ethanporcaro/eric-fulltext-meta huggingface dataset:
The Functions and Benefits of the ePortfolio in Craft Education at the Primary Level
Author: Saarinen, Auli
Date: 2016-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Elementary School Students,Handicrafts,Art Education,Student Experience,Grade 3,Grade 4,Grade 5,Interviews,Content Analysis,Computer Uses in Education,Electronic Publishing,Educational Benefits,Foreign Countries,Qualitative Research

The authors investigated primary school pupils' experiences using an electronic portfolio in their craft education for a three year period, from the 3rd grade until the end of the 5th grade. This article emphasizes the functions and the benefits of the ePortfolio method and outlines general user experiences based on pupil interviews (N = 38), which recounted user experiences from the start of subject teaching in the 3rd grade. Data-driven content analysis with a summative approach was used to analyse these interviews. The results indicate that an ePortfolio (realized through the iPad application, Book Creator) is a workable method in craft education. When the use begins during the early school years, it is experienced as a natural part of the work process. The identified key functions were collection and management of information, communication and verification of development. The experienced benefits were related to supporting the working process; activities documented by the ePortfolio appeared to operate as stimuli to memory and elicited rehearsing of concepts in a way that deepened understanding of the past experiences. The ePortfolio method offers a balancing opportunity to regard design and making process in assessment. Despite being based on the pupils' experiences, the results are relevant and useful for teachers when improving their pedagogical practices.
What Does Design and Technology Learning Really Look Like?
Author: Southall, Mary
Date: 2016-00-00
Type: Journal Articles
Subjects: Design,Technology,Planning,Teacher Responsibility,Student Needs,Academic Achievement,Lesson Plans,Content Analysis,Comparative Analysis,Models,Learning Processes,Foreign Countries,Secondary School Students

This paper presents findings from a research study investigating the relationship between &quot;intended&quot; learning and &quot;actual&quot; learning in Design and Technology lessons (Southall, 2015). The research focused upon the &quot;pre active&quot; phase of the teaching-learning process, that is the teacher's planning processes and procedures. The planning processes and procedures used by teachers are an essential pre-requisite to ensuring students' progress their learning and consequently a vital aspect of teaching. Unfortunately however, it is an area of teaching often only considered in the context of &quot;novice&quot; teachers. With the recent increasing focuses on the production of measurable learning &quot;outputs&quot; in education, understanding the mechanisms behind effective planning processes that provide appropriate learning experiences, producing a range of learning outcomes is challenging for teachers and schools. The concept of being able to identify students' learning and consequently plan for, capture and then gather learning, is directly related to the notion of learning outcomes, however can learning outcomes demonstrate the type of learning required to progress in Design and Technology? The role and function of a learning outcome within the teaching-learning process, the influences on and issues involved in the application of Design and Technology learning outcomes will be discussed. Seventy lesson plans were analysed and the intended learning outcome was identified and compared with the actual learning outcome produced during the lesson. The findings from this study reveal that the dominant, systematic planning model used by many teachers, provides only to a limited extent the relational framework for the intended and actual learning that supports the teaching-learning process. The prevailing focus on learning outcomes identified during this research is, it is argued, unable to fully support the multidimensionality and multimodality integral to Design and Technology learning. Instead it is restrictive and promotes a limited approach to the subject in relation to both teaching and learning. The study concludes that the planning processes and procedures in Design and Technology need to be developed with the clear intention of strengthening their role within the teaching-learning process. This would encourage the development of the underlying important principles inherent within the subject and support teachers' and students' achievement, creativity and enjoyment in teaching and learning in the classroom.
Designerly Ways to Theoretical Insight: Visualisation as a Means to Explore, Discuss and Understand Design Theory
Author: Bang, Anne Louise
Date: 2015-00-00
Type: Journal Articles
Subjects: Design,Visualization,Teaching Methods,Feedback (Response),Masters Programs,Classification,Learning Theories,Learning Processes,Foreign Countries

