Design and Technology Education (LJMU)
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An IDEA for design pedagogy: Devising instructional design in higher education 4.0
Full text linkThe purpose of the present study is to constitute a basis for integrating instructional design into higher education 4.0 curricula, aiming at a design pedagogy approach. A conceptual model including the prominent concepts and characteristics of this distinction is suggested with rationales from recent literature. The proposed Instructional Design for Educational Actuality (IDEA) Model uses the dynamics of instructional design and curriculum development processes for higher education and suggests a continuous evaluation and revision procedure. Centering the attention on design issues, the study seeks to advocate for the use of technology in all applicable phases of instructional design process, as is in education 4.0 contexts. Design, development and implementation are the crucial phases of this process, since a design pedagogy approach is followed. The rest of the process, namely analyze and evaluation phases are also subject to design pedagogy, however they are quite individualistic and require a personalized approach. Following technological applications of a symbiotic relationship between instructional design and design pedagogy in higher education contexts, the study ends with a series of implications on stakeholders’ roles, concepts-technologies and pedagogical motives
Ask me if I am Engaged: A Design-led Approach to Collect Student Feedback on their University Experience
Full text linkDespite being an established practice in Higher Education (HE), the collection of feedback from students, to improve their university experience, has yet to find a unified format. Literature shows that, besides enabling collection of data on aspects of the university journey, feedback collection should also be an engaging experience for students and translate into a learning opportunity. To facilitate students’ engagement and enhance their role as shapers of their HE experience, we propose an innovative method for the collection of student feedback that leverages the potential of Design Thinking. Our method was tested in two design-led workshops for 59 Master students in a Business School in the UK. The workshops, a blend of content delivery, and individual and team activities, were framed around designing the university of the future. Introduced and concluded by two purpose-built surveys, the workshops were organised in problem-framing; ideas generation; and prototyping. Enthusiastically welcomed by participants as a unique way to co-design their HE journey, the workshops achieved the triple objective of collecting rich data on student feedback; increasing engagement in participants; and delivering notions about design thinking. In this paper, we report on the workshops and share details for our method to be replicated
Learning to Teach Design and Technology in The Secondary School: A Companion to School Experience
Full text linkHow can comparative judgement become an effective means toward providing clear formative feedback to students to improve their learning process during their product-service-system design project?
Full text linkThis study responds to calls to further investigate ways to make feedback more effective for students in the context of higher education. More specifically it scrutinizes the feedback practice, adapted to the exceptional reality of a partly on Campus, partly online semester–long Product-Service System (PSS) design project for first Master students of X at the University of Y. To do so, an established model of feedback (Hattie & Timperley, 2007) is used as a framework to seek answers to the research question: which types (and levels) of feedback are generated when applying Comparative Judgement (CJ) to guide the students’ and teachers’ feedback formulation? Following the model, first three types of feedback: feeding up; feeding back; and feeding forward and second, four levels of feedback are discerned: task; process; self-regulatory and self. The current study describes how first year Master students (n=72) and lecturers (n=4) apply CJ to formulate feedback. We evaluate which types and levels of feedback are formulated and received by the students, both towards and from their peers and teachers. Additionally, based on a post hoc survey and reflection paper, we list the strengths and weaknesses of CJ as a method to help students to formulate, interpret and receive feedback. Finally, we identify various opportunities to improve CJ based feedback during product development cycles and its impact on learning and self–assessment of the own project process and (intermediate) results quality, and metacognitive strategies for learning
Turbulence in Crit Assessment: from the Design Workshop to Online Learning
Full text linkCritique in design education is redefining itself, but its primary aim still focuses on offering and receiving feedback on workshop projects. The global pandemic has forced teachers to adapt their methods for online workshops. The following paper questions how design critique has changed teaching and learning experiences, focusing on the distinctions between in-person and online sessions. Before winter 2020, students used to wander through the school’s workshops, filled with sketches and models of ongoing projects. Since then, we were faced with the loss of a shared physical space leading to many changes that should be addressed as online workshops are going forward. As a result, the pandemic has accentuated some of the challenges of offering detailed feedback to projects and has shown the complexity to stimulate students’ interactions during a critique. Gaps created through social distancing seem to have impacted not only the critique activity but the entire project and learning process. By exploring the teaching experiences of a dozen workshop tutors, this paper brings out concerns about the metamorphosis of general interactions and highlights an impact on the design activities. By referring to Lave and Wenger’s situated learning, we discuss the importance of interactions while conducting projects by explaining, discussing, showing, or just looking at what others have done. This paper provides an overview of key elements to improve feedback and communication, emphasising that constant interactions with peers, teachers, and experts are especially meaningful to prepare the designer to its future community of practice
Embedding Design Sprint into Industrial Design Education
Full text linkDesign Sprint is an intensive and innovation-focused framework based on Design Thinking principles. This study discusses the potential usage of the design sprint framework in industrial design education, and focuses on its strengths and weaknesses as an educational tool. Within this context, the study reports on a design sprint workshop involving twelve industrial design students in their fifth semester. The general process and outcomes of the design sprint workshop are critiqued along with the feedback of participant students. Design sprint in industrial education supports student ability to critique their own design and creative thinking, offers a new usage of prototyping as a testing material, and enables user-designer interaction, but also challenges the students with limited time and intensive workload. Design sprint can be a tool for carrying out multidisciplinary studies, reflecting the activities of professional practice, and accelerating project progress in design education
