowledge-building experiences.

The Impact of the Covid-19 Pandemic on Interior Design Students' Performance in Jordanian Universities

This research study compared the perceived performance of interior design students participating in Classroom Learning Versus Online Learning due to the COVID-19 pandemic lockdown in Jordan. The survey results suggest that first-year students had higher satisfaction ratings than third-year students. Second-year students had a medium level of expectations and perceptions regarding both online and classroom learning. The reasons for this difference in perceived performance could be attributed to a variety of factors, such as the novelty of online learning, the more complex coursework of third-year students, and the difficulty of conveying concepts in an online learning environment. In order to ensure that all students are receiving an equitable education, regardless of their year level, it is important to understand the root causes of the difference in satisfaction between first-and third-year students and to develop strategies to address any issues that arise. The findings of this study provide insight into the factors affecting student satisfaction with online learning and can inform the development of strategies to support students in their learning during the pandemic.

Decolonising design practices and research in unceded Australia: reframing design-led research methods

Much of design teaching, learning and research in Australia is determined by Eurocentric traditions and the ongoing colonial project. In this context Indigenous Peoples continue to experience erasure, silencing and appropriation of practices and knowledges. The Visual Communication Design Program, situated in the School of Design at the University of Technology Sydney (UTS), is committed to disrupting this trajectory. In this article we describe an immersive model that seeks to challenge the role of the design educator, creative practitioner and researcher on unceded Gadigal Lands in the city of Sydney, Australia. We reflect on the challenges of facilitating Visual Communication Design and Emergent Practices, for a third iteration as an online studio experience, during COVID-19 in the context of the climate crisis, bushfires and Black Lives Matter. This iteration is the result of four years of deep collaboration with local First Nation Elders, Indigenous scholars and practitioners. The research-focused studio for 180 final-year visual communication design students is led by Local Elders, cultural and research advisers with the support of studio leaders. The consideration of design-led research methods through a process that infuses Indigenous research principles builds on the longitudinal research into the role of the emplaced designer in Indigenous-led projects on Country. Our studio, titled `In Our Own Backyard', provides students with strength-based design capabilities and understandings of the principles of the United Nations Declaration of Indigenous Peoples Rights (UNDRIP), Indigenous Cultural and Intellectual Property Rights (ICIP) and the Australian Indigenous Design Charter. As a studio experience, the aim is to create conditions which spark possibilities for re-orientation towards relational and respectful negotiation of difference, and the capacity to action Indigenous self-determination in complex practitioner scenarios.

A Case Study on How Distance Education May Inform Post-Pandemic University Teaching

Higher education recently found itself in the unprecedented situation of being forced to rapidly switch to online education as a demand of the COVID-19 pandemic. The aim of this article is to compare and contrast the experiences of university tutors who teach in two distance education universities with those who teach in a traditional university concerning their online lessons during lockdown. Forty university tutors participated in a survey to capture their teaching experiences. The survey was based on the transactional distance theory. Both qualitative and quantitative data were collected from both groups. Analysis of the quantitative data indicates no significant differences between the two groups in scores regarding course structure flexibility and the degree of student autonomy;however, significant difference with a high effect size was found regarding instructional dialogue, in favor of the distance tutors' group. Thematically analyzing the qualitative data allowed the researchers to group the data into three main themes focused on how the instructional dialogue was manifested in the classes of both groups: (a) the learning design approach adopted, (b) the tutor-led interaction for student support, and (b) learner-to-learner communication and the sense of an online community. Ensuing recommendations involve adopting social-constructivist approaches that can sustain high-quality instructional dialogue in online learning settings and creating distance education faculty development programs in traditional universities that will help tutors support dialogical forms of online pedagogy.

The good, the bad and the ugly: Reflections on obtaining a PhD in Healthcare Systems Design amid the COVID-19 pandemic

This paper presents a reflection on the experience of obtaining a PhD degree in Participatory Healthcare Systems amid the COVID-19 pandemic. The paper first introduces the PhD research and how the methodology was adjusted during the pandemic. Then, the reflections are presented considering the benefits/advantages (the good), the barriers/difficulties (the bad) and the struggles (the ugly). The topics presented show that positive aspects were overshadowed by the emotional burdens and increasing limitations of data collection and study design. Learnings from this experience indicate that designing a more resilient methodology that integrates creative methods, supporting PhD students to pause the research, fostering a culture of care that rethinks what a successful PhD is, and a greater focus on the Mental Health of PhD students is advisable. [ FROM AUTHOR] Copyright of Design for Health is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

