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Evaluating the CDT Series
No full textThis article evaluates the first transmission of 'Craft Design and Technology'. This new series is Year I of a five year commitment to 'Craft, Design and Technology', which advisers have regarded not only as an important contribution to a newly emphasised approach to the curriculum, but also a demonstration of partnership with curriculum planners, publishing and teacher training. The report is based on evidence collected from five main sources: (I) prepaid Report Cards returned to Thames by individual teachers who passed on their views as to the usefulness of the programmes, the appropriateness of content and describing classroom use; an appendix gives a full analysis of 'Craft, Design & Technology' report cards;(2) visits to schools to watch the programmes with pupils in the classroom or workshop;(3) talking to groups of teachers on in-service courses, including both presentation and 'workshops';(4) talking to advisers and inspectors; (5) responding to comments made by individuals
How soon will Design Education be Able to Benefit from Computer Aided Design Systems?
Get PDFI gave a paper recently to a conference organised by the Design Council in the Royal Institution on Computers and 3D product design education. That paper was entitled 'How soon will CAD be able to aid design education?' and I quote first from my conclusion to that paper.'Simple architectural type forms· have just become an economic reality on low cost systems. I don't think any system is useful to the designer until it is low cost and thus we have only just seen the beginning of the real potential for using computer aided design in the design field. Within the next two years we will see systems able to cope with complex sculptured forms on low cost systems and within a further two years we should see artificial intelligence techniques being able to involve the designer in a genuine dialogue about his design intentions and helping him as he goes. All these tools will, of course, be linked directly to the means of production and this will completely change the role of the designer and the role of the manufacturer and their relative interaction. This has profound implications for design education'. IAlthough it is perhaps unwise of me to make public prophecies about when new software features will be available I think on this occasion I got it right. By the end of 1986 we will see on the market really valuable design tools running on low cost microprocessor based systems. So in this article I will attempt to do two things. First to show what the most powerful of the existing low cost systems are already able to achieve in terms of programs which aid design education; and second to describe those characteristics which I think are still necessary in the new and complete systems which I am anticipating becoming available before the end of this year
Making Changes
Get PDFFor many children learning experiences can be ordinary for most of the time. The experiences that are 'learned' are on the teachers terms. The secondary survey of schools by HMI found that large amounts of pupil's time is spent on writing, and that the more difficult a pupil found 'language' the more s/he wrote, and that much of it was copied. Could it be that writing and words are considered important by teachers and their main stock in trade? Other experiences of learning which children have at school are:- answering questions about 'other people's interests', and, guessing which answers are 'Right'. Rhetoric is an important part of a teachers armoury. Questions, directions, instructions and exhortations form a substantial part of the educational experience of many children in schools. Motivation is confused with compliance and learning is also confused with evidence of the ability to find out 'what the teacher wants
Assessing Performance in Design and Technology
Get PDFThe article which follows is based upon a report prepared by a special working group of the Assessment of Performance Unit of the DES which was asked to identify those aspects of an understanding of both design and technology most likely to be reflected in primary and secondary schools; to consider when and where abilities in design and technology appear in the school curriculum and to suggest how these aspects of pupils' development might be assessed. This document, which was submitted to the Unit by the group, aims to share the findings of the group with all concerned with primary and secondary education and seeks, in return, the widest possible range of comments which should be sent to Mr. G. Hicks, HMI, Assessment of Performance Unit, Elizabeth House, York Road, London, SEI 7PH by 31 March 1982
Swansea Maritime and Industrial Museum: Design and Development
Get PDFThe following is a description of a possible design for a major new museum development. It should be pointed out at the beginning that it is the concept of the present Keeper of Technology, and that it may not take shape in entirely the manner described. Thus the views expressed may not necessarily be those of the Curator of of the local authority who established it.Swansea Maritime & Industrial Museum was established in 1974 with great foresight by the City of Swansea, and it is housed in the former 'Coast Lines' warehouse at the South Dock, both of which had ceased commercial operations some years previously. It was conceived as an integral part of a large and diverse leisure complex, part of which has already been completed. The primary objective of a museum of this nature must be to show the' visitor the rich variety of trades and projects which, though some have risen to prominence and since faded away, have made the City world famous. It is not intended to stop at a particular and arbitrarily chosen time in the past, for there is continuity: coal is still mined in quantity, tinplate is now made in continuous form rather than by hand processes, ceramics have been replaced by glass and in the processing of non-ferrous metals copper, zinc and lead have waned but nickel and aluminium have come to the fore. Neither should the City encourage belief in the idea of some golden age which has now passed. To this list should be added relatively new industries such as oil refining and chemical manufacture and, most recently, the making of silicon chips. Many of these activities depend directly on port facilities which have developed accordingly, Swansea's association with the sea being pre-industrial and having commenced in Viking times
Recommendations on The Curriculum from 5-16
Get PDFA series of recommendations by the Schools 1echnology Forum on the HMI document The Curriculum from 5-16; Curriculum Matters 2, London, HMSO 1985, reprinted with permissionfrom School Technology Forum Working Paper No. 6, 1986
