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The Process Models of Design Thinking: A Literature Review and Consideration from the Perspective of Craft, Design and Technology Education
Get PDFDesign thinking (DT) has gained attention over the last few decades in a wide range of contexts beyond the traditional preoccupations of designers. It has changed from the activity of designers to an all-round approach to the innovation process. DT is seen as a human‐centred and systematised approach to problem identification and problem solving. It is a way to create innovation, using the designer’s toolkit to integrate the needs of people, the possibilities of technology and the requirements for business success. DT has also become a pedagogical phenomenon in education due to its relevance in cross-curricular learning and the development of twenty‐first‐century skills.
The aim of this article is to search for common ground between the design thinking process (DTP) and the learning process in craft, design and technology (CDT) education. Learning in CDT education relies on the concept of the holistic craft process (HCP), in which the person, or a group, ideates, designs, implements and evaluates the production process of an artefact. The HCP aims to develop individuals’ ability structure widely by enhancing problem solving, creativity, self-expression and knowledge building. Through a narrative literature review and a qualitative analysis of three well-known DTP models, this article aims to identify the elements and phases of the DTP and determine the possibilities for nurturing the development of HCP as a teaching method for innovation and future skills.Design thinking (DT) has gained attention over the last few decades in a wide range of contexts beyond the traditional preoccupations of designers. It has changed from the activity of designers to an all-round approach to the innovation process. DT is seen as a human‐centred and systematised approach to problem identification and problem solving. It is a way to create innovation, using the designer’s toolkit to integrate the needs of people, the possibilities of technology and the requirements for business success. DT has also become a pedagogical phenomenon in education due to its relevance in cross-curricular learning and the development of twenty‐first‐century skills.
The aim of this article is to search for common ground between the design thinking process (DTP) and the learning process in craft, design and technology (CDT) education. Learning in CDT education relies on the concept of the holistic craft process (HCP), in which the person, or a group, ideates, designs, implements and evaluates the production process of an artefact. The HCP aims to develop individuals’ ability structure widely by enhancing problem solving, creativity, self-expression and knowledge building. Through a narrative literature review and a qualitative analysis of three well-known DTP models, this article aims to identify the elements and phases of the DTP and determine the possibilities for nurturing the development of HCP as a teaching method for innovation and future skills
Stay Online: Student Teachers’ Views on Online Experiential Learning in Emergency Remote Teaching (ERT)
Get PDFThe COVID-19 pandemic provided us with a living laboratory to study emergency remote teaching (ERT) when its emergence forced teaching to migrate from face-to-face to online in Finland, as in many parts of the world. This paper examines student teachers’ perceptions of the usability of online teaching from their experiential learning viewpoint. The student teachers (N=20) were enrolled in the Introduction to Craft, Design and Technology (CDT) in Primary Education course and were asked to participate in a survey with open-ended questions. CDT education aims to facilitate experiential learning using hands-on design, building and engineering. Kolb’s cycle models experiential learning as a combination of experiences, perceptions and conceptualisations through active learning, and the elements of active learning, from a student’s point of view, can be considered elements of usability, e.g., the elements of online teaching the students consider valuable and meaningful in their active learning. The analysis criteria for usability were drawn from a literature review, and theory-driven content analysis was applied. The results, consistent with prior research, indicate that flexibility and independence are seen as positive and that the change in teaching methods, increased workload and lack of social contact are seen as negative in online ERT
Societal Aspects of Technology : The Swedish Lower Secondary School Curricula in International Comparison
Get PDFThe future of humanity depends heavily on the technological decisions and choices we make. To prepare the young generation for participating in these decisions the Swedish school technology curriculum includes study of societal aspects of technology. However, evidence coming from the classroom observations shows that teaching of these aspects is almost absent in lower secondary school (age 13-15-year) technology education in Sweden. In order to give an international perspective on the presence and emphasis on societal aspects of technology a comparative curricular study has been made. The comparison has aimed at describing the corresponding content in the curricula, in which subjects it is found, how it relates to design and making and finally how much flexibility the syllabi offer to the teachers contentwise. The Swedish curriculum has been compared with Norwegian, Finnish and Estonian curricula. The study shows that in Finnish Educational Sloyd and Norwegian Arts and Crafts the societal content is closely linked to design and making. The findings also reveal there are apparent similarities between the content regarding societal aspects of technology in the Estonian, Norwegian and Swedish Technology subjects, but the Swedish content stands out both as the most extensive and the least design related
Qualitative Anticipation to Forecast Employees’ Future Professional Competencies: Considerations from the Viewpoint of Education
Get PDFIn daily practice, skills enable the professional competencies that are required for successful work. The qualitative anticipation of professional competencies gives information about the knowledge and skills that will be required for the future. Anticipation is challenging in the technical field, since it is easy to consider technological and engineering developments alone. The objective of this study was to get respondents (N=65), professional experts, to think their professional competencies from various viewpoints and across different periods of time using a Janus Cones method. Analysis reaches until the year 2025.
