Pub Date : 2018-01-01DOI: 10.1057/978-1-137-55766-7_12
R. Richards
{"title":"A New Normal","authors":"R. Richards","doi":"10.1057/978-1-137-55766-7_12","DOIUrl":"https://doi.org/10.1057/978-1-137-55766-7_12","url":null,"abstract":"","PeriodicalId":92773,"journal":{"name":"Design and technology education : an international journal","volume":"56 1","pages":"193-212"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87472406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Can design education have a positive impact on primary school education beyond merely preparing designers? As designers, we know almost intuitively that design education is ‘good education’, and most designers would affirm that it would be beneficial to expose children to design education, because of the benefits of the signature pedagogies of design, such as problem-based learning, human centred creativity and iterations of prototyping and testing. This paper seeks to review and synthesize existing literature and make preliminary analyses, which will support the development of design thinking education interventions at primary school level, which could lead to a paradigm shift in education at this level. While it has been widely demonstrated that design education can play a successful role in supporting traditional education models in the delivery of skills such as math and language arts, this paper seeks to demonstrate that in addition to meeting traditional education demands, design thinking principles in children’s education, such as empathy, collaboration and facilitation, human-centeredness, and creativity by iterations of prototyping and testing, will provide a sound base for children not only seeking to enter a design profession in the future but moving into any profession in the future and will lead to higher engagement at school and greater success in life.
{"title":"Using Design Thinking to Create a New Education Paradigm for Elementary Level Children for Higher Student Engagement and Success.","authors":"L. Noel, Tsai Lu Liub","doi":"10.21606/drs.2016.200","DOIUrl":"https://doi.org/10.21606/drs.2016.200","url":null,"abstract":"Can design education have a positive impact on primary school education beyond merely preparing designers? As designers, we know almost intuitively that design education is ‘good education’, and most designers would affirm that it would be beneficial to expose children to design education, because of the benefits of the signature pedagogies of design, such as problem-based learning, human centred creativity and iterations of prototyping and testing. This paper seeks to review and synthesize existing literature and make preliminary analyses, which will support the development of design thinking education interventions at primary school level, which could lead to a paradigm shift in education at this level. While it has been widely demonstrated that design education can play a successful role in supporting traditional education models in the delivery of skills such as math and language arts, this paper seeks to demonstrate that in addition to meeting traditional education demands, design thinking principles in children’s education, such as empathy, collaboration and facilitation, human-centeredness, and creativity by iterations of prototyping and testing, will provide a sound base for children not only seeking to enter a design profession in the future but moving into any profession in the future and will lead to higher engagement at school and greater success in life.","PeriodicalId":92773,"journal":{"name":"Design and technology education : an international journal","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81303045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Literature on the use of design tools in educational settings notes an uneasy relationship between student use of traditional hand sketching and digital modelling tools (CAD) during the industrial design process. This is often manifested in the transition from sketching to CAD and exacerbated by a preference of current students to use CAD. In this research we report the teaching of a new design practice “Digital Sketch Modelling” which combines the strengths of sketching in ideation and CAD in dimensional accuracy while versing students in digital sketching skills that are now expected of graduates going into industry. In doing so we move beyond treating digital sketching as an equivalent of traditional sketching to become a new transitional design tool. This paper sets out the key steps of the Digital Sketch Modelling technique and reports its integration in industrial design curriculum over the last two years. In doing so we contribute a new type of design practice with a research based foundation that answers the requirements of modern industrial design practice.
