Loughborough University Library: Open Journals
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Design Education: A vision for the future
Get PDFTitle: Design Education: A vision for the future
Editors: Eddie Norman, Ken Baynes
Publisher: Loughborough Design Press
Year: 2013
Price: £7.99 Paperback
£2.99 ePub
ISBN-Paperback: 978-1-909671-03-4
eiSBN-ePub: 978-1-909671-05-8
Reviewed by: Dr David Spendlov
An Exploratory Study of Self-Regulated Learning Strategies in a Design Project by Students in Grades 9-12
Get PDFThis exploratory study evaluated self-regulated learning (SRL) strategies of 27 students in grades 9-12 during an engineering design project. The specific focus of the study was on student task interpretation and its relation to planning and cognitive strategies in design activities. Two research questions guided the study: (1) To what degree was students’ task interpretation reflected in their working plans and SRL strategies use across the design process?; and (2) How did relatively lower- and higher-achieving design-performing students differ in interpreting tasks and deploying SRL strategies? Survey instruments and Web-based design notebook writing were used to capture students’ reported use of SRL strategies. On the survey, students reported use of SRL strategies at the early, middle, and final stages of the design task, with a focus on task interpretation, planning, cognitive, monitoring/fix-up strategies, and performance criteria.
The findings suggested that students scored higher on task interpretation than on planning, cognitive, and monitoring/fix-up strategies. Students’ relatively high awareness of task interpretation-related-issues was also reflected in what they considered to be good design performance. Our findings were suggestive that higher performing students scored significantly higher than their lower-performing peer on cognitive and monitoring and fix-up strategies. On the other hand, lower-performing students reported greater use of planning strategies. Moreover, higher-performing students seemed to be able to convey more detailed and specific descriptions than did their relatively-lower performing peers. This article discusses potential implications for design instruction in grades 9-12
De-fibrillating with Minis (Skirts and Cars)
Get PDFIn the weeks before Christmas, when I was thinking about writing this piece, I received a couple of letters. They were not addressed to me or written by me, but I did have some input to them. They were both addressed to Mr Gove, the Secretary of State for Education and concerned his proposals for the ‘English Baccalaureate Certificate’ (EBC) as a replacement for GCSE. Essentially the core of the EBC is proposed to be English, maths, the sciences, history, geography and languages, and there is widespread concern about the lack of any creative dimension in the framework. The letters I refer to come from (i) the Creative Education Academies and (ii) the senior management team at Goldsmiths University of London
Faculty and student perceptions and behaviours related to information literacy: a pilot study using triangulation
Get PDFThis pilot study was developed to determine if the University’s students were proficient in information literacy (IL) based on the requisite skills defined by ALA (2000), to define faculty and student perceptions and behaviours related to IL and to test an evaluation rubric using empirical inquiry and triangulated methods. Findings suggested that not all students (n=164) had satisfactory IL skills even at the senior student level. While 4th year college students (seniors n=91) fared better on an IL survey when compared to 1st year college students (freshmen n=53), analysis of the senior students’ theses led researchers to believe that students were most likely not skilled in this area, and had an inflated opinion of their own IL abilities. Overall, students felt they were less IL challenged compared to the faculty’s (n=55) observation of the IL challenges experienced by the students. Students’ self-assessment of their literacy skills may have been coloured by the propensity of the faculty to over-edit students’ papers rather than simply providing constructive feedback, thus altering the natural end result. These authors used a triangulated approach including thesis review, comparisons between student and faculty survey responses and comparison of findings from the theses and the student and faculty surveys. Findings and discussion of methodology will hopefully provide valuable lessons for those interested in assessing students’ IL
Book Review of Secker, J. and Coonan, E. (eds.) 2013. Rethinking information literacy: a practical framework for supporting learning. London: Facet.
Get PDFBook Review of Walsh, A. and Coonan, E. (eds.) 2013. Only Connect… Discovery pathways, library explorations and the information adventure. Huddersfield: Innovative Libraries.
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Positioning Technology Education in the Curriculum
Get PDFThis book represents a timely contribution to the debate about the value and cultural significance of technology education worldwide and its position in the school curriculum. The articles are taken from the Pupils’ Attitudes Towards Technology (PATT) Conference 2009 where participants were asked to reflect on the way Technology Education should be positioned in the school curriculum. Marc de Vries successfully pulls together a range of interesting perspectives on the positioning of technology education in the school curriculum including:
I. Developmental Aspects.
II. Defining Technology Education.
III. Technology, Engineering and Science Education.
IV. Formal and Informal Technology Education.
V. Contributing to Responsible Citizenship: Ethics and Sustainability.
VI. Teaching Technology as a Contribution to Literacy.
VII. Progression in the Curriculum.
VIII. Positioning Technology Education in Developing Countries’ School Curriculum.
IX. The Future of Technology Education in the School Curriculum