Thank you Derek.
I´ll check the book.
Best.
2017-03-13 21:31 GMT-03:00 Derek Lomas <[log in to unmask]>:
> Edelson,
>
> There is a particular design method in instructional design that I've found
> to be applicable to other areas of Design practice, especially data-driven
> design (dx3). This method may be present in other fields by other names.
>
> The approach is sometimes known as "backwards design". Roughly, it consists
> of four steps in a continuous process.
>
> 1. Goals: Identify instructional goals
> 2. Assessments: Identify assessments that measure whether the goals have
> been met
> 3. Instruction: Design instructional experiences that are expected to "move
> the needle" on the assessments
> 4. Continuous Alignment: Ensure that goals, assessments and instruction are
> aligned, making changes as necessary
>
> This process typicality involves an "alignment chart" with one row per
> unique goal-assessment-instruction triad.
>
> The alignment process is very important. That's because it is very common
> to find instructional approaches that will "move the needle" on the
> assessments but that do not really address the underlying instructional
> goal. This alignment process often prompts designers to develop more robust
> assessments and to more carefully describe their goals.
>
> I've found that this "backwards design" approach is useful to apply within
> other data-driven design process. Measurable assessments tend to be much
> more specific and actionable than goals, which can be rather vague. The
> assessment orientation gives designers more clarity and helps keep teams
> focused. The approach is called "backwards", because it is more common for
> assessments to be built after the instructional activities are designed.
>
> One potential limitation is that this approach always involves "teaching to
> the test." Perhaps that's not a bad thing, provided that it is a good test.
> However, that critical thought process (avoiding meaningless teaching to
> the test) is exactly what one uses during the alignment phase, as one
> critiques whether the instruction really acheives the goal, or merely
> satisfies the assessment.
>
> A brief write up of this process can be found in the following book:
>
> Wiggins, G. P., & McTighe, J. (2005). *Understanding by design*. Ascd.
>
> Best,
> Derek Lomas
>
> On Mar 11, 2017 4:01 PM, "PHD-DESIGN automatic digest system" <
> [log in to unmask]> wrote:
>
> There are 6 messages totaling 671 lines in this issue.
>
> Topics of the day:
>
> 1. Study about design and education (2)
> 2. Useful online editing tool: Grammarly (3)
> 3. Employment opportunity - KPU - Canada
>
>
> -----------------------------------------------------------------
> PhD-Design mailing list <[log in to unmask]>
> Discussion of PhD studies and related research in Design
> Subscribe or Unsubscribe at https://www.jiscmail.ac.uk/phd-design
> -----------------------------------------------------------------
>
> ----------------------------------------------------------------------
>
> Date: Sat, 11 Mar 2017 10:10:36 +0800
> From: Terence Love <[log in to unmask]>
> Subject: Re: Study about design and education
>
> Dear Edelson,
>
> Thank you for your message.
>
> Perhaps the first thing to be clear is which fields are to be included as
> 'design'? That strongly shapes how to address the epistemological and
> theory perspectives.
>
> If you are meaning only the 'Art and Design' design fields or a subset of
> them, then its is a very different picture than if you include all the
> 1000 or so fields that identify themselves as designing - including the
> many design fields in Education (e.g. curriculum design, course design,
> instructional design, assessment design, distance education design, adult
> education instructional design, adult education program design etc). All of
> these latter have a rich relevant bodies of material.
>
> If you mean how do graphic/product design and art-related design fields
> contribute to undergraduate education in Education? Then it’s a bit like
> asking how does engineering design contribute to undergraduate education in
> Education, and, by asking it as if it were engineering design then it
> might offer some insights into epistemology and theory that could be
> otherwise overlooked?
>
> Warm regards,
> Terry
>
>
> -----Original Message-----
> From: [log in to unmask] [mailto:owner-phd-design@jiscm
> ail.ac.uk] On Behalf Of Ederson L Locatelli
> Sent: Friday, 10 March 2017 7:16 PM
> To: [log in to unmask]
> Cc: PhD-Design - This list is for discussion of PhD studies and related
> research in Design <[log in to unmask]>
> Subject: Re: Study about design and education
>
> Dear Terence,
> thank you for your answer.
>
> My phd is in education and your questions also are mine. There are many
> things we have to pay attention because each point envolves an
> epistemology, a theory, etc. So, this work envolves choices and maybe my
> question, as I sent, was not enough to make clear.