{"title":"Digital Sketch Modelling: Integrating digital sketching as a transition between sketching and CAD in Industrial Design Education","authors":"C. Ranscombe, Katherine Bissett-Johnson","doi":"10.21606/drs.2016.69","DOIUrl":"https://doi.org/10.21606/drs.2016.69","url":null,"abstract":"Literature on the use of design tools in educational settings notes an uneasy relationship between student use of traditional hand sketching and digital modelling tools (CAD) during the industrial design process. This is often manifested in the transition from sketching to CAD and exacerbated by a preference of current students to use CAD. In this research we report the teaching of a new design practice “Digital Sketch Modelling” which combines the strengths of sketching in ideation and CAD in dimensional accuracy while versing students in digital sketching skills that are now expected of graduates going into industry. In doing so we move beyond treating digital sketching as an equivalent of traditional sketching to become a new transitional design tool. This paper sets out the key steps of the Digital Sketch Modelling technique and reports its integration in industrial design curriculum over the last two years. In doing so we contribute a new type of design practice with a research based foundation that answers the requirements of modern industrial design practice.","PeriodicalId":92773,"journal":{"name":"Design and technology education : an international journal","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85923433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The book is very interesting in that the author Anna Herbert attempts to use the views of a number of psychological analysts to explain how different theories can be used to develop creativity in the classroom and overcome factors that prevent a creative environment. Taking a classroom based example of post-structuralist methodology as a starting point, she explores the relationship between creativity as seen in psychological activity, such as dreams, and creativity as seen in the classroom. She asks the following questions: • What might a methodology which taps into different forms of creativity look like? • Could such methodology support current neuropsychological theories of memory and learning? • What are the consequences of imaginary and symbolic orders of knowledge for understanding of both
{"title":"The Pedagogy of Creativity","authors":"M. Rutland","doi":"10.5860/choice.48-2814","DOIUrl":"https://doi.org/10.5860/choice.48-2814","url":null,"abstract":"The book is very interesting in that the author Anna Herbert \u0000attempts to use the views of a number of psychological \u0000analysts to explain how different theories can be used to \u0000develop creativity in the classroom and overcome factors \u0000that prevent a creative environment. Taking a classroom based example of post-structuralist methodology as a \u0000starting point, she explores the relationship between \u0000creativity as seen in psychological activity, such as dreams, \u0000and creativity as seen in the classroom. She asks the \u0000following questions: \u0000• What might a methodology which taps into different \u0000forms of creativity look like? \u0000• Could such methodology support current \u0000neuropsychological theories of memory and learning? \u0000• What are the consequences of imaginary and symbolic \u0000orders of knowledge for understanding of both","PeriodicalId":92773,"journal":{"name":"Design and technology education : an international journal","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77388760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research Methods in Education should be no stranger to professional researchers and students of education at undergraduate and postgraduate levels. Since its first publication in 1980, it has achieved a well-deserved reputation as a widely recommend text to help plan, conduct, analyse and use research. This rewritten, expanded and updated 7th edition, published March 2011, builds securely on this reputation and is well-placed to continue as the market leader.
{"title":"Research Methods in Education","authors":"Nigel P. Zanker","doi":"10.4324/9780203720967","DOIUrl":"https://doi.org/10.4324/9780203720967","url":null,"abstract":"Research Methods in Education should be no stranger to \u0000professional researchers and students of education at \u0000undergraduate and postgraduate levels. Since its first \u0000publication in 1980, it has achieved a well-deserved \u0000reputation as a widely recommend text to help plan, \u0000conduct, analyse and use research. This rewritten, \u0000expanded and updated 7th edition, published March 2011, \u0000builds securely on this reputation and is well-placed to \u0000continue as the market leader.","PeriodicalId":92773,"journal":{"name":"Design and technology education : an international journal","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82575726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents the findings of visual analyses conducted on 369 sketch ideas generated in three 6-3-5 visual brainstorming sessions by a total of 25 participants, following the same design brief. The motivation for the study was an interest in the thematic content of the ideas generated as groups, and the individual representation styles used for the sketches. The analyses revealed the determinants of individual visual thinking styles as: idea types, sketching patterns, sketching styles, annotation styles, and performances in producing design solutions. The idea generation strategies of the participants were: using analogies, diversifying the design solutions, determining the usage context, and working with themes. The effects of group dynamics on the performances of the participants were: management of the idea generation effort, reflections of the idea contents explored within groups, and reflections of the representation styles of peers. The paper finally identifies four profiles of idea generators and discusses the implications of the findings.
