Towards a signature pedagogy for design and technology education: a literature review

International Journal of Technology and Design Education - Drawing on the work of Lee Shulman, this article reviews literature exploring the concept of signature pedagogies, which are described as...     

Architectures,methods and tools for enterprise engineering

In today's highly competitive global economy, the demand for high-quality products manufactured at low costs with shorter cycle times has forced a number of manufacturing industries to consider various new product design, manufacturing, and management strategies. Recently, due to the rapid advances in Information Technology (IT), new paradigms have successively emerged such as CIM, JIT, lean manufacturing, concurrent engineering, business process engineering and more enterprise engineering (EE). Enterprise modeling is currently in use either as a technique to represent and understand the structure and behavior of the enterprise, or as a technique to analyze business processes, and in many cases as support technique for business process reengineering. However, architectures and methods for EE have also to cover the integration of quality, information system, cost, human and organizational aspects and have to support the EE process from goal and requirements definition up to implementation and operation (Vernadat, 1999. Proceedings of CARS&FOF 99 Conference, Aquas de Lindoia, Brazil).This paper provides an overview of architectures, methods and tools for EE. It then points out substantial results achieved so far as well as presents a methodology and a related tool in more detail, which supports all phases and aspects of EE.     

Investigating the feasibility of using digital representations of work for performance assessment in engineering

This paper reports on the results of a 3-year study conducted at the Centre for Schooling and Learning Technologies (CSaLT) at Edith Cowan University in collaboration with the Curriculum Council of Western Australia which concerns the potential to use digital technologies to represent the output from assessment tasks in the senior secondary course, Engineering Studies. The general aim of this study is to explore the potential of various digitally-based forms for external assessment for senior secondary courses in terms of manageability, cost, validity and reliability. The problem being addressed was the need to provide students with assessment opportunities in new courses, that are on one hand authentic, where many outcomes do not lend themselves to being assessed using pen and paper over a three hour period, while on the other hand being able to be reliably and manageably assessed by external examiners. That is, the external assessment for a course needs to accurately and reliably assess the outcomes without a huge increase in the cost of assessment. A computer managed examination was designed that consisted of a design task that was broken down into a number of timed activities. Students were paced through each activity, recording their input in the form of a portfolio. Input consisted of text, graphics through a camera, video and voice. The exam outputs were uploaded to a online repository. The students’ work was marked by external assessors using a standards based rubric that allowed the students work to be ranked though Rasch Modelling.     

A process-based assessment framework for technology education: a case study

Over the past few years, educators in South Africa have been subjected to many changes in the educational sphere. Not only was a new approach to education, namely outcomes-based education (OBE) implemented, but the curriculum was also changed and now consists of eight learning areas, some of which are groupings of traditional school subjects (e.g. languages). Technology, however, is a new and for most educators unfamiliar learning area. The implementation in 1998 of the technology learning area in South African schools had educators reeling as they were unprepared and untrained to facilitate this new learning area. There was also limited information available for the assessment of learners in technology. Learners’ competence in technology education should be assessed in a meaningful and responsible manner, which requires more than just the evaluation of the end product. The purpose of this research was to develop a process-based assessment framework to support the technology teacher with assessment activities, which incorporate the technological process and provide opportunities for the assessment of aspects of the thinking sub-processes as part of the technological process. Qualitative action research was undertaken. Three Grade 7 learners and a teacher at a parallel medium primary school (school where two official languages are used congruently as medium of instruction) were involved in the case study. Resource, case study and a capability task were done by the three learners. For the purpose of the research project, information obtained from the capability task was used. This research focused on the initial idea generation stage (stage five) of the technological process, as well as creative and critical thinking (as thinking sub-processes) processes. Observation and semi-structured interviews were used as data-collection methods. The validity and reliability of the research were ensured by means of triangulation. Three main categories (findings) were named as aspects which could be employed when compiling a process-based assessment framework, namely outcomes, content and assessment methodology. Further subcategories were identified within each of these main categories. The framework will serve as a roadmap to technology teachers, especially those with little or no pedagogical knowledge in technology to assist them to base their assessment on sound methodology.     

