Design and Technology Education (LJMU)
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How to frame the un-known? The odd alliance of design and “fundamental physics” in a design school
Get PDFThis paper analyzes the introduction of fundamental physics in design education as a pedagogical method that trains designers to create with the un-known. It studies how three workshops offered design students to work on: superconductivity in 2011, quantum physics in 2013 and light and optics in 2014. The authors observe that introducing physics in a design curriculum was thought in terms of an “a fortiori” education program that would help practitioners to come up with pertinent questions and responses even if they cannot comprehend all aspects of the problem. The authors looked at how the workshops were handled and suggest that the educational framework had five goals that correspond to a model of design: affective (how to cope with uncertainty), reflexive learning (how to cope with processes rather than contents), cognitive (how to cope with non knowledge), economic (how to cope with the industrial society of innovation), and political (how to cope with the equality of disciplines and “indiscipline”)
Creativity Assessment in the Context of Maker-based Projects
Get PDFCreativity is a key competence in 21st century education. Among the active learning pedagogies which aims to develop creativity, learning by making is an emerging approach in which the students are engaged in the co-creation of a shared artefact. In this study, we aim to analyse the creativity competency through a makerbased projects. #SmartCityMaker project aims to design and to build a smart city model. We analyse the creativity competency through a rubric-based assessment and discuss the opportunities of creative projectbased challenges in the development of creativity in maker-based projects in Higher Education
A Model of Framing in Design Teams
Get PDFHow do ideas evolve in the context of collaborative design? This research explores the framing strategies and tools involved in the co-construction of a shared understanding in the early stages of a design project. We observed a team of four industrial design students working to design a popup shop. We found that, while the key design elements of the solution were present from the early stages of discussion, they were continually framed and reframed through intense verbal discussion supported by sketching reflection-in-action (individual or collective) that help each team member make sense about the popup shop branding, user experience, visibility, structure, etc. The design ideas were crystallized at the end of the fourth working session. The research identifies patterns of framing, deframing and reframing of ideas that emerged from different symbolic elements associated with a brand, allowing students to design customized, non-standard, impressive and complex forms. Linking these patterns with specific ‘designerly actions’ led us to develop an empirically grounded model of the framing cycle. This model extends previous work of Schôn and Dorst and Valkenburg to specifically take into account collaborative design situations. In such situations, discussion among team members plays a vital role in clarifying, explaining, and interpreting as well as in encouraging reflection and critique
Searching Creativity: (N)On Place Design Workshop
Get PDFThis study is mainly about developing an approach for fostering creativity in design education through analyzing the interactions among creative dimensions resembling spatial and organizational pattern of folding as a technique and also by the help of cognitive action of designers: workshop participants. In order to make an assessment, a case study is structured, intended to refine and integrate the creativity with the characteristics and principles of design. Herein, two methods; retrospective protocol, and spatial- structural organizational analysis methods, are generated by the help of an informal education medium; ‘(N)On Place-2’ architectural design workshop, which was conducted at “Eskisehir Osmangazi University Design Festival 2013” with the theme “Folding in Architecture”
Examining Teaching Practices in Design and Craft Education in Iceland
Get PDFThis article reports a survey which aimed to examine the present situation in Design and Craft Education (D&C) in Iceland in terms of teachers’ general standing and their teaching inside the Icelandic elementary schools. A questionnaire was sent to 170 D&C teachers in Icelandic elementary schools. The questionnaire was completed by 101 teachers, and the response rate was 59.4%. The main research questions were: 1. What are the most common methods for teaching D&C?2. How do D&C teachers utilise the Icelandic National Curriculum?3. How could the teaching better meet students’ individual needs?Data were collected using an online questionnaire that was distributed to D&C teachers in all elementary schools in Iceland. Findings showed that D&C teachers base their teaching mainly on traditional teaching methods such as direct instruction, verbal explanation, practical demonstration and discussion with students during their work. The teachers were quite satisfied with their methods of teaching and were not willing to make dramatic changes. Nevertheless, they were interested in improving outdoor education, field trips and the use of information and communication technology (ICT) in their classrooms. Most of the teachers used the national curriculum for planning their teaching, but generally only at the start of the school year. The majority of the teachers based their teaching on student’s individual needs in agreement with the present national curricula. The research indicates the importance of improving the teachers’ practices in order to strengthen the subject’s status inside the Icelandic school system. This could be done via in-service teachers’ courses and seminars with teachers discussing the outcomes of the research
Visual Thinking Styles and Idea Generation Strategies Employed in Visual Brainstorming Sessions
Get PDFThis paper presents the findings of visual analyses conducted on 369 sketch ideas generated in three 6-3-5 visual brainstorming sessions by a total of 25 participants, following the same design brief. The motivation for the study was an interest in the thematic content of the ideas generated as groups, and the individual representation styles used for the sketches. The analyses revealed the determinants of individual visual thinking styles as: idea types, sketching patterns, sketching styles, annotation styles, and performances in producing design solutions. The idea generation strategies of the participants were: using analogies, diversifying the design solutions, determining the usage context, and working with themes. The effects of group dynamics on the performances of the participants were: management of the idea generation effort, reflections of the idea contents explored within groups, and reflections of the representation styles of peers. The paper finally identifies four profiles of idea generators and discusses the implications of the findings
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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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