Threshold concepts and the transport and product design curriculum: reports of research in progress

Osmond, Jane; Bull, Karen; Tovey, Michael

doi:10.1386/adch.8.2.169/1

Cited by 12 publications

(7 citation statements)

References 6 publications

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“…This is consistent with work done at Coventry University, where automotive design students were given the Purdue test but results did not correlate with student performance (Osmond et al 2009). These two results conflict with other examples of the Purdue test being used, where they are predictive of academic outcomes to a significant degree (Bodner and Guay 1997).…”

Section: Previous Educationsupporting

confidence: 85%

“…is considered a threshold concept (Meyer and Land 2012: 12). However, subsequent work (see Osmond et al 2009) found another threshold concept in this area related to the thinking processes that were needed before gaining skills and abilities. The threshold concept identified by Osmond et al was the toleration of design uncertainty -defined as the moment when 'a student recognizes that the uncertainty present when approaching a design brief is an essential, but at the same time routine, part of the design process'.…”

Section: Visualization Thinkingmentioning

confidence: 99%

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Race cars and the hellbox: Understanding the development of proficiency among digital art students

Paquette¹,

Reedy

Hatzipanagos

2016

Art, Design &Amp; Communication in Higher Education

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Educating students in the discipline of digital art to a professional standard has generally proven difficult. In an effort to understand the problem, a first-year undergraduate modelling course cohort was observed. Some students in this course progressed from being novices to acquiring proficiency during the nine-week term of the course. Computer Graphics (CG) modelling professionals evaluated student work to confirm their progress. Traditional models of proficiency development expect that proficiency is dependent on the investment of significant time on discipline-related tasks. The results of this investigation show that the transition from a novice level of understanding to that of proficiency can be rapid. Earlier models emphasize the importance of long-term memory and pattern-matching to developing proficiency. For the field of digital art, data gathered in this study do not support long-term memory or pattern matching as a principal contributing factor to the development of proficiency. Instead, it suggests that knowledge of what a professional standard is, in combination with important threshold concepts, leads to proficiency.

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Section: Previous Educationsupporting

confidence: 85%

Section: Visualization Thinkingmentioning

confidence: 99%

Race cars and the hellbox: Understanding the development of proficiency among digital art students

Paquette¹,

Reedy

Hatzipanagos

2016

Art, Design &Amp; Communication in Higher Education

View full text Add to dashboard Cite

show abstract

“…Designers are always working at the periphery of a solution space where there is less coherence and more ambiguity and uncertainty. In fact, uncertainty in the design process is well documented in both the design literature and creativity literature (Osmond et al, 2009). During the design process, designers are required to navigate different variables that are characterized by some degree of uncertainty and are pushed to proceed amidst the vagueness of the process (Daalhuizen et al, 2009).…”

Section: Architectural Design Processmentioning

confidence: 99%

The Relationship Between Tolerance of Ambiguity and Creativity in Architectural Design Studio

2020

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Creativity is a cognitive ability that enables individuals to come up with both original and functional ideas and products. As architectural design requires producing aesthetic and practically useful solutions, it is a primary concern to enhance creativity in design disciplines. Many theorists argued that design is a non-linear process and many components of design problems are not clear at the beginning. At the start of the process, designers are always working at the periphery of a solution space where there is less coherence and more ambiguity. Thus, they must deal with a lot of ambiguity in every design situation. These states of uncertainty and confusion can be annoying for architecture students. On the other hand, tolerance of ambiguity is a personality trait that has been linked to creative thinking. Therefore, this paper attempts to investigate the correlation between tolerance of ambiguity of architectural students and their creativity via a qualitative study. The researchers implemented a mixed-method approach and recruited 18 architecture students. The results from this study revealed that there is a significant correlation between students’ creative thinking abilities and their tolerance for ambiguity. Our results also indicated that there is no statistically significant correlation between students’ tolerance of ambiguity and their design creativity.

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“…The literature identifies several methods for identifying threshold concepts. Both Osmond et al (2009) and Smith (2013) describe cases where thresholds in design education were identified by interviewing students about their experiences. Providing examples from economics and history, Entwistle (2009) notes that students can use concept maps to gain insight into how they perceive a subject such as which topics are seen as essential and difficult.…”

Section: Identification Of Learning Thresholdsmentioning

confidence: 99%

Total Cost Analysis in Logistics : Practical Execution, Learning, and Teaching in Higher Education

Oskarsson

2019

Linköping Studies in Science and Technology. Dissertations

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Cost is considered a crucial factor in much decision-making in private and public organisations. Therefore, the ability to calculate total estimated costs for different alternatives is important. However, such total cost analysis is a challenging task. Providing students with the knowledge and skills needed for total cost analysis is therefore relevant in several disciplines within higher education. Within logistics management, total cost analysis is for decades by several scholars regarded as a 'cornerstone', a fundamental part of the discipline. However, except for describing the basic steps and presumptions, the literature does not give much support concerning how to conduct such analyses, or which the difficulties associated with total cost analysis are. This blank space in literature is not limited to the logistics discipline, it stretches throughout many disciplines. Neither does literature cover how to teach to support students' learning of total cost analysis. Hence, to address the lack of research, the purpose of this thesis was formulated as follows: To contribute to the understanding of conducting, learning, and teaching total cost analysis. Three research questions were shaped to address each part of the purpose: conducting, learning and teaching. RQ1 What challenges are connected to the process of conducting total cost analysis? RQ2 What thresholds are there for learning how to conduct total cost analysis? RQ3 How can total cost learning be supported by suitable educational methods? The research questions are connected to each other in the sense that the challenges of conducting total cost analysis (RQ1) indicate within which areas total cost learning is difficult, and thereby where thresholds are to be investigated (RQ2). Further, knowledge about the learning thresholds is needed to discuss suitable educational activities (RQ3). The research was conducted by a combination of literature reviews and multiple case studies at four Higher Education Institutions, where both teachers and students were approached. The findings for RQ1 were developed in an abductive procedure walking back and forth between literature and cases. A twelve-step process for total cost analysis was defined, and specific challenges associated for each of these steps. Regarding learning thresholds (RQ2), perceived difficulties with learning total cost analysis were identified in the case studies. These difficulties were then analysed against threshold characteristics available in literature. This resulted in the identification of four total cost learning thresholds. Literature on constructivist-based teaching was used to suggest teaching methods to support learning (RQ3). These types of activities proved to match the ones most appreciated by teachers and students in the studied cases.

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Threshold concepts and the transport and product design curriculum: reports of research in progress

Cited by 12 publications

References 6 publications

Race cars and the hellbox: Understanding the development of proficiency among digital art students

Race cars and the hellbox: Understanding the development of proficiency among digital art students

The Relationship Between Tolerance of Ambiguity and Creativity in Architectural Design Studio

Total Cost Analysis in Logistics : Practical Execution, Learning, and Teaching in Higher Education

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