Learning Lunch Box 23 September 2014 Presenter: Dr Robbie Napper Title: Awesome research skills training for undergraduate students

1. learning to research, researching to learn
(or if you love acronyms) rsdf in pbl
Linda Kalejs
Research and Learning Coordinator
Library team leader, Faculty of Art, Design and Architecture
Dr Robbie Napper
Senior Lecturer, Course Coordinator, Industrial Design
MADA PhD Program Director

2. 2
this short talk is about how Linda and I implemented
a rigorous research training exercise into industrial
design undergraduate studio with awesome results.
I’ll talk about this experiment covering:
• Population (who we used)
• Intervention (What we did)
• Comparison (How we measured the results)
• Outcomes (what we achieved), and
• the educational take away

3. 3
the experiment

4. 4
population
the ID degree:
1st year 2nd year 3rd year 4th year
DGN1001
Design studio 1
6
IDE1112
Industrial
Design studio 2
6
OHS1000
Intro to OHSE
0
unit code
Name
Studio
Tech
Theory
electives
points
pts
IDE1802
Materials and
manufacturing 1
6
DIS1103
Digital
processes 1
6
IDE1502
Modelmaking
and workshop
6
AHT1101
Intro to visual
culture
6
24
DWG1201
Drawing 1
6
IDE1602
Product
drawing
6
IDE2113
Industrial
Design studio 3
6
IDE2211
Engineering drn
(Solidworks)
6
IDE2701
Product
interface design
6
TAD2214
Critical issues in
design
IDE2811
Mechanics and
electronics
6
IDE2303
Ergonomics
DIS1911
3D Design and
vis. (MAYA)
6 6
6
IDE2114
Industrial
Design studio 4
6
IDE3115
Industrial
Design studio 5
6
IDE3814
Materials and
manufacturing 2
6
TAD3214
Contemporary
discourse in des
6
DIS2904
3D Modelling
(Alias)
6
IDE4117
Industrial
Design studio 7
TAD4523
Design research
methods
6
PPR4102
Professional
practice
6
Elective
6
Elective
6
Elective
6
IDE3116
Industrial
Design studio 6
12 12
IDE4118
Industrial
Design studio 8
18
24 24 24 24 24 24 24

5. 5
population
a “depth” studio unit
8 hours contact, 12CPTS
one project for the whole semester
30 students
1st year 2nd year 3rd year 4th year
DGN1001
Design studio 1
6
IDE1112
Industrial
Design studio 2
6
OHS1000
Intro to OHSE
0
unit code
Name
Studio
Tech
Theory
electives
points
pts
IDE1802
Materials and
manufacturing 1
6
DIS1103
Digital
processes 1
6
IDE1502
Modelmaking
and workshop
6
AHT1101
Intro to visual
culture
6
24
DWG1201
Drawing 1
6
IDE1602
Product
drawing
6
IDE2113
Industrial
Design studio 3
6
IDE2211
Engineering drn
(Solidworks)
6
IDE2701
Product
interface design
6
TAD2214
Critical issues in
design
IDE2811
Mechanics and
electronics
6
IDE2303
Ergonomics
DIS1911
3D Design and
vis. (MAYA)
6 6
6
IDE2114
Industrial
Design studio 4
6
IDE3115
Industrial
Design studio 5
6
IDE3814
Materials and
manufacturing 2
6
TAD3214
Contemporary
discourse in des
6
DIS2904
3D Modelling
(Alias)
6
IDE4117
Industrial
Design studio 7
TAD4523
Design research
methods
6
PPR4102
Professional
practice
6
Elective
6
Elective
6
Elective
6
IDE3116
Industrial
Design studio 6
12 12
IDE4118
Industrial
Design studio 8
18
24 24 24 24 24 24 24