>
> If you have any paper with references from design area which can contribute
> to design online courses, please tell me.
>
> Best,
> Ederson
>
>
> 2017-03-09 23:38 GMT-03:00 Terence Love <[log in to unmask]>:
>
> > Dear Ederson,
> >
> > There is a substantial amount of literature on the design of distance
> > education and many design subfield within Education specialising in
> > design of different forms of education programs.
> >
> > It’s a problem that the nature of Google's algorithms make it hard to
> > search for the topic using Google as it throws up too many spurious
> results.
> >
> > Some things you might already be aware of and may be useful to draw
> > on in your research:
> >
> > 1. There is already a large field of Education Program Design within
> > the field of Education that has a variety of substantial literatures
> > including in the design of distance learning/ Distance education.
> > 2. There is a substantial secondary literature of design guidelines on
> > the design of distance learning programs (e.g.
> > https://www.fortlewis.edu/
> > Portals/251/Docs/FLC%20Distance%20Education%20%20Handbook%20v3.pdf )
> > 3. There are substantial bodies of literature on distance learning
> > outside Education Design. Examples include design opf programs of
> > streetwork and community development in Youth Work where street work
> > and community development are regarded as primarily remote voluntary
> > education. See also literature on remote education in relation to
> community participation in planning/politics/...
> > 4. There is a body of work on androgogical program design that
> > includes a substantial element of design or remote education .
> > Androgogy is the proper name for educational programs for adults -
> > 'pedagogy' is about teaching children - tho' I guess that is how some
> > undergrads behave :-) 5. There is another substantial body of
> > literature on the design of distance education programs in development
> > situations - think Paolo Friere's work and similar. Ditto literature
> > on design or distance missionary education.
> > 6. There is a body of literature on the design of continued
> > professional development programs for professionals in various fields
> > (see, for example that of the ACM and IMechE) 7. There is a huge and
> > sometimes quite dodgy body of currently emerging literature
> > distributed by email and website on the design of distance education
> > programs that are delivered via the internet. (Think Udemy, Thinkific,
> > Teachable, Coursera, Powtoons etc).
> >
> >
> > Best wishes,
> > Terence
> >
> > --
> > Dr. Terence Love
> > Praxis Education
> > Academic and Professional Publishers
> > PO Box 226, Quinns Rocks
> > Western Australia 6030
> > Tel: +61 (0)4 3497 5848
> > Fax:+61 (0)8 9305 7629 <+61%208%209305%207629>
> > [log in to unmask]
> > (Trading name of Love Services Pty Ltd)
> > --
> >
> >
> >
> > -----Original Message-----
> > From: [log in to unmask] [mailto:owner-phd-design@
> > jiscmail.ac.uk] On Behalf Of Ederson L Locatelli
> > Sent: Friday, 10 March 2017 4:56 AM
> > To: PhD-Design - This list is for discussion of PhD studies and
> > related research in Design <[log in to unmask]>
> > Subject: Study about design and education
> >
> > Dear all,
> >
> > I´m studying for my phd thesis *how design can contribute for the
> > conception and creation of the undergraduate distance course in
> > Pedagogy/Education. *
> >
> > I´d like to know if somebody studies this or has a paper about this
> > subject to indicate.
> >
> > Thanks!
> >
> >
> > --
> > Ederson Locatelli
> > http://about.me/elocatelli
> >
> >
> > -----------------------------------------------------------------
> > PhD-Design mailing list <[log in to unmask]> Discussion of PhD
> > studies and related research in Design Subscribe or Unsubscribe at
> > https://www.jiscmail.ac.uk/phd-design
> > -----------------------------------------------------------------
> >
> >
>
>
> --
> Ederson Locatelli
> http://about.me/elocatelli
>
>
> -----------------------------------------------------------------
> PhD-Design mailing list <[log in to unmask]>
> Discussion of PhD studies and related research in Design
> Subscribe or Unsubscribe at https://www.jiscmail.ac.uk/phd-design
> -----------------------------------------------------------------
>
>
> -----------------------------------------------------------------
> PhD-Design mailing list <[log in to unmask]>
> Discussion of PhD studies and related research in Design
> Subscribe or Unsubscribe at https://www.jiscmail.ac.uk/phd-design
> -----------------------------------------------------------------
>
> ------------------------------
>
> Date: Sat, 11 Mar 2017 13:44:51 -0300
> From: Ederson L Locatelli <[log in to unmask]>
> Subject: Re: Study about design and education
>
> Thank you Terry for an online supervision.
