Design and Technology Education (LJMU)
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System Design As A Three-Phase Dual-loop (TPDL) Process: Types of knowledge-applied sources of feedback, and student development as independent learners
Get PDFThis study aimed at exploring how high school students deal with designing an information system, for example, for a small business or a medical clinic, the extent to which students develop as independent learners while working on their projects, and the factors that help or hinder fostering students’ design skills. The three-phase dual-loop (TPDL) model for system design is proposed, according to which design consists of conceptual design, structural design and detailed design, and includes a human-driven feedback loop and an instrumentationdriven feedback loop. It was found that the design of a real-life system is a complicated task for high school students because it requires the integration of conceptual knowledge, primarily in the phase of defining a system’s objectives and planning its general structure, and procedural knowledge, for example, in the phase of handling the detailed design, implementation and testing. The common situation in schools is that students learn and practice using procedural knowledge, whereasachieving conceptual knowledge is a long-term process. Therefore, it is essential to engage students in design tasks of increasing complexity from early stages in school in order to enable them to accumulate experience and construct their own knowledge about all phases of system design
A Circular Model of Thinking Processes as a Basis of Technical Understanding
Get PDFChildren often experience the influence of technology around them, but there is little emphasis placed on technology within a scientific education in Grundschule (primary schools) in Germany. One of the reasons for this could be a lack of research projects that ascertain young learners’ conceptions of technical issues. So there is no basis for creating learning environments that enable and motivate children to actively and purposefully work on questions of technical procedures. An investigation into the previous knowledge held by nine to ten year old children of simple machines has demonstrated children’s reasoning. It shows that experiences handling materials can lead to children’s understanding of technological processes. Starting from the intuitive level of understanding, the children can attain the factual level and finally the level of technical awareness in a circular model. This model of thinking processes provides a basis for creating teaching modules that extend current technological education in German schools
The Transient and the Timeless: Surviving a lifetime of policy and practice in assessment
No full textDesign On The Go: How African American youth use mobile technologies for digital content creation
Get PDFThe use of mobile technologies has been proposed for increasing access and designing innovative educational activities. Unfortunately, there is limited data on the current uses of cellular phones amongst low-income African American youth. In particular, there is little known about how this population may design on the rapidly adapting technology, what digital content they create and share via mobile technology. In this exploratory study, I surveyed 103 youths, ages 13-21, and asked about their ownership of cellular phones and their patterns of use with media, the Internet, as well as whether they create digital content. The findings indicate that although these young people use many forms of technology and media, they are more prone to creating content such as photographs and share their writing through cellular phones than through the Internet. The results of this study may indicate trends in use and the opportunity to develop and support digital design and content on mobile platforms
Justification of the Dual-Phase Project-Based Pedagogical Approach in a Primary School Technology Unit
Get PDFThis research paper describes the use of the Cognitive Apprenticeship (CA) framework to analyse the practices of teacher and students observed during a technology unit. Twenty three children aged 9-10 years were involved in the research and they were taught in a standard classroom. The analysis provides evidence that a twophase project-based approach was an effective way to implement a technology unit with this primary schoolclass
Technology Education in New Zealand: The connected curriculum
Get PDFThis paper aims to identify what actually takes place when policy directives bring together Technology Education, Enterprise Education, and the wider Community Partnerships. Since the introduction of a national technology curriculum to New Zealand schools in 1999 there has been little critique as to the intentions of the curriculum. In late 2005 a Ministry of Education two-year Education for Enterprise (E4E) project was contracted to run a professional development programme with a group of 16 schools, to examine ways in which teachers’ capability to include education for enterprise can be developed. Specific focus was to be on technology education and the fostering of links with the wider community. This paper will introduce research carried out to analyse the professional development programme and look at the impact it has had on classroom practice with consideration given to the ideologies behind the initiatives.Models of implementation will be identified and exemplars of real practice in the primary classroom will behighlighted. Attempts to align technology and enterprise education will be explored and an argument fortechnology education making a real difference will be put forward. The paper highlights these key factors:• The nature of a creative connected curriculum;• Practice in primary technology education;• Tensions between reality and ideology;• Fourth generation evaluation
Designerly Learning: Workshops for schools at the Design Museum
Get PDFThis paper presents qualitative research recently undertaken by the Head of Learning at the Design Museum. The research explores how learning in the museum’s workshop programme for schools is conceptualised by the museum educators who devise and teach on the programme. The study is framed by an epistemological stance of social constructionism, in view of its relevance to respondents’ accounts of the social, intersubjective nature of learning within the workshops. Based on findings from five semi-structured interviews, the localised nature of the case study considers the distinctive characteristics of learning within a typologically specific museum amidst debate in the cultural sector over the role and status of museum learning more generally. A brief literature review summarises features of professional design practice and of ‘design thinking’ salient to the study, in particular the proactive engagement of design in its realworldcontext, and a systemised account of designers’ cognitive processes. The interview data is then presented across three themes. These themes are: shared perspectives on the content of learning; on the environment for learning; on the processes of learning. Key findings from the interviews are synthesised into an outline of an ‘ideal-type’ workshop which sets out the core phases and behaviours therein. The term ‘designerly learning’ is coined as a concept that can be adopted to ‘organise the experience of learning’ in the school workshops at the Design Museum (Pring, 2000:10). Notably, designerly learning seeks to model characteristics of design thinking and practice to the learner through the experience of a workshop using the museum’s handling collections. Arguably, it is a concept particular to this institution, rooted in its distinctive disciplinary context of design. In conclusion a note of caution is sounded regarding the theoretical abstraction of the concept of designerly learning, notwithstanding its educational and professional value as an “adequate, simplifying paradigm” of learning (Cross, 1992)
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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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