Design and Technology Education (LJMU)
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Book Review A Nomadic Pedagogy About Technology: Teaching the Ongoing Process of Becoming Ethnictechnologically Literate (Dakers, 2023)
No full textAligning Hangarau Perspectives: Exploring Curriculum Coherence in Māori-medium Technology Education
Full text linkThis paper is the fourth in a series exploring the issue of curriculum coherence in the development and implementation of the three iterations of Māori-medium Technology curriculum from the 1990s to the present. For Indigenous schools, curriculum coherence is not just a structural design issue but also involves the place of their Indigenous knowledge systems, cultural values, and educational philosophies. This paper investigates the challenges and opportunities to develop a Māori-medium Technology curriculum based on an Indigenous philosophy of Hangarau. Data is drawn from Ministry of Education archival files and interviews with developers of curriculum and curriculum support materials. It utilises document analysis and interviews with curriculum experts (referred to as mātanga in this paper). This study reviews literature around curriculum design in Aotearoa New Zealand, particularly meta-analyses, and reviews, in the context of curriculum coherence. Curriculum coherence affects student learning across various levels: national, subject, school/classroom, and systems. It examines how curriculum coherence relates to the challenge of alignment between curriculum and curriculum support materials for teachers implementing the Hangarau curriculum, and the challenges in teaching of interpreting the learning outcomes. The paper concludes with recommendations to align national curriculum design, content, and implementation for more effective support of developers, teachers, students, and communities in Indigenous language learning contexts, enhancing student learning outcomes
The AI generative text-to-image creative learning process: An art and design educational perspective
Full text linkIn today’s constantly changing world technological developments in artificial intelligence (AI) can induce educational visions of both utopia and dystopia. New technologies and communication platforms can provide new forms and possibilities of learning. Creating an image has historically mostly been a human process of using knowledge and application of technique that demanded training. This image-making process changed with the invention, development and spread of the photographic camera, when creating a detailed visual representation of reality became a possibility without a complex process of craftsmanship and artistry. The nature of visual art changed but the visualisation of ideas and prefigurative thoughts could not necessarily be captured by a camera. With the development and spread of AI text-to-image generation, can this change the need for competency to visualise ideas in the way the camera changed the need for drawings and paintings as visual representations? This study explores how AI text-to-image generators can contribute to and change art and design education. We conducted exploratory experiments where we tested a variety of AI text-to-image generators and explored the outcome of using different generators, prompts and settings. Reflections were written down throughout the process. This was combined with an online ethnography on a text-to-image community. Different potentials of learning were identified, as well as issues of interaction and possible contexts of use. The results are discussed in a future learning context
Comparing Augmented Reality in industry and Technology Education: Exploring teacher views and research needs
Full text linkThe use of Augmented Reality (AR) is a relatively new but significant trend in the educational landscape, including in technology education. The aim of this article is to discuss different perspectives on AR applications and describe the similarities, possibilities, and differences between them. Initial research in the field of technology education has shown numerous applications, especially since many tools, machines, and techniques must be learned in the hands-on practical sector, a discipline where AR is already being used in the industrial sector. However, there are even more applications in the industrial context. The resources utilized in these cases are often not available in the education sector, and the requirements for such systems differ between educational and industrial applications. When considering the specific application of AR in schools, it offers yet another perspective compared to educational research and industrial applications. Based on the results of an exploratory study among technology teachers in Lower Saxony, it becomes clear that costs, accessibility, and the lack (thus far) of appropriate learning materials are seen by teachers as the biggest challenges to effectively using AR in schools. It is noted that research and development projects in general technology education are necessary to effectively implement AR in technology education
Development and Evaluation of a Novel Technological Product Development Tool for Education and Industry
Full text linkFew digital product development tools are used in industry and academia compared to their historic paper-based counterparts. This is surprising as many parts of the product development process have digitised such as communication and Computer-Aided Design. Therefore, a gap in knowledge was identified which informed the development of a novel digital product development tool which allows users to undergo the 6-3-5 ideation process to generate concepts. The digital product development tool was tested with participants to gather insights and feedback. The experiment involved focus groups using the digital product development tool alongside the paper-based equivalent to generate concepts and compare both methods. Participants were then asked to complete a survey to receive feedback on the tool. The results indicated that two-thirds of the respondents favoured the digital product development tool compared to its paper-based counterpart. This preference was influenced by the application\u27s capability to store and export concepts, as well as its potential for enhancing learning. Moreover, the digital environment allows for easy storage and reuse of concepts post generation activity, increasing the efficiency of the design process. Additional, lessons learnt for future digital tool development has been highlighted. The use of this tool has promise to support a greater efficiency of design process and ease of learning about the tool and method
