Design and Technology Education (LJMU)
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Traditional Tales and Imaginary Contexts in Primary Design and Technology: A case study
Get PDFWorking with contexts is a key component to design and technology activity and education. The most recent iteration of the national curriculum programme of study for design and technology, in England, sets out that children between the ages of 5 and 7 “should work in a range of relevant contexts” (DfE, 2013, p.193); suggested contexts including “home and school, gardens and playgrounds, the local community, industry and the wider environment”. Whilst these are real world and familiar contexts, fictional contexts also provide opportunities for developing “creative spaces” in which to speculate and discuss. This intrinsic case study explores the work of two primary teachers’ development of a design and technology activity, where traditional tales provide the context. Children explore design problems and opportunities through the eyes of the Billy Goats Gruff, as they seek assistance to cross the river. Data was gathered through semi-structured interviews and document analysis of children’s design work. The case study reveals how multidisciplinary and imaginative approaches to teaching and learning in the primary classroom stimulate and nurture design thinking, dialogue and critique
Using Design Thinking to Create a New Education Paradigm for Elementary Level Children for Higher Student Engagement and Success
Get PDFCan design education have a positive impact on primary school education beyond merely preparing designers? As designers, we know almost intuitively that design education is ‘good education’, and most designers would affirm that it would be beneficial to expose children to design education, because of the benefits of the signature pedagogies of design, such as problem-based learning, human centred creativity and iterations of prototyping and testing. This paper seeks to review and synthesize existing literature and make preliminary analyses, which will support the development of design thinking education interventions at primary school level, which could lead to a paradigm shift in education at this level. While it has been widely demonstrated that design education can play a successful role in supporting traditional education models in the delivery of skills such as math and language arts, this paper seeks to demonstrate that in addition to meeting traditional education demands, design thinking principles in children’s education, such as empathy, collaboration and facilitation, human-centeredness, and creativity by iterations of prototyping and testing, will provide a sound base for children not only seeking to enter a design profession in the future but moving into any profession in the future and will lead to higher engagement at school and greater success in life
The Future of Product Design Utilising Printed Electronics
Get PDFThis paper addresses the teaching of emerging technologies to design students, using ‘printed electronics’ as an example as it recently became viable to mass manufacture and is ready for use in designs. Printed electronics is introduced as a disruptive technology, and approaches employed in knowledge transfer to industrial/product designers is reviewed. An overview of the technology is provided; the printing processes; material properties; a comparison with conventional electronics; and product examples are identified. Two case studies illustrate approaches for knowledge transfer to student designers. The assessment criteria and design outcomes from the case study projects are reviewed and future/new approaches proposed. The paper concludes that there is a need to develop a thorough knowledge transfer strategy for printed electronics to designers, informed by case studies and extending beyond simply showing examples of existing technology. This is necessary for future proofing both in technological advances and designing for the future
Visionary Expectations and Novice Designers – Prototyping in Design Education
Get PDFIn information design education, we strive to find methods that provide students with opportunities to explore different ways of learning and designing. We seek to support development of contextual competences that will be helpful in navigating an unknown future of design in society. A challenge in today\u27s design education is to formulate and use methods that support design students in developing competencies in the space between basic form training and context-rich training. The aim of this study was to evaluate prototyping exercises in design education where the focus was in that in-between space.
The study is based on 33 prototyping workshops done between 2008 and 2015 and involving 160 students and two design teachers. Four different approaches to prototyping exercises are described, examined and evaluated: spatial prototyping: multi-material prototyping, physical prototyping and a mix between the latter two. physical multi-material prototyping.
The results show that the prototyping exercises did support the learning of diverse competencies in the in-between space of basic form training and context training. However, the exercises were also counterproductive and met with different kinds of resistance. The results of the study invite to a dialogue on how different prototyping techniques can stimulate learning in relation to future design competences
Remarks on the Acceptance of the Design-Ed, Cumulus, and DRS Lifetime Achievement Award for Design Research presented at the LearnXDesign conference in Chicago 2015
Get PDFFood in the school curriculum in England: Its development from cookery to cookery
Get PDFThe view of the authors is that the teaching of food in the school curriculum has varied throughout its history in order to meet political aims rather than educational ones. In this article they highlight the social and political changes that have influenced the teaching of food from its inception in the mid-1840s through to the present day. They argue that the political influences have been detrimental to the value of teaching about food and its potential for contributing to pupils’ overall education as well as what pupils should know, understand and learn about food and where it can be taught in schools.
The teaching of food as cookery is traced from its introduction in the elementary school system, when it was for girls only, then to its development into domestic science, a subject for more academically able girls and the Sex Discrimination 1975 ensuring its availability for boys and girls. This was followed by the transformation into home economics, with a wider curriculum agenda, in the 1970s, the introduction of higher education degrees and the National Curriculum in 1990, which put food technology within design and technology. Changes within the National Curriculum are considered as are recent events impacting on the teaching of food, up to 2015 when GCSE Food Technology was replaced with GCSE Food and Nutrition and A Level Food Technology, which supports pupil progression into a range of food related degrees and careers, was removed.
The article reviews a range of literature in order to consider the value of teaching food, the current situation in schools in England and the possible future role of food in the school curriculum
Female Technology Education Teachers’ Experiences of Finnish Craft Education
Get PDFIn order to introduce a more equitable gender balance in education and consequently in the labour market, it is highly relevant to continue to expand our knowledge of technology education and to give attention to gender related issues. The ultimate purpose of this study was to contribute to efforts to get more women to study technology and pursue technological careers by investigating their experiences. To approach this, the aim was to offer an overview of the gendered processes that girls and women may experience when studying and working in the area of technical craft and technology education.The study was carried out using semi-structured theme interviews, and the data were collected from November to December 2014. The study group consisted of seven female teachers of technical craft and technology education working in basic education schools. A qualitative theory-oriented thematic analysis was carried out through the identification, coding, analysis and reporting of patterns within the data. The findings revealed that all of the participants had experienced gendered patterns in terms of divisions of labour, construction of symbols and images and interactions between women and men. It is hoped that the findings of this study will facilitate the implementation of supportive interventions 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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