Kaleidoscope: A Reflective Documentation Tool for a User Interface Design Course

Documentation can support design work and create opportunities for learning and reflection. We explore how a novel documentation tool for a remote interaction design course provides insight into design process and integrates strategies from expert practice to support studio-style collaboration and reflection. Using Research through Design, we develop and deploy Kaleidoscope, an online tool for documenting design process, in an upper-level HCI class during the COVID-19 pandemic, iteratively developing it in response to student feedback and needs. We discuss key themes from the real-world deployment of Kaleidoscope, including: tensions between documentation and creation;effects of centralizing discussion;privacy and visibility in shared spaces;balancing evidence of achievement with feelings of overwhelm;and the effects of initial perceptions and incentives on tool usage. These successes and challenges provide insights to guide future tools for design documentation and HCI education that scaffold learning process as an equal partner to execution. © 2023 Owner/Author.

HanAPP Buhay: Android Java-Based Mobile Commerce Application for Freelance Home Service Providers and Client Job Seekers

Service providers from the informal sectors in the Philippines are left unemployed or want to look for part-time jobs due to the sudden COVID-19 pandemic. With the country on lockdown and as strict restrictions are implemented, people started adopting the e-commerce and m-commerce market. The rise in the Filipino masses using smartphones and participating in mobile commerce to purchase products and services over the Internet has given researchers a potential solution for the arising problem. Thus, the primary objective of the research is to design and develop a user-friendly mobile application that will give a platform where potential home service providers can offer their services to potential clients. HanAPP Buhay, a mobile application that is created in Android Studio with Java as a programming language, is a platform where service providers can offer a variety of home services including laundry, plumbing, cleaning, and electrical works to potential clients. As for the Application Programming Interface (API), Stripe and Firebase are the tools utilized for databases and transaction purposes. The researchers conducted a series of surveys and experiments and have determined that in the 38 trials, the HanAPP Buhay mobile application is functioning 100% accurately as expected, 99.995382330563% and 99.994941213182% working at real-time booking of appointments in the 16 trials for clients and 22 trials for workers respectively, have a reliable user's interface and secured data of both users through the Scrypt algorithm, and effective in its overall specifications in terms of customer's satisfaction. © 2022 IEEE.

Outdoor Social Distancing Violation System Detection Using YOLO Algorithm

The government issued orders to implement social distancing or physical distancing. Social distancing is a method of maintaining a distance of at least one meter from other people. This is useful for reducing/preventing disease transmission (virus) and reducing the chain of the spread of covid-19. So the hospital can provide optimal service. For this reason, this research is structured to create a system that can detect violations of social distancing in an open place. This system uses the You Only Look Once (YOLO) algorithm. The developed system uses a pre-Trained Yolov4 model to detect 80 object classes. Testing of this system is carried out based on several scenarios. The system is programmed using Python, with tools for coding Microsoft Visual Studio Code and Anaconda. The best result from creating the detection mode is obtained from a dataset ratio of 90% train data and 10% test data, with the mean average precision results obtained being 54.11%. © 2022 IEEE.

Implementation of LBPH Algorithm for Covid Patient Isolation Violation Detection

LBPH (Local Binary Pattern Histogram) is a Facial recognition algorithm used to monitor a COVID infected person using a non-contact method of isolation check. The algorithm is programmed using Python software and the results are analysed using visual studio code. The program extracts feature from an input test image and compares it with the system database. The major goal would be to send the message if the person has violated the isolation norms. This algorithm captures the image of an isolated COVID patient when he/she breaks the isolation norms by opening the door and trying to escape from isolation. © 2022 IEEE.

Challenges Faced by Students in Online Architectural Design Studio During COVID-19 Pandemic: Universities in Sarawak

This paper attempts to identify the challenges faced by architecture students, learning in an online studio environment during the COVID-19 pandemic. In complying with COVID-19 Standards of Operations (SOPs), schools and universities in Sarawak, Malaysia, were closed and classes were forced to be conducted online. Despite prior integration of ICT-based learning into the architecture curriculum, the Architectural Design Studio subject still utilizes the conventional method for teaching and learning. Normally, Architectural Design Studio is conducted in a physical environment where lecturers would demonstrate critical hands-on skills such as drawing and model-making techniques, and conducting critique sessions and site analysis, all of which require students to participate in-person. Unfortunately, all of these activities were forced to be adapted to facilitate online-and-distanced learning due to the pandemic. As a result, students encountered several problems during the switch to the virtual design studio. The purpose of this study is to recognize the setbacks experienced by students in order to generate solutions that may improve the quality of online Architectural Design Studio. The research employs a quantitative descriptive study conducted using a survey method. The data was collected from undergraduate students from two architectural schools in Sarawak, namely the University of Malaysia, Sarawak (UNIMAS) and the University College of Technology Sarawak (UCTS) via a Google Forms questionnaire distributed to the students through WhatsApp groups. The analysis of students' responses confirms that Architectural Design Studio carried out in the conventional method is more effective than when conducted online. The results indicate that the major disadvantages of the online studio were the lack of infrastructure, poor Internet connection, limitations in project materials and data collection for site analysis, imbalance in levels of digital competency, and inefficacy of doing studio work at home. This paper will identify the current online teaching method's flaws that impede our progress toward a more resilient future in architecture. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Transformation of a traditional face-to-face engineering study program into a digital online program - A case study of Global Production Engineering