This paper set out to investigate &quot;how design students learn from visualising theory in design education.&quot; The exploration rests on the assumption that the application of tools and techniques from design practice supports design students with an entrance to the theoretical part of the field. The paper is based on teaching experiences from an MA course in design methodology at Design School Kolding where we use visualisation as a tool to discuss, explore and understand design theory. To throw light on the question, student evaluations and feedback has been included together with a classification of the material from one visualisation exercise. In addition, theories for how to understand designerly ways of knowing and constructing knowledge have been applied as tools to think with in the discussion. The educational approach where design students read, analyse, and visualise theory, appears to be beneficial to the students' learning process for a number of reasons, which will be discussed in the paper. The main findings indicate that visualising theory is beneficial because it applies a type of practice that the students are familiar with, and supports the construction of new knowledge, by allowing the students to express information and concepts in ways that are personally meaningful to them.
Opinions on the Internet of Things in the Industrial Design Curriculum
Author: Page, Tom
Date: 2016-00-00
Type: Journal Articles
Subjects: Industry,Design,Literature Reviews,Mixed Methods Research,Questionnaires,Student Surveys,College Faculty,College Students,Curriculum,Internet,Technology Uses in Education,Educational Technology,Networks,Foreign Countries,Interests,Semi Structured Interviews

The aim of this work investigated whether there is a need to incorporate the Internet of Things (IoT) into the Industrial Design curriculum. Initial research comprised a literature review into the origins, growth, challenges and enabling technologies for the IoT. Furthermore, literature around IoT within the current curriculum and for industrial designers and graduates was explored. Whilst this work considers the possibilities and capabilities through various visions and methods of application, the fundamentals of the technical side are considered in order to understand these possibilities for the IoT as a subject. A mixed-method approach was designed which used a structured questionnaire survey for industrial design students and interviews with design lecturers. The results revealed a majority agreement into the need and interest for Industrial Design Curriculum to incorporate IoT subject matter, however, with much debate and discussion into how this may be envisioned. The work concludes with implementation through a mixed approach to teaching microcontroller design applications combined with projectled problem based learning allowing students to combine their design skills into product concepts and prototypes in order to realise and develop the future Internet of Things.
The Changing Nature and Definitions of Industrial Design and Implications for Prospective Undergraduate Students
Author: Goatman, Mike
Date: 2014-00-00
Type: Journal Articles
Subjects: Higher Education,Industrial Arts,Design,Foreign Countries,Undergraduate Students,College Graduates,Employer Attitudes,Career Choice,Online Courses,Guidance,Guidelines,Educational Practices,Cognitive Style,Classification

There are currently a wide range of Higher Education Industrial Design courses available in the UK. In the present era, a wider breadth of narrative has developed within the subject, and as a result the content of industrial design educational offerings varies considerably. The paper assesses the industry view of Industrial Design as a discipline from the perspective of those employing university graduates. These views illustrate a change in the discipline, and this is considered in respect to current education practice. The choice of entry courses for the student wishing to embark on a career in the subject has also widened. It is argued that at present, the access to courses offers a haphazard informational stream to the potential applicant. An approach to developing an online facility to enable potential students to apply for the right course is discussed. It is suggested that a consistent and comparable platform of guidance is needed by which potential students can identify and match the course offering against their aptitudes and aspirations. A framework for such a system is proposed. Given that course choice will ultimately define the nature of their career opportunities it is argued that this would be a useful and productive asset.
Designing Technology: An Exploration of the Relationship between Technological Literacy and Design Capability
Author: Hope, Gill
Date: 2013-00-00
Type: Journal Articles
Subjects: Technological Literacy,Technology Education,Design,Literacy,Technological Advancement,Curriculum Development,Teaching Methods,Educational Practices,Educational Theories,Schematic Studies,Academic Ability

The aim of this article is to contribute to the debate on the nature of technology education. This is especially pertinent at times of curriculum change and uncertainty, such as currently exist in relation to the Primary school curriculum in England and Wales. Two phrases (&quot;technological literacy&quot; and &quot;design capability&quot;) have been used by previous theorists and curriculum writers to encapsulate core understandings of what our subject is about. Are these helpful in the present context? Or do we need to move into a new way of seeing, more fitted, perhaps, to the world order of the 21st century? The following issues are converted into &quot;core questions&quot; within this article: (1) The words &quot;literacy&quot; and &quot;being literate&quot; are usually interpreted as the ability to read and write. Widening the application of these terms to other fields (such as technology) implies understanding and communication of abstract but culturally determined symbolism (analogous to interpreting graphemes, phonemes and so on). If the term &quot;literacy&quot; is applied to the processes of &quot;doing technology&quot;; what is being &quot;read&quot; and what is being communicated?; (2) The distinction between &quot;technicity&quot; and &quot;technology.&quot; &quot;Technicity&quot; is taken to mean the ability to carry out a range of actions that result in a product whereas &quot;technology&quot; implies a higher level of functioning, including an understanding of systems, with implications for learning technology and for developing design capability; and (3) What balance should exist between teaching &quot;about technology&quot; (which might be analogous to &quot;reading&quot;) or &quot;through&quot; designing technology (which might be analogous to &quot;writing&quot;) as a personal or creative endeavour? Examples within the text are taken from the Primary phase of education, although application to Secondary and Tertiary phases may be extrapolated.
Managing Increasing Complexity in Undergraduate Digital Media Design Education: The Impact and Benefits of Multidisciplinary Collaboration
Author: Fleischmann, Katja
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Interdisciplinary Approach,Design,Teaching Methods,Cooperation,Role,Futures (of Society),Problem Solving,Information Technology,Teacher Attitudes,Student Attitudes,Web Sites,Interviews,Focus Groups,Questionnaires,Outcomes of Education,Foreign Countries