A unique program for integrating health,safety, environment and social aspects into undergraduate chemical engineering education

Over the last fifteen years Delft University of Technology has developed a unique educational program in its undergraduate curriculum. In this program health, safety, environmental and social aspects of chemical engineering are studied explicitly in separate courses while being integrated into the whole of educational and research activities. The program's activities include a required (“dedicated”) third year course, Chemical Risk Management, which covers environment as well as safety. There is also a required first year course, Chemistry and Society/Industrial Orientation, which studies how industries and government react to environmental and safety problems. Another required activity is the Safety Report, which fourth year and graduate students must write and have accepted in order to be allowed to carry out laboratory work. All these activities are closely related to and coordinated with one other. The program, which has been followed by more than two thousand students over the last fifteen years, requires extensive cooperation with industry.     

Motivation for creativity in architectural design and engineering design students: implications for design education

The investigation reported here dealt with the study of motivation for creativity. The goals were to assess motivation for creativity in architectural design and engineering design students based on the Cognitive Orientation theory which defines motivation as a function of a set of belief types, themes, and groupings identified as relevant for the development of creativity. Differences between the two groups of students were expected in some of the scores of the belief types, themes, and groupings. Participants were 112 students (52 from architecture, and 60 from engineering) who were administered the questionnaire of the Cognitive Orientation of Creativity. Significant differences in numerous motivational contents were observed between the groups of students. Major characteristics of the architectural design students were an emphasis on the inner world, inner-directedness, and a development of the self, and of the engineering design students being receptive to the environment, and demanding from oneself despite potential difficulties. The findings provide insights for intervention programs targeted at improving architectural and engineering design education.     

The validity and value of peer assessment using adaptive comparative judgement in design driven practical education

This paper presents the response of the technology teacher education programmes at the University of Limerick to the assessment challenge created by the shift in philosophy of the Irish national curriculum from a craft-based focus to design-driven education. This study observes two first year modules of the undergraduate programmes that focused on the development of subject knowledge and practical craft skills. Broadening the educational experience and perspective of students to include design based aptitudes demanded a clear aligning of educational approaches with learning outcomes. As design is a complex iterative learning process it requires a dynamic assessment tool to facilitate and capture the process. Considering the critical role of assessment in the learning process, the study explored the relevance of individual student-defined assessment criteria and the validity of holistic professional judgement in assessing capability within a design activity. The kernel of the paper centres on the capacity of assessment criteria to change in response to how students align their work with evidence of capability. The approach also supported peer assessment, where student-generated performance ranks provided an insight into not only how effectively they evidenced capability but also to what extent their peers valued it. The study investigated the performance of 137 undergraduate teachers during an activity focusing on the development of design, processing and craft skills. The study validates the use of adaptive comparative judgement as a model of assessment by identifying a moderate to strong relationship with performance scores obtained by two different methods of assessment. The findings also present evidence of capability beyond the traditional measures. Level of engagement, diversity, and problem solving were also identified as significant results of the approach taken. The strength of this paper centres on the capacity of student-defined criterion assessment to evidence learning, and concludes by presenting a valid and reliable holistic assessment supported by comparative judgements.     

A hub-and-spoke model for multi-dimensional integration of green marketing and sustainable supply chain management

Since the concept of sustainability was transformed into business mainstream, both sustainable supply chain management and green marketing have become key topics of academic research and managerial practices. Great advances have been made in the two areas in parallel. It has been recognized that green marketing and sustainable supply chain management should be seamlessly integrated so that green customer's needs can be better met by the supply chain capabilities. Existing research has explored point-to-point integration approach. This paper proposes a new hub-and-spoke integration model to integrate green marketing and sustainable supply chain management from six dimensions: product, promotion, planning, process, people and project (called the 6Ps). Empirical study has been undertaken with industries to test the 6Ps integration model. Results from the empirical study on integration dimensions, integration strategies, and drivers and obstacles for multi-dimensional integration are presented together with managerial implications. The new integration model allows the flows of resources such as information, materials and funds between green marketing and sustainable supply chain management through multiple direct pathways. It has the potential to achieve better overall business performance against the triple bottom line objectives.     

