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Designing Outside of the Classroom: Branding Design for Thai Traditional Pottery 课堂之外的设计:泰国传统陶器的品牌设计
IICE Official Conference Proceedings Pub Date : 2022-03-08 DOI: 10.22492/issn.2189-1036.2022.20
Wichanat Tiwasing, Benjamin Ames, P. Tiwasing
{"title":"Designing Outside of the Classroom: Branding Design for Thai Traditional Pottery","authors":"Wichanat Tiwasing, Benjamin Ames, P. Tiwasing","doi":"10.22492/issn.2189-1036.2022.20","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.20","url":null,"abstract":"This research aims to develop branding for pottery products in Maha Sarakham, Thailand and to generate the collaboration between the local community and university. Ban Mo village, which is the community dedicated to pottery making, is used as the case study. This local wisdom has been inherited from ancestors for over 200 years, yet there is no definitive brand for Ban Mo Pottery products. To achieve this, 22 third-year students in Graphic Design at the Faculty of Architecture Urban Design and Creative Arts, Mahasarakham University were invited to work with Ban Mo community to help develop branding strategies that promote the sales and marketing of their products. 22 logo models were designed by 22 students. The research tool was a questionnaire examining key factors of branding development and rating the 22 logo designs. The target samples were collected from 40 members of Ban Mo Community. The results showed that Logo 9 was the most preferable logo for the Community’s members. The illustration and product identity of Ban Mo Community were the key factors that the members used to select as their preferable logos. This suggested that the members preferred a simple logo with having the graphic design of local product identity on. In addition, the collaboration between local community and students creates a symbiotic condition, where the community benefits from the creativity offered by the students, while the students gain real-world experience working with clients to understand their process, goals, and needs. Also, placing students in these situations can help them better understand about their work, roles, and impacts on the business world as graphic designers.","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116336093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Student and Faculty Experience With a Redesigned Discussion Forum 重新设计的讨论论坛带给学生和教师的体验
IICE Official Conference Proceedings Pub Date : 2022-03-08 DOI: 10.22492/issn.2189-1036.2022.8
Amy C. Johnson, Michelle Simecek, Bryan T. Aylward
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引用次数: 0
Sandwich With a Side of Motivation: An Investigation of the Effects of the Feedback Sandwich Method on Motivation 有动机一面的三明治:反馈三明治法对动机影响的研究
IICE Official Conference Proceedings Pub Date : 2022-03-08 DOI: 10.22492/issn.2189-1036.2022.28
Emily A. Dolan, Brittany L. Fleming, David P. Keppel, Jessica M. Covert
{"title":"Sandwich With a Side of Motivation: An Investigation of the Effects of the Feedback Sandwich Method on Motivation","authors":"Emily A. Dolan, Brittany L. Fleming, David P. Keppel, Jessica M. Covert","doi":"10.22492/issn.2189-1036.2022.28","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.28","url":null,"abstract":"The “feedback sandwich” method involves placing corrective feedback between two positive statements. Although it has been argued that this method is an effective means of delivering feedback to students because it seemingly makes constructive feedback more pleasant (e.g., Dohrenwent, 2002), there exists limited empirical research to support this claim. Receiving feedback from instructors has implications for a host of perceptual and behavioral variables for students. The limited body of empirical research on the feedback sandwich method provides evidence that while this method is associated with perceived usefulness and effectiveness (e.g., Davies & Jacobs, 1985), its use may not influence subsequent performance (Prochazaka et al., 2020). This study examines the effects of feedback sequencing on motivation using an experimental design in a sample. Results indicate the feedback sandwich method had no effect on self-reported motivation levels. Results are discussed with regard to their applied and theoretical implications.","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128690855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Why Teacher Led Instruction Really Works 为什么老师主导的教学真的有效
IICE Official Conference Proceedings Pub Date : 2022-03-08 DOI: 10.22492/issn.2189-1036.2022.25
Nicole M. Shammas
