Arts Design & Architecture

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Now showing 1 - 10 of 1185
  • (2011) Ramirez, Mariano
    Conference Paper
    Abstract: In recent decades, a growing number of those in the industrial design profession have shown concern for socio-ethical issues and pondering the impacts of their work on the planet and its peoples. While mainstream industrial design education and practice still clearly focuses on product-centric innovation, the increasing involvement of designers in activities that advance the betterment of humanity is undeniable. Some university design programs immerse students in developing countries and disadvantaged neighborhoods to learn to co-design appropriate solutions with communities. The professional design industry has also been supportive in engaging and contributing to this new area of social innovation. In line with this emergence of design for society, this paper reports on some of the studio projects at the Industrial Design Program at the University of New South Wales, which highlight design’s agency as a catalyst for social change. The studio briefs are discussed as case studies and the learning experiences gained and the reflections of students are analyzed and used as arguments for the continued and growing inclusion of social responsibility within the industrial design curriculum.

  • (2011) Ramirez, Mariano; Behrisch, Johannes; Giurco, Damien
    Conference Paper
    This paper presents the results of an empirical study, investigating the uptake of ecodesign by industrial design consultancies (ID consultancies) in Australia, China, Germany and the USA. Designing products for a low environmental load, usually termed as ecodesign, offers high potential to reduce the environmental impact of our society, aiming for a sustainable development. However, there still appears to be no widespread uptake of ecodesign into product development praxis by industrial designers, with most ecodesign activity focusing on the engineering phase. Especially seldom are the necessary radical interventions to significantly improve the environmental performance of products. The literature review revealed that ID consultancies might be in a position to improve this situation. This paper presents the findings of a website content analysis, investigating the extent of ecodesign uptake by ID consultancies in Australia, China, Germany and the US. Those four countries were chosen to see if different, country specific frameworks impact on the attitude of ID consultancies towards ecodesign. The paper verifies that ID consultancies have a high potential to improve ecodesign uptake by using their influence especially on early phases of the product development process and by addressing also non engineering related issues for ecodesign. This potential does not appear to be fully embraced yet. The paper concludes by identifying the highest representation of ecodesign on websites of Australian ID consultancies and the lowest on websites of Chinese ID consultancies. The way ID consultancies practice ecodesign is very country specific. Understanding the differences and developing recommendations how ID consultancies can better unfold their ecodesign potential requires deeper investigations in the case specific factors.

  • (2012) Demirbilek, Oya; Carnemolla, Phillippa
    Curatorial Output
    Curated by Juliana Bartulin, this exhibition held in February 2012, at the Balmain Watch House Gallery showcased the authors explorations in sacred geometry, platonic and sacred geometry and the mathematics of nature. The pieces exhibited were highly detailed jewellery and sculptural pieces hand worked and technologically crafted, resulting from the fascination of both authors with the universal influence of geometry on generations of philosophical thought and religious culture.

  • (2012) Watson, Karin; McIntyre, Simon
    Conference Paper
    The adoption and integration of online learning and teaching in higher education is becoming increasingly important in our rapidly changing digital society. While many teachers and academics acknowledge the importance of adapting their own teaching practice to this new approach, knowing how and where to get started can be a daunting task for many. There is an overwhelming amount of professional development information regarding online teaching available to educators through workshops, the Internet, books, technical demonstrations and academic papers. However time-poor teachers often find it difficult to invest time and effort into attending workshops, or analysing available theory and research (McIntyre 2011) to derive online teaching approaches relevant to their own situations. Similarly, many teachers first embarking on a new online initiative can find it an isolating and frustrating experience, with limited peer support (Bennett, Priest and Macpherson 1999) and practical pedagogical guidance while ‘learning the ropes’ or preparing course curriculum. So what approach can be taken to firstly connect with these teachers at the ‘coalface,’ and then support them through their initial investigations and subsequent development of online teaching practice? In 2009, COFA Online at The University of New South Wales won funding from the Australian Learning and Teaching Council (ALTC) Competitive Grant Scheme for a project called Learning to Teach Online (LTTO): Developing high-quality video and text resources to help educators teach online The project’s aim was to produce a set of resources to enable more educators, particularly those with no online experience, to successfully adopt and develop online teaching practices, and to reach a diverse audience of teachers across different disciplines and institutions throughout the world. This paper discusses the strategies adopted by the LTTO Project to ensure the resources focused on pedagogy and were perceived as pragmatic, easy to use and readily adaptable. It also outlines how the adoption of social media as a dissemination method facilitated easy access to the resources by a wide audience of teachers both with and without online teaching experience, and promoted greater awareness and uptake across disciplines and institutions around the world. It demonstrates, through summative and formative evaluations, how this approach effectively encouraged teachers to get started with their online teaching and stimulated their interest in further research on the topic.

