Design and Technology Education (LJMU)
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Groundwork: Preparing an effective basis for communication and shared learning in design and technology education
Get PDFIn Dutch Design and Technology Education the beginning of a process of learning is usually determined by the teacher. In this paper it is argued that a beginning, determined in interaction with the students, is more profitable as the interaction will lead to joined-up exploring, creating and thinking and an increased motivation to learn. Furthermore, students are empowered to treat an activity as a means rather than an end. The interaction acts as groundwork in advance of the assignment.
Groundwork is something that is done at an early stage and that makes later work or progress possible. Literature does however not cover the groundwork topic for children in the four-eight year age bracket. Therefore a model for the groundwork phase, consisting of five components, was designed and tested. The components are: context, communication, integration of acting and thinking, presentation of instruction and presentation of the problem. In this paper two case-studies, which handle groundwork in different ways, are described. The groundwork was in both cases addressed in group activities, aiming to prepare students to commence a process of learning. The cases show that, when used in combination, the five components appear to make groundwork successful. Careful communication gave added value. A communication link was configured between teacher and learner, between learners, and between subject and learner. Through groundwork the teacher shared both thoughts and knowledge with the students and this created a base for effective classroom communication and a common approach
Learning to Draw Through Digital Modelling
Get PDFThe education of architectural designers begins by learning drawing and digital modelling following the notion that students learn these new modes as instruments of thinking in design process. Curricular arguments persist about which mode should follow the other. Difficulties occur when one mode replaces the other. Students uninitiated to design seem to prefer the more immediate volumetric visualization of digital modelling over plans, sections, and elevations, representational views resulting from the un-real ‘viewpoint’ of the section-cut, a means only drawn out of reality through a way-of-looking NOT natural-to-experience. Therefore, the primary difficulty inlearning to think through drawings is their abstraction from, rather than connection to, realness – a needless initiating ordeal that confuses rather than clarifies. Digital modelling offers virtual three-dimensional images that seem to students, by contrast, not quite as abstracted from natural experience, albeit framed by non-physical, seductive, machine ‘otherness’. This paper proposes drawing pedagogy that learns from digital modelling by making connections rather than distinctions that more seamlessly connect abstract to actual. Projects will be demonstrated that manipulate three-dimensional forms to initiate drawing learning experiences. Drawing and its abstractions can thus more readily be drawn out of experience and made ultimately more concrete for design thinking
A Project-based Approach to Learning: Comparative study of two disciplines
Get PDFTo be successful in the competitive workforce markets, graduates nowadays need more than just disciplinary skills and knowledge. The changes in how businesses operate, have brought about the need to develop highly skilled workforce that is equipped with generic skills, such as communication, creativity and problem solving, next to their discipline-relevant knowledge. To provide these sets of skills Universities are engaging in project-based learning with industrial partners. Such modules should provide the development of both sets of skills and thus produce highly employable students. In this paper perceptions of marketing and engineering students related to the projectbased learning outcomes are explored, to determine how they rate the acquisition of relevant employment skills in the studied modules. The findings show, that the students appreciate the project-based approach, specifically with relation to their project management and team-working skills, there is however improvement possible in the discipline-based aspects of their learning
Pre-service Teachers’ Conclusive Principles for Teaching Technology Education
Get PDFWhat enduring knowledge and understanding from tertiary education study will learners remember most that will contribute to their on-going performance and understanding for effective teaching? This paper is based on research undertaken to identify what third-year initial teacher education students in a course including Technology Education curriculum development conclude as important principles for teaching that discipline effectively in their classrooms. Their course-concluding principles should be seen as first steps or thoughts as they transition from university into their first appointments and begin teaching. Literature on personal epistemologies (Brownlee, Schraw & Berthelsen, 2011) identifies that preservice teachers’ awareness will also be reflective of prior experiences they have had in the community and from teachers they have been exposed to and that their naïve epistemologies will give way to more sophisticated beliefs and practices as their confidence and understanding develops. The students’ conclusive principles were analysed to identify the nature of their understanding and as a guide to what teaching in this discipline might look like as they begin their teaching career
Designing Connected Learning: Emerging learning systems in a craft teacher education course
Get PDFThis socioculturally informed study aims to apply learning by collaborative designing (LCD) as an instructional model for the creation and studying of new kinds of connected learning systems in teacher education. A case study was organized at the University of Eastern Finland in the context of an information and communication technology (ICT) course aimed at craft student teachers’ (N=13). A qualitative content analysis was used to describe the kind of learning systems that emerged when the students collaboratively designed an extended network of people, objects, and tools for their own learning and teaching. The results reveal that the student teams were active in designing and self-organising the learning environment in the pursuit of shared objects, and in using diverse tools and technologies for thinking and for collecting, organising and sharing information. Implications for designing connected learning and teaching across spaces and communities are also discussed
Institutionalising Design Education and Design Promotion in Australia: From early British influences to wider international engagement
Get PDFIndustrial design has grown in Australia from a series of unnamed activities clustered about an emerging 19th century manufacturing industry into a recognised profession. This transformation largely occurred because of the emergence of specific design education and the support offered by professional design associations.