ePortfolios in craft education at the primary level: Teachers’ experiences on ICT integration
Full text linkThe Finnish National Core Curriculum (NCC), which took effect at the primary school level in autumn 2016, includes ICT competence for all school grades, and encourages pupils to document their working processes in crafts. However, the literature provides evidence of the barriers faced by teachers in integrating information and communication technologies (ICT) into teaching. This paper is shaped as an autoethnography, and its purpose is to share the challenging experiences of primary school teachers involved in the integration of technology in an electronic portfolio (ePortfolio) project in craft education with 43 third-grade pupils in a Finnish primary school context. Research data – field journal notes, video recordings and interviews – were analysed qualitatively, relying on Ertmer’s conceptual framework on ICT barriers (1999) and five main categories were reported, which are ‘Inadequate software/hardware’, ‘Learner group attributes’, ‘Allocation of responsibility’, ‘Lack of resources’ and ‘Teacher attributes’. Based on the results, the study discusses the challenges of integrating ICT into craft education in primary level
Exploring How Degree Apprentices Experience Their Engineering Identity Through Life Story Interviews and the Twenty Statement Test (TST)
Full text linkEvery year, around 35% of engineering graduates (mainly female and ethnic minority graduates) in the UK choose roles outside engineering. Given that engineering disciplines struggle to attract recruits, this represents a significant loss of qualified talent the profession can ill afford. A possible reason why engineers choose not to practise after qualifying may be that they have not developed a professional engineering identity during their engineering education. Research shows that engineering identity is an important indicator of persistence in both engineering education and the engineering profession. The purpose of this research is to gain a deeper understanding into the process of engineering identity formation in undergraduates studying for an engineering apprenticeship degree in England, with a view to proposing changes to engineering education that may better support the development of an engineering identity. A qualitative methodology is well-suited to the study of how engineering identity develops in engineering students, given that we are interested in the personal experiences of engineering students rather than in measuring standardised outcomes. This research is inspired by narrative inquiry through the use of life story interviews (LSI). This paper outlines the findings of a preliminary study with first and final year students. The findings presented are surprising in that they seem to indicate that the four years of a degree apprenticeship have little impact on students’ identification with engineering. Going forward, engineering educators need to consider how the development of an engineering identity can be supported in engineering education
Dual Delivery Design Studios: Exploring Design Learning for Hybrid Cohorts
Full text linkIn the wake of 2020’s move to remote learning and teaching, institutions of higher education began experimenting with approaches that combine face-to-face and online learning. This article reviews one learning and teaching group’s development of guidance for “dual delivery” and reports on focus group conversations with staff coordinating dual delivery design studios. It highlights key considerations identified by the group—learner equity and access, cohort building, and staff and student perceptions—and reports on efforts to address these through the design and coordination of studio subjects. This marks the first known study exploring hybrid/dual delivery in the design studio context. Findings suggest that treating the hybrid split-cohort mode of 2021 as an amalgamation of online and blended learning approaches is to ignore its unique learning design challenges, and to underestimate the implications of dual delivery for studio teaching. In addition to specific strategies for the design of studio learning activities, teachers’ “on-the-ground” reflections offer additional insights for studio coordination—on distributed, place-based learning; on peer-to-peer interaction around student work; and on approaching learning design on the premise of “contingency”. The article encourages testing of new pedagogic forms that can combine learning modes across space, and engagement with activities over time, in support of rich design learning for emerging hybrid cohorts
"Here’s what we really want your class to be about!": A design thinking class responds to the pandemic.
Full text linkThis case study describes many changes to the curriculum of a design thinking for social innovation class at a private university in New Orleans that were prompted by the COVID-19 pandemic. The pre-COVID version of the course offered a practical, experience-based introduction to design-thinking (DT) tools and methods. Students learned to apply these tools to social innovation for collective impact through discussion, studio and fieldwork, and close collaboration with colleagues and members of the New Orleans community. The challenge during the COVID-19 pandemic was how to re-create this experiential learning while working remotely. The paper aims to demonstrate how the pandemic-related changes such as the all-remote delivery of instruction, community involvement, as well as a change in philosophy due to the racial unrest in the United States in 2020 led to a re-design of the class. The theme of the class, Sustainable Development Goal #3, “Good Health and Well-being\u27\u27 was requested by residents of New Orleans, in light of the impact of the pandemic on communities of colour in the city. Despite being a remote class, the residents were also present in the class regularly throughout the semester. The remote delivery of the class forced a need for intentional and empathetic community building among the students and with the community members. The redesigned class included conversations about race, periodic drop-in visits from community members, guest lectures from professors in other cities, feedback sessions via social media, and critiques by panels composed of community members and visiting designers from around the world
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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)Access Repository Dashboard
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