پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 158 |
| تعداد شماره‌ها | 6,240 |
| تعداد مقالات | 67,870 |
| تعداد مشاهده مقاله | 115,417,500 |
| تعداد دریافت فایل اصل مقاله | 90,186,999 |
بررسی اثر تغییرات محیطی-اجتماعی بر فرهنگ آموزش، با رویکرد طراحی فرهنگی و آموزش مثبت | ||
| نشریه هنرهای زیبا: هنرهای تجسمی | ||
| دوره 27، شماره 1، خرداد 1401، صفحه 125-135 اصل مقاله (2.74 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22059/jfava.2021.323587.666699 | ||
| نویسندگان | ||
| یاسمن خداداده* 1؛ ضحی فقیه حبیبی2؛ ونوس جلالی2 | ||
| 1دانشیار گروه طراحی صنعتی، پردیس بینالمللی کیش، دانشگاه تهران، ایران | ||
| 2کارشناس ارشد طراحی صنعتی، گروه طراحی صنعتی، دانشکده هنرهای تجسمی، دانشکدگان هنرهای زیبا، دانشگاه تهران، تهران، ایران | ||
| چکیده | ||
| این مقاله در خصوص بررسی اثر تغییرات محیطی-اجتماعی بر فرهنگ آموزش میباشد. این بررسی بر اساس مفاهیم و ابزارهای طراحی برای فرهنگ صورت گرفته است. هدف از این مطالعه، سنجش امکان انتقال کامل مفاهیم آموزشی و انجام تمرینات مناسب برای یادگیری آن مفاهیم به صورت گروهی و عملی در فضای مجازی به خصوص در رشتههای عملی همچون طراحی میباشد. بدین منظور ابتدا مطالعات کتابخانهای پیرامون آموزش، آموزش مثبت، روانشناسی مثبت، آموزش برخط[i]، فرهنگ آموزش و پویایی و مانایی فرهنگ انجام گرفت. سپس نتایج کارگاههای آموزشی "طراحی در فرهنگ، فرهنگ در طراحی" که روشها و ابزارهای طراحی فرهنگی را با رویکرد طراحی مثبت آموزش میداد، ارائه گردید. بر اساس کارگاههای برگزار شده و با توجه به تغییرات پیشآمده در اثر ویروس کرونا، کارگاه آموزشی برخط طراحی و اجرا گردید. فرض بر این بود که علیرغم نیاز به کار گروهی و عملی در کلاسها و کارگاههای آموزشی طراحی، میتوان آموزش را به گونهای طراحی کرد که متناسب با محدودیتها و فرصتهای شرایط جدید باشد. بدین ترتیب کارگاه آموزشی برخط با موضوع "معنا دادن به قرنطینه" برگزار گردید. نتایج نشان داد که با وجود فاصلۀ فیزیکی، بخش تئوری و عملی با شرایط جدید هماهنگ شده و پروژۀ گروهی با موفقیت به انجام رسید و رضایت شرکتکنندگان را به همراه داشت. | ||
| کلیدواژه‌ها | ||
| طراحی برای فرهنگ؛ آموزش برخط؛ آموزش مثبت؛ کارگاههای آموزشی؛ تغییر فرهنگی | ||
| عنوان مقاله [English] | ||
| Investigating the Effect of Socio-Environmental Changes on Culture of Education, with Cultural Design and Positive Education Approaches | ||
| نویسندگان [English] | ||
| Yasaman Khodadadeh1؛ Zoha Faghih Habibi2؛ Venus Jalali2 | ||
| 1 Associate Professor, Department of Industrial Design, Kish International Campus, University of Tehran, Tehran, Iran. | ||
| 2Master of Industrial Design, Department of Industrial Design, School of Visual Arts, College of Fine Arts, University of Tehran, Tehran, Iran. | ||
| چکیده [English] | ||
| This paper is concerned with the investigation of the effect of changes on the culture of education based on the cultural design contents and tools. The aim of this study is to deliberate the possibility of transferring the educational material intactly by professors, teachers and instructors virtually and also performing appropriate practical exercises by students in a team for learning those materials in virtual learning environment specially for practical fields such as Design. For this aim first an extensive literature review was conducted regarding education, positive education, positive psychology, online education, culture of education and dynamism or durability of culture. Nowadays education is mostly focused on transferring knowledge and neglects nurturing the other aspects such as physical, emotional, spiritual and psychological skills and also developing character strengths which leads to flourish and wellbeing. Obviously neglecting these aspects has negative influence on the society. Positive psychology was formed to solve the inefficiencies by focusing on character strengths. Based on positive psychology, positive education was established to reduce the neglection of those aspects. In order to apply positive education, few workshops entitled “Design in Culture, Culture in Design” were performed, in which methods and tools for cultural design have been taught based on positive education. These workshops were instructing culture sensitive design and at the same time were aiming to influence the culture of designers to enhance their views towards happiness and wellbeing. One of the important factors in designing educational program is culture. Culture is dynamic and obliged to change. Design is also dynamic and considers the changes. Different situations need different strategies. Therefore, in this recent pandemic Covid-19 which caused mutation in all aspects of life, so many design considerations were needed. One of these aspects was education that required adaptation with the new situation. Although the infrastructure and technology of online education existed, wasn’t yet inclusive and culturally accepted. Due to the experience of the previous workshops and the new situation caused by coronavirus, an online workshop was designed and performed. “Giving Meaning to Quarantine” was chosen as the theme of the workshop. Even though these workshops were hands-on and required teamwork, it was assumed that it could be performed online and all that practical teamwork could take place from far distance. For this aim there was a need to consider the limitations, challenges and opportunities of the new situation. For example, the medium which has provided the opportunity of online communications, could be itself a barrier for a proper interaction. Due to the particular situation of quarantine and lockdown which kept people in their houses and caused anxiety and boredom, “home” was chosen as the context of the project. The results showed that in spite of physical distance, the team could cooperate interactively without difficulty. They used social media context to gather information for their field study. Division of tasks took place and their project outcome which was consist of 3D model, prototype and animation was successfully presented. Therefore, it was concluded that online education could be practical. | ||
| کلیدواژه‌ها [English] | ||
| Design for Culture, Online Education, Positive Education, Workshops, Cultural Change | ||
| مراجع | ||
|
پیترسون، کریستوفر و سلیگمن، مارتین (1395) فضایل و توانمندی‌های شخصیت، ترجمة دکتر کورش نامدار، مهدی آیتی، گلی‌تا امساکی و مهسا موحد ابطحی، چاپ اول، اصفهان: یار مانا
سلیگمن، مارتین (1394) شکوفایی روانشناسی مثبت‌گرا (درک جدیدی از نظریۀ شادکامی و بهزیستی)، ترجمۀ امیر کامکار و سکینه هژبریان، چاپ دوم، تهران: نشر روان.