6. 6
Michael Oechsle
travel light
Project Aim:
“To design an urban element
system that supports and
encourages the practice
of routine walking, both for
transport and recreational
purposes. This should
include as a minimum, the
provision of rest points for
elderly users.”
tranSIT is a hybrid walking
waypoint system for urban
environments, combining
seating with wayfinding and
street lighting. It is designed
to be minimally obtrusive by
utilising wall spaces around
cities, improving walkability
for people of all ages.
The seat is designed with
brief rest stops in mind,
assuming more social, long-term
seating is available at
destinations such as shops
and green spaces. Staying
true to the principles of
‘inclusive design’, the seat is
designed to be accessible,
comfortable and safe.
To help encourage
walking amongst the
local community, simple
walking times to popular
nearby destinations and
public transport links
are provided, along with
QR code integration for
access to maps and further
information.
Using the translucency of the
solid surface material, LED
street lighting is integrated
to provide extra security
for those walking at night.
Power is supplied via a small
roof mounted battery and
solar unit. This also allows
for the possible integration
of WiFi or street phone
charging.
WALKING WAYPOINTS FOR URBAN ENVIRONMENTS
AN OBVIOUS LACK OF REST
POINTS
Research shows that seating on
key pedestrian routes should be
considered every 100m to provide rest
points and to encourage street activity.
How can we help make our cities
more walkable for people of all ages?
AN AGEING POPULATION
Globally, the share of older people in
urban communities will multiply 16
times from about 56 million in 1998 to
over 908 million in 2050.
A person in their mid-70’s cannot
walk for much longer than 10 minutes
without a break.
3 Key COntext Factors
A DECLINE IN WALKING
Commuting by foot has been shown
to reduce the risk of illnesses such as
diabetes and cardiovascular disease
by up to 40%.
Yet the proportion of Australian urban
trips made by foot has halved since
the 50’s. This is a global trend in
developed nations.

7. 7
jeffrey hughes
Project description.
Recently there have been
breakthroughs in the ar-eas
of bioengineering and
micro manufacture. These
advances have opened a
whole new way in which we
can analyse and monitor the
human body. In partnership
with industry leader MiniFAB
we have explored the ways
in which these innovative
technologies can be used
to shape the future of elite
athlete training.Focusing on
biochemical monitoring and
collection of data from points
on the skin we have devel-oped
a range of devices
that unlock a future array of
previously unobtainable and
influential data on athlete’s
performance; ranging from
oxygen uptake in the blood
to analysis of the composi-tion
of sweat.
Through this project we
have explored the charac-ter
and requirements of our
end users and developed a
full system to exceed their
expectations and create a
product range without paral-lel.
The base system involves
five modules: a sensor that
collects data from the skin,
robust sensor packaging
ensuring ease of applica-tion,
a device to collect, col-late
and transfer data from
multiple streams in real time,
a docking system and a
transportation case with an
emphasis on simplicity. Each
team member focused on a
particular product in detail,
sharing their knowledge to
enhance each final individu-ally
designed system range.
Intended as the companion
of the future the MiniFAB
TOR™ focuses on un-precedented
skin / device
mounting possibilities with
scope for attachment over
the entire body. Its unique
reusable and washable
GECKO®NANOPLAST®
adhesive strap ensures ro-bust
attachment and im-mense
comfort, through wet
and sweaty conditions. The
tessellated modular design
provides unparalleled twin
curvature flexibility, reduc-ing
athlete impedance and
promoting regular use. Its
intuitive and simple design
makes operation an ease
and reduces the associated
learning curve.The MiniFAB
TOR™ is the next stage in
the athlete monitoring revolu-tion.
Combining flexibility and
emotion at its core TOR™ is
the athlete’s true companion
to victory, the key to unlock-ing
their peak potential.
PACKAGE SENSOR DEVICE DOCK CASE
minifab

