Design and Technology Education (LJMU)
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Designerly Ways to Theoretical Insight: Visualisation as a means to explore, discuss and understand design theory
Get PDFThis paper set out to investigate how design students learn from visualising theory in design education. The exploration rests on the assumption that the application of tools and techniques from design practice supports design students with an entrance to the theoretical part of the field.The paper is based on teaching experiences from an MA course in design methodology at Design School Kolding where we use visualisation as a tool to discuss, explore and understand design theory. To throw light on the question, student evaluations and feedback has been included together with a classification of the material from one visualisation exercise. In addition, theories for how to understand designerly ways of knowing and constructing knowledge have been applied as tools to think with in the discussion. The educational approach where design students read, analyse, and visualise theory, appears to be beneficial to the students’ learning process for a number of reasons, which will be discussed in the paper. The main findings indicate that visualising theory is beneficial because it applies a type of practice that the students are familiar with, and supports the construction of new knowledge, by allowing the students to express information and concepts in ways that are personally meaningful to them
The National and the Local: Conflicting requirements in the assessment of learners’ performance
Get PDFIntroduction for the 2015 DATA Special Edition This paper originates in a Keynote presentation at the Technology Education Research Conference (TERC2014) Sydney, Australia. Nov 2014. It arose as an invitation from the conference team to consider the tensions that arise from the very different concerns of formative and summative assessment. Specifically in this case the organizers were aware of the digital tools that we had developed for assessing learners’ performance – and that we had shown these tools and approaches to be highly reliable. They were interested to hear how these tools and approaches might fit with the culture of learning in the classroom. Are they seen as an externally imposed discipline – or do they somehow contribute to an enhancement of the culture of the classroom
Practicing Design Judgement through Intention-Focused Course Curricula
Get PDFThis paper elaborates on how design judgement can be practiced in design education, as explored in several iterations of an advanced course in interaction design. The students were probed to address four separate design tasks based on distinct high-level intentions, i.e. to 1) take societal responsibility, 2) to generate profit, 3) to explore a new concept, and 4) to trigger reflection and debate. This structure, we found, served as a valuable tool in our context for bringing important topics to discussion in class and for actively practicing design judgement. We discuss what we see as the main qualities of this approach in relation to more conventional course structures in this area, with a focus directed more towards aspects of methodology, specific interaction techniques, and design principles more generally
Learning from Students: Reflections from personal magazines in basic design course
Get PDFReflective writing is an efficient way of getting feedback from students. Paper-based or web-based course evaluation questionnaires alone may lack of collecting specific and detailed information, especially for the fields like design education. This study focuses on reflections captured from students via two different media – personal magazine and online questionnaire – in 2012 Spring Semester conducted in Basic Design II in the Department of Industrial Product Design at Istanbul Technical University (ITU), Turkey. Throughout the semester, each student was encouraged to write a diary weekly and expected to submit a photocopied page of it to reflect freely their impressions about the course and their experiences, written or visual, or both. At the end of the semester, students were expected to submit their diaries in the form of personal magazines. This data is valuable to see the development of the student in terms of design awareness and perceptions about the course specifically. Moreover, a specific web-based questionnaire is prepared and delivered to students in order to see the general tendencies about the course. Based on these data, we explore how we can learn and benefit from students’ reflections for Basic Design course mechanism and design education
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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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