{"title":"Visual Thinking Styles and Idea Generation Strategies Employed in Visual Brainstorming Sessions.","authors":"N. Börekçi","doi":"10.21606/DRS.2016.147","DOIUrl":"https://doi.org/10.21606/DRS.2016.147","url":null,"abstract":"This paper presents the findings of visual analyses conducted on 369 sketch ideas generated in three 6-3-5 visual brainstorming sessions by a total of 25 participants, following the same design brief. The motivation for the study was an interest in the thematic content of the ideas generated as groups, and the individual representation styles used for the sketches. The analyses revealed the determinants of individual visual thinking styles as: idea types, sketching patterns, sketching styles, annotation styles, and performances in producing design solutions. The idea generation strategies of the participants were: using analogies, diversifying the design solutions, determining the usage context, and working with themes. The effects of group dynamics on the performances of the participants were: management of the idea generation effort, reflections of the idea contents explored within groups, and reflections of the representation styles of peers. The paper finally identifies four profiles of idea generators and discusses the implications of the findings.","PeriodicalId":92773,"journal":{"name":"Design and technology education : an international journal","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86202508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Zahedi, Lorna Heaton, M. Guité, G. D. Paoli, Marie Reumont
How do ideas evolve in the context of collaborative design? This research explores the framing strategies and tools involved in the co-construction of a shared understanding in the early stages of a design project. We observed a team of four industrial design students working to design a popup shop. We found that, while the key design elements of the solution were present from the early stages of discussion, they were continually framed and reframed through intense verbal discussion supported by sketching reflection-in-action (individual or collective) that help each team member make sense about the popup shop branding, user experience, visibility, structure, etc. The design ideas were crystallized at the end of the fourth working session. The research presents the cycle of framing and reframing of ideas that emerged from different symbolic elements associated with a brand, allowing students to design customized, non-standard, impressive and complex forms.
{"title":"Exploring framing within a team of industrial design students","authors":"M. Zahedi, Lorna Heaton, M. Guité, G. D. Paoli, Marie Reumont","doi":"10.21606/DRS.2016.284","DOIUrl":"https://doi.org/10.21606/DRS.2016.284","url":null,"abstract":"How do ideas evolve in the context of collaborative design? This research explores the framing strategies and tools involved in the co-construction of a shared understanding in the early stages of a design project. We observed a team of four industrial design students working to design a popup shop. We found that, while the key design elements of the solution were present from the early stages of discussion, they were continually framed and reframed through intense verbal discussion supported by sketching reflection-in-action (individual or collective) that help each team member make sense about the popup shop branding, user experience, visibility, structure, etc. The design ideas were crystallized at the end of the fourth working session. The research presents the cycle of framing and reframing of ideas that emerged from different symbolic elements associated with a brand, allowing students to design customized, non-standard, impressive and complex forms.","PeriodicalId":92773,"journal":{"name":"Design and technology education : an international journal","volume":"118 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77430113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-02-11DOI: 10.26686/NZAROE.V0I18.1545
R. Fisher
Some researchers suggest that the rapid evolution of increasingly sophisticated e-learning technologies, in combination with synchronous delivery, have resulted in the death of distance education. This paper distinguishes traditional distance education from e-learning, on the basis of geographical separation of teachers and students, no online access requirements, and the historical rationale for distance education. These and other factors, including relative costs, point to longevity, rather than an early demise for this form of distance education. Education for sustainability (EFS) is used as a cautionary case study to illustrate the ways in which e-learning may not adequately serve the goals of EFS as well as traditional distance education. Caution is urged in the further development of e-learning policies to ensure that they distinguish traditional distance education on the basis of its ongoing, special value to learners.
{"title":"Should we be Allowing Technology to Remove \"Distance\" from \"Distance Education\"?","authors":"R. Fisher","doi":"10.26686/NZAROE.V0I18.1545","DOIUrl":"https://doi.org/10.26686/NZAROE.V0I18.1545","url":null,"abstract":"Some researchers suggest that the rapid evolution of increasingly sophisticated e-learning technologies, in combination with synchronous delivery, have resulted in the death of distance education. This paper distinguishes traditional distance education from e-learning, on the basis of geographical separation of teachers and students, no online access requirements, and the historical rationale for distance education. These and other factors, including relative costs, point to longevity, rather than an early demise for this form of distance education. Education for sustainability (EFS) is used as a cautionary case study to illustrate the ways in which e-learning may not adequately serve the goals of EFS as well as traditional distance education. Caution is urged in the further development of e-learning policies to ensure that they distinguish traditional distance education on the basis of its ongoing, special value to learners.","PeriodicalId":92773,"journal":{"name":"Design and technology education : an international journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82274543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Title: Researching Technology Education Methods and Techniques Author/Editor: Howard Middleton (Ed.) Publisher: Sense Publisher Price Paper back £25 Hard back £75 Reviewed by: Professor Tim Lewis ISBN: 978-90-8790-260-5 978-90-8790-261-2 Orders: http://www.sensepublishers.com