8. 8
bread products.
items.
the waste. Once full, the waste is ready for the
waste into the second stage where it matures.
stage, ready to be used in the garden!
Access to
compost
Aerating
and Maturing
Shredding
and Mixing
Collect Food Waste
This includes veggie scraps, tea leaves, egg shells
and fresh grass clippings. Avoid meat, dairy and
Collect Garden Waste
This includes dry leaves, wood shavings, nuts and
shells, twigs, hay, shredded paper and cardboard
The First Stage
Fill COMPlete with equal amounts of food and
garden waste, and roll. This helps shred and mix
second stage.
The Second Stage
Transport the prepared waste from first to second
stage by pulling the top handle. This drops the
COMPlete must be rolled once a week to aerate
and mix the developing compost.
Compost
Soon the compost will be ready. When the bottom
handle is pulled, compost drops from the second
Moving wheels powers system
Moves contents
to second stage
AKHILA POKKULURI
travel light
The COMPlete is a self-contained
home composting
unit, aiming to make the
process of composting
simple and quick. It also
aims to eliminate all negative
conceptions of composting,
hence increasing its
marketability.
COMPlete incorporates
movement powered features
that automatically regulate
compost development.
The user adds nitrogen rich
kitchen waste and carbon
rich garden waste in equal
ratios. Moving COMPlete
then shreds and mixes the
waste, in preparation for
composting. The wheels
gear with the bottom set of
blades, which are connected
to the top set of blades
through a belt system. Once
mixed and shredded, the
user is then pulls the top
handle at the front of the
composting unit, to drop the
mixture into the second set
of blades. Here, the compost
will mature. Moving the bin
now aerates the mixture, and
an aerobic reaction occurs.
After maturing, the compost
is ready. The user must pull
the bottom handle at the
front to allow the compost to
drop through the bottom of
the bin, to the ground.
COMPlete’s solution to
quick compost lies in the
constant shredding, which
creates smaller particles for
the reaction. The enclosed
volume provides a warm
and dark environment
to further accelerate the
reaction. As COMPlete can
also be transported around
the garden, fresh compost
can be accessed close to
the veggie patch whenever
required. Compost need
never sit stagnant again and
therefore, will not collect
unwanted odours, critters
or weeds, eliminating the
negativities usually related to
compost.

9. 9
M A G G I E P H O E N G SYSTEM OVERVIEW
stores shared workspaces and recordings of collaborations
google mirror
hardware to process 3d image into 2d
keeps video and touchscreen feeds separate
other contributors limited contribution interaction
watching conference, low power device
software available
google calendar
plan around time zone differences
google docs
collaborative software already created
google hangouts/g+
acts as a phonebook, leave quick messaes, make calls
google hangouts
cloud server
google mirror
must be granted access to files
interaction hand touch eye-gaze
eye-contact
hdmi/usb
capacitive speech
body observervs
screenshare: software which is not available in the gdocs suite

10. intervention
10

11. 11
IDE3116:studio 6travel light - your guide to the semester
= note something important
= something due, either for review, or grading.
week 1 2 3 4 5 6 7 8 9 10 11 12 e-wk 1
project intro
product sector
brainstorm
choose brief
product type
brainstorm
Open day
sunday 4th
August.
1 day research
task
nominate times
for next week’s
review
8 concepts due
discussion and
review of all 8
ideas
development of
chosen concept
3 concept
pechakucha
choose
projects
commence
research
What’s a pechakucha?
A 30-second per slide presenta-tion
forcing the presenter to cover
only the most salient points of
their design.
We’ll make one big file in google
docs, set the timing, and hit go!
task clarifica-tion
research
research
methods - linda
from the
library
research
project
proposal
pechakucha
Linda will give us a tutorial on how
to find information relevant to our
individual topics. Finding journals,
articles, papers, statistics etc all
using the library’s awesome
resources. This session starts at
9:30am in the library.
colour and trim
detail design
book design
tutorial
discussion of
final
deliverables:
poster, model,
ebook
Mid semester break. Work on your
model!
design freeze
drawing pack
due
start work on
models
unpainted
model due
review poster
ideas
spatial
planning for
exhibition
last class!
review model,
poster, ebook
ie everything!
event planning
for exhibition
exhibition!
model, poster,
ebook due in by
10am
Swot-vac week.
20% 15% 10% 5%
your lecturer:
dr robbie napper
robbie.napper@monash.edu
office g3.15 ph: 990 31059
email me!
110%
50%
Brad from communication design
will give us a tutorial on book
design and typography. 11am.
Note that these ungraded
milestones are critique
reviews; the content will go
into your eBook.

