Design and Technology Education (LJMU)
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Teachers’ perceptions of social support in the co-planning of multidisciplinary technology education
Full text linkIn Finland, technology education is a multidisciplinary field where team teaching serves as a basis for the integration of technology across different school subjects. However, Finnish teacher education does not adequately prepare the student teachers for multidisciplinary technology education, and the professional competency is often gained through voluntary participation in professional development courses. The resulting individual differences in teachers’ technology education competency hinder their ability to plan such educational offerings together. While previous studies have identified multidisciplinary team teaching as a way of balancing out individual differences in teachers’ professional competency, the ability to leverage it depends on the availability of social support. Previous studies have examined the effect of social support in teachers’ professional well-being, but further research on its role in organising multidisciplinary technology education is needed. This study explores what kind of social support is involved in the co-planning of multidisciplinary technology education. Eleven experienced in-service teachers representing different school subjects participated in interviews carried out in 2019–2020. The data were analysed by applying the principles of qualitative content analysis. The findings revealed that instrumental support in the form of new ideas, tools, and methods was emphasised in the teachers’ experiences. The perceived needs for more social support were mainly related to making joint decisions during the co-planning process. The findings indicate that co-planning in multidisciplinary teams increases the versatility of possible implementations of technology education. However, leveraging multidisciplinary team teaching would require more support for pedagogical leadership
The Ones Who Have Never Been Physically in a Studio: Myths and hacks of first year basic design students in the pandemic
Full text linkDesign and architecture students who have started university in 2020, unlike the students before, attended virtual studios without experiencing the physical studio environment. Vast majority of them attended classes from their rooms or living rooms of their homes in different cities and tried to meet the requirements of the courses. Their computer screen turns into their eyes and its speakers turn into their ears. They had no other experience to compare this with, yet they have lived a studio environment, juries and more, even they are virtual. This research focuses on their experiences with an emergency remote teaching basic design studio and their expectations of a design studio environment. By making short, semi-structured interviews with first year architecture students (n=14), this study explores how pandemic experience of 2020 might affect the basic design studio environments of the future. As a result of the study, two themes emerged based on the analysis of the data: The first one, called the myths of the studio, reveals the expectations of the students about the design studios and how they try to realize these expectations virtually. The second theme, defined as hacking the studio, emphases how these students perform some actions that they cannot do in a physical studio environment by using the technologies they have
Soft skills in design education, identification, classification, and relations: Proposal of a conceptual map
Full text linkSoft skills are interpersonal, social, and emotional competencies, transversal to various fields of knowledge and life. In the Knowledge Age, soft skills play an essential role in the differentiation of human work. Nevertheless, in design education, there are still few studies on soft skills. This study brings a conceptual map of soft skills in design education. It refers to a mixed-methods research conducted through a survey involving 93 teachers of high education design courses in 26 countries. We combined the survey results with a literature review analysis aimed at defining constructs and identifying their relationship. Finally, we propose a classification for soft skills as being Collective/Individual and Cognitive-Metacognitive/Interpersonal-Social. Our research recognises the connections and interdependence among skills, allowing us to settle different groups and establish relations among other skills. Furthermore, based on literature, we identified a hierarchy of gateways skills and high order skills and pointed out their connections. Additionally, a conceptual map was created, including the 20 primary soft skills in design education, their proposed classification, and the links between the skills. The result can help teachers and students know the primary soft skills in design education and develop teaching-learning approaches to acquire soft skills during their university training
Social Connectedness and Online Design Learning Experience in the Indian Context
Full text linkThe rise in online courses and virtual learning avenues in the last few decades, and more recently the Covid-19 pandemic has seen traditional design schools imparting learning seamlessly by transitioning to the virtual realm partially or completely. This study helps understand the perspective of students from various design schools across India regarding their learning experience in online courses, virtual classrooms and their perceived social connectedness with peers and educators. We report findings from a mixed-methods study, which combined both quantitative and qualitative data collection and analysis, wherein ninety-five students from five design schools across India responded anonymously to the online questionnaire survey. We assessed the factors that impacted perceived social connectedness of the students with their educators and peers in online classes. We also discuss some of the reasons for this perception, as articulated by the participants, and report a significant correlation found between felt connectedness and various factors in online learning, such as visibility of participants, level of interaction during class, interest in course and understanding of the subject. It was observed that while the target student group seemed adept in online interaction and exchange of information, their feedback on online learning revealed unique insights into aspects that affect overall experience of design education. In addition, we submit some of the features or elements of traditional face-to-face (F2F) classrooms that students miss the most in the current online setting and some of the measures taken by students and educators to stay connected and overcome the virtual gap in learning