Anonymous Modern Design Education in Western China: A Case Study
Full text linkAlong with the rapid development of Chinese modern design since the 1980s, modern design education has grown in China. Many studies have already been conducted to examine the key aspects of this historical phenomenon, e.g., heroic figures and well-known institutes. This article, however, investigates the anonymous activities of modern design education in Western China that have long been ignored because of their mundane function. Methods such as document analysis, questionnaire, interview, and subjective understanding are used to achieve the goal of this article. Through research on the School of Fine Arts in a University of Science and Engineering in Western China, as a typical case, this article reveals that although the school lags behind many other design schools, modern design education at the school has experienced sustained growth since its rise in the twenty-first century. The school has made achievements in a difficult situation but suffers from a series of disadvantages and problems. Additionally, modern design education at the school is facing new challenges resulting from changes related to raised standards and intense competition. In conclusion, the value of relatively unknown educational organisations of modern design is becoming clearer, since they are closely connected to the everyday life of ordinary people in Western China and take on a great deal of responsibility in serving the general populace and the vulnerable groups in society. This article, therefore, tries to call attention to anonymous modern design education whose aspects are disclosed through a case study
Research and Design teachers’, and students’ frame of reference around the concept of \u27model’.
Full text linkThis pilot study investigates the way that young students and teachers of a Dutch Science Technology Engineering and Mathematics (STEM) secondary school subject Research and Design (R&D) reason about the concept of ‘model’. The core of the Dutch Technasium secondary school course Research and Design curriculum (R&D is in Dutch called Onderzoeken en Ontwerpen O&O) is to involve students in real-life design (or research) problems with a problem owner at a company or organisation. Students explore the nature of the design problem, establish a design brief, explore possible solutions and work out one option into a design, a prototype or a product depending on the level of complexity. Students work and learn in teams coached by Technasium teachers. Some secondary school teachers are qualified to teach at Technasium if they obtain a certificate from the Technasium foundation through a number of short training courses. They are originally teachers in various subjects like mathematics, physics, physical exercise, language and so on. The other part of the teachers has a teaching degree in R&D next to a degree in engineering. Thanks to different backgrounds the teachers offer a variety of angles and know-how in different fields of expertise needed during a R&D activities. Such a composition is enriching and STEM supporting at the level of knowledge transfer. It is clear that some R&D teachers have no design pre-knowledge. A pilot survey of R&D students and teachers on the concept of ‘model’ within design activities unexpectedly showed similar doses of confusion about the concept of ‘model’ among students and teachers. Therefore, when asked to teach a concept of ‘model’ in design related activities teachers provided a different definition of concept. Often a physically built scale ‘model’ or prototype is the form of ‘model’ they recognize in designing. The danger of such an approach is that the students obtain different, incomplete, or incorrect knowledge about the concept of ‘model’ in relation to design. Therefore, the set of values and norms within the group of Technasium teachers is needed, to establish a design related frame of reference.
Book Review Maker Education meets Technology Education - Reflections on Good Practice: Remke M. Klapwijka, Jianjun GU, Qiuyue Yang and Marc J.de Vries (Eds). Published 2023 by Brill Leiden|Boston
No full textInsights into Sustainable Development: Secondary School Students\u27 Conversations about Product Life Cycles
Full text linkIn this study, we provide insights about secondary school students’ conversation about products’ life cycles in relation to three dimensions of sustainable development: economic, social, and ecological sustainable development but also what traces of view that appear in these conversations. Production and consumption are part of complex technological systems that affect nature and life on earth, and knowledge about these systems are required to achieve sustainable development. In technology education, students can have the opportunity to talk about products and their life cycles. Hence, this study aims to explore what emerges in students’ conversations about products’ life cycles in relation to sustainable development. Data collection was conducted in Sweden through seven semi-structured interviews, with in total 21 students participating in groups. All student responses have been analysed using thematic analysis to explore dimensions and views of sustainability. Results show that the students discuss with regard to all three dimensions of sustainable development. However, the phases of a product’s life cycle occur to varying extent within the different sustainability dimensions. Additionally, the students also connect dimensions with both harmonious and contrasting perspectives but also talk about the dimensions isolated. When participating students discuss, traces of mainly anthropocentric and technocentric view emerge. This has implications for technology education, where for example deliberative conversations can be used for engaging students in sustainable development
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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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