12. intervention
12
IDE3116:studio 6travel light - your guide to the semester
= note something important
= something due, either for review, or grading.
week 1 2 3 4 5 6 7 8 9 10 11 12 e-wk 1
project intro
product sector
brainstorm
choose brief
product type
brainstorm
Open day
sunday 4th
August.
1 day research
task
nominate times
for next week’s
review
8 concepts due
discussion and
review of all 8
ideas
development of
chosen concept
3 concept
pechakucha
choose
projects
commence
research
What’s a pechakucha?
A 30-second per slide presenta-tion
forcing the presenter to cover
only the most salient points of
their design.
We’ll make one big file in google
docs, set the timing, and hit go!
task clarifica-tion
research
research
methods - linda
from the
library
research
project
proposal
pechakucha
Linda will give us a tutorial on how
to find information relevant to our
individual topics. Finding journals,
articles, papers, statistics etc all
using the library’s awesome
resources. This session starts at
9:30am in the library.
colour and trim
detail design
book design
tutorial
discussion of
final
deliverables:
poster, model,
ebook
Mid semester break. Work on your
model!
design freeze
drawing pack
due
start work on
models
unpainted
model due
review poster
ideas
spatial
planning for
exhibition
last class!
review model,
poster, ebook
ie everything!
event planning
for exhibition
exhibition!
model, poster,
ebook due in by
10am
Swot-vac week.
20% 15% 10% 5%
your lecturer:
dr robbie napper
robbie.napper@monash.edu
office g3.15 ph: 990 31059
email me!
110%
50%
Brad from communication design
will give us a tutorial on book
design and typography. 11am.
Note that these ungraded
milestones are critique
reviews; the content will go
into your eBook.

13. 13
Pedagogy:
Combining Project Based Learning with the Research
Skills Development Framework.
researching
to learn
learning to
research
improvements
Key:
educator
action or
requirement
educator:
student
action
observed
outcome
Existing practice
New practice
Project based learning
Overall context for the unit.
With increased
skills.
Project outcomes.
Lifelong learning.
Transferrable skills.
Self driven learning.
Attain graduate attributes.
Employablility.
Classroom motivation.
Library-Faculty partnerships.
At library tutorial.
Scaffolds
Facilitates
Evaluates
research skills
development framework
Augments PBL approach.
intervention 2