>
> Your questionas are very important.
>
> Tha focus of my thesis is on curriculum design.
>
> Best!
> Ederson
>
>
> 2017-03-10 23:10 GMT-03:00 Terence Love <[log in to unmask]>:
>
> > Dear Edelson,
> >
> > Thank you for your message.
> >
> > Perhaps the first thing to be clear is which fields are to be included as
> > 'design'? That strongly shapes how to address the epistemological and
> > theory perspectives.
> >
> > If you are meaning only the 'Art and Design' design fields or a subset of
> > them, then its is a very different picture than if you include all the
> > 1000 or so fields that identify themselves as designing - including the
> > many design fields in Education (e.g. curriculum design, course design,
> > instructional design, assessment design, distance education design, adult
> > education instructional design, adult education program design etc). All
> of
> > these latter have a rich relevant bodies of material.
> >
> > If you mean how do graphic/product design and art-related design fields
> > contribute to undergraduate education in Education? Then it’s a bit like
> > asking how does engineering design contribute to undergraduate education
> in
> > Education, and, by asking it as if it were engineering design then it
> > might offer some insights into epistemology and theory that could be
> > otherwise overlooked?
> >
> > Warm regards,
> > Terry
> >
> >
> > -----Original Message-----
> > From: [log in to unmask] [mailto:owner-phd-design@
> > jiscmail.ac.uk] On Behalf Of Ederson L Locatelli
> > Sent: Friday, 10 March 2017 7:16 PM
> > To: [log in to unmask]
> > Cc: PhD-Design - This list is for discussion of PhD studies and related
> > research in Design <[log in to unmask]>
> > Subject: Re: Study about design and education
> >
> > Dear Terence,
> > thank you for your answer.
> >
> > My phd is in education and your questions also are mine. There are many
> > things we have to pay attention because each point envolves an
> > epistemology, a theory, etc. So, this work envolves choices and maybe my
> > question, as I sent, was not enough to make clear.
> >
> > If you have any paper with references from design area which can
> > contribute to design online courses, please tell me.
> >
> > Best,
> > Ederson
> >
> >
> > 2017-03-09 23:38 GMT-03:00 Terence Love <[log in to unmask]>:
> >
> > > Dear Ederson,
> > >
> > > There is a substantial amount of literature on the design of distance
> > > education and many design subfield within Education specialising in
> > > design of different forms of education programs.
> > >
> > > It’s a problem that the nature of Google's algorithms make it hard to
> > > search for the topic using Google as it throws up too many spurious
> > results.
> > >
> > > Some things you might already be aware of and may be useful to draw
> > > on in your research:
> > >
> > > 1. There is already a large field of Education Program Design within
> > > the field of Education that has a variety of substantial literatures
> > > including in the design of distance learning/ Distance education.
> > > 2. There is a substantial secondary literature of design guidelines on
> > > the design of distance learning programs (e.g.
> > > https://www.fortlewis.edu/
> > > Portals/251/Docs/FLC%20Distance%20Education%20%20Handbook%20v3.pdf )
> > > 3. There are substantial bodies of literature on distance learning
> > > outside Education Design. Examples include design opf programs of
> > > streetwork and community development in Youth Work where street work
> > > and community development are regarded as primarily remote voluntary
> > > education. See also literature on remote education in relation to
> > community participation in planning/politics/...
> > > 4. There is a body of work on androgogical program design that
> > > includes a substantial element of design or remote education .
> > > Androgogy is the proper name for educational programs for adults -
> > > 'pedagogy' is about teaching children - tho' I guess that is how some
> > > undergrads behave :-) 5. There is another substantial body of
> > > literature on the design of distance education programs in development
> > > situations - think Paolo Friere's work and similar. Ditto literature
> > > on design or distance missionary education.
> > > 6. There is a body of literature on the design of continued
> > > professional development programs for professionals in various fields
> > > (see, for example that of the ACM and IMechE) 7. There is a huge and
> > > sometimes quite dodgy body of currently emerging literature
> > > distributed by email and website on the design of distance education
> > > programs that are delivered via the internet. (Think Udemy, Thinkific,
> > > Teachable, Coursera, Powtoons etc).