Using thematic content analysis, we identified seven main categories as the components of professional competence in the future of retail automotive services. These are safety and security competence, business management competence, human resource management, vehicle technology, general skills and knowledge, environment and quality competence, and customer service. “General skills and knowledge” was the only component that referred to general competence. The other six categories are clearly contextually bound to retail automotive services, but they might also be usable in other technological and study programs. These results can be used to develop technology education and curricula at various levels of education, especially in automotive education. They also offer information for comprehensive schools as to how working life and professions are changing
Social magi i håndværksfagene
Get PDFDet overordnede mål i studiet er at få forståelse for, hvordan bæredygtighed som grundlæggende element i sloyd education kan ændre i studerendes aktive sociale og demokratiske deltagelse i det samfund de lever i. Målet er endvidere at få en forståelse for, hvordan den sociale dimension som en del af bæredygtig udvikling kan relateres til sloyd education. Vores forskningsspørgsmål er: Hvordan italesætter informanterne den sociale dimension i sloyd education, når bæredygtighed er det grundlæggende element? Studiet er sociokulturelt og vi har valgt at udfolde den sociale dimension gennem informanternes fortællinger ud fra lerfigurer som visualiserer bæredygtighed i sloyd education. Fortællingerne analyseres i det aktuelle studie ved brug af den transskriberede tekst fra videooptagelser. Vi gennemførte en fem trins analyse, hvor det første trin var meningskondensering. Andet trin var bestemmelse af forskellige meninger, tredje trin udtrykte det dominerende tema, fjerde trin var at sætte de forskellige meninger sammen og se dem i lyset af undersøgelsens formål. Og endelig var det femte trin at sammensætte de vigtigste meninger i et selvstændigt udsagn. Vi kommer med bud på hvordan resultaterne, der peger på en overset social dimension i sloyd education, kan bidrage til at udvikle de studerendes færdigheder og kompetencer med det formål at de studerende kan deltage som aktive medborgere i det samfund de lever i.Det overordnede mål i studiet er at få forståelse for, hvordan bæredygtighed som grundlæggende element i sloyd education kan ændre i studerendes aktive sociale og demokratiske deltagelse i det samfund de lever i. Målet er endvidere at få en forståelse for, hvordan den sociale dimension som en del af bæredygtig udvikling kan relateres til sloyd education. Vores forskningsspørgsmål er: Hvordan italesætter informanterne den sociale dimension i sloyd education, når bæredygtighed er det grundlæggende element? Studiet er sociokulturelt og vi har valgt at udfolde den sociale dimension gennem informanternes fortællinger ud fra lerfigurer som visualiserer bæredygtighed i sloyd education. Fortællingerne analyseres i det aktuelle studie ved brug af den transskriberede tekst fra videooptagelser. Vi gennemførte en fem trins analyse, hvor det første trin var meningskondensering. Andet trin var bestemmelse af forskellige meninger, tredje trin udtrykte det dominerende tema, fjerde trin var at sætte de forskellige meninger sammen og se dem i lyset af undersøgelsens formål. Og endelig var det femte trin at sammensætte de vigtigste meninger i et selvstændigt udsagn. Vi kommer med bud på hvordan resultaterne, der peger på en overset social dimension i sloyd education, kan bidrage til at udvikle de studerendes færdigheder og kompetencer med det formål at de studerende kan deltage som aktive medborgere i det samfund de lever i
Förord
Get PDFArbetet med den här antologin har pågått i drygt ett och ett halvt år genom digitalt nordiskt samarbete, när coronaviruset i stor utsträckning förhindrat alla andra kontakter. Syftet med den är att ge en lägesbeskrivning av den nordiska slöjdforskningen och samtidigt ge en gedigen bakgrund för framtidens slöjdforskare. Texterna i boken handlar både om tillbakablickar, nutidsskildringar och framtidsperspektiv. Antologin tillägnas professor Marléne Johansson, vars nordiska engagemang och arbete för slöjdpedagogisk forskning är av stor betydelse.