{"title":"Why Teacher Led Instruction Really Works","authors":"Nicole M. Shammas","doi":"10.22492/issn.2189-1036.2022.25","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.25","url":null,"abstract":"","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126863678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Reflection on Personal Bias to Create an Inclusive Learning Environment 反思个人偏见，创造包容性学习环境
IICE Official Conference Proceedings Pub Date : 2022-03-08 DOI: 10.22492/issn.2189-1036.2022.34
Kim Peterz, K. Hisrich, A. Kelly
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引用次数: 0
A Critical Comparison of the Lifewide and Lifelong Literacy Practices of Two Adults 两个成年人终身和终身识字实践的批判性比较
IICE Official Conference Proceedings Pub Date : 2022-03-08 DOI: 10.22492/issn.2189-1036.2022.27
Chang Liu
{"title":"A Critical Comparison of the Lifewide and Lifelong Literacy Practices of Two Adults","authors":"Chang Liu","doi":"10.22492/issn.2189-1036.2022.27","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.27","url":null,"abstract":"The field of literacy studies has witnessed a paradigmatic shift over the past few decades — from a skills-based paradigm towards one shaped by socio-cultural practices. Informed by this social constructivist turn, this study critically compares and contrasts the lifelong and lifewide literacy practices of two adults (Daiyu and myself). Based on thematic analysis of data collected from a semi-structured interview, this study identified four salient themes: 1) literacy as social practices, 2) multilingualism, code-switching, and translanguaging, 3) digital literacy and multimodalities, and 4) literacy education and societal views of illiteracy. This paper found that despite numerous commonalities of our literacy practices, particularly in the school context, certain nuances still exist owing to our differing identities and life trajectories, notably concerning multilingual and multimodal practices. By analysing our lived literacy experiences through the social lens, this study brings valuable implications for policymakers and educators to interrupt the established meanings and norms of literacy education.","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130353231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Designing and Teaching High Impact Culminating Core Curriculum Seminars Centered on Vastly Contentious Topics 设计和教学高影响力的核心课程研讨会，集中在极具争议的话题上
IICE Official Conference Proceedings Pub Date : 2022-03-08 DOI: 10.22492/issn.2189-1036.2022.21
Ulrike Brinksmeier
{"title":"Designing and Teaching High Impact Culminating Core Curriculum Seminars Centered on Vastly Contentious Topics","authors":"Ulrike Brinksmeier","doi":"10.22492/issn.2189-1036.2022.21","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.21","url":null,"abstract":"","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115513989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Enhancing the Efficacy of Identifying Visual Patterns and Novel ‎Anomalies of Cyber-Defenders With 3D Immersive VR 增强识别视觉模式和网络防御者与3D沉浸式VR的新异常的功效
IICE Official Conference Proceedings Pub Date : 2022-03-08 DOI: 10.22492/issn.2189-1036.2022.6
D. Passig, Reut Hochman
{"title":"Enhancing the Efficacy of Identifying Visual Patterns and Novel ‎Anomalies of Cyber-Defenders With 3D Immersive VR","authors":"D. Passig, Reut Hochman","doi":"10.22492/issn.2189-1036.2022.6","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.6","url":null,"abstract":"","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130812043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Stress, Procrastination and Proactive Coping of Selected Foreign Psychology Students 外籍心理学系学生压力、拖延与主动应对
IICE Official Conference Proceedings Pub Date : 2022-03-08 DOI: 10.22492/issn.2189-1036.2022.24
G. Salazar, Massey Ronda
{"title":"Stress, Procrastination and Proactive Coping of Selected Foreign Psychology Students","authors":"G. Salazar, Massey Ronda","doi":"10.22492/issn.2189-1036.2022.24","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.24","url":null,"abstract":"","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117187122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Engaging Students to Chinese Language Enhancement Classes With Communication-Intensive Components 用交流密集的成分吸引学生参加汉语强化课程
IICE Official Conference Proceedings Pub Date : 2022-03-08 DOI: 10.22492/issn.2189-1036.2022.17
Ming-wai. Chung
{"title":"Engaging Students to Chinese Language Enhancement Classes With Communication-Intensive Components","authors":"Ming-wai. Chung","doi":"10.22492/issn.2189-1036.2022.17","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.17","url":null,"abstract":"","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123576794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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