Design and Technology Education (LJMU)
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Augmented Reality, Virtual Reality and their effect on learning style in the creative design process
Full text linkResearch has shown that user characteristics such as preference for using an interface can result in effective use of the interface. Research has also suggested that there is a relationship between learner preference and creativity. This study uses the VARK learning styles inventory to assess students learning style then explores how this learning preference affect the use of Augmented Reality (AR) and Virtual Reality (VR) in the creative design process
How can teacher preparation in England within D&T minimise further decline of the subject?
No full textThis article discusses one part of the data from a larger research project that sought to identify factors that secondary school teachers of design and technology (D&T) in England felt may have contributed to the decline in entries at GCSE level within the subject. This study was designed to ensure the teacher\u27s voice could be heard. Research was conducted in two parts, interviews and focus groups followed by an online survey, the first part provided qualitative and the second quantitative data. Questions within the online survey were informed by the qualitative data collection of part one. This article focuses on the findings from a specific question within part two of this data - the online survey. The factors indicated by the teachers within the survey are discussed in the findings section of this paper. The teachers’ responses were organised into four categories: (1) macro level - external, national influences; (2) meso – school level; (3) micro – classroom influences, and (4) nano – individual level. Analysis of the teachers’ responses indicated that the most noteworthy factor was the English Baccalaureate (EBacc), a government-imposed performance measure and influences from parents, the first at the macro level the second on the nano level. The least noteworthy factor was that more suitable examinations were available for upper secondary school pupils. It is hoped that this research will prompt professional dialogue regarding the decline of D&T entries at a macro, meso, micro and nano level and that subsequent action can be considered. Although conducted within England, this research prompts critical thinking that may help review educational practice internationally
Building relationships with remote participants through playful technology interactions in online codesign
Full text link“Hybrid is here to stay!” If that is so, then how we educate design students and the techniques they learn need to work in a technology-driven online environment as well as face-to-face on campus. Learning codesign typically involves students being in a design studio environment where they create activities using tangible materials, for use in workshops, giving participants hands-on experiences to gather useful design insights. The question is, how does codesign need to be adapted to be effective in an online environment? To identify those elements of codesign that work effectively online, we offer lessons learned from teaching codesign online during the lockdowns and the resulting isolation of academics and students imposed by the COVID-19 pandemic. This necessitated rapidly adapting on-campus codesign techniques to online versions using available technologies to engage remote participants in online participatory experiences. We describe codesign activities of design teams who created 24 unique online activities to explore designs for Welcoming Community onto Campus, trialling them in virtual workshops with the local community. Case study method was used to collect and analyse weekly student reflections and educator observations using thematic analysis and basic inductive coding. The unexpected finding is that online codesign activities need to remain tactile and include multisensory qualities. We argue that online codesign needs to focus on building relationships, engaging the senses, keeping it simple and allowing flexible timing. We identify the benefits, challenges and implications for online codesign and provide a checklist for designers wanting to prepare for a hybrid codesign future
Exploring Girls’ Narratives in Competition-Based Educational Robotics
Full text linkThe purpose of this study was to explore the perceived sense of comfort and belonging of girl participants, aged 15-16, engaged within a school-based offering of the Marine Education Advanced Education (MATE) underwater remotely operated vehicle (ROV) program (MATE-ROV). MATE-ROV is a competition-based educational robotics (ER) program that can offer experiences in the design, fabrication, and testing of an original ROV similar to what one would experience in relevant sectors of the marine industry. A qualitative case study design was selected to document and analyze participant narratives and explore their sense of belonging within the intragroup and intergroup contexts. With a purposeful sample of 5 (N=5), the study gathered data using a three-phased approach with data collected through the use of questionnaires, interviews and observations. The study sought to answer the overarching research question: How do experiences in educational robotics impact feelings of comfort and belonging for girl participants? Three primary findings emerged from this qualitative study. First, intragroup relationships foster a connected social identity that can support comfort and belonging. Second, a connected social identity does not automatically build a perceived expansiveness in comparable groups. Third, successful domain performance or effectiveness does not compensate for the potential impact of stereotype threat
Online Course Design Using Iterative Workshops on Computer-Supported Collaborative Design for Engineering Design Students