The need for Digital Education (DE) in higher education has been growing for the past years, as the landscape of education became more diverse and global. It has become apparent with the COVID-19 pandemic that, in terms of width, DE had been mostly neglected so far. In the past year, the master program Global Production Engineering (GPE) at Technische Universität Berlin has been enhanced by a complete digital track, called GPE-Digital. In order to design this online study program a student survey was conducted and lecturers have been interviewed. The results were analysed and requirements for both lecturers and students were identified. Chances and challenges have been identified and a "tool box” for teaching and learning was developed. It contains a multimedia studio, a learning platform, a cloud platform et cetera. Lecturers are supported to develop and adapt their lecture-concepts and to choose the tools needed, which led to a variance of teaching-concepts. In this paper, after presenting the findings of both the interviews and the survey, the "tool box” is presented and its various possibilities for implementation are shown by the example of four different courses offered at GPE-Digital. These examples contain both synchronous and asynchronous teaching and different approaches of preparing joint sessions and lectures. Finally, based on the courses the benefits and challenges are discussed and rough approaches for exploiting the benefits and tackling the challenges are given. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.

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)

Creation and Promotion of Happiness in New Oriental Live Store Studio

As the world's second largest economy, by the end of 2020, China had fully solved the problem of food and clothing, and the Chinese people are working hard to improve their happiness level. Affected by the COVID-19 epidemic, e-commerce live streaming services represented by Douyin have provided people with various conveniences. People can meet their needs for communication and shopping without leaving their homes. This paper takes the New Oriental live store studio, which is set up on the Douyin e-commerce platform, as the research object. Starting from the basic elements of e-commerce live broadcast, through the typical cases and data in the two and a half months after June 9, 2022, this paper analyzes the sense of happiness built by the content marketing model of the live broadcast room, as well as the wider spread of happiness brought by user interaction and feedback. © 2022 IEEE.

EVALUATION OF CLASSROOM PERFORMANCE IN THE POST-COVID-19 NEW NORMAL ERA AT THE BUILDING PROGRAM VOCATIONAL HIGH SCHOOL

Covid-19 as a new disease is rapidly spreading worldwide, including in Indonesia. The government immediately took steps to suppress it through: the phase of staying at home, large-scale social restrictions, and the new normal phase. This condition impacts the learning structure in schools by imposing learning from home and limiting 50% of students entering school in rotation. This study aims to determine the readiness of educational infrastructure to adapt to the new normal of social distancing and circulation. The qualitative deductive research method is used to compare the measured data with standardization, analyze spatial configurations, and end with design solutions. Manual Drawing Studio and Digital Studio were chosen because they represent the characteristics of the Vocational High School (SMK) Building Program. The results showed that several indicators did not meet the guidelines for implementing learning after the Covid-19 pandemic: air temperature, noise, and lighting conditions. For this reason, it is necessary to add openings and modify the room configuration as a solution related to the effective use of the room by 40.84% with a distance between chairs of 1.5 meters, using barriers between chairs to block droplets between students and lecturers in the room. For circulation, signage for entry and exit is given, so they do not cross paths. According to new normal conditions, the optimal design studio is expected to achieve comfort and improve the quality of learning while supporting the program to break the chain of the Covid-19 virus. © 2022 Science Press. All rights reserved.

