Browsing by Author "Neuhaus, Fabian"
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- ItemOpen AccessDesign Studio Matrix: Supporting the Decision-Making Process as Part of a Reflective Practice(2021-04) Abegglen, Sandra; Dall'Ara, Enrica; Livesey, Graham; Neuhaus, Fabian; Taylor, Mary-EllenDesign is described as a process of making decisions based on reflection in and on action (Schön, 1983). This report outlines the findings of the Design Studio Matrix: Supporting the Decision-Making Process as Part of a Reflective Practice research project, and provides recommendations for both future research and teaching. The Design Studio Matrix was funded by the grants program of the Taylor Institute for Teaching and Learning at the University of Calgary. The principal grant holder was Dr. Fabian Neuhaus, Associate Professor at the School of Architecture, Planning and Landscape, University of Calgary. The project was carried out at the School of Architecture, Planning and Landscape, University of Calgary, with a focus on three Masters design studio courses: the EVDS 620 Urban Design Studio/EVDA 782.01 Senior Architecture Design Studio course in fall 2019, the EVDP 644 B02 Advanced Professional Planning Studio course in winter 2020 and the EVDP 616 Planning course in fall 2020. The project ran for two years, from spring 2019 to Spring 2021. Its aim was to analyze design studio pedagogy and to further develop the Design Studio Matrix (DSM), a teaching and learning tool that was developed by Dr. Graham Livesey, Dr. Enrica Dall’Ara and Dr. Fabian Neuhaus. The hypothesis was that the DSM would help shift the focus of design education away from the product towards the process and the reflection thereof. The research was led by Sandra Abegglen and adopted a mixed or multi method approach consisting of focus group discussions, semi-structured interviews, in-class observations and questionnaires. In addition, material created by the students such as diagrams and survey data were analyzed. Ethical approval for the research was sought and granted by the University of Calgary Conjoint Faculties Ethics Board in August 2019. A total of 100 students have worked with the DSM to date. Of those, 53 students were registered for one of the courses included in this study, with 38 students fully participating in the research and 3 students partially participating. Participation in the research project was voluntary, with students being able to opt in or out of all, or particular research elements.
- ItemOpen AccessEngagement from the Community Perspective: Understanding the Role Community Associations Play in Planning and Development in Calgary(2023-09-19) Poschmann, Rebecca Anne; Neuhaus, Fabian; Macedo, Joseli; Tyler, Mary-EllenChange, through urban planning, is inevitable and necessary because it responds to growth, community needs, and the ever-changing economy. To steer change, planning projects benefit when effective community engagement programs are applied. Community associations have long been advocating on behalf of their communities, however the level of influence they have on decision-making is unclear in part to their level of authority being unclear. Interviews helped answer two connected research questions. The first question focuses on community associations by asking: What is the role community associations play when an urban planning project is proposed within their community? The second question focuses on authority: Should the level of engagement vary based on the level of impact the planning project may have on the community, as identified by the community association? Community voices from Calgary, Alberta, Canada, shared their experiences with engagement on planning and development projects. Three overarching themes emerged through inductive and deductive analysis of the interview data: constraints community associations experience with community engagement; opportunities of community engagement; and frustrations felt by community associations in regard to community engagement opportunities. The study results suggest that community associations are limited to instill change through engagement, despite their perceived role. Based on the research data, three recommendations to support community associations are proposed: extending timelines and enforcing engagement on complex planning projects, redefining the role of a community association, and developing community engagement profiles. The impact of these recommendations presents three opportunities to evolve community engagement in planning at a community level.
- ItemOpen AccessIncorporating Universal Design for Learning in Disciplinary Contexts in Higher Education(University of Calgary, 2021) Abegglen, Sandra; Aparicio-Ting, Fabiola; Arcellana-Panlilio, Mayi; Behjat, Laleh; Brown, Barbara; Clancy, Tracy; DesJardine, Patricia; Din, Cari; Ferreira, Carla; Hughson, E. Anne; Kassan, Anusha; Klinke, Chelsea; Kurz, Ebba; Neuhaus, Fabian; Pletnyova, Ganna (Anna); Paul, Robyn Mae; Peschl, Houston; Peschl, Rosalynn; Squance, Rod; Dyjur, PattiUniversal Design for Learning (UDL) is a set of principles that can be used to guide course design and delivery with the goal of enhancing the learning for the greatest number of students. Incorporating UDL in higher education is complex, varied and nuanced work that instructors are doing to meet the learning needs of students in their classes. In this guide we illuminate different ways in which UDL principles have been implemented across disciplines and in different ways to enhance student learning. Each chapter offers a case of how UDL has been incorporated into learning experiences in higher education. Our goal is to provide discipline-based examples of courses that illustrate how UDL can be incorporated into a higher education context. Along the way, we hope you will be inspired by the work of others. We wish you great success in your journey to teach courses that are increasingly accessible and inclusive!
- ItemOpen AccessInvestigating the Design of an Immersive Smart Home System for Supporting Seniors Living with Neurocognitive Disorders(2022-09-16) Alabood, Lorans; Maurer, Frank; Neuhaus, Fabian; Levy, Richard; Duffett-Leger, LindaThe Internet of Things (IoT) technology allows for creating customized and accessible smart home systems for supporting aging in place. These systems are called Supportive Smart Home Systems (SSHS). Nonetheless, this approach comes with two main challenges. Firstly, customizing and interacting with IoT devices requires a certain level of technology literacy which many Seniors with Neurocognitive Disorders (SwNCDs) and caregivers may not have. Secondly, relying solely on smartphone applications is impractical for homecare purposes. Head-mounted Mixed Reality (MR) devices blend the physical and digital worlds to unlock natural and intuitive holographic interactions. This model makes designing tailored and seamless user experiences for SwNCDs more feasible. In addition, integrating a wearable MR device into an SSHS provides instant and effortless user interactions. However, considering MR is an emerging field of study, there is a major lack of design recommendations, especially for SwNCDs users. In this thesis, we applied a comprehensive User-Centered Design approach to introduce an immersive supportive smart home system for SwNCDs. During the investigation phase, we conducted a systematic literature review study to provide a taxonomy of the SSHS literature. Thereafter, we investigated the special requirements of SwNCDs by conducting a requirements elicitation study. Based on findings from these two studies, we introduced an initial system design. We leveraged video prototypes demonstrating all possible user-system interactions of the initial prototype to run an online Design Critique evaluation with 24 participants across Canada and the USA. After running all Design Critique sessions, a course of Thematic Analysis was conducted on the qualitative data to extract design recommendations for immersive smart home systems. Finally, we used the newly extracted design recommendations to reiterate our initial system design to produce a high-fidelity prototype and implemented it on a HoloLens2 device. We conducted usability evaluations using the Cognitive Walkthrough and Heuristic Evaluation methods. The evaluations did not identify any major usability issues in the prototype. These findings indicates that our design and evaluation process has the potential to introduce highly usable smart home system concepts.
- ItemOpen AccessVoices From the Digital Classroom: 25 Interviews About Teaching and Learning in the Face of a Global Pandemic(University of Calgary Press, 2022-08) Abegglen, Sandra; Neuhaus, Fabian; Wilson, Kylie