An EVENTful Course-University partnership

This case study describes a meaningful classroom-university Work Integrated Learning (WIL) collaboration that executed course and campus objectives in a novel peer-mentorship design and prepared future event management graduates for industry while navigating the COVID-19 pandemic.A unique collaboration between two event management university courses and the Campus Activities Team (CAT), a subsidiary of the Office of Student Engagement within University Student Affairs, was offered in Fall 2020 and Fall 2021. This WIL collaboration partnered with Senior Seminar (final year) student pairs with small groups of first-year, Introduction to Event Management students (2-5). Each Intro-Senior Seminar dyad received US$400.00 in financial support from CAT to create and implement engaging campus events. Across both semesters, 21 Intro-Senior Seminar dyads created, planned, implemented, and evaluated their campus CAT events.

Implications of online, hybrid and in-person design studio teaching after the pandemic a grounded theory approach

Distance and Blended education have been studied and applied in many disciplines but there has been limited use and assessment of these learning modes for design studios. The Coronavirus Disease (COVID-19) pandemic has forced education delivery methods in the United States to become more online/hybrid in the 2020 school year without much preparation. As schools slowly shift to post-pandemic teaching modes, it is necessary to examine and evaluate what was learned during the pandemic online environment for design education. Previous studies have examined the effectiveness of online delivery of design education by virtual design studios using advanced digital technologies and equipment on a variety of platforms to teach specific design skills. In this study, the researcher uses semi-structured interviews of design educators and a survey of design students to examine their experience with their online learning environment during the 2020 school year. The qualitative and quantitative results of the study shed light on the challenges of online design studio learning during the pandemic and revealed opportunities for improving future design studio education. Lack of social interactions during the pandemic online learning impacted students' motivation. The use of digital technologies improved communication efficiency, but there is also ineffective communication that negatively affected peer interaction and learning, which in turn affected student learning outcomes and learning satisfaction compared to in-person design studios. The results also revealed openings to promote fully online design education, with studio courses reconfigured using the Technological Pedagogical and Content Knowledge (TPACK) framework and with properly trained design instructors. This hybrid learning environment would lead to students receiving an optimal learning experience that benefits from the advantages of in-person instructions along with the efficiency of digital technology-based learning platforms. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

HyFlex environment: addressing students' basic psychological needs.

Active learning strategies engage students and promote student-centered learning environments. Implementing active learning in a HyFlex environment during the Fall of 2020 global pandemic was challenging. We describe the Interactive Synchronous HyFlex approach to teaching design thinking at the introductory college level and explore impacts on students' basic psychological needs, including autonomy, competence, and relatedness. Aligned with Self-Determination Theory, active learning has been shown to motivate students and increase performance and retention in science, engineering, and mathematics disciplines, among others (Freeman et al., 2014; Lo & Hew, 2019). In active environments, the predominant mode of instruction is not lecture based and it engages students through student-to-student interactions and student-to-instructor interactions. The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. This model of instruction is ideal for our design thinking course used as a context for this study because students are challenged to learn by doing. In active learning courses, students engage in video-recorded lectures or talks, text-based materials and online quizzes, or other preparation activities before and in preparation for class (Bishop & Verleger, 2013; Lo et al., 2017; O'Flaherty & Phillips, 2015). Scheduled class meeting time is used for engagement and interaction between students informed by a social constructivist learning theory. Students challenge each other to apply what they have learned with guidance and support from the instructor.

Improving Distance Learning Process in Engineering Education Using Design of Experiments: Re-Design of an Online Industrial Engineering Course during and Beyond the Pandemic Covid-19

This study aims to improve the quality of the learning process in engineering education. The COVID-19 health crisis pushed the scientific community to review teaching practices and reconsider their effectiveness. Engineering education and learning were not an exception to that. This article introduces a case study using the Design of Experiments method to improve engineering education quality, especially in the distance learning process. In this case study, we focused on designing the process of distance learning and its quality by working on the case of two industrial engineering classes (2021 and 2022 classes) in a Moroccan public engineering school. The collaboration between the teacher and these two engineering students' classes in their third year of industrial engineering enabled us to identify factors influencing learning quality. Then, we determined the optimal combinations of these factors for better quality by analyzing the results of the experiments. The Design of Experiments successfully implemented in manufacturing can also be applied to engineering education settings. The result of this study would help teachers and decision-makers understand the factors that influence the quality of learning to improve the distance learning process.

