Design and Technology Education (LJMU)
Not a member yet
602 research outputs found
Sort by
An Initial Model for Generative Design Research: Bringing together Generative Focus Group (GFG) and Experience Reflection Modelling (ERM)
Get PDFUnderstanding people’s experiences and the context of use of a product at the earliest stages of the design process has in the last decade become an important aspect of both the design profession and design education. Generative design research helps designersunderstand user experiences, while also throwing light on their current needs, preferences and future expectations. In this paper, two complementary methods, namely the Generative Focus Group (GFG) approach and Experience Reflection Modelling (ERM), will be presented through a research case focusing on the development of sustainable design considerations in the areas of effective use ofresources, and product maintenance and repair. The first method makes use of generative tools (i.e. diaries and timelines) to gain feedback from a group of experienced users. It facilitates group discussions and enables engaging user participation to develop potential design directions. In contrast, the second method utilizes a special toolkit of abstract two- and three-dimensional product parts to reveal the needs, preferences, and expectations of the individual in a more in-depth manner, with the intention being to further explore the insights and design directions that emerged during the application of the first method. This paper proposes an initial model that brings together these two methods, incorporating generative tools and techniques that are adaptable, participatory and engaging, and discusses their implications for design education
STEAM by Design
Get PDFWe live in a designed world. STEAM by Design presents a transdisciplinary approach to learning that challenges young minds with the task of making a better world. Learning today, like life, is dynamic, connected and engaging. STEAM (Science, Technology, Environment, Engineering, Art, and Math) teaching and learning integrates information in place-based projects accessing everyday technology of virtual field trips, digital interactives, apps, and contemporary art, science and design practices. STEAM by Design develops designing minds. Designing minds work across STEAM fields developing social, cultural, technological, environmental and economical responses toexisting and future conditions. Design adds Art and the environment to the STEM equation to contribute site specific, culturally connected, contributions to creative economies. Documented case studies at the elementary, middle and high school level demonstrate the ease of delivering STEAM by Design opportunities and reveal the inherent creativity of students if encouraged. Design cultivates new knowledge, skills and values derived from becoming aware, developing understanding, and testing ideas through making. Designing place-based projects, K-16 students acquire STEAM aptitude and better understand the use of STEM fields in solving contemporary problems. Access to everyday technologies cultivate ways to create, communicate and collaborate. STEAM by Design is supported by the ELearning Designopedia, NEXT.cc, aligned with newly released NEXT Generation Science Standards, North American Association for Environmental Education Standards and Art and Design Standards. STEAM by Design positions designing as world pedagogy that connects students as citizen activists in the communities in which they live and learn
The Functions and Benefits of the ePortfolio in Craft Education at the Primary Leve
Get PDFThe authors investigated primary school pupils’ experiences using an electronic portfolio in their craft education for a three year period, from the 3rd grade until the end of the 5th grade. This article emphasizes the functions and the benefits of the ePortfolio method and outlines general user experiences based on pupil interviews (N=38), which recounted user experiences from the start of subject teaching in the 3rd grade. Data-driven content analysis with a summative approach was used to analyse these interviews. The results indicate that an ePortfolio (realized through the iPad application, Book Creator) is a workable method in craft education. When the use begins during the early school years, it is experienced as a natural part of the work process. The identified key functions were collection and management of information, communication and verification of development. The experienced benefits were related to supporting the working process; activities documented by the ePortfolio appeared to operate as stimuli to memory and elicited rehearsing of concepts in a way that deepened understanding of the past experiences.The ePortfolio method offers a balancing opportunity to regard design and making process in assessment. Despite being based on the pupils’ experiences, the results are relevant and useful for teachers when improving their pedagogical practices
Opinions on the Internet of Things in the Industrial Design Curriculum
Get PDFThe aim of this work investigated whether there is a need to incorporate the Internet of Things (IoT) into the Industrial Design curriculum. Initial research comprised a literature review into the origins, growth, challenges and enabling technologies for the IoT. Furthermore, literature around IoT within the current curriculum and for industrial designers and graduates was explored. Whilst this work considers the possibilities and capabilities through various visions and methods of application, the fundamentals of the technical side are considered in order to understand these possibilities for the IoT as a subject. A mixed-method approach was designed which used a structured questionnaire survey for industrial design students and interviews with design lecturers. The results revealed a majority agreement into the need and interest for Industrial Design Curriculum to incorporate IoT subject matter, however, with much debate and discussion into how this may be envisioned. The work concludes with implementation through a mixed approach to teaching microcontroller design applications combined with projectled problem based learning allowing students to combine their design skills into product concepts and prototypes in order to realise and develop the future Internet of Things
What Does Design and Technology Learning Really Look Like?
Get PDFThis paper presents findings from a research study investigating the relationship between intended learning and actual learning in Design and Technology lessons (Southall, 2015). The research focused upon the ‘pre active’ phase of the teaching-learning process, that is the teacher’s planning processes and procedures. The planning processes and procedures used by teachers are an essential pre-requisite to ensuring students’ progress their learning and consequently a vital aspect of teaching. Unfortunately however, it is an area of teaching often only considered in the context of ‘novice’ teachers. With the recent increasing focuses on the production of measurable learning ‘outputs’ in education, understanding the mechanisms behind effective planning processes that provide appropriate learning experiences, producing a range of learning outcomes is challenging for teachers and schools.
The concept of being able to identify students’ learning and consequently plan for, capture and then gather learning, is directly related to the notion of learning outcomes, however can learning outcomes demonstrate the type of learning required to progress in Design and Technology? The role and function of a learning outcome within the teaching-learning process, the influences on and issues involved in the application of Design and Technology learning outcomes will be discussed.
Seventy lesson plans were analysed and the intended learning outcome was identified and compared with the actual learning outcome produced during the lesson. The findings from this study reveal that the dominant, systematic planning model used by many teachers, provides only to a limited extent the relational framework for the intended and actual learning that supports the teaching-learning process. The prevailing focus on learning outcomes identified during this research is, it is argued, unable to fully support the multidimensionality and multimodality integral to Design and Technology learning. Instead it is restrictive and promotes a limited approach to the subject in relation to both teaching and learning. The study concludes that the planning processes and procedures in Design and Technology need to be developed with the clear intention of strengthening their role within the teaching-learning process. This would encourage the development of the underlying important principles inherent within the subject and support teachers’ and students’ achievement, creativity and enjoyment in teaching and learning in the classroom
Exploring Biomimicry in the Students’ Design Process
Get PDFSince the very early days of history, human beings ‘designed’ things by looking at nature. In our days, the use of nature in design has become more systematic and detailed. Although as old as humanity itself, use of nature especially in the field of design still offers novelty and often brings success in solving problems in a sustainable way. When it comes to industrial design education specifically, it seems to be a promising method to mimic the nature in designing new products; however different dynamics effect and sometimes prevent students to use natural analogy in their projects. It is observed that industrial design students aren’t eager to use biomimicry which is atype of natural analogy in their design projects although they learn about it in different courses as a creativitymethod. The study therefore aimed to find out about two issues related to the matter: a) trying to find out and understand the reasons behind this reluctance against the use of nature, b) if they were presented a methodology, in what ways this reluctance would be overcome and they would go beyond taking nature as not only a formal source of inspiration
Data sources:
LJMU Research Online (Liverpool John Moo...PATT40 (LJMU)Biomolecular Research Reports (BRR) (LJM...
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
Do you manage Design and Technology Education (LJMU)? Access insider analytics, issue reports and manage access to outputs from your repository in the CORE Repository Dashboard!