基于Verilog-AMS的DC-DC变换器行为级稳定性设计

论文旨在利用混合信号硬件描述语言Verilog-AMS对DC-DC变换器进行行为级的稳定性分析设计.混合信号硬件描述语言既具有描述数字电路和模拟电路的能力,又具有描述系统行为和电路性能的能力,成为系统级和行为级设计的最佳选择.通过Verilog-AMS为DC-DC变换器各个模块建立行为级模型,行为级模型简化了系统环路稳定性分析和补偿网络的设计,利用Cadencc公司的Spectre仿真器对模型进行行为级仿真验证.     

基于Verilog—AMS的DC—DC变换器行为级稳定性设计

论文旨在利用混合信号硬件描述语言Verilog—AMS对DC—DC变换器进行行为级的稳定性分析设计。混合信号硬件描述语言既具有描述数字电路和模拟电路的能力,又具有描述系统行为和电路性能的能力,成为系统级和行为级设计的最佳选择。通过Verilog—AMS为DC—DC变换器各个模块建立行为级模型,行为级模型简化了系统环路稳定性分析和补偿网络的设计,利用Cadence公司的Spectre仿真器对模型进行行为级仿真验证。     

The civic‐minded instructional designers framework: An alternative approach to contemporary instructional designers' education in higher education

This paper argues that an emphasis on training‐for‐the‐job approaches has distracted designers from thinking about the meaning of their profession and the grand purpose of practising instructional design. Drawing from literature in the fields of sociology and educational technology, this paper synthesises discourses on civic professionalism in instructional design and technology, and proposes a conceptual framework that highlights the roles and qualities of a civic‐minded instructional designer. It is claimed that a critical discussion on civic professionalism in the field of educational technology can offer an alternative perspective on educating instructional designers, and have practical implications on instructional design and technology curricula in higher education.     

Software Engineering Design Principles Applied to Instructional Design: What can we Learn from our Sister Discipline?

The failure of many instructional design initiatives is often attributed to poor instructional design. Current instructional design models do not provide much insight into design processes for creating e-learning instructional solutions. Given the similarities between the fields of instructional design and software engineering, instructional designers could employ the ideas and techniques employed in software engineering to improve their design solutions. Software engineering development and project management methodologies can be employed to develop effective e-learning solutions. Furthermore, software engineering design principles used to develop high-quality software can be applied to planning and enhancing instruction. Fundamental software design concepts, such as abstraction, modularity, reusability, compatibility, extensibility, scalability, and maintainability are all important factors that can potentially lead to the development of high quality instructional solutions. This paper explores the possibility to integrate software engineering design principles into instructional design for e-learning solutions, which not only augment the generic instructional design approach with the best practices from the field of software engineering, but also make the development process more productive and efficient. Finally, this paper illustrates how all of the software engineering design principles are interrelated and can be realized in practice to enhance the quality of instruction.     

Hokanson,Brad & Gibbons,Andrew ed (2013) Design in educational technology Springer (Berlin) isbn 978‐3‐319‐00926‐1 283 pp £90 http://www.springer.com/education+%26+language/learning+%26+instruction/book/978‐3‐319‐00926‐1

Here is a well written and well edited book with focus on the concept of design in modern educational technology practice. It is for both new and experienced designers; those new to the field might find opportunities to expand their practice, while experienced designers will find affirmation of many past practices and the opportunity to explore new ideas for future projects. If you think this book is likely to be of value to you, I suggest you buy your own copy Diane P Janes     

How Young Children Learn to Program With Sensor,Action, and Logic Blocks

Electronic Blocks are a new programming environment designed specifically for children aged between 3 and 8 years. These physical, stackable blocks include sensor blocks, action blocks, and logic blocks. By connecting these blocks, children can program a wide variety of structures that interact with one another and the environment. Electronic Blocks provide young children with opportunities to program and observe dynamic behavior without having to acquire complex symbolic notation systems. Young children are able to build and debug program structures by using Electronic Blocks because the syntactic and semantic problems that confront users of conventional programming languages have been reduced.     