14. 14
Curious Determined Discerning Harmonising Creative Constructive
Research Skill Development Framework
A conceptual framework for the explicit, coherent, incremental and spiralling development of students’ research skills
Level 1 (Prescribed Research)
Highly structured directions and
modelling from educator prompt
student research
Level 2 (Bounded Research)
Boundaries set by and limited
directions from educator channel
student research
Level 3 (Scaffolded Research)
Scaffolds placed by educator
shape student independent
research
Level 4 (Student-initiated
Research)
Students initiate the research
and this is guided by the
educator
Level 5 (Open Research)
Students research within self-determined
guidelines that are in
accord with discipline or context.
a. Embark & Clarify
Respond to or initiate research
and clarify or determine what
knowledge is required, heeding
ethical/cultural and social/team
considerations.
Respond to questions/tasks arising
explicitly from a closed inquiry.
Use a provided structured approach
to clarify questions, terms,
requirements and expectations.
Respond to questions/tasks
required by and implicit in a closed
inquiry. Choose from several
provided structures to clarify
questions, terms, requirements and
expectations.
Respond to questions/tasks
generated from a closed inquiry.
Choose from a range of provided
structures or approaches to clarify
questions, terms, requirements and
expectations.
*Generate questions/aims/
hypotheses framed within
structured guidelines*.
*Generate questions/aims/
hypotheses based on experience,
expertise and literature*.
b. Find & Generate
Find and generate needed
information/data using
appropriate methodology.
Collect and record required
information or data using a
prescribed methodology from a
prescribed source in which the
information/data is clearly evident.
Collect and record required
information/data using a prescribed
methodology from prescribed
source/s in which the information/
data is not clearly evident.
Collect and record required
information/data from self-selected
sources using one of several
prescribed methodologies.
Collect and record self-determined
information/ data from self-selected
sources, choosing an appropriate
methodology based on structured
guidelines.
Collect and record self-determined
information/data from self-selected
sources, choosing or devising an
appropriate methodology with self-structured
guidelines.
c. Evaluate & Reflect
Determine and critique the degree
of credibility of selected sources
and of data generated, and reflect
on the research processes used.
Evaluate information/data and
reflects on inquiry process using
simple prescribed criteria.
Evaluate information/data and
reflect on the inquiry process using
given criteria.
Evaluate information/data and
inquiry process using criteria
related to the aims of the inquiry.
Reflect insightfully to improve own
processes used.
Evaluate information/data and the
inquiry process comprehensively
using self-determined criteria
developed within structured
guidelines. Reflect insightfully to
refine others’ processes.
Evaluate information/data and
inquiry process rigorously using
self-generated criteria based on
experience, expertise and the
literature. Reflect insightfully to
renew others’ processes.
d. Organise & Manage
Organise information and data to
reveal patterns and themes, and
manage teams and research
processes.
Organise information/data using
prescribed structure. Manage linear
process provided.
Organise information/data using a
choice of given structures. Manage
a process which has alternative
pathways.
Organise information/data using
recommended structures. Manage
self-determined processes with
multiple possible pathways.
Organise information/data using
student-determined structures, and
manage the processes, within the
parameters set by the guidelines.
Organise information/data using
student-determined structures and
management of processes.
e. Analyse & Synthesise
Analyse information/data
critically and synthesise new
knowledge to produce coherent
individual/team understandings.
Analyse and synthesise
information/data to reproduce
existing knowledge in prescribed
formats. *Ask emergent questions
of clarification/curiosity*.
Analyse and synthesise
information/data to reorganize
existing knowledge in standard
formats. *Ask relevant,
researchable questions emerging
from the research*.
Analyse and synthesise
information/data to construct
emergent knowledge. *Ask
rigorous, researchable questions
based on new understandings*.
Analyse and create
information/data to fill knowledge
gaps stated by others.
Analyse and create
information/data to fill student-identified
gaps or extend
knowledge.
f. Communicate and Apply
Write, present and perform the
processes, understandings and
applications of the research, and
respond to feedback, accounting
for ethical, social and cultural
(ESC) issues.
Use mainly lay language and
prescribed genre to demonstrate
understanding for lecturer/ teacher
as audience. Apply to a similar
context the knowledge developed.
Follow prompts on ESC issues.
Use some discipline-specific
language and prescribed genre to
demonstrate understanding from a
stated perspective and for a
specified audience. Apply to
different contexts the knowledge
developed. Specify ESC issues.
Use discipline-specific language and
genres to demonstrate scholarly
understanding for a specified
audience. Apply the knowledge
developed to diverse contexts.
Specify ESC issues in initiating,
conducting and communicating.
Use discipline-specific language
and genres to address gaps of a
self-selected audience. Apply
innovatively the knowledge
developed to a different context.
Probe and specify ESC issues in
each relevant context.
Use appropriate language and
genre to extend the knowledge of a
range of audiences. Apply
innovatively the knowledge
developed to multiple contexts.
Probe and specify ESC issues that
emerge broadly.
Extent of Students’ Autonomy
Facet
o
f
Research
Research Skill Development (RSD), a conceptual framework for Primary school to PhD, developed by John Willison and Kerry O’Regan ©, October, 2006/November, 2012. Facets based on: ANZIIL (2004) Standards & Bloom’s et al (1956) Taxonomy.
* Framing researchable questions often requires a high degree of guidance and modelling for students and, initially, may need to be scaffolded as an outcome of the researching process (Facet E, Levels 1-3). After development, more students are able to
initiate research (Facet A, Levels 4 & 5)*. The perpendicular font reflects the drivers and emotions of research. Framework, resources, learning modules and references available at http://www.rsd.edu.au. For info: john.willison@adelaide.edu.au
when students…
www.rsd.edu.au
What characterises the difference between ‘search’
and ‘research’? More searching and more data
generation is just a ‘biggasearch’! Research is
… spiral through the facets, adding degrees of
rigour and discernment as they dig and delve.