> > >
> > >
> > > Best wishes,
> > > Terence
> > >
> > > --
> > > Dr. Terence Love
> > > Praxis Education
> > > Academic and Professional Publishers
> > > PO Box 226, Quinns Rocks
> > > Western Australia 6030
> > > Tel: +61 (0)4 3497 5848
> > > Fax:+61 (0)8 9305 7629 <+61%208%209305%207629>
> > > [log in to unmask]
> > > (Trading name of Love Services Pty Ltd)
> > > --
> > >
> > >
> > >
> > > -----Original Message-----
> > > From: [log in to unmask] [mailto:owner-phd-design@
> > > jiscmail.ac.uk] On Behalf Of Ederson L Locatelli
> > > Sent: Friday, 10 March 2017 4:56 AM
> > > To: PhD-Design - This list is for discussion of PhD studies and
> > > related research in Design <[log in to unmask]>
> > > Subject: Study about design and education
> > >
> > > Dear all,
> > >
> > > I´m studying for my phd thesis *how design can contribute for the
> > > conception and creation of the undergraduate distance course in
> > > Pedagogy/Education. *
> > >
> > > I´d like to know if somebody studies this or has a paper about this
> > > subject to indicate.
> > >
> > > Thanks!
> > >
> > >
> > > --
> > > Ederson Locatelli
> > > http://about.me/elocatelli
> > >
> > >
> > > -----------------------------------------------------------------
> > > PhD-Design mailing list <[log in to unmask]> Discussion of PhD
> > > studies and related research in Design Subscribe or Unsubscribe at
> > > https://www.jiscmail.ac.uk/phd-design
> > > -----------------------------------------------------------------
> > >
> > >
> >
> >
> > --
> > Ederson Locatelli
> > http://about.me/elocatelli
> >
> >
> > -----------------------------------------------------------------
> > PhD-Design mailing list <[log in to unmask]>
> > Discussion of PhD studies and related research in Design
> > Subscribe or Unsubscribe at https://www.jiscmail.ac.uk/phd-design
> > -----------------------------------------------------------------
> >
> >
>
>
> --
> Ederson Locatelli
> http://about.me/elocatelli
>
>
> -----------------------------------------------------------------
> PhD-Design mailing list <[log in to unmask]>
> Discussion of PhD studies and related research in Design
> Subscribe or Unsubscribe at https://www.jiscmail.ac.uk/phd-design
> -----------------------------------------------------------------
>
> ------------------------------
>
> Date: Sat, 11 Mar 2017 12:18:40 -0600
> From: Carma Gorman <[log in to unmask]>
> Subject: Re: Useful online editing tool: Grammarly
>
> Gunnar,
>
> I used Turnitin for years at my last institution, and I would still be
> using it now, *if* I had access to an institutional subscription (last I
> checked, I didn't).
>
> Turnitin is useful not so much because it tells the instructor/TA *and* the
> student the overall percentage of content in each paper that comes from
> other sources, but rather because it also *highlights* all of those
> passages—whether plagiarized or properly quoted/cited—and indicates a url
> where matching text was found. (However, the urls it finds are not always
> the* original* sources, nor the same ones that the students have cited.
> That is because—if you haven't noticed—there's a lot of plagiarism on the
> internet. Thus the same passages of text sometimes appear on many different
> websites. So I always checked to see if Turnitin's "citations" matched the
> student's).
>
> I haven't used Grammarly's plagiarism detector myself, but a colleague of
> mine who has the paid version successfully used it to verify a suspected
> case of plagiarism, and sent me the report. It does essentially the same
> thing Turnitin does: it marks passages for which it can find close matches
> somewhere on the internet, and provides the urls for those pages. This
> makes it very, very easy for instructors to provide pretty airtight
> supporting evidence for accusations of plagiarism, and very hard for
> students to deny those accusations. That is helpful whether you merely want
> to use the report as a springboard for a "teachable moment" in an
> individual meeting with the student, or to report a student for a serious
> breach of academic integrity.