“进行到底”的设计理念——浅析当今我国室内设计对设计理念深入层面的不足

十七、十八世纪的巴洛克艺术是一种世界闻名的艺术,其洛可可艺术风格下的室内设计作品,在贯彻它们的设计理念方面,是做得非常到位和别具特色。从它们对室内整体空间的把握,室内空间的细节处理及装饰选材等方面都充分体现出来,完全可以用“进行到底”来形容它们对设计理念所追求的精神。这种精神,正是当下我国室内设计现状所缺失的,更是值得当今我国室内设计师借鉴和学习的。     

Learning and using science ideas when doing investigate‐and‐redesign tasks: A study of naive,novice, and expert designers doing constrained and scaffolded design work

This study reports on what naive, novice, and expert designers do and learn when investigating simple mechanical devices and then planning their redesign. Participating in the study were 32 high school and adult subjects who did two investigate‐and‐redesign (I&R) tasks. Same gender pairs of subjects with similar design experiences explored, analyzed, and evaluated different brands of a device, designed experiments to compare them, and then proposed their redesign. Each two‐hour session was videotaped, and portions were analyzed using methods adapted from protocol analysis techniques. Results suggest that when naive designers do I&R tasks, their learning is highly contextualized and device‐specific. Naive designers made few connections from their work to key science ideas, and instead used mechanical advantage preconceptions that they did not spontaneously redress during the I&R sequence. Experts made connections to concepts and cases, inferred key design decisions, and sought “critical design problems” for the devices studied. All groups used strategies involving analysis more than those involving synthesis or evaluation. Notably, during conceptual design, opportunities for using science, present especially when subjects analyze design ideas, went underutilized by nonexpert designers. Scaffolded questions are needed to focus the learning of science embedded in design‐oriented activities. All findings reported are tentative, given the limited number of cases included in this study. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 791–820, 2001     

Information,Instruction, and Learning: A Hypermedia Perspective Originally published in 1991, PIQ 4.3

Hypermedia as defined by Osgood (1987) is a tool for linking nonlinear information presented in the form of graphics, animation, video, and sound. One important question for instructional designers regarding hypermedia is how it can be used as an instructional or learning tool that enhances rather than inhibits learning. Creating hypermedia applications is a quick and easy alternative to creating courseware with older authoring systems and languages which took many hours to learn. This ease of application creation, combined with a tremendous increase in information available to our society, has resulted in a proliferation of hypermedia databases in school, university, and industry settings that is gradually moving into homes. Many of these databases are simply information media. This paper identifies important issues related to classifying a hypermedia-based information system appropriately. Based on a discussion of these issues, a call for systematic research which clarifies the role that hypermedia-based information systems can and should play in an instructional or learning environment is set forth.     

"进行到底"的设计理念 ——浅析当今我国室内设计对设计理念深入层面的不足

十七、十八世纪的巴洛克艺术是一种世界闻名的艺术,其洛可可艺术风格下的室内设计作品,在贯彻它们的设计理念方面,是做得非常到位和别具特色.从它们对室内整体空间的把握,室内空间的细节处理及装饰选材等方面都充分体现出来,完全可以用"进行到底"来形容它们对设计理念所追求的精神.这种精神.正是当下我国室内设计现状所缺失的,更是值得当今我国室内设计师借鉴和学习的.     

Co‐Design Education Based on the Changing Designer's Role and Changing Creativity

The field of fashion design relies on the originality of fashion designers and information on design trends, and design education also focuses on the creative ideas of designers; in this field, design through co‐design is a very limited area. However, with the proliferation of participatory culture, the need to diversify fashion design education methods has also emerged. The purpose of this study is to present an educational framework and an instructional strategy for co‐design based on the changing role of the designer and to obtain educational insight through the implementation of an actual education prototype. To do this, we developed an educational prototype and implemented it with six undergraduate students. Through this study, the participants engaged in the process of design development with the consumer and analysed the instructional insight. As a result, this study redefines the roles and design methods of designers for co‐design and identifies creativity characteristics through the co‐design process. The results of this study can be used as basic data for co‐design education and can contribute to the expansion of fashion design educational methods.     

Information,Instruction, and Learning: A Hypermedia Perspective

Hypermedia as defined by Osgood (1987) is a tool for linking nonlinear information presented in the form of graphics, animation, video, and sound. One important question for instructional designers regarding hypermedia is how it can be used as an instructional or learning tool that enhances rather than inhibits learning. Creating hypermedia applications is a quick and easy alternative to creating courseware with older authoring systems and languages which took many hours to learn. This ease of application creation, combined with a tremendous increase in information available to our society, has resulted in a proliferation of hypermedia databases in school, university, and industry settings that is gradually moving into homes. Many of these databases are simply information media. This paper identifies important issues related to classifying a hypermedia–based information system appropriately. Based on a discussion of these issues, a call for systematic research which clarifies the role that hypermedia–based information systems can and should play in an instructional or learning environment is set forth.     

Design and documentation: The state of the art

Conclusion As designers contemplate methods for improving their practice over time, the thoughts expressed here, inspired by work in other creative design fields, may help us to choose which path will lead to the greatest benefit. With our visions growing rapidly because of improved tools, improved theory, and the new freedoms they give us, it is unhappy to think that new principles, ideas, and experiences may fail to emerge or be slow to benefit our students because we had no way to capture, examine, and share them and accomplish the assurance of their quality.     