Impact of COVID-19 on distance learning practical design courses.

This paper explores the impact of COVID-19 on higher education practical design courses in Egypt. Because of inadequate resources and preparedness, Egyptian colleges have struggled to adopt digital teaching methods during the COVID-19 pandemic. This paper examines strategies that are the most feasible for teaching practical courses during or after a pandemic through distance learning (on online platforms). An action research project was set up to deliver two studio-based design courses, one on architectural drawing and the other on furniture design via distance learning (online mode). This approach used a suite of technologies and synchronous and asynchronous delivery mechanisms, such as Zoom and Google Classroom. Student perceptions about the impact of these changes were evaluated using questionnaires. A psychological effect of the conditions caused by the pandemic on students has been the loss of interest in academics. The research results partially support the use of online platforms to teach practical courses. However, more needs to be done to improve the delivery of online courses in Egypt. Further, holding competitions was found to boost students' motivation levels. A future strategy for teaching practical courses in applied arts and engineering is proposed in this paper.

Online Competition of Small Electric Vehicle as an Exercise in Design Education - pico-EV Eco Challenge

To develop sustainable societies, it is necessary to reduce the use of fossil fuels. Therefore, widespread use of electric vehicles (EVs) is the need. Many subjects such as mathematics-and physics-based-mechanics of machine taught at the universities are useful to meet this problem. However, to design EVs, the ability to unify such knowledge along with the fabrication cost, time management, and teamwork management is necessary. We think that EV competition is a useful exercise in design education that helps develop this ability. Considering the energy problem, we proposed an official competition for small EVs, named 'pico-EV Eco Challenge', as an exercise in engineering design education. In this competition, a small one-person EV using only small rechargeable batteries (7.2 V, 1000 mAh in total) is fabricated and the fabricated EVs run a 60 m circuit. The competition in the years 2021 and 2022 was held on online due to COVID19 pandemic. In this paper, the competition criteria, the flow and the analyses of EVs on 2021 competition are described. © 2022 ICROS.

Emergency Remote Teaching of Technical Drawing During the COVID-19 Pandemic

Hybrid teaching, which combines face-to-face and online teaching, was widely adopted in higher education during the Covid-19 pandemic, especially in courses where implementation, experimentation, and practice are core activities. This paper presents observations of teaching effectiveness of a hybrid teaching framework designed within emergency remote teaching (ERT) in a technical drawing course during the pandemic. The objectives of the study are to analyse the teaching effectiveness of the designed framework and to understand its benefits and challenges for improvement of ERT of practice-based courses. Teaching effectiveness is analysed based on students' feedback, students' participation, analysis of students' grades, and instructors' observations. The findings revealed that students' adaption and participation was high and there was a positive correlation between in-class practice and individual learning processes. Most students stated that some of the online teaching activities (e.g. feedback, class notes, answer keys) can be integrated in face-to-face teaching in the future.

A paradigm shift in studio pedagogy during pandemic times: An international perspective on challenges and opportunities teaching design online

This study advances the debate over the role of technology-enhanced teaching in the practice-based design studio. Framed by the exigencies of the early stages of the COVID-19 pandemic, a detailed survey and follow-up interviews illuminate the transformative experiences among 90 experienced design educators from seven countries. At the heart of this study is the question: where did design educators succeed in trying to approximate a physical studio using online technologies and where did technology-enhanced teaching fall short? Content analysis of qualitative data and reflective remarks provide a window into what educators see as the concrete pedagogical challenges and opportunities they have encountered. Their responses are analysed using the four major characteristics of the practice-based design studio: dialogical learning, the critique, studio culture and studio class size. The results clearly demonstrate that the social aspects of the physical studio with its informal learning opportunities are difficult to replicate online and dialogical learning could not be effectively established online unless classes were smaller. There were also positive responses, particularly using online collaboration platforms for online critiques. Design educators can now prototype a new studio pedagogy that incorporates online elements that potentially enhance the learning and teaching experience in the physical design studio, while rejecting those that do not work for their domain. © 2022 Intellect Ltd.

