Design and Technology Education (LJMU)
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E-learning in Science and Design and Technology: Proceedings of IDATER on-line conference 2005 – 2006
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Review Designerly activities and Higher degrees: Seminar papers from a staff development short course
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Pupils’ views towards design and technology in Singapore
Get PDFDesign and Technology (D&T) is a relatively new subject in Singapore secondary schools. The subject is not yet well-received and the reasons have not been investigated systematically. Therefore, to understand pupils’ views of D&T analytically, a survey was conducted in November 2002. A total of 982 responses to a two-page questionnaire from cohorts of secondary 1 to 3 pupils from 16 different schools were collected and analysed. In the questionnaire, pupils were asked to rate 20 statements relating to D&T delivery in secondary schools against a Likert scale. In addition, there were four short questions to allow pupils to express their views and perceptions of D&T in their own words. Pupils’ views were collected, categorised and compared with their academic levels, academic ability streams, and genders as well as schools. Overall, the responses consistently indicated a positive attitude towards D&T. This paper highlights some of the preliminary research findings of pupils’ perceptions in D&T
John Eggleston Memorial Lecture 2008 Designing matters; designing minds: The importance of nurturing the designerly in young people
Get PDFDesign education, at face value, is often seen as being vocational – that it is about educating the next generation of designers. But all humans are ‘designerly’ by nature. We have a predisposition to envision and create new future realities in a way that has been described as an intrinsic and defining characteristic of being human and that is vital for cultural evolution. It is a capability that exists as innate potential. In this paper I argue that it is a critical responsibility of educators to develop design capability in all learners at alllevels of education. To do this effectively requires a radical questioning of assumptions about the similarities and differences between educating young children and future professional designers, about the nature of difference between novice and expert designer, and of the value placed on developing the designerly potential in all. I also argue for a closer alignment between researching designing in a professional context and researching designing in younger learners as a way of bringing mutual benefit and a greater understanding of the value the designerly has, both for the individual and for civilisation. In the first section of the paper I lay out some of the concerns that have been raised, historically and currently,over the place of design education in the curriculum. I then move to explore the issues raised through drawing on a number of research projects conducted in the Technology Education Research Unit at Goldsmiths. Finally I consider aspects where research has not, so far, provided the answers and suggest where we might begin in seeking further understandings
Communicating sustainable design
Get PDFThis paper outlines research undertaken at Loughborough University to investigate innovative methods of communicating the complex issues associated with Sustainability with post-16 students in the UK as part of theirdesign and technology education. A series of posters articulating elements of sustainable design were developed by a team consisting of; sustainable design experts, two industrial designers and an undergraduate design student. The poster designs were presented to post-16 students and teachers in three iterative development cycles with the responses recorded using a mix of semi-structured discussion and a series of questionnaires. Theresearch results indicate that posters can provide a useful and innovative method of communicating sustainable design issues to students in Design and Technology. However, the results also show that the content of posters must provide a balance of inspirational images and detailed information, with further resources available to enable more in-depth study. These findings are now being used to produce a final poster set which will bepublished by ITDG in the coming year and available for use by students when tackling sustainable design
Revising the national technology curriculum through action research : practical and political action in New Zealand
Get PDFThe national technology curriculum for New Zealand is undergoing redevelopment as part of review and revision of the 1990s national school curriculum framework and contributing subject statements. The technology curriculum was introduced to support New Zealand’s competitiveness in a global market and emphasised technological capability through product development within a soft determinist understanding of technology. Since 2000, the technology education community has been involved in two major projects, the National Exemplars Project developing exemplars of student learning in all curriculum areas and the New Zealand Curriculum Project articulating statements of the ‘essence’ of each curriculum area and redeveloping curricula. In technology,these projects represent contrasting forms of action research. The former employed schoolbased research for practical action, involving a broad representation of the technology education community and new directions for technology, and the latter pursued policy-led research for political action, involving a subgroup constructedaround the 1990s curriculum developers, and is ongoing. Pre-eminence of research for political action signals entrenchment of technology education for economic growth, in line with Government’s investment in a Growth and Innovation Framework. This is despite the curriculum review’s espousing sustainability related‘future-focussed themes’. Loss of the opportunity to broaden the scope of technology education signals loss of the technology education community’s commitment to school technology and abnegation of New Zealand’sresponsibilities to a global society, at least for the next decade
Still Thinking and Feeling: the location of emotion in the creative and learning experience (Part 2): Paper adapted from the Keynote presented on 5 July at the Design and Technology Association Education and International Research Conference 2007 University of Wolverhampton, Telford.
Get PDFThis paper, the second of two parts, continues a broad overview of new opportunities for considering the location of emotion within a creative, learning and product orientated design and technology experience. The paper builds upon the author’s previous work and considers the location of emotion in three fluid domains: Person, Process and Product. The paper argues that for truly creative, engaging learningexperience, the location of emotion is central but, more importantly, understanding the relationship of emotion to our decisions making offers greater opportunities for our future creative 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)Access Repository Dashboard
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