Design and Technology Education (LJMU)
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Everyday routines and material practices in the design studio: Why informal pedagogy matters
Full text linkThis study aims to improve understanding of the design studio as a setting where formal and informal pedagogies intersect. We argue that the informal dimension of learning has an essential but under-acknowledged role in contributing to the development of design students. Our research focuses on students\u27 everyday routines and their associated material practices in both a proximate studio setting (physical), – such as making tea, speaking to peers, doing work – and in a distance (online) setting. We frame these activities as informal pedagogy that supports design learning and the development of designerly identities. While this study focuses on students\u27 accounts of their everyday use of the physical studio (pre-pandemic), it is augmented with students\u27 accounts of distance design education (during the pandemic). The disruption to studio practices, and the subsequent use of alternative environments to learn design, provided an opportunity to reconsider everyday routines and material practices at both proximate and distance settings. Supported by the infrastructure of the physical studio, we identify five \u27functions\u27 of informal pedagogy and use this to observe how these functions operated in distance settings. To understand the intersection between formal and informal pedagogy, we argue that binary terms are unhelpful and instead argue for an axis that runs from formal to structured informal to unstructured informal to social. 
Using augmented reality (AR) in vocational education programs to teach occupational health and safety (OHS)
Full text linkThe aim of this research is to design a system that will raise awareness among vocational education students about occupational health and safety and the integration of Augmented Reality (AR) systems into the application/concept. Simply, projected on the work force surface, the AR system warns the students as they perform actions that pose a risk, need caution and may result in accidents. Therefore, by repetitive warnings, students learn the faultiness of actions in a faster pace and develop and insightful awareness. The research involves a literature review and two experiments studies in Çınarlı Vocational and Technical High School (CVHS) with high school and Dokuz Eylül University Mechanical Engineering (DEU ME) students. A system is designed according to the findings from these studies. As a result, students learnt to be more cautious, and the number of mistakes they make decreased. This will result in decrease in the number of occupational accidents, deaths and financial loss. The project presents an innovative method applicable both to the industry and the training a qualified work force
Guest Editorial Continuity and adaptability in design and engineering education for a knowledge age
Full text linkAlone in the sustainable wilderness; transforming sustainable competences and didactics in a design for change education
Full text linkAccording to UNESCO (2012) pedagogies associated with Educations for Sustainable Development (ESD) should spur and inspire students to think critically, ask questions and reflect. The assumption is, that pedagogies are moving towards student-centred participatory learning. Still, the educator is at the core of the transition towards developing ESD’s, so changes of the educators’ worldviews and practices are emerging. The educators’ competences and knowledge on ESD-development becomes central as the question of the what and the how the students are taught becomes more pressing.Today many sustainable educations still have a high focus on systemic issues (external systems); politics, technology, or socioeconomic structures (Parodi & Tamm, 2018, Wamsler, 2019) and lately the UNESCO (2021) has stressed the need for adapting cognitive, transformative, personal, emotional, dimensions of learning into ESD.In a transformative learning setting the educators should provide real-heartfelt experiences generating the students with capacities to reflect critically on both systems and personal design practice methods and help them aligning their methods with their personal emotional values. In doing so, the educators feel left “alone in the Wilderness” and research in the personal dimension of sustainable transformation and connection of this to ESD’s is scarce (Parodi & Tamm, 2018, Wamsler, 2019).On this backdrop, this article provides a reflexive case study of a BA level course on “Design for Change” performed from 2019 – 2021 using transformative learning practices and the connected interventions in the form of a reflection tool, the Decoding Creativity Tool (DCT). The data was collected to discover if and how the students could enhance personal sustainable competences using transformative learning focusing on the personal emotional and creative development and awareness, reflection tools and “visiting” methods.Implementing transformative learning and ESD’s into educational practices requires radical revisions of the design education system, managerial strategic commitment and involves many levels of the HE’s. It requires both internal and external collaborations for the design educations and could involve developing new didactics and methods where ideas can grow. (Barth & Rieckmann, 2012)
A-Level Food: The gap that remains: A research project on the impact of removing post 16 A-Level examinations for Home Economics and Food Technology in schools in England in 2016
No full textThis research project examines the impact of removing post 16 A-level examinations for Home Economics and Food Technology in schools in England from 2016. This research explores teachers’ experiences from 2016-2020, specifically their views on the progression pathway for those students who wish to pursue further study and employment opportunities in the food sector and other relevant occupations. Schools offer non-A-level courses less frequently as there is uncertainty around course equivalence, and this has resulted in an overall reduction in the numbers studying post 16 food courses. Level 3 qualifications are now focused solely on the hospitality and catering sector with only one applied general qualification. Opportunities for broader areas of study that encompass food science, nutrition and dietetics and food technology have been removed. This has meant that now fewer students access broader career pathways and interests crucially at a time when the UK requires vast numbers of highly skilled postgraduate recruits for the food sector. Teachers made a strong case for why a new A-level course should be developed
Playful absence / absence of play:: rethinking the design studio in online environments
