This study examined the visual design processes and strategies used by design experts and non-design college students when composing an infographic. All participants created an infographic on a personal computer and were asked to think aloud as they performed the task. The goal was to identify differences in the strategies utilised to produce…

This research proposes that technology-supported cross-organizational (university-industry) Communities of Practice (CoPs), which are integrated into the Design Studies curriculum in Higher Education, can foster robust university-industry collaborations. These can help bridge the reported gap between the actual versus the expected soft skills and…

Drawing from a design and development research approach, specifically model research, this study investigated the perspectives of higher education faculty and administrators regarding their experiences with a university-wide electronic portfolio implementation initiative. Participants in the study were fifty-two faculty and administrators at a…

This paper focuses on the development and evaluation of a Technology Enhanced Interaction Framework and Method that can help with designing accessible mobile learning interactions involving disabled people. This new framework and method were developed to help design technological support for communication and interactions between people,…

This paper examined the nuances of the background process of design and development and follow up classroom implementation of computer-based models for high school chemistry. More specifically, the study examined the knowledge contributions of an interdisciplinary team of experts; points of tensions, negotiations and non-negotiable aspects of…

Empirical evidence on the way in which expert designers from different domains cognitively connect their internal processes with external resources is presented in the context of an extended cognition model. The article focuses briefly on the main trends in the extended design cognition theory and in particular on recent trends in information…

Research on design pedagogy has shown that students progress through a variety of barriers on the path to becoming a successful design practitioner, and that frameworks for explicit reflection can be beneficial to the development of design students. Schön uses the concept of reflection-on- action to describe one form of reflection on design…

Teachers in secondary education mainly feel responsibility for their own classroom practice, resulting in largely autonomous and isolated work and private learning activities. Most teachers teach separate classes behind closed doors and learn about teaching by teaching, often described as trial and error (Hodkinson and Hodkinson in Stud Continuing…

Perspectives are domain-specific strategies employed by experts in a specific field to formulate and investigate questions. Such strategies may therefore serve as good models for acquiring knowledge. Based on this premise, we developed the perspective of form and function, as used by both biologists and technical designers, into a tool for…

This paper is based on work carried out as part of a research study into the professional practices of secondary design and technology teachers in England. It focused on fostering creativity or teaching for creativity as defined by the Robinson Report (1999, All our futures: creativity, culture and education. London: Department for Education and…

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…