A SLIGHT RETURN: DEVELOPING AN AUGMENTED DESIGN STUDIO PEDAGOGY

The reorientation to remote teaching due to the impact of COVID-19 restrictions proved to be both challenging and compromising, particularly in the context of delivering practice-based design education. Central to the challenges faced by many design tutors was the loss of the design studio as a focal point for engagement and learning. As an established signature pedagogy of design education, the studio provides an environment for mediated, sticky, social and habitual exchanges in supporting teaching and learning on campus. However, delivering teaching remotely through a period of enforced separation also proved that through adversity comes new insights, with the accelerated use of emergent technologies to support distributed working revealing new behaviours and opportunities for learning to take place. In response to COVID-19 restrictions, the digital whiteboard and collaboration platform Miro was widely adopted within the UK creative industries and universities alike to facilitate remote engagement. Through the period of November 2020 to May 2021 the authors utilised Miro to create an analogue to the physical design studio environment, providing an easily accessible collaborative space for remote sharing of thoughts and ideas. However, as many institutions now begin to reorient back to campus-based delivery it is evident that some of the pragmatic approaches adopted through necessity can hold lasting value beyond crisis modes of teaching. This paper utilises the key findings from a study of remote delivery experiences conducted by the authors in June 2021 to establish clear benefits for the continued application of the Miro on-line platform within a return to campus-based delivery. © Proceedings of the 24th International Conference on Engineering and Product Design Education: Disrupt, Innovate, Regenerate and Transform, E and PDE 2022. All rights reserved.

TEACHING DESIGN IN A VIRTUAL CLASSROOM - A NEW NORMALITY INITIATED BY THE PANDEMIC CONTEXT

After the Covid-19 pandemic emerged and developed into a global health crisis, we experienced that all sectors of society became affected. Within academia, we as educators in higher design education in Norway experienced how intrusive infection control restrictions from 12th March 2020 forced us to alter our teaching methods. Physical presence at campus was suddenly terminated, and online teaching was established through a virtual classroom where students had to attend digital lectures from home. After running this regime, we wanted to investigate the consequences and effects of this pedagogic transition. How has our remote teaching practice influenced the students' learning experiences? As we wanted to investigate our students' new learning situation from their own point of view, we developed a questionnaire where we asked our design students how they have experienced their study situation during the pandemic. To adapt our teaching strategies to the new context, we also asked for new and radical ideas to reduce the negative impact from the pandemic, aiming at damage reduction - or improvements - of our teaching and tutoring. We believe that this survey has gained us positively, as it has produced new knowledge and proved fruitful to enable us to reorganize and adapt to a new normal. © Proceedings of the 24th International Conference on Engineering and Product Design Education: Disrupt, Innovate, Regenerate and Transform, E and PDE 2022. All rights reserved.

SUCCESSES & CHALLENGES OF SUPPORTING PRODUCT DESIGN EDUCATION FOR DEAF & HARD OF HEARING LEARNERS DURING A PANDEMIC: A CASE STUDY

The impact of the COVID-19 pandemic on Higher Education has been considerable, none more so for practical/vocational subjects such as Product Design. However, consider being deaf/hard-of-hearing (D/HOH) whilst being forced to study predominantly online, with reduced practical in-person teaching opportunities, being socially distanced, and having to contend with face coverings limiting your ability to hear and lip read. The everyday challenges for D/HOH students in higher education is constantly demanding, but the global pandemic exacerbated this, presenting significant educational challenges. This paper presents a case study focused on the 2020/21 academic year whereby we examine the challenges and successes of supporting a product design student with Auditory Neuropathy Spectrum Disorder (ANSD) and permanent bilateral severe-profound hearing loss. The scope of this paper presents the learner arrangements for their product design education and highlights methods of managing the blended learning/teaching environment in combination with the use of British Sign Language (BSL) interpreters, electronic/handwritten notetakers and accompanying technologies. Numerous challenges were presented ranging from, managing rapidly developing online learning tools, adapting personal protective equipment to facilitate lip reading, managing multiple recording technologies to facilitate captioning/transcription, amongst others. The perspectives of the learner are presented, with reflections on how different session types, timetabling, delivery methods, etc., affected their day-to-day learning. Recommendations are made for improved collaboration with student support staff (i.e., BSL interpreters and electronic/handwritten note takers) and the need to implement digital technologies to facilitate the optimal blended learning and socially distanced teaching environment. © Proceedings of the 24th International Conference on Engineering and Product Design Education: Disrupt, Innovate, Regenerate and Transform, E and PDE 2022. All rights reserved.

