Academic libraries, Librarians, Libraries, and Manufacturing processes
Prototyping is an incremental process that facilitates those looking to make changes in products, services, or resources. Originating in industrial fabrication process, prototyping can be adapted by librarians to examine changes made to library services, amenities, and resources. They offer a cost-effective way of trying something new and needed, to ensure that patron needs are met. This article modifies prototyping into a five-step process and reviews five examples where the Lee Library used prototyping to inform library decisions to inform the development of library services, amenities, processes, and resources to better serve its patrons. [ABSTRACT FROM AUTHOR]
Ferrari, Ana Lya Moya, Piculo dos Santos, Aline Darc, Bertolaccini, Guilherme da Silva, Medola, Fausto Orsi, and Sandnes, Frode Eika
Ferrari, A.L.M., Piculo dos Santos, A.D., Bertolaccini, G.S., Medola, F.O. & Sandnes, F.E. (2020). Evaluation of orthosis rapid prototyping during the design process: Analysis of verification models. In: M. Di Nicolantonio, E. Rossi & T. Alexander (Eds.), Advances in additive manufacturing, modeling systems and 3D prototyping: Proceedings of the AHFE 2019 International Conference on Additive Manufacturing, Modeling Systems and 3D Prototyping, Cham: Springer (pp. 298-307)
Usó, Vanessa Ghiraldeli, Sandnes, Frode Eika, and Medola, Fausto Orsi
Usó, V.G., Sandnes, F.E. & Medola, F.O. (2020). Using virtual reality and rapid prototyping to co-create together with hospitalized children. In: M. Di Nicolantonio, E. Rossi & T. Alexander (Eds.). Advances in additive manufacturing, modeling systems and 3D prototyping: Proceedings of the AHFE 2019 International Conference on Additive Manufacturing, Modeling Systems and 3D Prototyping, 2020 (pp. 279-288) Cham: Springer
Yrjönsuuri, Varpu, Kangas, Kaiju, Hakkarainen, Kai, and Seitamaa-Hakkarainen, Pirita
Design and Technology Education, v24 n2 2019. 22 pp.
Design, Elementary School Students, Student Projects, Teaching Methods, Cooperative Learning, Video Technology, Models, Foreign Countries, Active Learning, Workshops, Technology Education, Teamwork, Thinking Skills, and Finland (Helsinki)
Co-invention projects in elementary school engage pupils in complex, open-ended design tasks in a practical, hands-on way. Physical materials are an intrinsic part of design, involving trasformation of conceptual ideas into material forms, such as prototypes. These tangible objects mediate embodied thinking and act as material-social mediators of knowledge creation processes. However, the material properties of the designed artifact and pupils' varying skills and levels of material knowledge constrain the design process. While previous studies of materiality in design have mainly focused on adults, this study aims to analyze and describe the different roles of material prototyping in an elementary school collaborative design process. A co-invention process was conducted in a Finnish elementary school during spring 2017, with the task of designing solutions for everyday problems. The data consisted of six video recorded design sessions, where small teams of 5th graders prototyped their inventions. We analyzed the video data across macro-, intermediate-, and micro-levels. The results revealed that pupils used prototypes as mediators for ideation and collaboration. They tested their ideas with prototyping, and material manipulation occurred during collaborative ideation. Material representations supported the verbalization and demonstration of ideas. Some challenges also emerged; prototype construction was a slow and laborious process, the division of labor tended to be unevenly distributed, and the model took a dominant role over the designed artifact. We conclude that support from the teacher and the learning environment is critical for utilizing the full potential of material manipulation in an elementary school setting.
International Journal of Instruction, v12 n3 p271-288 Jul 2019. 18 pp.
English for Academic Purposes, Student Attitudes, Learning Experience, Academic Achievement, Student Needs, Engineering Education, Industrial Education, Learning Motivation, Student Educational Objectives, Foreign Countries, Needs Assessment, Psychological Needs, English Instruction, Instructional Design, College Students, and Indonesia
There are two prominent constraints of students' needs analysis; first, the identification of needs in teaching English for Academic Purposes (EAP) merely focuses on two main dimensions, namely target needs and learning needs, and less to involve affective factors as the basis of all (including learning experience and achievement motivation). Second, there is a common notion that EAP learning is considered the same as general English so that the development of learning design often leads to English for General Academic Purposes (EGAP). This study aims to identify students' perception of learning experience and motivation for the prototype of learners' needs of English for Academic Purposes (EAP) in Industrial engineering. Data were collected from 40 students using three types of questionnaires, namely about learning experiences, learning motivation, and learners' needs. The data of learners' needs was also taken from 8 lecturers as well as program managers. By using quantitative and descriptive analysis, this study showed that first, the students had reasonable learning experience, by being able to participate in the EAP program. Second, the students had strong motivation in achieving their goals. Third, the relationship between learning experience and achievement motivation was not significant and was not quite strong, implying that learning experiences were predicted not to affect students' learning motivation. Fourth, the students' needs lead to English for Specific Academic Purposes (ESAP) which is thus contradictory with the previous notion.