Increasing complexity is one of the most pertinent issues when discussing the role and future of design, designers and their education. The evolving nature of digital media technology has resulted in a profession in a state of flux with increasingly complex communication and design problems. The ability to collaborate and interact with other disciplines has recently been strongly articulated as an imperative skill for the future designer. How the education of such a designer is facilitated in practice is less well defined. The implementation of authentic problem-solving processes that introduce design students to workplace realities is often missing in design education. In order to manage the increasing complexities of design problems and technology a learning and teaching approach that facilitates the interaction of multiple disciplines was implemented and trialed over a period of two years in an undergraduate digital media design programme. This approach, known as the POOL model framework, is based on a &quot;pool&quot; of resources and people to be applied as needed when responding to complex design problems. This paper focuses on the extent to which complex interactive design projects can be managed through multidisciplinary collaboration. Feedback from students and educators is presented and which reveals that the framework does provide an opportunity for students to resolve complex design and technological problems and contribute to project outcomes that could not be achieved when working individually.
Factors That Shape Design Thinking
Author: Gray, Colin M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Design,Thinking Skills,Interviews,Performance Factors,Studio Art,Student Attitudes,Graduate Students,Qualitative Research,Skill Development,Teamwork,Cultural Influences,Identification (Psychology),Design Preferences,Design Crafts,Cognitive Processes

A wide range of design literature discusses the role of the studio and its related pedagogy in the development of design thinking. Scholars in a variety of design disciplines pose a number of factors that potentially affect this development process, but a full understanding of these factors as experienced from a critical pedagogy or student perspective is lacking. In this study, the experiences of six first-year design students were examined as they evolved in their conceptions of design. Data was collected during a series of three interviews. Analysis of data confirmed and recontextualized factors identified in the literature. Additional factors relating to group work, culture shock, critique, individual versus group identity, and the design influence of professors, mentors, and curricula are identified and reported. Opportunities for future research are identified.
Curriculum Planning for the Development of Graphicacy
Author: Danos, Xenia
Date: 2013-00-00
Type: Journal Articles
Subjects: Curriculum Development,Graphs,Visual Literacy,Taxonomy,Research Tools,Children,Learning,Transfer of Training,Curriculum Implementation,Educational Research,Child Development,Intervention,Foreign Countries

The paper describes the importance of graphicacy as a key communication tool in our everyday lives. The need to better understand the development of graphicacy and its use in the school curriculum is emphasised. The need for a new research tool is explained and the development of a new taxonomy of graphicacy is described. The use of this tool within a methodology researching the significance of graphicacy in the curriculum is introduced. An overview of prior research concerning how children deal with graphicacy is also provided. The paper then discusses the results reported in the context of this prior research. The paper illustrates how graphicacy can affect children's learning; identifies cross-curricular links involving different areas of graphicacy and consequential transfer opportunities; illustrates how the implementation of a curriculum policy for graphicacy could influence students' learning; demonstrates the magnitude of the research opportunities in relation to graphicacy within general education curricula and suggests the need for collaboration in order to effectively pursue these substantial research agendas.
Investigating Indian Elementary and Middle School Students' Images of Designers
Author: Ara, Farhat
Date: 2013-00-00
Type: Journal Articles
Subjects: Investigations,Elementary School Students,Middle School Students,Imagery,Design,Design Crafts,Professional Identity,Student Attitudes,Beliefs,Technology Education,Specialists,Questionnaires,Job Analysis,Gender Differences,Foreign Countries

