This article presents an approach to creating sources of inspiration through a collaborative concept design that was developed and observed during a future visioning concept design project concerning ...the theme of “performance wear,” which was conducted at the University of Helsinki for second-year textile student teachers. During the project, the students created future scenarios; used the functional, expressive, and aesthetic (FEA) consumer needs model for apparel design (Lamb and Kallal in Cloth Text Res J 10(2):42–47,
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) when considering what performance wear could be like in a future scenario; and created digital collages (eCollages) to present their concepts. In the course that followed the concept design project, the students designed and made actual clothes using the concepts developed during the concept design project as one of their sources of inspiration. The outcomes of the process are described in this article through four research questions: (1) What type of future scenarios did the teams create, what types of eCollages did the teams make, and how did the teams use information and communication technologies (ICT) in their collages? (2) How did the use of eCollages enrich the concept presentations? (3) How were the three dimensions of the FEA model utilized and presented in the eCollages and team presentations? (4) How did the future visions of the concepts and the eCollages act as sources of inspiration in the students’ clothing designs? Five of the six teams studied created a global future scenario that envisioned the world as a dystopia. The high level of technical and visual executions of all the eCollages was surprising. The ECollages played an important role in every team presentation and enriched them considerably. The FEA model, on the other hand, both provided a supporting framework for the concepts and guided the students to direct their attention to apparel within their future scenarios, as well as to consider different dimensions of it. The concepts especially inspired students to create aesthetic elements to their design and to consider the expressiveness and functionality of the garments from the concept’s perspective. The students also challenged themselves to find technical solutions to design ideas they created through being inspired by the concepts. Furthermore, the students often described gaining inspiration from the story or atmosphere of the concept or other non-visual elements of it, and thereby it seems that our approach indeed succeeded in promoting multi-sensory inspiration.
The present investigation aimed to analyze the collaborative making processes and ways of organizing collaboration processes of five student teams. As a part of regular school work, the seventh-grade ...students were engaged in the use of traditional and digital fabrication technologies for inventing, designing, and making artifacts. To analyze complex, longitudinal collaborative making processes, we developed the visual Making-Process-Rug video analysis method, which enabled tracing intertwined with social-discursive and materially mediated making processes and zoomed in on the teams’ efforts to organize their collaborative processes. The results indicated that four of the five teams were able to take on multifaceted epistemic and fabrication-related challenges and come up with novel co-inventions. The successful teams’ social-discursive and embodied making actions supported each another. These teams dealt with the complexity of invention challenges by spending a great deal of their time in model making and digital experimentation, and their making process progressed iteratively. The development of adequate co-invention and well-organized collaboration processes appeared to be anchored in the team’s shared epistemic object.
In this study, we examined maker‐centred learning from an epistemic perspective, highlighting the agentic role of material engagement and artefacts in learning and creativity. The use of physical ...materials plays a crucial role in maker activities where the socio‐epistemic aspects of knowledge creation entangle with the designing and making of physical artefacts. By taking a case study perspective, we analysed video data from nine design sessions involving a team of students (aged 13 to 14) developing an invention. First, we analysed knowledge that was built during the process. Our analysis revealed how design ideas evolved from preliminary to final stages and, together with the expressed design problems and conversations preceding the ideas, formed an epistemic object pursued by the team. Next, we included non‐human agencies into the analysis to understand the role of materials in the process. Features of materials and human design intentions both constrained and enabled idea improvement and knowledge creation, intermixing meanings and materials. Material making invited the students to not only rely on human rationalisation, but also to think together with the materials.
In this article, we examine the dynamic, active role of materiality in collaborative maker-centered learning and propose a systematic way of analyzing it. Learning by making involves students in ...externalizing their ideas through conceptual, visual, and material artifacts. The collaborative process requires students to manage the design task and organize their work processes simultaneously. With a secondary school, we conducted a co-invention project, in which small teams of 13- to 14-year-old students created smart products. Taking a case study perspective, we focused on a team of three students wherein participation was unevenly distributed. We analyzed video recordings from the team’s ten design sessions at three levels: macro, intermediate, and micro. The analysis method we developed revealed that the co-invention project offered diverse, sociomaterially entangled opportunities for collaboration. While the making task enabled embodied contribution, the physical properties of the tools and materials also limited these opportunities. Neither social nor material aspects alone determined participation within the team.