On country – off country
Full text linkAustralia’s first nation people have suffered deep loss stemming from the colonisation of their lands and restrictions on cultural practises. Despite endemic disadvantage, many people maintain profound connections to traditional lands, their country, and retain a desire to share their cultural knowledge. This presents opportunities for design academics and tertiary students to establish partnerships with indigenous communities. This paper casts a reflective lens over an architecturally focused case study with a remotely located indigenous Australian community to differentiate learning outcomes that are site based on country and those conducted in classrooms off country. In the pre-COVID era, the Bower Studio program within the Melbourne School of Design at the University of Melbourne was taught with both on and off country learning opportunities. Bower Studio coordinates small groups of students travelling on country to meet community members in remote Australian communities and facilitates indigenous elders travelling to attend classes in Melbourne. While this combination was accepted as best-practise, the suspension of in-person gatherings due to COVID threatened the integrity of this program and forced significant change. Reliant upon video conferencing it would be reasonable to expect that the loss of on country experiences would significantly hamper the student/community engagement whilst simultaneously diminishing academic outcomes. This research reflects upon the project to confirm that on country learning remains best practise, however there were unexpected benefits from off country engagements facilitated through video conferencing
Synchronicity in the Online Design Studio: A Study of Two Cases
Full text linkTraditional design education models foreground place-based learning and teaching approaches that situate educators and students together in the studio. This experience enables an engaged and participatory teaching practice in which over-the-shoulder feedback and peer-to-peer critique become essential formal and informal learning interactions. However, the COVID-19 pandemic significantly interrupted the educational offerings of higher education institutions. Face to face learning ceased and rapidly pivoted to online and new remote models of delivery. For students studying design at the University of Sydney, this disruption significantly impacted the design studio – a space traditionally understood as a physical learning environment and a mode of learning and teaching. This paper presents a case study of two approaches to teaching design studio online delivered in early 2020. The first approach adopted an asynchronous delivery model in which students engaged with online materials at a time of their choosing, with assessments designed as individual tasks. The second approach adopted a synchronous delivery model in which students participated online in real-time, and assessment tasks were predominantly small-group tasks. In sharing the experiences of both case studies, this paper considers the role of synchronicity in delivering design studio online across four themes: interaction, assessment, feedback and design learning. Finally, the paper presents practice-based lessons that could inform pedagogical practices in design and support future models of design education
Is the Design Studio Dead? - An International Perspective on the Changing Shape of the Physical Studio across Design Domains
Full text linkThe process of moving the physical design studio experience, where social interaction is a guiding principle, into a detached virtual environment during the Covid pandemic has prompted design educators to re-evaluate what constitutes a traditional studio-based learning system. This shift is based on classroom experiences after design educators moved their courses online as physical classrooms closed. Early research findings indicate that design educators and students adapted surprisingly well to an online classroom during the pandemic. But is this equally the case across all design domains? The author argues that it is unhelpful to generalise across design domains when setting out to construct alternative digital learning and teaching environments. This study contextualises varying responses to the online design studio and offers a unique international perspective on differences in design domains impacting future plans to offer blended or online learning. The research is underpinned by the epistemology of pragmatism. The interpretation of data is based on surveys filled out by 90 highly experienced design educators representing eight design domains in seven countries. Results indicate a clear shift toward long-term acceptance of select online elements even in design domains focused on physical studio skills. It is clear that design domains will differ in their adoption and development of blending face-to-face and online teaching in the future
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Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)Student Experience Proceedings (LJMU)Transformation in Education (LJMU)Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)
Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)Student Experience Proceedings (LJMU)Transformation in Education (LJMU)Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)Access Repository Dashboard
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