This paper presents an investigation into Indian elementary and middle school students' images of designers. A &quot;Draw a designer at work&quot; test was used with 511 students from Classes 5 to 9 from a school located in Mumbai. Findings from the study indicate that Indian elementary and middle school students, who had no experience in design and technology education (D&amp;T), perceived designers mostly as fashion/dress designers or artists and designing was associated less with engineering and technology. These results are consistent with an earlier study on Indian middle school students' ideas about design and designers using written responses, where students demonstrated an incomplete understanding of design and what designers do and associated design with art (Authors, 2011). In the present study students, mostly older ones depicted gender and professional stereotypes. Design as engineering, making or building were mostly associated with male designers and depicted more often by boys. Insights from the study have implications for curriculum development at the school level in India.
Applying Laser Cutting Techniques through Horology for Teaching Effective STEM in Design and Technology
Author: Jones, Lewis C. R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Lasers,Manufacturing,STEM Education,Teaching Methods,Time,Science Activities,Design,Student Developed Materials,Technology,Learner Engagement,Science Interests,Pedagogical Content Knowledge,Technological Literacy,Teacher Effectiveness,Experiential Learning,Problem Based Learning

This paper explores the pedagogy underpinning the use of laser manufacturing methods for the teaching of science, technology, engineering and mathematics (STEM) at key stage 3 design and technology. Clock making (horology) has been a popular project in design and technology (D&amp;T) found in many schools, typically it focuses on aesthetical design elements. This paper describes a new project, which has been developed to enhance the STEM content of a horology project through advanced utilisation of laser cutting machinery. It allows pupils to produce their own products from self-made mechanical timing mechanisms. The central aim is to strengthen the application of the underlying technology of mechanisms and the manufacturing capability of laser cutting technology in D&amp;T. Trials with schools have shown success in gaining pupils' interest in STEM and provided feedback to improve the project. It has highlighted limits when delivering the engineering and maths content with teachers from non-technology backgrounds. The paper discusses this limitation through subject pedagogy, categorisation of teacher knowledge, and teaching effectiveness through experiential and problem-based learning approaches.
Designing and Developing Mobile Based Instruction: A Designer's Perspective
Author: Pastore, Raymond S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Teaching Methods,Technology Uses in Education,Instructional Design,Student Attitudes,Graduate Students,Student Surveys,Qualitative Research,Observation,Web Sites,Semi Structured Interviews,Comparative Analysis,Likert Scales

Mobile devices are increasingly being used in classrooms and corporations as a means to deliver instructional content. Currently, there is limited research on how to best design and develop mobile based instruction. As a result, the purpose of this research study was to examine students' perceptions of designing and developing mobile-based instruction by a) interviewing instructional design graduate students in a computer based instruction course who were given the opportunity to construct mobile-based instruction and b) surveying instructional design graduate students to uncover their perceptions of mobile instruction design, usability, and delivery. Results of the survey and qualitative data analysis indicated that usability was a key issue on the mobile device. Users enjoyed quick access, good organization, user control, single column layouts, and large links/buttons. These findings contribute to the literature base on the design and development of mobile based instruction.
Exploring Students' Creativity and Design Skills through a Multimedia Project: A Constructivist Approach in a Malaysian Classroom
Author: Neo, Mai
Date: 2013-00-00
Type: Journal Articles
Subjects: Creativity,Foreign Countries,Constructivism (Learning),Higher Education,Critical Thinking,Thinking Skills,Learner Engagement,Teaching Methods,Instructional Design,Multimedia Instruction,Problem Solving,Technology Uses in Education,Technology Integration,Educational Technology,Educational Environment,Mixed Methods Research,Research Design,College Students,Questionnaires

Research has shown that students have graduated from institutions of higher learning with a lack of creativity and critical-thinking thinking skills. This mismatch in skills has resulted in a nationwide initiative in using technology in the classroom to create a learning environment that would stimulate students' creative and problem-solving process, and to cultivate an engaging and media-rich design learning process. In this paper, we explored the use of constructivist learning principles within a multimedia design course on students' creative and critical-thinking skills, via the design of a multimedia project. The project design and development required group collaboration and the enabling of students to document their design process throughout the trimester in webpages and project reports. The results of the study showed that student teams were able to create innovative and engaging applications and were able to document critical-thinking processes throughout their project development. Motivation, teamwork and collaboration, and increased understanding, were key components of this learning environment and multimedia technology was an enabler for them to become creative and critical in their thinking, thus increasing their engagement in the classroom. The constructivist learning principles used in the study also showed positive results as a pedagogical framework for creating engaging learning environments for students.