A learning methodology using Matlab/Simulink for undergraduate electrical engineering courses attending to learner satisfaction outcomes

Learner-centred approaches follow the prevailing tendency in modern University reforms which are primarily concerned about “how people learn”. The methodologies can be learner-centred in the sense of placing the student as the main actor of the teaching–learning process by increasing his interactivity and participation, but also considering what is relevant for the student by measuring the learner satisfaction. In order to promote both aspects, this paper proposes a synchronous software-based active methodology that makes use of the simulations to show a virtual scenario to the students and challenge them to predict and discuss the evolution of the scenario. The proposed methodology improves the visual interface, promotes discussion both among students and with the teacher in a brainstorming stage and shows real-world examples. This software-based methodology has been implemented into an Electric Machinery course at the University of Seville (Spain), and the evaluation has been carried out considering both the affective and cognitive domains. Principal components analysis proves to be useful to highlight the dimensions with a higher influence on learner satisfaction and the affective and cognitive results confirm the successful implementation of the proposal.     

Leadership research in Asia: A brief assessment and suggestions for the future

The main purpose of this essay is to discuss fundamental issues regarding future research on leadership in Asia. In order to meaningfully introduce these issues, I begin with an overview of leadership research in Asia, briefly covering some of the similarities and differences between Asian and Western leadership approaches. Throughout the essay, I rely chiefly on China as an example. I stress that instead of developing theories and measures unique to specific countries, such as China, the focus should be on the identification of moderators that explain relationships between leadership and both its antecedents and outcomes. I further argue that for such an approach to be viable, future scale development efforts should include respondents from multiple cultural contexts so that relatively universal boundary conditions/domains can be identified. I further contend that assessing differences between countries, such as China compared to Western countries, will be most beneficial if cross-level research designs and analyses are employed.     

Defining technology and technological education: A crisis,or cause for celebration?

This paper originated from a two-year technological education teacher development project at the Faculty of Education, The University of Western Ontario. The authors searched for an understanding of technology and technological education through traditional scholarly means, i.e., a literature review, and through an action research venture that, it was thought, would reveal the parameters of ‘technology’. The paper, beyond helping to give the authors and the reader a better understanding of what it means to define an elusive concept, serves to give technology educators a conceptual starting point from which to build insight into the elements of their life's work. The function and form of the paper evolved from the project process. They [the function and form] were determined by the nature of and ambiguities associated with technology. The reader is invited, for example, to consider the historical, social, cultural, and philosophical dimensions of technology. Rather than draw parallels about technology from those diverse disciplines, a daunting task, the paper charts a terrain from which investigators who seek a definition of technology and a framework for the subsequent study of technology, might get their bearings. The paper includes approaches to defining technology, a literature review, a comparison of science and technology, and an epilogue. While a definition is offered as part of the epilogue, the larger purpose of the paper is to improve one's understanding of an ubiquitous phenomenon. The central question of the ongoing debate, in Ontario and elsewhere, about the role and direction of technological education, is inherent in the paper and in the mandate of the teacher development project. What is technology and where and in what form does it belong in the curriculum of the schools?     

A conceptual framework for developing the curriculum and delivery of technology education in early childhood

The purpose of this article is to provide an overview of the analysis of the Early Childhood Education (ECE) curriculum in six countries involved in the UPDATE-project, and on that basis, propose a conceptual foundation for technology education in ECE that aims to enhance gender sensitive technology education in the continuum from early years to adulthood. The existing ECE curricula in the participating countries were analysed according to the general pedagogical approach as well as the contents specific to technology education. In many cases technology education was presented generally or implicitly, embedded in various curriculum content areas, and the existing curricula did not offer much support for teachers to figure out the nature, aims and pedagogical means of early childhood technology education. The comparison of the curricula raised some common key-issues which are important to construe more theoretically. In consequence, the article also focuses on the contemporary view of child-centred pedagogy and the conceptualisation of technology education fitting into the scope of ECE. Play is highlighted as a fundamental way of learning seldom studied in the context of technology education. In addition, a gender perspective on technology education deals with equal possibilities of both sexes to acquire knowledge, abilities and attitudes needed in technological agency.     