Designers working for the early Australian manufacturing industry were given technical education in the areas of engineering, draughtsmanship and foundry work from 1827 onwards in Mechanics’ Institutes. It was from this technical base that the early ‘designers’ working for industry sprang. Technical Schools, Schools of Art and Schools of Mines and Industries all offered training for the designer before industrial design was finally offered as a course of study at tertiary level after WWII. Concurrent with this, professional associations arose to support the emerging industrial design industry in Australia. Nineteenth-century precursors to “modern” design education - Mechanics’ Institutes, Technical Schools, Schools of Art, Schools of Mines and Industries, Junior Technical Schools, Apprenticeships and Secondary School design education - will be surveyed. As with many countries, WWII was a catalysing time for Australian industry as the country geared up production. At the conclusion of hostilities, Australia’s first specific Industrial Design course at tertiary level was born.
The purpose of this paper is to show how industrial design activity in Australia has become a profession. An early British lead in both design education and professional design associations was soon broadened to include other international models, as the Australian design industry and Australian society generally, looked to countries other than the ‘mother land’. This paper argues industrial design activity was expanded in every way by the experience of mass-production of goods for the war effort, by new immigrants arriving in this country who often had skills lacking locally, and by the new opportunities offered by the post-war reconstruction programmes. Industrial design was formalised as a profession by industrial design education at tertiary level and the assistance offered to industrialdesigners by professional associations. 
Examining Technological Knowledge and Reasoning in Icelandic and Finnish Comprehensive Schools
Get PDFThis research was undertaken in Finnish and Icelandic schools during the years 2013-14, in order to explore students’ technological knowledge and reasoning at the ages of eleven and thirteen. The research considered the congruence between students’ undertakings within Craft and Design education in the national curriculum and their ability to understand technological concepts. Data was collected using a questionnaire distributed to seven elementary schools and is highlighted with the researchers’ reviews of the national curricula. The Icelandic part of the research was undertaken with 277 students and Finnish sample consisted from 317 participants. Technological knowledge and reasoning was measured with a questionnaire regarding mechanical systems connected with simple physical phenomena. The results highlighted that students should have been more familiar with the content of the survey as a result of their Design and Craft studies and the use of textbooks in other subjects, such as physics. We expected that there is more transfer effect between the content of curriculum and the results in technological knowledge and reasoning. In addition, some differences between boys and girls were found. This is explained by boys and girls different interests and obviously this has an impact on girls’ motivation for learning about technology
The Teachers\u27 Views on the Significance of the Design and Craft Teaching in Finland
Get PDFThe Finnish curriculum for crafts emphasises the creative problem-solving skills of the student, the completion of different design tasks and the implementation of designs, while seeking to nurture the student’s self-esteem. Furthermore, students should draw up the designs for their artefacts, plan their work, and also develop designs when needed. These aims can be accomplished byteachers diligently teaching the designing of craft products. The purpose of the present study is to analyse teachers’ views on design as a part of the holistic craft process in the school context. The study was conducted in two phases. In the first phase five teachers were interviewed, and in the second phase four teachers wrote short essays.The research questions addressed were as follows: “What kind of views do teachers hold on students’ designing in the crafts area? How is designing implemented in craft teaching?” The results indicate that the extent of students’ participation in designing their craft product is dependent on the attitudes and competence of their craft teacher. Design-oriented teachers plan the designing situations and stimuli carefully and value design as a significant part of the craft process. Technique-oriented teachers willconsider their students’ participation in design unnecessary or too challenging and as detracting from more essential learning outcomes, such as craft techniques. It seems the teachers need supplementary education to implement the new curriculum of crafts in Finland
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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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