>
> The caveat, as you note, Gunnar, is that in both Turnitin and Grammarly, a
> high overall percentage of borrowed content doesn't necessarily mean the
> student plagiarized. Even if the overall percentage of borrowed content is
> 25% or 50%, the instructor still needs to look at each of the highlighted
> passages to see whether the student cited them correctly or not. As in your
> case,a 25% overall percentage doesn't mean that 25% of the paper is
> *plagiarized*; it might just mean that there are a lot of perfectly
> appropriately cited quotations. The instructor is responsible for
> discerning whether that's the case or not. If everything is cited properly,
> then there's no problem, regardless of what Turnitin says the overall
> percentage of borrowed content is. (Though of course it's still at the
> discretion of the instructor to say "Gunnar, 25% of your paper is quoted,
> and it says in the syllabus that you should not exceed 15%, so I'm failing
> you." But that's a somewhat different issue, and I would hope that a
> reasonable instructor would recognize that some kinds of writing require
> higher percentages of quoted materials than others.)
>
> The other thing to be aware of is that neither Turnitin nor Grammarly can
> catch *every* instance of plagiarism, because both rely on internet
> searches to check for matching text. If one were to plagiarize an obscure
> mid-century text that is not accessible online, then neither Turnitin nor
> Grammarly would be likely to catch it. But a student who goes to the
> trouble of finding such a source—which would require GOING TO AN ACTUAL
> LIBRARY to a find a hard copy of such a book or journal article—is probably
> not the kind of student who is likely to plagiarize. I get the sense that
> most plagiarism occurs out of desperation, in the middle of the night, as a
> deadline nears (and when the library is closed). Most plagiarized papers
> I've seen are bricolages of easily located internet sources; there's
> nothing particularly devious or clever about the plagiarism, it other
> words. (On the other hand, it's possible I just haven't ever *caught* the
> devious and clever plagiarizers...but I do remember in the early days of
> the internet, pre-Turnitin and Google Books, I caught more than one person
> because their writing tone noticeably shifted, and I was able to locate
> those passages in books that I owned! But that was very slow work. And
> that's why I'm a fan of Turnitin.)
>
> C
>
> CARMA GORMAN, Ph.D., Associate Professor and Assistant Chair
> The University of Texas at Austin | Department of Art and Art History
> +1 512-471-0901 <(512)%20471-0901> | [log in to unmask]
>
> On Wed, Mar 8, 2017 at 10:33 AM, Gunnar Swanson <[log in to unmask]>
> wrote:
>
> > I haven’t used Grammarly or Turnitin. I’m curious whether they flag legit
> > quotations as plagiarism. (From what I’d read, earlier versions of
> Turnitin
> > did.)
> >
> > Out of curiosity, I took something I wrote recently that I believe to be
> > in no way plagiarized and counted quoted words. They added up to about a
> > quarter of my essay. I’ve read multiple comments about universities or
> > departments having a <15% Turnitin standard leaving me wondering whether
> > that means a 14% plagiarized writing is okay with them and my
> > non-plagiarized writing would not be.
> >
> >
> > Gunnar
> >
> > Gunnar Swanson
> > East Carolina University
> > graphic design program
> >
> > http://www.ecu.edu/cs-cfac/soad/graphic/index.cfm
> > [log in to unmask]
> >
> > Gunnar Swanson Design Office
> > 1901 East 6th Street
> > Greenville NC 27858
> > USA
> >
> > http://www.gunnarswanson.com
> > [log in to unmask]
> > +1 252 258-7006
> >
> >
> > -----------------------------------------------------------------
> > PhD-Design mailing list <[log in to unmask]>
> > Discussion of PhD studies and related research in Design
> > Subscribe or Unsubscribe at https://www.jiscmail.ac.uk/phd-design
> > -----------------------------------------------------------------
> >
>
>
> -----------------------------------------------------------------
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> Discussion of PhD studies and related research in Design
> Subscribe or Unsubscribe at https://www.jiscmail.ac.uk/phd-design
> -----------------------------------------------------------------
>
> ------------------------------
>
> Date: Sat, 11 Mar 2017 19:08:38 +0000
> From: Victor Martinez <[log in to unmask]>
> Subject: Employment opportunity - KPU - Canada
>
> Dear PhD-Design colleagues,
>
>
> The Wilson School of Design at Kwantlen Polytechnic University in Metro
> Vancouver (CA) is looking for a new faculty member for its Product Design
> program.
