Type 1 Design I Starboard Side

Print No 97; Initials Lower Left: WH; Initials Lower Left: VI; Initials Lower Left: RN

Type 1 Design I Port

Print No. 76; handwritten pencil notes "Dist #4" "14" on back.; Initials Lower Left: WH; Initials Lower Left: VI; Initials Lower Left: RN

Type 8 Design I Port Side

Print No 77

Type 8 Design I Starboard Side

print no 69

Type 3 Design I Port Side

Print No. 79

Type 4 Design I Starboard Side

Print No 70

Type 2 Design I Starboard Side

Print No:71; Discontinued stamp AUG 26 1918

Type 2 Design I Port Side

Print No: 71; Discontinued stamp AUG 26 1918

I Stood Up: Social Design in Practice

Through practice-based research, we explore how interdisciplinary design projects can function to address social issues concerning environmental and social problems. Using two case studies developed between London in the United Kingdom, and Delhi and Ahmedabad in India, we discuss the importance of engagement with the people who the design ultimately serves. Finally, we argue that design concerned with complex social problems require equally complex, multidimensional responses, informed by bodies of knowledge, practices and approaches that lie outside of traditional design approaches.

The future of design

When asked about the future of design, I immediately think of two things. Firstly, I am drawn to the concept of design thinking - the process individuals go through when critically evaluating a situation, place, space or circumstance and reframing it. Design thinking is the critical reframing process. Secondly, my thoughts turn to education and the teaching of design thinking and the late philosopher John Dewey (1910:139), who states...

The dynamics of expertise acquisition in sport : the role of affective learning design

Objectives The aim of this position paper is to discuss the role of affect in designing learning experiences to enhance expertise acquisition in sport. The design of learning environments and athlete development programmes are predicated on the successful sampling and simulation of competitive performance conditions during practice. This premise is captured by the concept of representative learning design, founded on an ecological dynamics approach to developing skill in sport, and based on the individual-environment relationship. In this paper we discuss how the effective development of expertise in sport could be enhanced by the consideration of affective constraints in the representative design of learning experiences. Conclusions Based on previous theoretical modelling and practical examples we delineate two key principles of Affective Learning Design: (i) the design of emotion-laden learning experiences that effectively simulate the constraints of performance environments in sport; (ii) recognising individualised emotional and coordination tendencies that are associated with different periods of learning. Considering the role of affect in learning environments has clear implications for how sport psychologists, athletes and coaches might collaborate to enhance the acquisition of expertise in sport.