Adachi, C. & O'Donnell, M. (2017). Teaching tools: Innovative curriculum and approaches to online learning; Designing for social learning [online]. Education Technology Solutions, No. 81, Dec 2017 - Jan 2018: 59-60. Alford, Z. & White, M. A. (2015). Positive Schools Psychology. In White, M. A. & Murray, S. (2015). Evidence-based Approaches to positive education in Schools: Implementing a Strategic Framework for Well-being in Schools. Springer Press. Springer, Netherlands. Series Editor Ilona Boniwell., pp. 109-93. DOI 5_5-9667-017-94-978/10.1007. Bates, D. G. & Plog, F. (1976). Cultural Anthropology (3rd ed.) New York: McGraw-Hill. Crossing Cultural Chasms (2014). www.designandculture.info Desmet, P. M. A., & Hekkert, P. (2007). Framework of Product Experience. International Journal of Design, 1(1), 13-23. Goodyear, P. (2015). Teaching as design, HERDSA Review of Higher Education Vol. 2, 27-50. Hao, C., van Boeijen, A. G. C. & Stappers, P. J. (2017). Cultura: A communication toolkit for designers to gain empathic insights across cultural boundaries. In proceedings of IASDR Conference, 31 October-3 November, Cincinnati, Ohio, United States. Henderson, M., Selwyn, N. & Aston, R. (2015). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education. Hofstede, G. H. (1991). Cultures and Organizations: Software of the Mind. McGraw-Hill, New York. Hofstede, G. H., Hofstede, G.J. & Minkov, M. (2010). Cultures and organizations, software of the mind (3rd ed.). New York: McGraw-Hill USA. Kitayama, S., Duffy, S., and Uchida, Y. (2007). Self as cultural mode of being. In S. Kitayama and D. Cohen (Eds.), Handbook of cultural Psychology (pp. 136-173). New York: Guilford Press. Kashima, Y. (2000). Conceptions of culture and person for psychology. Journal of Cross-Cultural Psychology, 31, 14–32. Kastanakis, M. & Voyer, B.G. (2014). The effect of culture on perception and cognition: a conceptual framework. Journal of Business Research 67(4). 425-433. Markus H. R. & Kitayama, S (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological review, 98(2), 224-253. Markus H. R., & Kitayama, S (2010). Cultures and Selves: A Cycle of Mutual Constitution. Association for Psychological Science, 5(4), 420-430. Mesquita, B. Boiger, M. & De Leersnyder, J. (2016). The cultural construction of emotions. Current Opinion in Psychology, 8. 31-36. Available at: www. Sciencedirect.com Northoff, G., Heinzel, A., de Greck, M., Bermpohl, F., Dobrowolny, H. & Panksepp, J. (2006). Self-referential processing in our Brain- A meta-analysis of imaging studies on the self. Neurolmage, 31, 440-457. Riedel, R., Vialle, W., Pearson, P. & Oades, L. G. (2020), Quality Learning and Positive Education Practice: The Student Experience of Learning in a School-Wide Approach to Positive Education. International Journal of Applied Positive Psychology (2020) 5: 53–75. Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K. & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 311-293, 35 (3). doi:3054980902934563/10.1080 Shavitt, S., Lee, A. & Johnson, T. P. (2008). Cross-cultural consumer psychology. In C. Haugtvedt, P. Herr, & F. Kardes (Eds.), Handbook of consumer psychology (pp. 1103–1131). Mahwah, NJ: Erlbaum. Triandis, H. C. (1991). The Psychological Measurement of Cultural Syndromes. American Psychological Association, 51(4), 407-415. van Boeijen, A. G. C., Crossing Cultural Chasms. Available: http://designandculture.info [2017, 06 03]. van Boeijen, A. G. C., Sonneveld, M. & Hao, C. (2017). Culture sensitive design education: the best of all worlds. In proceedings of 19th International Conference on Engineering and Product Design Education, September 7-8, Norway, Oslo & Akershus University College of Applied Sciences. van Boeijen, A. G. C., Sonneveld, M., Hao, C. & Khodadadeh, Y. (2019). Developing cultural sensitivity: A student’s perspective. Proceedings of the 21st International Conference on Engineering and Product Design Education (E&PDE 2019), University of Strathclyde, Glasgow. 12th-13th September 2019 WGS, World Government Summit (2017). The State of Positive Education. | ||
|
آمار تعداد مشاهده مقاله: 471 تعداد دریافت فایل اصل مقاله: 351 |
||