>
>
> http://www.kpu.ca/product-design
>
>
> PhD degree is not a minimum requirement but highly desirable. We are
> looking for an individual with the desireand passion to help us grow our
> program and built our research capabilities.
>
>
> For more information please follow the link:
>
>
> http://www.kpu.ca/hr/careeropportunity/17-32-instructor-
> bachelor-design-product-design-program
>
>
> Best regards,
>
>
> Victor G. Martinez Ph.D
> Faculty & Researcher
> Wilson School of Design
> Kwantlen Polytechnic University
>
> www.kpu.ca/design
> www.digitalphysicalities.com<http://www.digitalphysicalities.com>
> www.vgmtheory.com<http://www.vgmtheory.com>
> www.trophec.com<http://www.trophec.com>
>
>
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> Subscribe or Unsubscribe at https://www.jiscmail.ac.uk/phd-design
> -----------------------------------------------------------------
>
> ------------------------------
>
> Date: Sat, 11 Mar 2017 16:06:58 -0500
> From: Gunnar Swanson <[log in to unmask]>
> Subject: Re: Useful online editing tool: Grammarly
>
> Carma,
>
> I agree with everything you wrote and have no problem with using the
> software as you describe.
>
> It’s the numerical standard thing that confuses me. I’ve read several
> things where people say "Our department requires a number below 15%." (For
> some reason, 15% is the number that keeps coming up.) That seems to imply
> that the software is detecting plagiarism (or, conversely, originality
> greater than 85%.) I think the main thing it shows is that whatever
> departments set such standards are run by people who have no idea what
> plagiarism means.
>
> I’m also not sure why anyone would be comfortable with 14% plagiarized
> writing whether certified by a machine or a human.
>
>
> Gunnar
> —————
> Gunnar Swanson
> +1 252 258-7006
>
>
> -----------------------------------------------------------------
> PhD-Design mailing list <[log in to unmask]>
> Discussion of PhD studies and related research in Design
> Subscribe or Unsubscribe at https://www.jiscmail.ac.uk/phd-design
> -----------------------------------------------------------------
>
> ------------------------------
>
> Date: Sat, 11 Mar 2017 17:12:50 -0600
> From: Carma Gorman <[log in to unmask]>
> Subject: Re: Useful online editing tool: Grammarly
>
> Agreed. Setting an arbitrary numerical standard (such as 15%) is an
> abdication of faculty judgment, as far as I'm concerned. There is no
> acceptable percentage of plagiarized content, and since you can't trust the
> app to discern between properly and improperly cited sources, setting a
> numerical cut-off makes no sense at all.
>
> C
>
> CARMA GORMAN, Ph.D., Associate Professor and Assistant Chair
> The University of Texas at Austin | Department of Art and Art History
> +1 512-471-0901 | [log in to unmask]
>
> On Sat, Mar 11, 2017 at 3:06 PM, Gunnar Swanson <[log in to unmask]>
> wrote:
>
> > Carma,
> >
> > I agree with everything you wrote and have no problem with using the
> > software as you describe.
> >
> > It’s the numerical standard thing that confuses me. I’ve read several
> > things where people say "Our department requires a number below 15%."
> (For
> > some reason, 15% is the number that keeps coming up.) That seems to imply
> > that the software is detecting plagiarism (or, conversely, originality
> > greater than 85%.) I think the main thing it shows is that whatever
> > departments set such standards are run by people who have no idea what
> > plagiarism means.
> >
> > I’m also not sure why anyone would be comfortable with 14% plagiarized
> > writing whether certified by a machine or a human.
> >
> >
> > Gunnar
> > —————
> > Gunnar Swanson
> > +1 252 258-7006
> >
> >
> > -----------------------------------------------------------------
> > PhD-Design mailing list <[log in to unmask]>
> > Discussion of PhD studies and related research in Design
> > Subscribe or Unsubscribe at https://www.jiscmail.ac.uk/phd-design
> > -----------------------------------------------------------------
> >
>
>
> -----------------------------------------------------------------
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> Subscribe or Unsubscribe at https://www.jiscmail.ac.uk/phd-design
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>
> ------------------------------
>
> End of PHD-DESIGN Digest - 10 Mar 2017 to 11 Mar 2017 (#2017-68)
> ****************************************************************
>
>
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Ederson Locatelli
http://about.me/elocatelli
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