Design and Technology Education (LJMU)
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Managing uncertainty and promoting ownership over learning in D&T students using an interactive learning environment
Get PDFThis paper reports on a research study exploring the value of interactive media to enhancing creativity in Design and Technology (D&T) students. The literature review contextualises the issues of self-management and risktaking as phenomena which need to be managed and supported to ensure successful learning in D&T students. These phenomena are discussed from the point of view of both approaches to designing interactive media for learning and in the context of D&T education. An action research approach was adopted to exploring the value of interactive media in this respect. The findings of a preliminary study based on focus group interviews carried out with D&T A Level students are discussed, setting out a series of learning needs. These learning needs were derived from students\u27 descriptions of the issues influencing their engagement with creative work. The identified students\u27 learning needs were used to inform the design of an interactive learning environment, including the focus of its content on ecodesign issues, itssocial constructivist pedagogy and the structure of the learning interactions. This paper reports on the findings of the evaluation of the interactive learning environment which made implications for the value of interactive media to managing uncertainty and risk-taking in students. The new research findingshighlighted the value of interactive media to encouraging students to engage in exploring a design context in an environment free of authoritarian control. The phenomenon of shared ownership over the learningproblem emerged as a positive aspect of peer-to-peer collaboration. Finally, the role of the tutor as a facilitator of learning providing scaffolded support to the learning interactions was emphasised
Design and Technology Education and the Concept of Property
Get PDFKnobler (1971) notes that within society at least three communities are affected by intellectual property rights and these include; the stakeholders who produce and distribute the new knowledge such as Microsoft or Disney, individual generators of new knowledge such as designers and inventors, and the public that seeks access to the created knowledge. This paper considers the inter-relationships between design knowledge and the concept of property. It also addresses the challenges and the implications of thisinter-relationships. The paper is divided into six parts.1. The Introduction2. Defining the Concept of Property3. Design and Technology Education in Botswana4. The Inter-relation between Design Knowledge andThe Concept of Property5. Challenges and Implications for Design andTechnology Education6. ConclusionThe paper is informed by documentary findings and case study to illustrate the debate
The 1992 Struggle for Design and Technology
Get PDFThis article seeks to illustrate that there is a need to collectively agree on the key purposes, nature, and value of design and technology. Transcribed press cuttings of the period are used to support this premise and also illustrate that D&T policy can be formed and challenged by people, not disembodied actors, on the outside of government policy-making machinery. In exploring a case of a policyforming struggle it purposefully utilises a practice (what real people do) and narrative approach. Following a general introduction, including dimensions of research in policy fields, some other aspects of context – at theoreticaland practice level – are discussed before moving to a story of a 1992-3 press debacle in England over thenature of D&T. A brief early diversion from the story provides further contextual background to one of the key protagonists in the 1992 debate – the Engineering Council. The paper then offers some further thoughtsbefore proposing that there needs to be a renewed attempt at exploring the well-foundedness of policiesrelating to design and technology, discussing positions on a range of D&T matters, and establishing a collectively agreed, explicit, and internally consistent policy position for design and technology
Digital design - the potential of Computer Aided Designing in design learning environments
Get PDFMany, if not most, schools in England and Wales now include the use of 3-dimensional CAD modelling skills in their design and technology curriculum. The impact of the CAD in Schools programme has been significant, at least in terms of the large numbers of trained teachers and the improved quality of student output in the form of visual images and product realisation. There remains, however, the question of its impact on the quality of design, not just in terms of ‘design output’ but also in terms of ‘design development’ and ‘design quality’. This keynotepresentation is concerned with the need to develop a student’s ability to design and the use of computer-based tools to effectively enhance that development. In this context it considers the potential of CAD activities as apart of design and technology work; the development of appropriate CAD modelling capability and implications for the nature of design and technology curricula
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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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