Design and Technology Education (LJMU)
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The Evaluation of the Relationship between the Use of Multi-Software and the Students’ Attitude towards Computers and Technology in Undergraduate Architectural Design Studio Education
Get PDFDifferent computer programs used in the architectural design process serve different purposes. However, the number of computer programs used is increasing at a rate that designers find it difficult to adapt to. Accordingly, the possibility arises to use more than one computer program during the architectural design process, and it is important to make the correct choice of which ones are most appropriate to use. This is also true for undergraduate students of architecture, and hence a pilot study was made, which focused on the use of multi-software within the scope of the architectural design studio. The relationship between the students\u27 use of multi software and their attitude toward computer and technology was evaluated statistically, by means of Pearson product moment correlations. The results showed that the attitude of the students toward computers and technology influences how they use multi-software
A comparison of problems at the grassroots level in India identified by adults and children: Implications for Design and Technology Education
Get PDFThe focus of Design and Technology (D&T) education (Wilson & Harris, 2004) has been on designing and making activities and in developing technological capabilities amongst students. Innovation is an important aspect of D&T that helps in creating new products and artefacts to overcome the limitations of existing ones. Problem solving and problemidentification are inherent components of innovation and D&T education. This study aims to compare differences in problems identified by adults and children at the grassroots level in India. In particular, we ask what kind of differences are there in problems identified by adults and school students and what could be the reasons for the differences and itsimplications for design and technology education? The data of innovations was accessednfrom the website of the National Innovation Foundation (NIF), India. The innovators, both children and adults, had not received any design brief by an external agency and the range of problems identified by them were from diverse areas. We grouped the problem areasinto a number of categories. Contrary to conventional wisdom and literature about children being more creative than adults, we found a greater diversity in the problems tackled by adults. More importantly there were qualitative differences in the kind of problems identified by adults and children. Interestingly a category of problems that childrenidentified was related to human behaviour and students attempted to fix these behaviours through technology
Learning Engineering through the Flipped Classroom Approach- Students\u27 Perspectives
Get PDFA flipped classroom approach consists of two distinct parts: direct on-line instruction in the students’ own time and at their own pace, and interactive group learning and problemsolving activities in scheduled classes. This approach has the potential to suit theoretical and practice-based courses such as technology education. This article outlines a study on students’ views of using the flipped classroom approach to learning from the perspective of first and second year engineering students undertaking a module of learning in Dynamics. Engineering, like many technology related courses is both theoretical and practical in nature. The study investigates students’ views of the use of the flipped classroom approach using focus-group and individual interviews after they had experienced it. The flipped classroom approach facilitated students’ exposure to theoretical ideas in their own time through online lectures, thus maximising time for problem solving activity with their face-to-face lecturer support. This research suggests several key factors within two broad categories that students felt influenced their learning. These categories were identified as Perspectives of Lecturer Behaviour and Perspectives on Student Behaviour. The article concludes with a number of recommendations aimed at improving the teaching and learning experiences for students in the flipped classroom and makes links to the potential applications for other design and technology education discipline
Mobile Eye Tracking in Engineering Design Education
Get PDFA central part of basic engineering design education aims for imparting profound knowledge of how machine elements are designed and building an understanding about how they work in detail within a technical product. In this context, a basic challenge lies in teaching to analyse complex systems that are usually characterized by a high number of interacting parts and interfering movements. In our basic engineering design education at ETH Zurich, we recognized that highperforming students in functional analysis are able to gain more insights from analysing machine systems than low-performing students. Indeed, high-performers are not only effectively using previous knowledge, they are also more successful in identifying relevant parts. This observationraises two questions. (Q1) Which previous knowledge is required to single-handedly be able to fully understand how a specific system works? and (Q2) How can we support students in drawing special attention to the relevant parts and the areas revealing their role within the system? In order to answer these questions, we conduct a mobile eye tracking study, including concurrent reporting. Students are asked to analyse a small, but difficult to understand machine system and to explain how it works. This paper highlights the differences between successful und and non-successful functional analysis and discusses them in the context of the two questions presented above. The two main results of this paper are that successful students had a wider knowledge-base of mechanical systems and that analysis strategies like “following the flow line of force” gives a guide rail. Both helped them to identify single sub-functions and to evaluate their importance
Exploring the relation between students’ research behaviours in project courses and open innovation
Get PDFIn this study, the similarities between the actions of design students in product design project courses and open innovation processes were examined through a survey conducted among the students. Studies on open innovation were evaluated together with up-to-date discussions about design and its role in innovation and business environment in general. Since design can take crucial roles in innovation and management, the comparison of design students’ actions in product design courses with probable expectations in the work environment can provide information about if these project courses could act as a preparation for a professional career. The theoretical relation between innovation and design was discussed and was followed by examination of similarities between product design project courses and open innovation environments. Afterwards, a brief field study conducted with third and fourth grade product design students was analyzed to explore any resemblance between their research preferences during product design project courses and open innovation practices. Also, their awareness on the open innovation subject was sought to understand if the possible resemblance was a result of design education’s nature. The results suggest that students’ attitudes during product design project courses are in line with an open innovation concept to a degree, even though their awareness of the subject is low
Innovating Industrial Design Curriculum in a Knowledge-Based, Participatory and Digital Era
Get PDFThis article discusses three years’ research (2012-2014) on design education towards a 2016 undergraduate industrial design curriculum launch. It contributes a pathway for conservative courses towards design culture transformation and filling gaps between them and leading breakthrough education exemplars. The course proposes a collective knowledge creation model through social constructivism and constructionism that recognises its place in time and history and allows customisation to individual upbringing. It catches up with a profession transformed beyond a digital Bauhaus manifesto that joined and revaluated physical and digital artefacts as per their environment, quality of experiences, intelligence, networks and relations. Data and findings supported pedagogy redefinition from master-apprentice and teacher-centred skill transmission models to heutagogy and paragogy. The new approach required habitus change from a traditional goods-centred discipline to human-centred focus, critical design and making, design heuristics, CDIO (conceiving, designing, implementing, operating) and STEAM (science, technology, arts, mathematics) frameworks. Participants empathetically contextualised, problem framed and solved by crossing boundaries between disciplines, institutions, industries, students’ background and society. Research and practice promoted new forms of industrial design creation happening in physical and digital coexisting spaces of being. Course units evolved around an e-curriculum component working as a digital spine. Curriculum progressed from standard top-down transmission to sociotechnical and organisational networking, industry collaboration, international design studio and Design Factory model-like projects. In doing so, it became a foundation for future physical-digital industrial design artefacts, human computer interaction, machine learning, hacker culture systems, shared information, free open-source software and hardware development within a 4.0 industrial revolution
Balancing Curriculum Intent with Expected Student Responses to Designerly Tasks
Get PDFDesign activities form an extensive part of design and technology education with a link being posited within the pertinent literature between the cognitive activity of learning and the cognitive activity of design. It is therefore critical that design educators’ understand the effects that design constraints can have on the learning process. This paper aims to examine the potential to affect student responses and associated learning from design tasks based on the manipulation of task variables. A study was designed to examine the effects of two modelling systems – one parametric and one non-parametric – on the thought processes and design journeys of the students. The findings suggest that the use of parametric modelling can emphasis student thinking on technical considerations while the use of a freeform moulding CAD system affords a more creative orientation. Qualitative findings demonstrate the capacity of students to select appropriate strategies to complete the design task, further indicating that relaxing design constraints can support student learning in design activities. Considering curricular intentions to develop both technical and creative competencies, this study presents empirical findings illustrating how teachers can strategically design tasks which balance expected student responses with intended learning outcomes
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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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