The genesis of design: learning about design,learning through design to learning design in play

International Journal of Technology and Design Education - Learning about design and learning through design have emerged in the literature and important works show heuristics and matrices for...     

Viability of competencies,skills and knowledge acquired by industrial design students

International Journal of Technology and Design Education - Many Industrial Design professionals in Spain have difficulties when it comes to getting a job related to their field. They also have...     

The locating of emotion within a creative, learning and product orientated design and technology experience: person, process, product

Within this paper, a conceptualised triadic schema is hypothesised for locating emotion within a creative, learning and product orientated Design and Technology experience. The research is based upon an extensive literature review that has been synthesised and juxtaposed with the broad aspirational aims of the subject. The schema, based upon abductive reasoning and grounded theory, ultimately conceptualises the overarching theme of emotion within a creative, learning and product orientated Design and Technology experience within the Primary and Secondary stages of England’s education system. The triadic schema offers an additional opportunity in meta-theorising how the broad aspirational aims of the subject, as outlined in the English national curriculum statement of importance for Design and Technology, can be achieved through recognising the powerful overarching concept of emotion within three emerging domains: Person, Process and Product. The central tenet of this paper is the recognition of emotion within a triadic schema for meta-theorising the place of emotion within a creative, learning and product orientated Design and Technology experience. David Spendlove was previously a senior teacher in secondary education before moving into Higher Education and is now the subject leader for Design and Technology at the University of Manchester. He co-edits both Design and Technology Education: An international Journal and the DATA international research conference proceedings. He is a director of the Design and Technology Association and his research interests are broadly based around learning, pedagogy, creativity, emotion and gender.     

Exploring the impact of design thinking tool among design undergraduates: a study on creative skills and motivation to think creatively

International Journal of Technology and Design Education - This paper exploring the impact of the utilization of Design Thinking tool in facilitating the development of a group of design...     

A meta-synthesis of primary and secondary student design cognition research

International Journal of Technology and Design Education - Design within primary and secondary schools has been increasingly emphasized over the past decade. As a response to this increased...     

Differences in perception,understanding, and responsiveness of product design between experts and students: an early event-related potentials study

International Journal of Technology and Design Education - This study compares the experts and the novices to investigate their information processing in dealing with the different degrees of...     

Comparing the dialogue of experts and novices in interdisciplinary teams to inform design education

International Journal of Technology and Design Education - Design education has moved towards a collaborative practice where designers work in teams and with other disciplines to solve unstructured...     

A proposal for a computational design and ecology based approach to architectural design studio

International Journal of Technology and Design Education - Using computational design methods, this study aims to analyze the effects of an integrated design process model on the ecological...     

The design language: Phase and levels

Design language as a theme for discussion may be examined from at least three aspects: its structure: its terminology and its phases and levels of development. An agreed and precise terminology in the field of Design, is desirable for communication, understanding and teaching. It can also unfold the subtle structure of that language.However, many studies of the phases and levels of design language have been undertaken, but often from the artistic, humanistic and scientific points of view, rather then the designistic perspective.In this article we outline the basis of a designistic analysis and classification of children's and adults' design language.Luiz Vidal Negreiros Gomes, Lecturer of the Federal University of Pernambuco, Brazil at the the Department of Methods and Technics in Education and at the Department of Design, and L.S. Medeiros, a freelance researcher.Correspondence to: Avenida Copacabana, 474/303 A, Piedade, Jaboatäo, Pernambuco, Brazil CEP 54410-250     

Inclusive design in the Key Stage 3 classroom: an investigation of teachers’ understanding and implementation of user-centred design principles in design and technology

This paper starts out with a discussion of the importance of user-centred design, outlining its history and current embodiment in national and international standards and considers its particular relevance in addressing the needs of ageing populations. The paper moves on to examine how the premise of user-centred design has been taken up in education and focuses on the specific example of user-centred approaches as part of the Design and Technology requirement of the English National Curriculum, taught in England’s schools since 1989. The initial stage of the Designing our Tomorrow project presented in this paper was an investigation of the extent to which user-centred design was integrated in current teaching practice. Analysing baseline data collected from teachers and pupils at two state secondary schools the project team found that many of the tasks teachers planned for pupils did not provide opportunities to identify users’ needs when solving design problems. Finally, the paper presents a discussion of the project’s implications for pupils’ learning and understanding of Design and Technology.     