15. comparison
before - after
15

16. outcomes
16

17. 17
9%
32%
41%
14%
9% 5%
5%
9%
18%
45%
23%
50%
14%
9%
9%
18%
RSDF Facet and survey question
5%
9%
55%
23%
9%
27%
36%
9%
18%
A Embark and clarify
distribution of answer by
Extent of student autonomy
c Evaluate
9%
32%
41%
14%
5%
0%
9%
9%
45%
36%
50%
and reflect D Organise
and manage E Analyse and
synthesise F Communicate and apply
5
4
3
2
1
1 2 1 1 1 1 2 3
0%
14%
5%
32%
outcomes
Mapping of results to RSD extent of
student autonomy:
Level 5 open Research
Level 4 student-initiated research
Level 3 scaffolded research
Level 2 bounded research
Level 1 prescribed research

18. outcomes
Mapping of results to RSD extent of
student autonomy:
Level 5 open Research
Level 4 student-initiated research
Level 3 scaffolded research
Level 2 bounded research
Level 1 prescribed research
18
9%
18%
41%
32%
0%
41%
41%
0%
14%
18%
50%
14%
14%
5% 5%
b Find and generate
9%
9%
27%
36%
18%
RSDF Facet and survey question
distribution of answer by
Extent of student autonomy
5
4
3
2
1
50%
1pre 1post 2 3 1
14%
9%
9%
18%

19. 19
Practice:
Combining Project Based Learning with the Research
Skills Development Framework.
Briefing
educator
action or
requirement
observed
outcome
research
documents
Students
familarised with
project.
Key:
student
action
Find & generate
Evaluate & reflect
Organise & manage
Analyse &
synthesise
Communicate &
apply
rsdf
implemented
learning to
research
learning to
research
Researching
to learn Researching
to learn
rsdf facets
practiced
Researching
to learn
Library tutorial.
rsdf facets
practiced
rsdf facets
practiced
research
Topic resolved.
Find the problem.
concepts
Topic resolved.
Find the problem.
Ordinary PBL approach.
(eg control group 2012).
Addition of RSDf to PBL.
refinement
Generate details
and improve
against objectives.
evaluation &
outcomes
presentation
Resolved product
designs presented.
Embark & clarify Analyse &
synthesise
Communicate &
apply
Increase in use of
scholarly
references.
Insights in addition
to information.
concept
presentation
Problem solving
approach, as
opposed to “design
product x”.
refinement
Application of
discoveries into
product outcomes.
outcomes 3

20. the take away 3rd year Industrial Design UG students (and perhaps your students too):
20
• coped well with scaffolded research,
• crave structure and research “tools”,
• are highly capable of research synthesis by studio creation and reflection,
• can, despite the rumours, read peer reviewed science,
• just need a push in the right direction.

21. thanks