Design and Technology Education (LJMU)
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Comparison of Designer’s Design Thinking Modes in Digital and Traditional Sketches
Get PDFThe internal design thinking behaviour of designers in the concept development has been an important issue of cognitive psychology. In this study, the design thinking process designers have in applying digital media and traditional paper in the early concept development stage was explored. Special focus was made on the structure and procedure of problem solving. With the verbal data obtained, the protocol analysis was employed to analyse designer’s thinking behaviours in using different media. From the study, the author had reached the following conclusions: (1) The proficiency and related knowledge designers have for the design project has a big impact on the construction of the design problem and the efficiency of problem solving and completeness of detail design. (2)Compared with the traditional way of idea development, digital media makes it possible for designers to have an indepth description of the detail design with the help of related functions in digital media. (3) Designers can have an effective thinking process regarding the micro and macro aspects of a design project because of the function of software, enhancing the completeness of the design thinking while in traditional pen and paper environment, designers use the synthetic and contrast way to manipulate their idea development. The results obtained in this study will benefit both the design education and practical design activity where digital media is applied
An Investigation into Teacher Wellbeing During the Teacher Training Year
Get PDFFor those studying for the Post Graduate Certificate in Education (PGCE), the teaching practice placement can be a daunting experience. Trainee teachers have to adjust into a new workplace and a complicated professional role which can be stressful; this can result in teachers leaving the profession in their early years if they do not equip themselves with coping strategies and display resilient behaviour.
The aims of this study were to gain a deeper understanding of how a cohort of science and design and technology PGCE students settled into schools on their teaching placement and to investigate any differences between mature trainees (those who had taken at least one gap year after their undergraduate degree) and those who have continued straight through their education. Two questionnaires (pre n= 42; post n=48) and a voluntary interview (n=7) were used. Many trainees described their experience as rewarding, yet exhausting and challenging. However, the interviews highlighted there was some erosion of their personal ‘self’ at this early stage of their career. This resulted in, for example, changes in their sleep, eating and exercise patterns and an impact on their relationships
A Comparison of Diary Method Variations for Enlightening Form Generation in the Design Process
Get PDFThis paper presents two studies in which an empirical approach was taken to understand and explain form generation and decisions taken in the design process. In particular, the activities addressing aesthetic aspects when exteriorising form ideas in the design process have been the focus of the present study. Diary methods were the starting point of this research for investigating the form generation process through collecting self-reflective comments from the participants. The main focus of this paper is to address potentials and limitations of the three variants of diary method used for data collection, namely, unstructured diaries, structured diaries and visual diaries. A set of method evaluation criteria was developed to compare the structure of the diary variants. By qualitative analysis of the results and comparison of the diary variants, strengths and weaknesses of each variant were identified. One of the prominent factors in the diary variants was pegged to be due to the logging delay after the occurrence of the activities
Transforming Constructivist Learning into Action: Design Thinking in education
Get PDFIn an ever changing society of the 21st century, there is a demand to equip students with meta competences going beyond cognitive knowledge. Education, therefore, needs a transition from transferring knowledge to developing individual potentials with the help of constructivist learning. Advantages of constructivist learning, and criteria for its realisation have been well-determined through theoretical findings in pedagogy (Reich 2008, de Corte, OECD 2010). However, the practical implementation leaves a lot to be desired (Gardner 2010, Wagner 2011). Knowledge acquisition is still fragmented into isolated subjects. Lesson layouts are not efficiently designed to help teachers execute a holistic and interdisciplinary learning. As is shown in this paper, teachers are having negative classroom experience with project work or interdisciplinary teaching, due to a constant feeling of uncertainty and chaos, as well as lack of a process to follow. We therefore conclude: there is a missing link between theoretical findings and demands by pedagogy science and its practical implementation. We claim that, Design Thinking as a team-based learning process offers teachers support towards practice-oriented and holistic modes of constructivist learning in projects. Our case study confirms an improvement of classroom experience for teacher and student alike when using Design Thinking. This leads to a positive attitude towards constructivist learning and an increase of its implementation in education. The ultimate goal of this paper is to prove that Design Thinking gets teachers empowered to facilitate constructivist learning in order to foster 21st century skills
Student Teachers of Technology and Design: Can short periods of STEM-related industrial placement change student perceptions of engineering and technology?
Get PDFThis is a report, on a small-scale case study, of a programme of short industrial placements (5 day block) for student teachers of technology and design in Northern Ireland. Such placements increase student awareness and understanding of the nature of Engineering and Technology and therefore better prepare them to teach these subjects, as integral elements of STEM (Science, Technology, Engineering and Mathematics). The aim was to discover if a short period of industrial placement would change student perceptions of industry, engineering and technology. Prior to the placement, undertaken in collaboration with industrial partners, the students revealed preconceived ideas about engineering, technology and industry. During placement students had opportunities to ‘work-shadow’ engineers and technologists and to contest their predetermined views and opinions. This study reveals that previously held views were challenged in terms of definitions contested, roles and function considered, perceptions challenged, and awareness increased
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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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