Loughborough University Library: Open Journals
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Capturing the big picture
Full text linkThis project report describes an internal scan of library staff involved in instruction in a large academic library system. 64 semi-structured interviews were conducted and qualitatively analysed in order to produce a summary of instruction across the library system, and both the challenges faced and supports desired by these instructors. The most often mentioned challenges included the wide variety of students and class characteristics encountered, limitations around time, and navigating faculty expectations. The supports described with greatest frequency were professional development opportunities to support instruction practice, a greater sense of community among those doing instruction, and increased awareness of instruction practices both across the library system and in the institution at large. These finding allowed the authors to form recommendations for the library system to help advance instruction in support of teaching and research in the institution
Learning to Teach Design and Technology in The Secondary School: A Companion to School Experience, 4th Edition
Full text linkWhich visualisation tools and why? Evaluating perceptions of student and practicing designers toward Digital Sketching
Full text linkAn ever-increasing array of design visualisation tools is available to designers. As such, design education is constantly challenged to keep up with these trends so that students are best equipped for entering industrial practice. This paper reports a study into the use of digital sketching, a relatively new digital visualisation tool. The study aims to identify thematic differences in how students and practitioners perceive digital sketching in terms of the tool’s characteristics, and how these characteristics guide its application in early stages of the design process. Data on perceptions is captured using design diaries and semi-structured interviews. Results show key differences in the way that practitioners perceive the intent of visualisation. Practitioners focus on iterating toward a solution during the design process, while students are much more focused on the task of creating visualisations. This reveals an underlying contradiction in the way tools are perceived between creating visualisations to gain expertise or skill versus creating them to advance the design process. The insights help improve our understanding of how the different characteristics of digital sketching inform its use and reflect on how we educate students with respect to selecting and using digital sketching. We conclude with implications from this for education of digital sketching, as well as other emerging digital visualisation tools
Oscillation
Full text linkThe article presents and discusses a multiple-sheet drawing that is part of a larger project called ‘Inside Time’. The drawing was developed in a context of interest in the philosophy of A. N. Whitehead and the psychoanalytical theory of Jacques Lacan. While Whitehead’s philosophy concerns a cosmology of existence that embraces both animate and inanimate in a broad sense, Lacan’s metapsychology specifically concerns the human subject. The drawing oscillates between demonstrating conventional and more subjective methods of practice and implicitly referencing aspects of both theories. The article describes how and where these aspects are located in the drawing. How the drawing-based artist is positioned in the work as a subject in the midst of Lacan’s Schema L topology and as Whitehead’s trajectory, subject-superject, is formatted as an annexed space in the drawing as developed through to conclusion as an installation. The nodal points of this space are the two topologies’ respective positions situated in their logical and likely places in relation to the artist. While the drawing’s emphasis is on maintaining a balance between the theories’ various trajectories, its process moves the artist towards a discovery that can conclude the larger project. Such a discovery alludes to Lacan’s Real, of his three registers of the human psyche, as an interpretation of time
Möbius Scrolls
Full text linkMöbius Scrolls are structures for drawing that were created to facilitate distinct perceptual experiences of Langshi Village in Guilin, Southern China. They articulate an expanded approach to drawing that is developed through interconnected listening and sounding practices. The Möbius Scroll reconfigures the notions of surface, gesture, line and mark-making that are found in Western drawing practices, by reimagining the function of the traditional Chinese scrolls used in 'shanshui' (mountain/water - landscape) painting. In using the Möbius Scroll to interact with the shanshui visual conventions of stone, water and bamboo of Langshi in their materiality, I extended drawing as a multi-sensory process through the practice of embodied listening. Some of these interactions incorporated Sound Feedback Drawing processes which enabled me to transfigure my experiences of listening and develop new possibilities for the practice of gesture, line and surface in drawing practices. 
Web 2.0 tools and information literacy instruction in UK university libraries
Full text linkThe literature reveals a clear debate around the use of Web 2.0 tools in information literacy (IL) instruction, with some commentators arguing that they effectively support pedagogy and others arguing that there is no sustained evidence for this. Instead, they argue that many librarians are reluctant to use the tools, hindering their overall adoption. This mixed-methods study incorporated a survey and interview to explore this debate. The aim of the study was to analyse the adoption and perception of Web 2.0 tools for IL teaching specifically within university libraries in the United Kingdom. The results revealed that there is initial evidence to suggest that a large proportion of librarians are actively using Web 2.0 tools to support IL pedagogy, but that there is also a smaller group that has a negative reaction to them and do not consider them beneficial.
This study provides new knowledge for researchers around the use of technology in IL teaching and librarians’ perception of it, addressing a key gap in the literature around the UK university sector. Additionally, it is particularly useful for practitioners, as the issues it raises can improve the use of technology in IL teaching
Industry 4.0 Competencies as the Core of Online Engineering Laboratories
Full text linkOnline laboratories are widely used in higher engineering education and due to the COVID-19 pandemic, they have taken on an even greater relevance. At Tecnologico de Monterrey, Mexico, well-established techniques such as Problem-Based Learning (PBL), Project-Oriented Learning (POL) and Research-Based Learning (RBL) have been implemented over the years, and over the past year, have been successfully incorporated into the students’ learning process within online and remote laboratories. Nevertheless, these learning techniques do not include an element which is crucial in today’s industrialized world: Industry 4.0 competencies. Therefore, this work aims to describe a pedagogical approach in which the development of Industry based competencies complements the aforementioned learning techniques. The use and creation of virtual environments and products is merged with the understanding of fundamental engineering concepts. Further, a measurement of the students’ perceived self-efficacy related to this pedagogical approach is carried out, focusing on the physiological states and mastery experiences of the students. An analysis of its results is presented as well as a discussion on these findings, coupled with the perspectives from different key stakeholders on the importance of the educational institutions’ involvement in developing Industry 4.0 competencies in engineering students. Finally, comments regarding additional factors which play a role in the educational process, but were not studied at this time, as well as additional areas of interest are given
Reflection on teaching in the pandemic
No full textThis article reflects the viewpoint of two teachers from two different schools during the pandemic of 2020/21. It outlines the difficulties and differences faced by individual settings and also the achievements.
Teaching in this time involved a considerable amount of uncertainty and also the need to adapt quickly to the changing environment whilst being sensitive to the emotional concerns of staff and students. It highlights the changes that were made to teaching in this time, particularly involving practical subjects, and suggests aspects that could be continued into normal teaching times