Full text linkWhile the pandemic has had a tremendous negative impact on societies, it has nonetheless provided us with a sort of living lab for investigating and exposing consolidated models of design education. The design studio, often conceptualized as a spatio-temporally inhabited milieu with translocal norms and conventions, became a blended environment where students and instructors alike had to establish new conventions and ways of knowing and inquiring. Employing Sicart’s notions of play and playfulness as our theoretical lens, this paper argues how online learning has opened up a space for students and instructors to blur the boundaries of the design studio through the intersection of play and absence. Absence of things gives rise to being playful, and absence of play is required to sustain collaborative play. Through student interviews and our personal reflections, our findings reveal how play spatio-temporally fragments the design studio. In the absence of pre-existing conventions, play negotiates the boundaries of the design studio. Moreover, creating the virtual design studio can be understood as an emergent act of play; by being playful, we partly leave behind the norms and assumptions of the physical design studio to create something new. In addition, and paradoxically, creating a personalized and community-based way of being helped in seeing the immediate surroundings as the studio. Here, creating new methods for working in the studio playfully created boundaries for play. Theoretical and pedagogical implications shed light on the future of design studio and education as spaces that can be collaboratively enacted
Industrial Design Education: A Research on Generation Theories and Change in Turkey
Full text linkDue to their birth at the same time interval, according to the generation theories based on the idea that the individuals who were exposed to the same social, historical, and cultural events and thus have common experiences, similar attitudes to similar thoughts and behaviors, nowadays five generations, which are the Silent Generation, Baby Boomer, X, Y and Z Generations, live together. Each of these generations exhibits different tendencies in matters of work, family, and education because they encounter with different historical events, social relations and technological developments that help to see and make sense life from a different angle. Considering the individual who performs the design action and is affected by it, and relationship with the social structure due to the nature of the design, it is thought that generational differences will create similar differences in the approach to design action. Therefore, design education as a reflection of design practice will be affected by this difference. Thus, in this study to examine the change dynamics of industrial design education in Turkey within generations theories, in-depth interviews were conducted with different generations’ lecturers working in departments of industrial design in Turkey and data were compared within the framework of generations’ theories. As a result of the study, it was seen that changes in education parallel with characteristics of the generations due to changes of the generation of both the lecturers and the students. It also put forward the importance of being able to create a structure of education that is open to support changes
Global Design Studio: Advancing Cross-Disciplinary Experiential Education During the COVID-19 Pandemic
Full text linkThe COVID pandemic forced universities worldwide to shift to remote and online formats of teaching delivery. In design education, this shift has impacted Experiential Education (EE) pedagogical approach to studio teaching, an approach that gives students an opportunity to apply theory to a concrete experience in a reflective manner and provides cross-disciplinary learning opportunities. This paper discusses Global Design Studio (GDS), a collaborative cross-disciplinary teaching initiative between three design disciplines across three continents: Industrial Design in Australia, Interaction Design in Canada, and User Experience Design in Germany. The objective was to develop a support framework during emergency situations to facilitate cross-disciplinary EE to design students. This paper discusses the three teaching experiences as case studies that offer opportunity for deep analysis and reflection of challenges and enablers to EE education in the shift from traditional design studio to remote and online delivery. While navigating COVID-19 barriers to EE education, GDS aimed to achieve these objectives by sharing resources, ideas, and expertise across the three universities. Each unit dedicated the entire academic term to a first exploration of GDS through a semester-long project ‘Interactive Mannikin for children to learn CPR techniques’. This article discusses the context and outcomes of EE teaching and learning experiences at each unit. This paper also reviews the lessons design educators learned about: inter disciplinarity, inter-intra-cultural issues, group working, timing, remote collaboration, and proposing a GDS model for cross-disciplinary EE
Meeting the Challenges of STEM education in K-12 Education through Design Thinking
Full text linkThis paper explores the ways in which the design thinking (DT) approach can be utilized in addressing the challenges of STEM education in K-12 education. The study is based on an extensive literature review about STEM education and the DT approach, and exploratory research conducted to understand the challenges and needs of STEM education in Turkey. The findings from the exploratory research indicate that STEM education in Turkey has significant challenges: The teachers have difficulties in integrating diverse disciplines and technologies into their STEM activities; the training programs for teachers and the general education for students encourage a result-oriented mindset rather than a process-oriented approach; and the teachers have difficulties in following the problem-solving process based on the engineering design approach. Furthermore, collaboration among teachers for developing and implementing STEM activities needs to be addressed as an important issue in terms of scheduling. Additionally, there is a need to develop STEM activities appropriate to the educational level of students. Equipping teachers with skills and knowledge appropriate to their new roles as guides and mentors should also be considered as a significant issue concerning the implementation of STEM activities. The study concludes that the DT approach as an interdisciplinary, collaborative, and human-centered problem-solving process can support STEM education and resolve the stated challenges. This study also suggests that there is a need to develop a customized DT approach for teachers, non-designers, so that they can easily apply their expertise to STEM education
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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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