summit

Keynote at the “REFLECTING on the Metaverse through Experiential Futures”

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February 2, 2023 3:03 PM

Peter Scupelli gave the closing keynote lecture titled “Some experiential dexign thinking for alternative metaverses” at the “REFLECTING on the Metaverse through Experiential Futures,” as part of the Design Thinking JAM, Sixth Edition of the Observatory of Design Thinking for Business, Rethinking Design Thinking, School of Management, Politecnico di Milano. Hosted at the NHOW Milano (Via Tortona, 35 – 20144 Milano), January 26, 2023.

Future of Education Charrette

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July 20, 2017 5:44 PM

Futures of Education Charrette

Peter Scupelli is joining two dozen leading thinkers, tech visionaries, librarians and change-agents to help imagine a new universe of collaborative systems that could transform the academy.  The group convenes at Indiana University’s Ostrom Workshop, founded by commons scholar and Nobel laureate Professor Elinor Ostrom, from July 22 to 24, 2017, to explore new patterns of scholarly commons that could help invigorate open science, the humanities and academic institutions more generally.  The charrette is being hosted by Earth Science Information Partners and the Ostrom Workshop at Indiana University. The Alfred P. Sloan Foundation has provided funding for this endeavor.

It is an open secret that many structures and protocols of academic research, communication, and collaboration are relics of another era, unable to take full advantage of the rich affordances of digital networks. In addition, many academic systems are overly formal, hierarchical, and credential-driven. While open platforms have significantly advanced scientific and academic missions, many fields of inquiry are discovering that open access and sharing are not enough.

What’s needed is active stewardship, curation, peer commitment and “commoning” – the social practices, ethical norms and processes by which a community can govern itself and manage its research objects. To explore the possibilities, we are convening a “pattern lexicon” charrette to identify possible “design patterns” based on the efforts of several open-science organizations committed to open access to scholarly resources.

There are already encouraging developments in this direction. Just last year, the European Commission announced support for a European scholarly commons as the future of EU science (Open Innovation). At the same time,Force11 is exploring how a scholarly commons can serve as the organizational schema for better governance and management of scientific data sets, software, work-flows, and publications.

Last updated: 2:51 pm

Presentation@2nd Annual Winter School Design Summit

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January 25, 2017 3:26 PM

Peter Scupelli gave a keynote talk on “How might design educators teach to Transition Design?” at The Glasgow School of Art’s 2nd Annual Winter School Design Summit in Scotland.  The theme of this year’s summit was Innovation from Tradition, and explored the relationship between culture and economy, between design and its consumption, as a means of formulating alternative economic and social arrangements for living, exemplified by rural living and a non-industrialized economy.  The summit hoped to turn a network of known entities into a fledgling community, to shift pedagogies into share practices and to establish a platform for future exchanges.

Students and faculty from KADK Copenhagen and KISD Cologne, the PhD cohort of Konstfack Stockholm and Glasgow School of Art’s PGT (Postgraduate Taught) Masters in Design Innovation as well as their PGR (Postgraduate Research) students participated.

Abstract:

How might design educators transition their courses to educate the next generations of designers to transition design to achieve sustainable futures? Design educators are caught between competing challenges: first, teaching well-established design traditions based on craft and making; and second, training students to situate their artifact making within transitional times in a volatile and exponentially changing world. Design educators can navigate such tensions  by linking the core of their discipline in relation to an expanding periphery where multiple disciplines interact. Teaching to transition design introduces a interesting teaching and learning design challenges. While the first formal presentation of Transition Design by Terry Irwin, Cameron Tonkinwise, and Gideon Kossoff occurred in 2013, there were many conversations among faculty and students leading to up to it. In this paper, I describe five courses that I taught at the Carnegie Mellon University School of Design from 2011 to 2016. Through this case study, I describe how one newly hired faculty member began to integrate the new vision for the School of Design based on Transition Design in the courses I taught to undergraduates and graduate students. The new Undergraduate, Graduate and Doctoral curriculum were deployed in fall semester 2014. The intended audience for this paper is faculty and students that are nervous and excited about undergoing curricular changes.

Last updated: 3:26 pm

Poster Presentation@CMU’s Teaching & Learning Summit

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August 16, 2016 12:20 PM

Peter Scupelli and Paul Inventado presented posters at the first Teaching and Learning Summit for faculty and graduate students hosted by Carnegie Mellon University’s Eberly Center for Teaching Excellence and Educational Innovation.

The event was designed to:

  • Foster dialogue, networking and collaboration within and across disciplines.
  • Showcase the educational research of CMU instructors and learning scientists.
  • Share transferable, evidence-based and innovative teaching strategies used by CMU instructors.

1. Scupelli, P. and Brooks, J. “Dexign Futures: a flipped, open learning initiative course”

Abstract:

Design for sustainability opportunities reside in bridging between short-term action and long-term strategic thinking. Unfortunately, traditional design pedagogy poorly equips designers for long-term strategic thinking. In the Dexign Futures class described in this poster, students learn to align short-term design with long-term horizons. Dexign Futures is a required design studies class for all third year undergraduate students in the products, communications, and environments tracks in the School of Design at Carnegie Mellon University. Flipped courses shift lectures and instruction to the online learning initiative (OLI) course to use class time for hands-on activities. Online homework helps students to prepare for in-class activities. During in-class activities, the course instructor, and teaching assistants can provide students with feedback and answer questions. Likewise, in-class team activities and peer feedback can enhance student learning. Research from piloting of the online modules and in-class workshops are promising. We measure student learning for this flipped class.

2. Inventado, P. S. and Scupelli, P. “A Data-Driven Design Pattern Methodology to Facilitate Effective Pedagogical Practice in Online Learning Systems”

Abstract:

Paradoxically, online learning system designs often fail to fully benefit from research insights and findings expressed as learning principles possibly because of nuances in translating to specific learning contexts. We present a methodology that uses data exploration, statistical analyses, and machine learning to uncover relationships between designs and learning outcomes. In a specific context, effective designs linked to good outcomes are encapsulated into design patterns. For example, analyses of student interaction data from an online learning system revealed that struggling students quickly learned to solve similar math problems by requesting all available hints and answers, and learning from it. This was encapsulated into the Explain Worked Solutions design pattern: incorporate worked-out solutions in on-demand hints for students struggling with math problems. Design patterns are uncovered through research, and their continued evaluation and refinement ensures reproducibility in tested contexts. Uncovered design patterns are currently compiled into an online repository to facilitate use.

Last updated: 12:20 pm