The purpose of the article is to introduce a systematic, three-level video analysis method for tracing the emotional aspects of a collaborative design and making process. Maker-centred learning can ...evoke strong emotions affecting students’ motivation because it involves them in externalising their ideas through conceptual, visual and material artefacts. For analysing longitudinal collaborative processes, we developed the visual Making-Process-Rug video analysis method, which enables tracing materially mediated verbal and embodied making processes. We provide examples of the method using data, where a team of seventh-grade students performing regular schoolwork were engaged in using traditional and digital fabrication technologies for inventing, designing, and making artefacts. Taking a case study perspective, we focus on a team of four students who worked on a smart product project. We analysed video recordings from the team’s 11 hours of design and making sessions on three levels: macro, intermediate and micro. The benefit of the three-level method is that it allows simultaneous analysis of social-discursive and materially embodied aspects of activities. It also enables analysing large samples of video data systematically, and focusing on both micro-level and macro-level perspectives of activity. The method for identifying emotions from video data has potential for educational research on various fields, however, the culture-specific expressions and interpretations of emotions require special attention when developing the method further.
Keywords: basic education, collaborative process, emotional expression, Making-Process-Rug, sociomateriality, video analysis method
This article presents a multi-method case study of five mobile device and desktop computer applications intended specifically for craft-design. The main aim of the study was to investigate the ...effects of application usage on the craft-design process and to analyse the usability of the
applications from three perspectives: user experience, traditional usability and functionality. Eight master's level craft teacher students evaluated the applications and used those to conduct a design task on a Virtual Design Studio course at the University of Helsinki. To enable an
authentic working environment and style for the participants and to gather research data remotely, a multi-method approach was designed that included data from questionnaires, written tasks and recordings of screen events. Analysis of the effects of application usage on the craft-design process
revealed three factors that promote changes: the usability of an application, new possibilities and limitations compared to traditional design methods and the technical expertise of the designer - usability being the most significant factor behind the changes observed.
The purpose of the present investigation was to analyze the pedagogical infrastructures in three cycles of seventh graders' co-invention projects that involved using traditional and digital ...fabrication technologies for inventing and creating complex artefacts. The aim of the projects was to create high-end multi-material makerspaces by expanding Finnish craft classrooms with instruments of digital fabrication, such as micro-processors, wearable computing (e-textiles), and 3D design and making, for enabling creation of student-designed multi-faceted inventions. Through a qualitative meta-analysis of the three successive learning-by-making projects, we explored the kinds of pedagogical infrastructures required for fostering knowledge-creating practices of learning. Pedagogic infrastructures refer to the designed arrangements and underlying conditions of implementing an extensive study project in classroom practices needed for reaching the learning objectives. We analyzed the epistemological, scaffolding, social, and material-technological dimensions of the enacted pedagogic infrastructures. In accordance with design-based educational investigations, we collected a variety of data (classroom video recordings, teacher and tutor interviews, invention challenges, learning assignments, and working schedules) across three year-long developmental cycles. We discuss the limitations and opportunities of maker-centered learning settings as well as considerations for future development of makerspace as pedagogical innovations for integrating socio-digital and material-technical practices and spaces for learning.
•GC–EI-MS/MS technique in statin analyses.•MRM in quantification.•Determination of statins in wood based fluids.•Hydrolysation of pine with Pleurotus ostreatus.
Statins were separated and quantified ...with gas chromatography–mass spectrometry (GC–EI-MS/MS) using total ion monitoring (TIC) and multiple reactions monitoring (MRM). The MRM method in statins determination has a novelty value, since there are no previous studies on their simultaneous analysis in environmental or plant samples. The method development and optimization was challenging due to the physicochemical similarities of the silylated lovastatin, simvastatin, pravastatin, fluvastatin, and atorvastatin. The results showed that the use of MRM decreased their detection and quantification limits by factors of 2–10 compared to that obtained in TIC monitoring. The concentration calibration was made between 247.5ng/L and 9900ng/L. Limits of detection and quantification were between 50ng/L (lovastatin)–500ng/L (pravastatin) and 250ng/L (lovastatin)–1000ng/L (pravastatin), respectively. Based on the MRM results, the wood bark and phloem samples contained lovastatin, lovastatin–lactone, simvastatin, simvastatin–lactone, and pravastatin. Their concentrations were 250–3000μg/L, i.e. 4.2–50mg/kg in phloem and bark. However, they were not detected in fluids made with Pleurotus ostreatus fermentation of wood core.
Commonly used indicators of sepsis are nonspecific and insufficient for predicting the course of febrile neutropenia (FN) in hematological patients. We analyzed data from 91 adult FN patients who ...received intensive chemotherapy for acute myeloid leukemia or autologous stem cell transplantation. Compared to patients with non-severe sepsis, patients with severe sepsis had significantly higher serum levels of tissue inhibitor of metalloproteinases-1 on the day of first occurrence of fever (day 0: 172 vs. 112 µg/L, p= .002) and for the two following days (day 1: 219 vs. 128 µg/L, p< .001; day 2: 443 vs. 128 µg/L, p= .001), and significantly higher serum levels of matrix metalloproteinase-10 on day 1 (1975 vs. 876 ng/L, p= .001) and day 2 (2020 vs. 841 ng/L, p< .001). We conclude that the measurement of these biomarkers may be useful in predicting the severity of sepsis in FN patients.
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