AGEING COLLABORATIONS: CO-DESIGNING FUTURE TECHNOLOGY OPPORTUNITIES

The Ageing experience and increased longevity presents innovation opportunity for emergent technology, e.g., mobile and wearable. In turn, these technologies can enhance quality of life and independence as we age;however, they can also increase social inequalities and exclusion. The Covid-19 pandemic affected how we interact, communicate engage and interact with people and also technologies. People - across the generations were impacted and disrupted, motivating new behaviours in how they conducted everyday tasks and activities. Co-Design approaches have previously revealed successful collaborations between older adults, students, researchers, designers and other disciplines as a means to define unmet needs. Edinburgh Napier University provided funding to the PI (Principal Investigator) as a means to mobilise a 'Creative Cross-Education Team' (CCET) consisting of undergraduate students, research assistants (post-graduate researchers) and other staff colleagues of the University. The CCET worked with members from 'Tap into IT' (a local charity based in Edinburgh with a remit and focus on enhancing and enabling digital technology access for older adults). Two CoDesign workshops were conducted online titled 'Express' & 'Create.' The aim of these workshops was to explore, identify and define unmet needs/gaps expressed by older adult participants as a catalyst to create and generate future conceptual technology opportunities. The workshops were framed around Instrumental Activities of Daily Living (IADLs). The team were broken into groups whereby they were encouraged to collectively collaborate, Express and Create with the participants. This multi-generational and transdisciplinary approach created a democratized outlook where each contributor added value through expression, commentary and creativity. The findings have generated themes which are the basis for new opportunity through education and research with a focus on future technology opportunities. © Proceedings of the 24th International Conference on Engineering and Product Design Education: Disrupt, Innovate, Regenerate and Transform, E and PDE 2022. All rights reserved.

NEW COLLABORATIVE WORKFLOWS - IMMERSIVE CO-DESIGN FROM SKETCHING TO 3D CAD AND PRODUCTION

Digital technologies have enabled design sketching to expand into new applications and domains. Inevitably, these new forms of visualisation require re-evaluating how we use drawing to see, visualise, understand, and fabricate products and services in design education and the profession. This paper presents a selection of discoveries after the authors performed research, made presentations and mediated workshops when face-to-face collaborations and travel were impossible because of the Covid-19 epidemic restrictions. Findings add to work intending to build a modern taxonomy for design sketching and visual knowledge while accounting for immersive virtual collaboration and distributed workflows from sketching to 3D CAD and 3D printing. These are among the first indications of a drive towards synthesising historically demarked design process stages into a singularity of actions that merge and move simultaneously among ideation, design, and production. Participants in two international conference workshops shared ideas and discussed their local circumstances relating to the potential use and acceptance of new technologies already researched and adopted in other disciplines such as computer science and entertainment. A critical consensus was that the challenge of new technologies for our design education and profession is not as much about technology and its tools as the process and steps that enable change. Significantly, conversation pointed towards a strategy that enhances and augments habits in design education and the profession as the means to modify and transform culture and practice. © Proceedings of the 24th International Conference on Engineering and Product Design Education: Disrupt, Innovate, Regenerate and Transform, E and PDE 2022. All rights reserved.

INNOVATIVE BOARD GAME DESIGN IN AN ACADEMIC ENVIRONMENT DURING THE COVID-19 PANDEMIC

Leisure or entertainment, like other everyday needs, are fundamental activities for human well-being. The creation of activities that lead to moments of satisfaction and relaxation are also a focus of attention and one of the areas of intervention where design can contribute solutions. This project challenged a group of students on a degree course in product design to develop modern, alternative board games, centred on users and on situations and environments of use, in order to exercise the practice of product design and seek to present innovative solutions. The challenge came through a local Cultural Association, with a tradition in promoting this type of game. The project followed a design project methodology that led students through a first phase of immersion in the theme, mechanics and strategies of games and their variety, going through the generation of ideas, models, evaluation tests, to the production of prototypes. The project was subject to the constraints of the Covid-19 pandemic, which forced students and teachers to work at home. To improve teaching and learning experiences, the project involved specialists and professionals who shared their knowledge and experience in developing this type of product. This gave rise to a great diversity of solutions, resulting from the use of an adequate methodology, making it possible to design new board games in which the mechanics, when articulated with a theme of interest to the target audience, can result in a proposal for an appealing and unique game. © Proceedings of the 24th International Conference on Engineering and Product Design Education: Disrupt, Innovate, Regenerate and Transform, E and PDE 2022. All rights reserved.