Co-designing an engineering professional practice program with students

To most students the internal machinations of the university are a black box, very rarely are they permitted to see behind the curtain. While in many areas academia has started to move away from the sage-on-the-stage mentality, much of what is done still does not involve the students' voice. While they have the opportunity to provide feedback on individual subjects, the structure of students' whole degrees are still the domain of the sage.At the University of Technology Sydney (UTS) we are reviewing our professional practice program for engineering. This program sees students complete professional experience activities such as internships, reflections and professional skill development in order to give students the opportunity to develop as professionals. While the program is well received by most stakeholders, it has remained largely the same for some time. Changes in the Higher Education sector, changing student needs and learning from the COVID-19 disruption have resulted in a review looking to redevelop the program.Typically a program review would be an opaque process for students if they were aware of it at all. However, UTS sought to bring students into the program development from an early stage. Engineering and IT students from any year of study were invited to apply to join a seven-week co-design studio over their Summer semester to reimagine professional practice at UTS. They were taken through the design thinking process to imagine a future program that meets the needs of all stakeholders. Students worked through empathising with past and current students, program academics, Work-Integrated Learning (WIL) experts, industry professionals and others they identified as important stakeholders. Additionally, the students completed independent research on context topics they identified as critical to understanding the space.The results of the project were that students identified three key foci for their program:•Supporting the development of a diverse student cohort•Improving the feedback loop between students, industry, and the University•Fostering connection(s) between the University and industryTo meet these aims the students proposed innovative solutions including a degree structure with an exit point for a lower qualification should a student not need the full qualification, and a flexi-points system to provide students access to a flexible professional development scheme tailored to each students' needs.Throughout the studio the students independently developed both insights and ideas that had previously been raised by the University and new insights and ideas that the University had not considered. They developed their design thinking, professional practice, complex problem solving skills, and expressed an appreciation for the chance to better understand how and why the University works behind the scenes. From the perspective of subject designers, the process and engagement of students rein vigorated the academics affected by a long COVID-19 disruption that had seen diminished engagement from students.This process significantly benefited all involved through the development of skills and knowledge in students, the reinvigoration of academic staff, and the development of confirmatory and new insights and ideas for the University. This innovative practice will be broadened and continued at UTS and the co-design processes it supported as the norm rather than the exception when redeveloping course content and program structures. © 2022 IEEE.

Deserted studio: evaluating remote-learning practices for the post-pandemic era

To limit the spread of Coronavirus, educational institutions had to suddenly shift to remote learning during the Spring of 2020. This study aims to evaluate the adopted remote-learning practices among architectural students and their instructors. To this end, the authors implemented a descriptive cross-sectional approach to highlight the aligned and opposing perceptions, respectively. The work adopts the following four-step methodology: (1) Interviews;(2) identification of findings;(3) online surveys;and (4) comparative analysis. Results from 139 respondents were collected from 15 Egyptian universities and 6 non-Egyptian universities. Findings demonstrate the potential advantages of reduced commuting costs, besides going paperless. Nevertheless, a crucial need for a well-established infrastructure and increased self-motivation has been raised. Furthermore, the study sheds the light on the future potential of integrating hybrid-learning models, virtual reality, and other practices to embrace learning strategies. This research contributes to architectural education practices by providing guidelines for enhancing online-learning experiences. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

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.

RE-EVALUATING LEARNING ENVIRONMENTS TO NURTURE STUDIO CULTURE

Following the COVID-19 pandemic and the resultant remote teaching that lockdown enforced the requirements and suitability of physical learning spaces such as studios can be questioned. This paper seeks to understand the requirements of students in this decade of their physical studio spaces. Using focus groups, surveys and user feedback activities students on the Product Design programme were asked to evaluate the studio spaces within the university as they returned to on-campus learning and provide qualitative feedback on their experiences. It was found students still require physical studios that allow them to undertake their design work and utilise tools and the space in a way they are unable to in other learning and domestic environments. Most importantly students require a space that allows them to understand and conceptualise project work, engage in discipline-specific discourse and feel a sense of ownership to encourage creative thinking. © Proceedings of the 24th International Conference on Engineering and Product Design Education: Disrupt, Innovate, Regenerate and Transform, E and PDE 2022. All rights reserved.

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)

E-learning techniques in the virtual interior design studio

Today we live in the age of digital technology with huge developments, which have affected the education field. Despite these developments being used in several design education aspects, it is still limited to a few design studio activities. The current conditions of Covid-19 have affected the educational process, and reliance on virtual teaching methods became the basis instead of face-to-face education in the design studios. This creates a challenge for academics as well as students because they didn't practice this kind of E-learning before, in addition to relying primarily on the use of digital design tools. Hence, the research problem lies in the attempt to use digital technology and apply it to achieve effective learning through a virtual studio in comparison with a real-life studio. Therefore, this research is concerned with designing new educational techniques that use digital tools to suit the new situation to achieve effective learning for interior design students within the virtual design studio. The research aims to design three E-learning techniques within the Virtual Studio, by promoting the application of educational theories and strategies and developing interior design students' skills. A questionnaire is designed to survey 30 students (first-year in the Interior Design and Furniture Department at the Faculty of Applied Arts, Damietta University) and determine the effectiveness of the techniques that have been used. The research finds a new approach to educational techniques that fit the interior design curriculum through the virtual studio, which will encourage students to develop design ideas and foster creativity. © 2022 IEEE.

Interior Design Studio in the New Normal Era: A Virtual Reality Case Study

This paper presented the case study of using Virtual Reality (VR) to elevate interest, engagement, and creativity in an interior design studio in the new normal era. Via the case-study approach, the author studied the VR experience of 13 students using Gravity Sketch in Meta/Oculus Quest 2 headsets to design a custom luminaire. Results showed an overall high interest and engagement regarding the VR experience, a moderate increase in novelty, and a significant increase in style for creativity. © 2022 IEEE.

