Loughborough University Library: Open Journals
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Book review of Crawford, J. and Irving, C. 2013. Information literacy and lifelong learning: policy issues, the workplace, health and public libraries. Oxford: Chandos Publishing.
No full textBook review of Mery, Y. and Newby, J. 2014. Online By design: the essentials of creating information literacy courses. Lahnam: Rowman & Littlefield.
Get PDFTowards an Understanding of the Social Aspects of Sustainability in Product Design: Teaching HE students in the UK and Ireland through reflection and peer learning
Get PDFThis paper presents findings from a doctoral study, which
investigated effective methods for teaching social
sustainability within product design courses in British and
Irish universities. This paper explores approaches for
encouraging students to explore the social aspects of
sustainable product design through workshops specifically
designed to foster deep learning through collaboration,
discovery and critical reflection.
The importance of deep learning is reflected in both the
sustainable design education (O’Rafferty et al., 2008,
Griffith and Bamford, 2007) and education for
sustainability literature (Warburton, 2003) as important to
an understanding of the holistic and complex nature of
sustainability.
Three 'Rethinking Design' workshops were designed and
developed as part of the doctoral main study to introduce
students to the wider social aspects of sustainability and
these were conducted in five universities in Britain and
Ireland. The workshops were developed to foster principles
that encourage students to adopt deep learning methods,
taking into account the specific learning preferences of the
current generation of students to enhance motivational
factors such as relevance, appropriate teaching materials
and opportunities for collaborative learning. The workshops
were tested amongst 150 undergraduate and postgraduate
students and found to be successful in fostering deep
learning by facilitating learning through discovery, critical
reflection, peer learning and creativity leading to an
exploration of design thinking solutions
Faculty-library collaboration: two pedagogical approaches
Get PDFThe aim of this article is to discuss some of the challenges and possibilities that librarians may face when engaging in faculty-library collaboration. The main objective is to present findings from two case studies of embedded librarianship at Gjøvik University College (GUC) and to compare these findings with results from a literature review. The literature review is concentrated around collaboration challenges, a possible role-expansion for librarians, team-teaching and assessment of information skills courses. Another objective is to present two pedagogical approaches that are in use at GUC; the tutor approach and the team-teaching approach. Findings from the case studies suggest that faculty staff were impressed with the librarian’s knowledge and they quickly became comfortable with team-teaching and/or leaving the librarian in charge of the students. However there were concerns from both the teacher and librarian about the time-consuming nature of collaborative work. This paper contributes to the literature through a literature review, two case studies and teaching approaches that highlight factors leading to success when collaborating with faculty
Book Review of Hepworth, M. and Walton, G. (eds). 2013. Developing people’s information capabilities. Bingley: Emerald.
Get PDFThe Changing Nature and Definitions of Industrial Design and Implications for Prospective Undergraduate Students
Get PDFThere are currently a wide range of Higher Education
Industrial Design courses available in the UK. In the
present era, a wider breadth of narrative has developed
within the subject, and as a result the content of industrial
design educational offerings varies considerably. The paper
assesses the industry view of Industrial Design as a
discipline from the perspective of those employing
university graduates. These views illustrate a change in the
discipline, and this is considered in respect to current
education practice. The choice of entry courses for the
student wishing to embark on a career in the subject has
also widened. It is argued that at present, the access to
courses offers a haphazard informational stream to the
potential applicant. An approach to developing an online
facility to enable potential students to apply for the right
course is discussed. It is suggested that a consistent and
comparable platform of guidance is needed by which
potential students can identify and match the course
offering against their aptitudes and aspirations.
A framework for such a system is proposed. Given that
course choice will ultimately define the nature of their
career opportunities it is argued that this would be a
useful and productive asset
Digital and Paper Sketchbooks
Get PDFSince the introduction of the portable mobile tablet device in 2010 there has been a surge of interest in how these might enhance technology-based learning. The advantages of mobile tablets extend into all aspects of society and education. But it is the specific uses and impact on art and design practice that this study sets its focus. This study examines recent literature supported by the sketchbook practice of two product designers who are also educators. Many pedagogic studies herald the transformative powers of digital technology but through the experience of two practitioners this study aims to test some these claims in an educational context. It questions the effect that their experience of the functionality and versatility of new media has had on their sketchbook practice. Martin Heidegger’s theories of praxical knowledge in The Question Concerning Technology (1954) inform this study, questioning how we think through the materials that we use, in particular thinking through the act of drawing. As the experience of the world around us becomes increasingly digitally mediated it is important to consider how designers use sketchbooks in digital and analogue forms
Drawing in the Reality of Space
Get PDFDrawing can articulate our relationship to space and location, and the experiential act of drawing in-situ is central to how we record the world and our encounters with it. Experiences of drawing on location also allow an exploration of the nature of drawing itself, its relationship with materials, processes and the drawing surface. This paper explores the proposition, through practice-based research, that the reflexive process of drawing affords an expression of embodied relational knowledge and can reveal a ‘subjective truth’ , drawing parallels to phenomenological ideas of being and consciousness
Representational Efficacy and Error Dynamics in Observational Drawing
No full textThis paper presents a quantitative method for assessing observational drawing accuracy, as a more objective alternative to evaluation by expert panels. The method, design process and testing revealed insights about representational efficacy and error dynamics which may inform teaching and research. The method was used to assess and compare the efficacy level of apprentices drawing the same subject. It involves disassembling shape into partial aspects – using four graphic properties - that influence the overall representational efficacy, and comparison to photographs taken from the draughtsman’s viewpoint. This process has proven useful to: a) distinguish which parts of the drawing are accurate; b) specify the formal aspects that compromise representational accuracy, and to what extent, and; c) identify and quantify types of error. The research extends existing methods and is comprehensive in detecting 2D representational errors. The findings also suggest that certain kinds of error can give rise to others, based on some kind of “logic of compensation” process that might happen unconsciously during the task. This deserves further research