Läs vidare i epilogen genom att klicka på "pdf" till höger om denna text.Arbetet med den här antologin har pågått i drygt ett och ett halvt år genom digitalt nordiskt samarbete, när coronaviruset i stor utsträckning förhindrat alla andra kontakter. Syftet med den är att ge en lägesbeskrivning av den nordiska slöjdforskningen och samtidigt ge en gedigen bakgrund för framtidens slöjdforskare. Texterna i boken handlar både om tillbakablickar, nutidsskildringar och framtidsperspektiv. Antologin tillägnas professor Marléne Johansson, vars nordiska engagemang och arbete för slöjdpedagogisk forskning är av stor betydelse.
Läs vidare i epilogen genom att klicka på "pdf" till höger om denna text
Scientifically Designed Teacher Education : Teacher Educators’ Perceptions in Norway and Finland
No full textThis paper investigates teacher educators’ perceptions of scientifically designed teacher education in Finland and Norway and asks the following research questions: How do teacher educators in Finland and Norway perceive scientifically designed teacher education? How do they perceive teacher education regarding the research-led, research-tutored, research-based, and research-oriented dimensions? The study is comparative and uses a quantitative methodological approach based on a questionnaire survey administered to teacher educators in three departments of teacher education, two in Norway and one in Finland. The findings indicate overall positive and quite similar perceptions between the two countries. Despite the similarities, there were differences, particularly in the dimension concerning teacher-focused activities and in the research-tutored dimension. Furthermore, teacher educators’ perceptions were more varied among the Norwegian teacher educators, compared to the Finnish respondents
Comparison of self-reflection in Humboldtian Bildung and the Kyoto School: Educational implications in light of OECD frameworks
Get PDFThis article focuses on the importance of reflective experiences in education. It firstly reviews and compares the Humboldtian Bildung and the Kyoto School, represented by Nishida Kitaro. Both philosophies emphasize the importance of reflective experiences in education, criticising the specific knowledge-skill-based instruction approach. In this sense, the two views are similar. However, this article further explains the significant difference in how the self is considered in relation to the world within each thought, and therefore, how each educational approach is different, namely as seen in the idea of negative education from the Kyoto School. In the latter section, this article develops the discussion of reflection in the process of learning provided in the OECD Education 2030 framework, which was initiated in 2015 and that is still ongoing. Criticising didactic learning as the sole approach for knowledge and skill acquisition, the OECD Education framework advocates instead for the importance of student self-reflection in relation to society to support a broader development of necessary competencies. By comparing the two schools of thought, the article reveals the underlying assumption of self in Western mainstream educational philosophy, and it argues for the importance of open-mindedness toward the other worldview
On Ki Hadjar Dewantara’s Philosophy of Education
Get PDFThis comparative education article explores the purpose of education in the Indonesian context. My aim is to see if there are any differences between the purpose of education during the colonial era and present-day Indonesia. In order to do that, I draw mostly on the philosophy of Ki Hadjar Dewantara, who is regarded as the father of Indonesian education. This article is particularly relevant because the Indonesian government has recently started to critically re-examine two of the educational concepts proposed by Dewantara, which are "pendidikan karakter" (character education) and "merdeka belajar" (independent learning). In conceptualising education, Dewantara, who was influenced by Tagore, Montessori, and Fröbel, saw the importance of imparting local wisdom and values ignored by the colonial schools. Therefore, in this article, I will compare his educational views with the Dutch view of schooling during the colonial era. I will then look at Indonesia\u27s current approach to education to find the similarities and differences of purpose relative to Dewantara\u27s views of education. In this article, I argue that Dewantara\u27s philosophy is still very much relevant today. I conclude that the Indonesian government should refer back to its history when defining education for its next generation
Pressing issues in education - a discussion
No full textEditorial discussion in an audio file - available for download on the right-hand side column - 7,5 minutes