Loughborough University Library: Open Journals
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Opinions on the Internet of Things in the Industrial Design Curriculum
Get PDFThe aim of this work investigated whether there is a need
to incorporate the Internet of Things (IoT) into the
Industrial Design curriculum. Initial research comprised a
literature review into the origins, growth, challenges and
enabling technologies for the IoT. Furthermore, literature
around IoT within the current curriculum and for industrial
designers and graduates was explored. Whilst this work
considers the possibilities and capabilities through various
visions and methods of application, the fundamentals of
the technical side are considered in order to understand
these possibilities for the IoT as a subject.
A mixed-method approach was designed which used a
structured questionnaire survey for industrial design
students and interviews with design lecturers. The results
revealed a majority agreement into the need and interest
for Industrial Design Curriculum to incorporate IoT subject
matter, however, with much debate and discussion into
how this may be envisioned. The work concludes with
implementation through a mixed approach to teaching
microcontroller design applications combined with projectled
problem based learning allowing students to combine
their design skills into product concepts and prototypes in
order to realise and develop the future Internet of Things
Examining Teaching Practises in Design and Craft Education in Iceland
Get PDFThis article reports a survey which aimed to examine the present situation in Design and Craft Education (D&C) in Iceland in terms of teachers’ general standing and their teaching inside the Icelandic elementary schools. A questionnaire was sent to 170 D&C teachers in Icelandic elementary schools. The questionnaire was completed by 101 teachers, and the response rate was 59.4%. The main research questions were:
1. What are the most common methods for teaching D&C?
2. How do D&C teachers utilise the Icelandic National Curriculum?
3. How could the teaching better meet students’ individual needs?
Data were collected using an online questionnaire that was distributed to D&C teachers in all elementary schools in Iceland. Findings showed that D&C teachers base their teaching mainly on direct instruction, but also use verbal explanation, practical demonstration and discussion with students during their work. The teachers were quite satisfied with their methods of teaching and were not willing to make dramatic changes. Nevertheless, they were interested in improving outdoor education, field trips and the use of information and communication technology (ICT) in their classrooms. Most of the teachers used the national curriculum for planning their teaching, but generally only at the start of the school year. The research indicates the importance of improving the teachers’ practices in order to strengthen the subject’s status inside the Icelandic school system. This could be done via in-service teachers’ courses and seminars with teachers discussing the outcomes of the research
Your Curriculum
Get PDFSince 1990, when the dying embers of Thatcherism finally
instituted a National Curriculum (NC), the curriculum in
your school has been a matter of statute, and flouting it
has (theoretically) been an offence punishable with
imprisonment. In reality I don’t know of a single case
where that happened, and since those early fiercely
centralised years, the national curriculum has become
ever-more loosely conceived and ever-more open to
alteration. This trend continues apace with the current
administration and readers will be aware that the D&T
Association has for some while, been arguing the case
with Ministers and others about the importance of
maintaining design and technology within the framework
of the National Curriculum. In that way we can be
reasonably confident that at least a significant majority of
youngsters will experience D&T in school. If the statutory
framework excludes it, then the fear is that schools – for a
variety of reasons, will reduce their provision of D&T
Visionary Expectations and Novice Designers – Prototyping in Design Education
No full textIn information design education, we strive to find methods that provide students with opportunities to explore different ways of learning and designing. We seek to support development of contextual competences that will be helpful in navigating an unknown future of design in society. A challenge in today's design education is to formulate and use methods that support design students in developing competencies in the space between basic form training and context-rich training. The aim of this study was to evaluate prototyping exercises in design education where the focus was in that in-between space.The study is based on 33 prototyping workshops done between 2008 and 2015 and involving 160 students and two design teachers. Four different approaches to prototyping exercises are described, examined and evaluated: spatial prototyping: multi-material prototyping, physical prototyping and a mix between the latter two. physical multi-material prototyping.The results show that the prototyping exercises did support the learning of diverse competencies in the in-between space of basic form training and context training. However, the exercises were also counterproductive and met with different kinds of resistance. The results of the study invite to a dialogue on how different prototyping techniques can stimulate learning in relation to future design competences
Information literacy and literacies of information: a mid-range theory and model
Get PDFInformation literacy (IL) research tends to fall into one of two spaces. In the conceptual space the research concern rests with understanding the experience and core elements of the practice and how it emerges. In the practical space the execution and outcome of the practice as markers of successful teaching and learning are the focus. The division between these spaces and the lack of researcher/practitioner convergence create a conundrum that limits our ability to theorise IL, to adequately situate IL in library and information science research, to champion its benefits outside the library and information science field, or to promote to funding bodies the impact of IL. To address this conundrum a theory and foundational model of IL is described which attempts to reconstruct the IL space and its enactments without privileging research or practice
Exploring the experience of undergraduate students attending a library induction during Welcome Week at the University of Surrey
Get PDFAction Reflected and Project Based Combined Methodology for the Appropriate Comprehension of Mechanisms in Industrial Design Education
Get PDFIn industrial design education, mechanics-based courses are mainly based on traditional lecture and they are highly abstract for ID students to comprehend the mechanisms The existing studies highlight the requirement of a new approach for mechanics-based courses in ID departments. This study presents, a combined teaching model of mechanism mainly based on applied teaching style and action learning to improve ID students' learning experience and competencies through promoting the transference of theoretical knowledge into practical experience and learning. The combined teaching model, consisting of 3 phases was integrated into a design studio project that is mechanical game design, 41 sophomores taking ‘Product Design II’ course offered in Gazi University Department of Industrial Design during the second semester of the 2016/2017 academic year participated in the mechanical game design project. Project observations and post-questionnaire were employed to analyze objectively the appropriateness of the teaching model. The results indicated that, the combined teaching model improved ID students' learning outcomes and competencies in terms of transferring the gained theoretical and practical knowledge to the action learning