WIP: Scaffolding the Design Process for Undergraduate Biomedical Engineering Students: Towards a Self-Regulated Design Learning

This is a work in progress. Biomedical engineering undergraduates use the design process to solve open-ended problems in studio-based courses, cornerstone design experiences, or senior capstones. Some professional skills that are acquired through these ABET accredited courses are: the abilities to design a technology-based product or service, to address a real-world problem, and to communicate effectively. The forced transition to online education due to the COVID-19 pandemic exacerbated the fact that higher education students need more self-regulated learning (SRL) skills to engage in effective time management, prioritize their tasks, watch lectures, and complete assignments. Most literature concerning self-regulated learning has not acknowledged the underpinnings of how design pedagogy and the studio culture can play significant roles in achieving these important skills in engineering design. As in many other subdisciplines, the deployment of design education is often informed by folk pedagogy, rendering it limited in scope, non-replicable and difficult to transfer to other disciplines and areas. This article looks to explain some of the theoretical and practical underpinnings of Self-Regulated Learning Design and to describe techniques implemented in 2021 to scaffold the design learning process in our well-known Design Teams biomedical engineering course. We use a Design Based Research approach to describe some of the scaffolding techniques and to assess and propose possible improvements to these teaching practices. Future work will include thorough qualitative assessments of the experiences of past and current students as well as an expansion of the theoretical framework and literature involved. © American Society for Engineering Education, 2022.

Risk heatmaps as visual displays: Opening movie studios after the COVID-19 shutdown.

Upon shutting down operations in early 2020 due to the COVID-19 pandemic, the movie industry assembled teams of experts to help develop guidelines for returning to operation. It resulted in a joint report, The Safe Way Forward, which was created in consultation with union members and provided the basis for negotiations with the studios. A centerpiece of the report was a set of heatmaps displaying SARS-CoV-2 risks for a shoot, as a function of testing rate, community infection prevalence, community transmission rate (R0), and risk measure (either expected number of cases or probability of at least one case). We develop and demonstrate a methodology for evaluating such complex displays, in terms of how well they inform potential users, in this case, workers deciding whether the risks of a shoot are acceptable. We ask whether individuals making hypothetical return-to-work decisions can (a) read display entries, (b) compare display entries, and (c) make inferences based on display entries. Generally speaking, respondents recruited through the Amazon MTurk platform could interpret the display information accurately and make coherent decisions, suggesting that heatmaps can communicate complex risks to lay audiences. Although these heatmaps were created for practical, rather than theoretical, purposes, these results provide partial support for theoretical accounts of visual information processing and identify challenges in applying them to complex settings.

Light & Shadow AR App: A photo lighting workshop in Augmented Reality

The Light and Shadow App is an immersive photography studio lighting workshop in Augmented Reality. The App allows photo enthusiasts to virtually step into a full-size photo lighting studio and visualize the placement of studio lights for portrait photography in three dimensions. With the Light and Shadow App, users can use smartphones or iPads, and Augmented Reality, to move around the photo studio scenes and study the position of lights from different points of view. The App was originally developed for university level photography students at Kwantlen Polytechnic University during the covid-19 restrictions of 2020 and 2021 when in-person learning was not possible. The goal of the app is to recreate the learning environment of the photo studio and allow students to visualize the effect of lighting on the portrait in an interactive and immersive format. © 2022 Owner/Author.

The New Normal for Architecture Design Studio: Conceptualizing a Design Implementation Model

Architectural design studios are the crux and core of architecture education. The closure of face-to-face Design studios due to the COVID-19 pandemic during the years 2020 and 2021 has indeed posed a set of challenges to architectural education. Through a rigorous set of research methods, the paper investigates the various possibilities and perspectives of making the challenges into opportunities to rethink, innovate and move on. The paper aims to develop a model for implementing studio-based learning innovative, appropriate, and conducive to covid and post-covid environments. The first objective dealt with in this paper is to find the consensus on the directives to solve and respond to the contemporary challenges of the pandemic for the SBL. The second is to arrive at a toolkit or a model that strategically summarizes the processes for the directives. The School of Architecture, Building, and Design from Taylor’s University Malaysia has been the case study of the investigation. The research methods involved conducting focus group meetings with various stakeholders, such as the Students, Tutors, Studio Coordinators, Program Directors, and the Head of the School. The findings firstly offered a set of shifts in paradigms of SBL and secondly, a toolkit that we named as Design Implementation Model (DIM) for a hybrid studio pedagogy that we envisage and envision to be the future of architectural education. © 2022, University of Malaya. All rights reserved.