{"title":"Researching Technology Education Methods and Techniques","authors":"H. Middleton","doi":"10.1163/9789087903251","DOIUrl":"https://doi.org/10.1163/9789087903251","url":null,"abstract":"Title: Researching Technology Education Methods and \u0000Techniques \u0000 Author/Editor: Howard Middleton (Ed.) \u0000 Publisher: Sense Publisher \u0000 Price Paper back £25 \u0000Hard back £75 \u0000 Reviewed by: Professor Tim Lewis \u0000 ISBN: 978-90-8790-260-5 \u0000978-90-8790-261-2 \u0000 Orders: http://www.sensepublishers.com","PeriodicalId":92773,"journal":{"name":"Design and technology education : an international journal","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83361458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-02-17DOI: 10.1163/ej.9789004152953.i-301.15
Steve Keirl, D. Barlex
In the call for papers for this special edition, we noted that '…times suggest that the notion of the 'subject' is under pressure and that it is the demands of the education of the whole person, that is, general education rather than specialist education to which attention is being directed, developing successful learners, confident individuals and responsible citizens. ' There is an irony in the expectation that something called a 'subject' (with, by definition, some kind of boundaries to it) should also be capable of providing for such a rich education. If one seeks to explain the term 'subject' in its schooling sense the answer is sometimes found in terms of a body of knowledge (which D&T can't readily present) or in terms of activities (which D&T can readily present). It isn't that D&T doesn't require knowledge to pursue its activities, quite the reverse but that knowledge has to be acquired and constructed in response to the task in hand. But as D&T practitioners well know, some subjects are, to borrow from George Orwell, more equal than others; some are established and dominant in the curriculum (and in the public psyche) and some not. D&T, for its part, has travelled a long and interesting journey and continues to do so. Clearly, in name, it is a subject but how is it faring in the bigger curriculum picture and what are the possibilities, challenges and opportunities for it in the future? We suggest that two key dimensions of any analysis of a curriculum area such as D&T are those of identity and integrity. D&T needs its name and its profile (in many forms) to be recognised. Visibility and 'brand' are currencies of the moment. But identity is not enough as the identity will surely be probed for substance and rigour and this is where D&T's integrity comes into play. Not only does D&T present itself as a worthy enabler of quality specialist education but it also scores well on its general education potential too. When the demands are made for education in civics and citizenship, creativity, sustainability, thinking dispositions and other priorities, D&T can deliver. However, such demands are often (ironically) set against a backdrop of calls for 'back to basics' which, when probed, include notions of basics being the 'old subjects'. Interestingly, D&T has a great capacity to give many forms to its identity and this can be both an …
{"title":"Blurring the Boundaries","authors":"Steve Keirl, D. Barlex","doi":"10.1163/ej.9789004152953.i-301.15","DOIUrl":"https://doi.org/10.1163/ej.9789004152953.i-301.15","url":null,"abstract":"In the call for papers for this special edition, we noted that '…times suggest that the notion of the 'subject' is under pressure and that it is the demands of the education of the whole person, that is, general education rather than specialist education to which attention is being directed, developing successful learners, confident individuals and responsible citizens. ' There is an irony in the expectation that something called a 'subject' (with, by definition, some kind of boundaries to it) should also be capable of providing for such a rich education. If one seeks to explain the term 'subject' in its schooling sense the answer is sometimes found in terms of a body of knowledge (which D&T can't readily present) or in terms of activities (which D&T can readily present). It isn't that D&T doesn't require knowledge to pursue its activities, quite the reverse but that knowledge has to be acquired and constructed in response to the task in hand. But as D&T practitioners well know, some subjects are, to borrow from George Orwell, more equal than others; some are established and dominant in the curriculum (and in the public psyche) and some not. D&T, for its part, has travelled a long and interesting journey and continues to do so. Clearly, in name, it is a subject but how is it faring in the bigger curriculum picture and what are the possibilities, challenges and opportunities for it in the future? We suggest that two key dimensions of any analysis of a curriculum area such as D&T are those of identity and integrity. D&T needs its name and its profile (in many forms) to be recognised. Visibility and 'brand' are currencies of the moment. But identity is not enough as the identity will surely be probed for substance and rigour and this is where D&T's integrity comes into play. Not only does D&T present itself as a worthy enabler of quality specialist education but it also scores well on its general education potential too. When the demands are made for education in civics and citizenship, creativity, sustainability, thinking dispositions and other priorities, D&T can deliver. However, such demands are often (ironically) set against a backdrop of calls for 'back to basics' which, when probed, include notions of basics being the 'old subjects'. Interestingly, D&T has a great capacity to give many forms to its identity and this can be both an …","PeriodicalId":92773,"journal":{"name":"Design and technology education : an international journal","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2009-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83408554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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