Aligning a CAD course constructively: telling-to-peer and writing-to-peer activities for efficient use of CAD in design curricula

International Journal of Technology and Design Education - As the literature points out the lack of efficient use of Computer-Aided Design (CAD) in design curricula, we aimed to align a CAD course...     

High school pre-engineering students’ engineering design cognition

International Journal of Technology and Design Education - This paper presents the results of a 2-year longitudinal study aimed at characterizing and comparing the design cognition of high school...     

Concepts of creativity in design based learning in STEM education

International Journal of Technology and Design Education - Creativity is deemed as an integral part of twentyfirst century skills and is emphasized in science education curricula in Turkey as well...     

Towards constructive design feedback dialogues: guiding peer and client feedback to stimulate children’s creative thinking

International Journal of Technology and Design Education - Design feedback is an essential pedagogical tool that can help young novice designers navigate divergent and convergent paths while...     

The role of Web 2.0 in collaborative design: an ANT perspective

International Journal of Technology and Design Education - This paper analyses Web 2.0 facilitated collaborative design among undergraduate engineering students. The study used the...     

Identifying design values across countries through adaptive comparative judgment

International Journal of Technology and Design Education - Adaptive comparative judgment (ACJ) has proven to be a valid, reliable, and feasible method for assessing student performance in...     

Studying the effectiveness of conceptual design in secondary design and technology in England

The purpose of the study reported here was to investigate the effectiveness of a conceptual design unit as part of the Design and Technology curriculum for 14 years old pupils in England. One research question drove this study: What sort of designing do pupils do when they design without having to make what they have designed? Data consisted of the design ideas of a whole class developed during 6 lessons towards the end of an 18 lesson teaching sequence. Findings, which are in line with those of the pilot study, indicate that the pupils’ designing was highly iterative, creative, involved making a wide range of design decisions and revealed understanding of technological concepts.     

Reusing design knowledge based on design cases and knowledge map

Design knowledge was reused for innovative design work to support designers with product design knowledge and help designers who lack rich experiences to improve their design capacity and efficiency. First, based on the ontological model of product design knowledge constructed by taxonomy, implicit and explicit knowledge was extracted from some design cases. The design knowledge was expressed using a constructional organization. With the knowledge map, design knowledge was illustrated to help novice designers reconstruct specific design cases, thus, encouraging innovative design. Four groups of designers were invited to participate in an experiment for the design knowledge map system. The experiment results verified the effectiveness of the method.     

Student teachers of technology and design into industry: a Northern Ireland case study

This paper, based in Northern Ireland, is a case study of an innovative programme which places year 3 B.Ed. post-primary student teachers of Technology and Design into industry for a five-day period. The industrial placement programme is set in an international context of evolving pre-service field placements and in a local context defined by the Northern Ireland Curriculum (CCEA 2007); a rationale for the inclusion of Technology and Design within that curriculum; and the promotion of a STEM (Science, Technology, Engineering and Mathematics) agenda. Undertaken in collaboration with a range of industrial partners, the placements aim to give the student teachers an opportunity to spend time in industry. All the students concerned started their teacher education degree straight from school and therefore are without industrial experience. As a result of the placements the students gained valuable industrial experience and thereby further enhanced their working knowledge and understanding in their main subject area of Technology and Design, in particular, and other curricular areas, in general. The students report many benefits, both personally and professionally, to be gained from the placements typically the opportunity to see a range of industrial processes, many of which they are required to teach, and to gain a better understanding of the link between content of Technology and Design education and the activities of industry. This case study is based on feedback from the 2010 to 2011 cohort of students whose comments confirm the inherent value of exposing student teachers to industrial environments.     

The effects of engineering design processes on spatial abilities of middle school students

International Journal of Technology and Design Education - The spatial ability is defined as the combination of some abilities such as imagining the movements of objects, mental rotation, and...