图像·色彩·材料·风格——论书籍装帧艺术设计的构成因素

书籍的设计虽受制于内容主题，但绝非狭隘的字解说或简单的外包装。设计应从书中挖掘深层涵义。觅寻主体旋律、安排节奏起伏，在时间艺术中体现空间感受；运用理性化的意识捕捉住表达全书内涵的各类要素；到位的书籍形式、严谨的字排列、准确的图像选择、有时间感受的余白、合理的色彩配置、个性化的材料运用……构筑现代书籍装帧艺术设计的新观念、新形态。     

Designed by the pupils,for the pupils: an autism‐friendly school

There is growing interest in promoting autism‐friendly environments, especially in a school setting. Findings to date have generally advocated an accepted reductionist or generalist approach when providing an autism‐friendly built environment. However, previous studies, while very well intentioned, have rarely involved those with autism spectrum condition (ASC) to comment on and then instruct designers on what, for them, constitutes an autism‐friendly learning environment. If going to be truly inclusive, the authors contend that those who are most knowledgeable about ASC, those with ASC, should, whenever possible, be given the opportunity to comment on the design of our shared built environment. Hence this article first introduces some of the challenges faced by those with ASC in trying to cope with their surroundings, before proceeding to outline the development of a simple school design ‘jigsaw’ kit that helped pupils with ASC to communicate ideas for their perfect school. Used in four design workshops, secondary school aged pupils (aged 13 to 18) with ASC imparted their likes, dislikes and what was most important to them within the school environment. This facilitated comparison with current autism‐friendly guidelines and provides a valuable insight into the mind of the secondary pupil with ASC. It is hoped that by increasing awareness and then including those with ASC in describing what might constitute an autism‐friendly learning environment, it will help facilitate greater inclusion of the child with ASC into mainstream education and society at large.     

新生代当红华裔服装设计师

前辈如安娜.苏(Anna Su)、薇薇安.谭(Vivienne Tam)、薇拉.王(Vera Wang)等,新一代市场化的后辈如亚历山大.王(Alexander Wang),季刚.吴(Jason Wu)、菲利普.林(Phillip Lim)、德里克.林(Derek Lam)、彼得.桑(Peter Som)等,这些当红服装设计师以其华裔的身份、务实的风格等被国际时尚主流圈接纳并引领世界潮流。他们在设计上几乎褪去了华裔背景,多致力成为欧美发达国家本土风格的设计师。除了自身的天赋和努力外,强势的媒体、完善的时装体系、成熟的市场等这些都是他们成功的关键或决定因素。     

基于Web的自定义注音工具的研究与实现

当前,在给小学生特别是低年级小学生制作语文阅读资源时需要对阅读材料进行注音。目前使用的注音工具主要是WORD办公软件的注音工具,该工具一次只能对有限的文本(50个字符)进行全文注音,且无法由使用者自定义需要注音的字,给注音带来诸多不便。针对这一问题,本研究研制了基于Web的自定义注音工具,该工具可以由课件制作人员设定生字范围或填写自己认为需要注音的汉字来对任意长度的文本注音,并可设定拼音的呈现格式(拼音在汉字上方及拼音在汉字右侧),在注音灵活性、排版等方面优于国内其他注音工具。     

How Should Instructional Designers Be Educated?

Simon suggested that design, defined broadly, is concerned with any kind of deliberate problem solving, whether it be in fields traditionally associated with design, like architecture and engineering, or fields involving the design of instruction. Since instructional design is a kind ol'skillcd professional behavior, the education of other skilled professionals is examined and suggestions are made for analogous instructional techniques in any field. The question of how instructional designers should be educated is related to the larger question of how to teach people to design in general.     

Critical materials: a reason for sustainable education of industrial designers and engineers

Developed economies have become highly dependent on a range of technology metals with names such as neodymium and terbium. Stakeholders have warned of the impending scarcity of these critical materials. Difficulties in materials supply can affect the high-tech industries as well as the success of sustainable innovation strategies that are based on sophisticated technology. Industrial designers and engineers should therefore increase their awareness of the limits in availability of critical materials. In this paper, it is argued that materials’ criticality can give a fresh impetus to the higher education of industrial design engineers. It is important to train future professionals to apply a systems perspective to the process of technology innovation, enabling them to thrive under circumstances of constrained material choices. The conclusions outline ideas on how to weave the topic into existing educational programmes of future technology developers.