Design and Technology Education (LJMU)
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Developing ‘Design Minds’ for the 21st Century Through a Public Sector Initiated Online Design Education Platform
Get PDFEducation in the 21st century demands a model for understanding a new culture of learning in the face of rapid change, open access data and geographical diversity. Teachers no longer need to provide the latest information because students themselves are taking an active role in peer collectives to help create it. This paper examines, through an Australian case study entitled ‘Design Minds’, the development of an online design education platform as a key initiative to enact a government priority for statewide cultural change through design-based curriculum. Utilising digital technology to create a supportive community, ‘Design Minds’ recognises that interdisciplinary learning fostered through engagement will empower future citizens to think, innovate, and discover. This paper details the participatory design process undertaken with multiple stakeholders to create the platform. It also outlines a proposed research agenda for future measurement of its value in creating a new learning culture, supporting regional and remote communities, and revitalising frontline services. It is anticipated this research will inform ongoing development of the online platform, and future design education and research programs in K-12 schools in Australia
The Changing Nature and Definitions of Industrial Design and Implications for Prospective Undergraduate Students
Get PDFThere are currently a wide range of Higher Education Industrial Design courses available in the UK. In the present era, a wider breadth of narrative has developed within the subject, and as a result the content of industrial design educational offerings varies considerably. The paper assesses the industry view of Industrial Design as a discipline from the perspective of those employing university graduates. These views illustrate a change in the discipline, and this is considered in respect to current education practice. The choice of entry courses for the student wishing to embark on a career in the subject has also widened. It is argued that at present, the access to courses offers a haphazard informational stream to the potential applicant. An approach to developing an online facility to enable potential students to apply for the right course is discussed. It is suggested that a consistent and comparable platform of guidance is needed by which potential students can identify and match the course offering against their aptitudes and aspirations. A framework for such a system is proposed. Given that course choice will ultimately define the nature of their career opportunities it is argued that this would be a useful and productive asset
Innovative Hint-Scaffolded KM E-learning Framework To Increase Meaningful Learning And Multi-Dimensional Thinking
Get PDFRemote and rural communities are often disadvantaged in terms of access to infrastructure, information and opportunities. The authors are concerned with two specific problems crucial to promoting sustainable online learning for the remote community. First, presenting learning content may not be sufficient to help students to improve their learning as they are not competent to make meaning from the information presented. Second, students are often not competent to articulate information from different perspectives or discuss complex issues. The authors’ contributions are in four aspects (i) instructional design of learning activities, especially role playing (ii) design of learning content (iii) design of hint-based teaching-learning strategies to scaffold learning and (iv) design of technology-enhanced collaborative learning. This Knowledge Management (KM) framework has been used for the development of an instructional model incorporating a germane pedagogical setup which coalesces interactive learning and learner-centered factors. The process was illustrated with a case study from SMK Bario, Sarawak (Sekolah Menengah Kebangsaan, local secondary school) with Form 2 students (14-15 years old) to show that the recommended matrix method has been applied to make a successful transition to a blended learning format that combines face-to-face sessions with distance communication. Findings indicated that students were able to filter and consider multiple perspectives, skillfully represent the problem in more ways than one, capable to quickly change focus and goals as the situation required and able to post questions about complicated and complex issues in open class discussions. The authors investigated whether KM processes, e-learning principles and Human Factors Engineering will promote sustainable online learning for the remote community
Using Augmented Reality Prototypes in Design Education
Get PDFPrototyping or model making in the Architectural and Interior Design process is an established method of design problem solving. By using prototypes, design students can better visualize structures and can give students a more concrete result when working on a design project. According to a study by Grosslight, Unger, Jay and Smith (1991), students are likely to think of prototypes as physical copies of reality that envelop various spatiotemporal views, instead of representations that envelop various theoretical perspectives. Past literature and research has suggests that student’s rate building prototypes highly when compared with other types of representations, which implies that they are better able to learn the design process when using prototypes (Lemons, Carberry, Swan & Rogers, 2010). This study documents alternate modeling strategies utilizing technologies such as Virtual Reality (VR) and Augmented Reality (AR) in Architectural and Interior Design education through the Technology Acceptance Model to better understand how students perceive design solutions in early design studios. The results of the study suggest that design students found physical models to be comparable to AR models and that the AR technology was easy to use
The Quality of Design in 9th Grade Pupils’ Design-and-Make Assignments in Craft Education
Get PDFThe aim of the present study was to analyse the performance of grade 9 pupils (15-16 years old) on a design-and-make assignment, which was a part of the assessment of learning outcomes conducted by the Finnish National Board of Education (FNBE) in crafts. A sample of the students’ work on the assignments (N= 169) was analysed from the viewpoint of visualization and operationalisation of the design ideas. Further, the functional and aesthetic aspects of end products were evaluated. The method of qualitative and quantitative data analysis of the pupils’ design-and-make assignment is explicated in detail. The results showed that pupils had difficulties designing on paper; they executed only very basic line-work for the designed products, and only some details were illuminated in their visual representations. The poor quality of visual and technical designing revealed that the objectives of the National Core Curriculum in craft education have not yet been attained. Further, these results also indicate that the pupils’ skills in clarifying their visual designs do not necessarily directly relate to the functionality of what they have concretized in the end products. The implications of the study for craft education are discussed; brief recommendations are made on how craft should be taught at school and what should be emphasized in the courses’ content
Towards an Understanding of the Social Aspects of Sustainability in Product Design: Teaching HE students in the UK and Ireland through reflection and peer learning
Get PDFThis paper presents findings from a doctoral study, which investigated effective methods for teaching social sustainability within product design courses in British and Irish universities. This paper explores approaches for encouraging students to explore the social aspects of sustainable product design through workshops specifically designed to foster deep learning through collaboration,discovery and critical reflection.
The importance of deep learning is reflected in both the sustainable design education (O’Rafferty et al., 2008, Griffith and Bamford, 2007) and education for sustainability literature (Warburton, 2003) as important to an understanding of the holistic and complex nature of sustainability.
Three \u27Rethinking Design\u27 workshops were designed and developed as part of the doctoral main study to introduce students to the wider social aspects of sustainability and these were conducted in five universities in Britain and Ireland. The workshops were developed to foster principles that encourage students to adopt deep learning methods, taking into account the specific learning preferences of the current generation of students to enhance motivational factors such as relevance, appropriate teaching materialsand opportunities for collaborative learning. The workshops were tested amongst 150 undergraduate and postgraduate students and found to be successful in fostering deep learning by facilitating learning through discovery, critical reflection, peer learning and creativity leading to an exploration of design thinking solutions
Sketching Design Thinking: Representations of design in education and practice
Get PDFResearch on design pedagogy has shown that students progress through a variety of barriers on the path to becoming a successful design practitioner, and that frameworks for explicit reflection can be beneficial to the development of design students. Schön uses the concept of reflection-on- action to describe one form of reflection on design practice, with the eventual goal of improving design processes and judgment. In this study, sketching is used as a form of reflection-on-action in a first semester intensive course in interaction design (IxD). This sketch reflects the student’s current understanding of the “whole game” or holistic view of design in IxD. Current practitioners in IxD companies were asked to draw the “whole game” sketch as well. Parallels among the sketches and areas of divergence are discussed. In summary, students shifted from abstract, linear representations of process early in the semester to more concrete, iterative representations by the end of their first semester. Practitioner sketches were more abstract and linear, but also included representations of business terminology and design teams. We propose a preliminary model of change in expertise, which documents the shift in a designer’s visual representation of their process as their expertise increases over time. Implications for changes in design pedagogy and avenues for future research are discussed
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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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