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1.DRAWING THE INVISIBLE: VISUALIZING PERSONAL SPACES

Author:Ivanovic, GW

Source:PROCEEDINGS OF THE 18TH INTERNATIONAL CONFERENCE ON COMPUTER-AIDED ARCHITECTURAL DESIGN RESEARCH IN ASIA (CAADRIA 2013): OPEN SYSTEMS,2013,Vol.

Abstract:The present research discusses the importance of human activity as a place-making coordinate, and proposes the Activity Counter Maps (ACM) as a methodology for visualizing people's social spaces. Through two case studies, the ACM were tested for creating representations of both intensity of occupation in public spaces and people's public distances combined into a unified "three-dimensional public shape". The research analyses the resulted images and discusses its possible applications for digital design.

2.DESIGNER'S DILEMMA The precision of numerical simulations in design systems

Author:Spaeth, AB

Source:PROCEEDINGS OF THE 18TH INTERNATIONAL CONFERENCE ON COMPUTER-AIDED ARCHITECTURAL DESIGN RESEARCH IN ASIA (CAADRIA 2013): OPEN SYSTEMS,2013,Vol.

Abstract:Performance based design systems are characterised through the use of performance related evaluation methods or by providing design environments which are restricting the design space according to performance criteria. The performance of a design can be evaluated by numerical simulations. With the use of numerical simulations a fundamental dilemma appears: the precision implied in numerical simulations and the imprecision of the design process itself are systematic contradictions. User control or user interaction in open systems places the user into charge of the imprecision required by the design process. In closed systems, as the below described evolutionary system, methods of imprecision have to be integrated i.e. into the precise simulation based evaluation procedure. Through tolerant selection methods and the gradual evaluation of individuals the rigid and precise system can be guided towards a design system rather than an optimisation system. Due to technical requirements which are related both to the fact of using computer systems but also to the systematic conditions implied to simulations the use of the tolerant selection methods is limited.

3.CLASSROOM RESPONSE TECHNOLOGY: HOW TO ENGAGE THE DISENGAGED MIND IN CHINA

Author:Bao, CZ

Source:EDULEARN13: 5TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES,2013,Vol.

Abstract:Without engaging the students effectively, the likelihood of success in any particular teaching format is questionable. Engagement in the classroom or lecture theatre is a joint negotiation between student and faculty. Students should be provided with the environment to play an active part in meeting desired learning outcomes. This can in part be achieved by educational institutions investing in the student through providing appropriate educational practices and conditions to create a positive and active learning environment, thus facilitating student engagement in the learning process. Student engagement is complex and involves a number of variables, including those that affect the potential for learning success (Horstmanshof & Zimitat, 2007). Student engagement is particularly important in the Chinese higher educational context, where large classes are the norm. This is particularly the case in transnational educational (TNE) institutions, where students may not only be in large classes, but also learning in a second or foreign language. This paper draws on one of the findings from an internally funded teaching development project that investigated engagement issues associated with a multidisciplinary business module delivered to year 2 students at an English speaking university in Suzhou, China. Large classes have become increasingly common as the university continues to expand, especially in student intensive disciplines such as those found in the Business School at the university. Mulryan-Kyne (2010) suggests that increases in class size at university bring new issues and problems, including increases in staff: student ratios, and resultant lack of contact with lecturers and tutors, leading to a return to passive teaching methods and learning. Using a content analysis from data collected through focus groups of students associated with the module, an 'Introduction to Organisation and Management', as well as staff teaching on the module and from the wider and business school, a number of themes have been identified. These can be broadly categorized as being related to innovative use of technology in the lecture room; enriching educational delivery; and faculty presentability. The current paper concentrates on the use of personal response systems, or 'clickers', which the student focus groups identified as being beneficial in large classes. The literature suggests that clickers can have positive benefits for promoting active learning (Hinde and Hunt, 2006; Patry, 2009) and promoting teacher: student engagement (Roschelle et al, 2004), encourage critical thinking during class (Cooper and Robinson, 2000) and that there may be some positive correlation between use of clickers and assessment (Morling et al, 2008). Less positive reactions include the 'gimmick effect' where there seems to be no clear rationale for the learning value of 'clickers' beyond the sake of using it (Simpson and Oliver, 2006), and possible increased student anxiety (Johnson and McLeod, 2004). This paper discusses how the student experience of 'clickers' in the Chinese and TNE context reflects the literature. Drawing on personal experience of how my own teaching practices have been informed by the research, it concludes by providing pointers for future successful engagement in this unique context.
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