Full text linkBased on observations of global design classes at different institutions, students selected technologies without justification for the suitability of the technology to support their collaborative design activities. To best support students in their collaborative endeavours, a short online course in computer-supported collaborative design was developed. The process of the creation of the short online course was unique using students’ identification of their gaps in knowledge during workshops, iteratively over three years to develop a complete educational experience. Workshops were conducted with students to identify gaps in students’ knowledge that were addressed at future workshops, by filling these gaps and conducting the same gap finding activity the researchers can identify if these gaps can be filled through an educational intervention. Surveys were used to evaluate the success of the development of an online course in Computer-Supported Collaborative Design (CSCD). The method for the development of the short online course was logical and successful based on feedback from students during surveys. The outcomes of this method can have implications for those developing novel courses in familiar teaching environments or new digital media. This research has identified the interventions required to prepare students for global design projects in a novel way. Lessons from this research will support other educators to consider their course development practice
3D Virtual Site Visit as an Alternative to On-Site Experience in Interior Design Education
Full text linkThis study aimed to investigate the effectiveness of 360-degree panorama-based Virtual Reality (360VR) as a tool to simulate real-world site visit experiences in interior design education. In the first stage of evaluation, the online survey was implemented to ask students about their learning experience of using 360VR. The second stage of 360 VR effectiveness evaluation focused on the objective comparison of students learning outcomes between the 360VR method and the traditional approach. The students’ experience survey results indicated that 360VR and virtual walkthrough experiences benefited students\u27 understanding of the site during the design process. Students reflected positive 360 VR experiences on their engagement in learning, special layout, visualization, and educational effectiveness. The result of the student learning outcome evaluation showed no significant difference between 360 VR compared to no site visit. However, there was a significant improvement in students’ spatial planning, finish selection, and total scores when using the 360 VR method compared to an on-site visit
Preschool teachers’ experiences of technical concepts in relation to everyday situations in the preschool.
Full text linkCommunicating technical concepts in preschool is of vital importance for developing the quality of the technology teaching practice and the development of the children’s language skills within the content area. The aim of this study is to investigate how preschool teachers discern technology in relation to everyday situations in preschool. The study is part of a larger practice-based research and development project focusing on language development and technology teaching practice in preschool, while simultaneously developing and trying a collaborative model between preschool teachers and researchers. The empirical data for this study was collected using semi-structured interviews with preschool teachers. A phenomenographic approach is used to analyze the data. Focus is directed towards how preschool teachers experiences technical concepts in everyday situations in preschool. The findings include four qualitatively different ways of experiencing technology; exploring techniques; exploring techniques using artefacts; exploring artefacts as technology and developing constructions using artefacts
Educating designers with 3D printers: a postphenomenological perspective on maker and design pedagogy
Full text linkLearning in makerspaces is free from curriculum and evaluation and is believed to yield practical, self-driven and solution-oriented learners. This study explores how makerspace pedagogy can be emulated in formal higher education settings to support this kind of learning. Action research was used to cultivate and review this pedagogical approach in three repeated design studio courses using three-dimensional (3D) printing lab. The maker pedagogy was to support self-driven learning emerging in relationship between learners, their social environment and technology media. Maker and design pedagogy has been further theoretically developed using postphenomenology as a process of learners’ adoption of 3D printers in own design practice, learners’ adaptation to the affordances of the 3D printers, and attainment of learners’ own goals in social contexts using 3D printing technology. Finally, the study indicates how shifting from constructivist to postphenomenological theoretical concepts can give new insights and strengthen sustainable pedagogical practices. Limitations and opportunities for maker pedagogy in formal education are addressed with these new insights
How to support teachers in becoming teachers as designers of student-centred approaches
Full text linkThis article presents a design-based research (DBR) methodology to develop a teacher professional development intervention that is aimed at helping teachers become designers of student-centred e-learning activities. The intervention was tested at Gulu University (GU) and Maseno University (MU), and a set of activities and tools, as well as six design principles, were recommended for future interventions. The findings suggest that becoming a designer requires teachers to transform their understanding of their practices and to develop teachers as designers (TasD) mindsets. Further research is needed to conceptualise these mindsets and to map and compare the epistemological traditions of learning, design and teaching practices
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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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