A profit assessment model for equipment inspection and replacement under renewing free replacement warranty policy

For many types of equipment whose maintenance requires skilled labor or whose random failure may have serious consequences, such as aircraft engines, medical equipment and others, customers generally prefer to entrust maintenance activities to the manufacturer or any of its representatives. The latter must, in turn, provide the customer with a maintenance program that is economically viable for both parties. In this study, the customer and the manufacturer agree on what follows regarding a non-self-announcing failure equipment whose state is only known through inspection: during the warranty period, the manufacturer inspects the equipment according to a specified schedule which he establishes taking into account that the costs incurred for inspections and replacements are supported by him during the warranty period. After the expiration of the warranty, inspections and replacements are performed by the manufacturer and billed to the customer. Moreover, penalties related to inactivity periods between failures and their detection are always supported by the manufacturer. The warranty is applicable to any equipment replaced during the validity period of the service contract. This type of contract generates a profit for the manufacturer. In this paper, an analytical model taking into account the commitments of both parties has been developed. The model allows generating the instants (x₁, x₂,…, x_n) at which the inspections must be performed and the corresponding expected profit for the manufacturer while considering the warranty period offered on the market for similar equipment. An algorithm has also been developed to generate the inspection instants given the costs structure and the lifetime probability distribution of the equipment. In a context where business models argue for a greater implication of suppliers towards their customers, the proposed decision model may be relevant and very useful.     

European consumer preferences for beef with nutrition and health claims: A multi-country investigation using discrete choice experiments

The European Union (EU) nutrition labelling policy aims to facilitate consumers’ food choice, stimulate innovation and facilitate the circulation of foods bearing claims across countries. However, the beef industry has not fully taken advantage of utilizing nutrition and health claims based on the EU nutrition labelling policy to differentiate beef products in the market. This study investigates consumer preferences for nutrition and health claims on lean beef steak. Two choice experiments were conducted among 2400 beef consumers in four EU countries (Belgium, France, the Netherlands, United and United Kingdom). Multinomial logit and error component models were estimated. Our results generally suggest that consumer valuation of nutritional and health claims varies across countries. In Belgium, the Netherlands and France, nutrition and health claims on saturated fat yielded higher utilities than claims on protein and/or iron, while the opposite was found among consumers in the UK. The results imply that marketing opportunities related to nutrition and health claims on beef are promising, but that different nutritional marketing strategies are necessary within different countries.     

Selecting make-to-stock and postponement policies for different products in a chemical plant: A case study using discrete event simulation

We present a guideline for selecting the inventory management policy for a specialty chemical plant that produces products with limited shelf life, by producing multiple grades of bulk chemical and packaging them into a large variety of bottles. The policy for each product was selected based on a cost-benefit analysis, using the multiple objectives of maximizing the on time order fulfillment, minimizing the production (cleaning and shelf life expiration) and inventory costs. To generate realistic cost estimates, we developed a discrete event simulation model that included demand variability, planning and scheduling policies, and operational details. We evaluated three different policies: make-to-stock (MTS), postponement, and combined MTS/postponement. We also evaluated different storage media and optimized the number of storage units for products selected for postponement. A combined MTS/postponement policy, in which postponement is applied to products with low to medium demand and high expiration provided lowest costs without significantly impacting the customer on time order fulfillment. For all other products, a MTS policy is applied to maximize order fulfillment on time, reduce cleaning costs and to reduce number of storage units.     

Flow time and product cost estimation by using an artificial neural network (ANN): A case study for transformer orders

In electromechanical industrial corporations, determining the production cost of the orders according to the technical specifications demanded by the customer has great importance in giving an accurate price offer. Labor cost is one of the important and most variable cost components that must be estimated in order to give an accurate price offer. In this study, a feed-forward back-propagation artificial neural network (FF-BPN) is used to predict the flow times of power transformer orders of a transformer producer according to the technical specifications given by the customer. The results of this study show that the prediction capability of an artificial neural network is very good for this type of problem and results in better cost estimation than current company practice. A case study is carried out for a manufacturer of electrical transformers in Turkey.