  • (2012) McIntyre, Simon
    Conference Paper
    A rhizome is a horizontal system of roots that grows underground, comprising a series of nodes and connecting shoots, that continues to expand and form new connections as it grows. The Internet, with its increasing number of servers and connections could be considered as an ever- expanding system that enables new types of rhizome-like connections between people, knowledge and communities to occur. These connections can often seem random, but those involved usually have an underlying, if not immediately obvious common interest or purpose. Web 2.0 tools and digital networks are becoming increasingly ubiquitous in many aspects of contemporary society, and are in many ways similar to the nodes of a rhizome - a place where connections may form. Yet understanding how to maximise the potential of being able to connect with a diverse range of individuals, professional entities and institutions via these mediums can be difficult. What is the purpose of such connectivity, and how can the design and implementation of professional development resources utilise the concept of a rhizome as an effective means to maximise the constructivist potential offered by the digital age? The Learning to Teach Online project is a free Open Educational Resource (OER), designed to offer educators proven advice from a wide range of colleagues in different institutions and disciplines, about the pedagogies, challenges and rewards of online teaching. Following its release in 2010 by COFA Online at The University of New South Wales, the spread of the resources around the world via Twitter, Facebook, blogs, institutional links and word of mouth far exceeded initial expectations. While the use of social media to promote the project was always considered from the outset, the extent of the spread within K-12, vocational, higher education and private consultancies, and the subsequent penetration of the resources into existing educational programs was not expected. In this respect, the dissemination of the Learning to Teach Online project mirrored the behaviour of a rhizome, being widely spread to seemingly disparate educational communities globally, in a manner that was neither precisely controlled nor predictable. This paper is a snapshot of ongoing research within the author’s doctoral thesis, into the behaviour and significance of the ever-growing digital rhizome surrounding Learning to Teach Online. It begins to unravel how the design of the resource enabled social media to be used for rapid dissemination on a global scale. The paper also explores how, as a result of some members of existing academic communities connecting with the project’s digital rhizome, the resources were able to benefit other teachers not familiar with online teaching or web 2.0 technologies. In these cases, the penetration of the rhizome into many different types of existing academic communities has enabled the transmission and acceptance of new ideas that have begun to positively effect perception and adoption of online teaching practices amongst their members.

  • (2012) Newman, Christy; de Wit, John; Kippax, Susan; Reynolds, Robert; Peter, Canavan; Kidd, Michael
    Journal Article
    Objectives HIV care is provided in a range of settings in Australia, but advances in HIV treatment and demographic and geographic changes in the affected population and general practitioner (GP) workforce are testing the sustainability of the special role for GPs. This paper explores how a group of ‘key informants’ described the role of the GP in the Australian approach to HIV care, and conceptualised the challenges currently inspiring debate around future models of care. Methods A thematic analysis was conducted of semistructured interviews carried out in 2010 with 24 professionals holding senior roles in government, non-government and professional organisations that influence Australian HIV care policy. Results The strengths of the role of the GP were described as their community setting, collaborative partnership with other medical and health professions, and focus on patient needs. A number of associated challenges were also identified including the different needs of GPs with high and low HIV caseloads, the changing expectations of professional roles in general practice, and barriers to service accessibility for people living with HIV. Conclusions While there are many advantages to delivering HIV services in primary care, GPs need flexible models of training and accreditation, support in strengthening relationships with other health and medical professionals, and assistance in achieving service accessibility. Consideration of how to support the GP workforce so that care can be made available in the broadest range of geographical and service settings is also critical if systems of HIV care delivery are to be realistic and cost-effective and meet consumer needs.

  • (2012) Mendelssohn, Joanna; Keys-Statham, Christiane; Sinclair, Emily
    Other Resource
    This issue of Artwrite addresses all four goals of the National Cultural Policy. It mirrors the diversity of a 21st century Australia; it uses both established and emerging technologies in its development and distribution; it supports excellence in writing, thinking and expression; it tells Australian stories that will be shared online and furthered abroad by our international students; and it strengthens the arts’ contribution to the economy by forming part of our training to become future arts administrators, managers, artists and writers.

  • (2012) Mendelssohn, Joanna; Ahmad, Imran; Bradshaw, Lydia; Buncel, David; Day, Helen; Dugan, Bronwen; Larenas Fierro, Carolina V.; Schmidt, Tine; Jensen, Haislund; Lewis, Eric; Lien, Julie; McKay, Georgia; Meagher, Toby; Nowell, Liz; Palmer, Amanda; Robinson, Alexander; Shi, Catherine; Shkreli, Lahuta Lumi Lila; Stephenson, Jenny; Stevens, Greta; Mengyin, Sun; Vollmer, Cassandra; Wilson, Erin; Worrall, Sarah; Cheng, Xu
    Other Resource
    This issue of Artwrite is the collective effort of students studying the Master of Art Administration in the College of Fine Arts, UNSW working under the direction of Associate Professor Joanna Mendelssohn

  • (2012) Lee, Evelyn; Holt, Martin; Mao, Limin; Wanganeen, Kym; Dinnison, Shane; Williams, Samantha; Prestage, Garrett; Zablotska, Iryna; de Wit, John
    The Adelaide Gay Community Periodic Survey is a cross-sectional survey of gay and homosexually active men recruited through a range of gay community sites in Adelaide. The project was funded by the South Australian Department of Health and implemented in collaboration with the AIDS Council of South Australia. The major aim of the survey is to provide data on sexual, drug use and testing practices related to the transmission of HIV and other sexually transmissible infections (STIs) among gay men.

  • (2012) Hull, Peter; Mao, Limin; Rossteuscher, Keiran; Prestage, Garrett; Zablotska, Iryna; de Wit, John; Holt, Martin
    The Canberra Gay Community Periodic Survey is a cross-sectional survey of gay and homosexually active men recruited from gay venues and community events. The aim of the survey is to provide data on sexual, drug use and testing practices related to the transmission of HIV and other sexually transmissible infections (STIs) among gay men.