Uncovering learning outcomes: explicating obscurity in learning of aesthetics in design and technology education

Education and training interventions can be evaluated through the success of learning outcomes. Kirkpatrick's four-level model is a widely accepted and highly popular evaluation tool. However, some criticise the model's shortcomings. This article will examine the extent to which the four-level model can evaluate design and technology students' learning about aesthetics after an intervention by reporting our use of an augmented version of the four-level model. We examine the results in terms of students' reaction to the intervention, their long-term learning and their behaviour changes by studying their visual analyses and drawings through segment codes. We found that, in order to uncover the obscurities imbedded in aesthetics and to explicate the complexities, we could not use the four-level-model on its own, but had to revert to a more augmented version.

An investigation into the effect of systematic design methods in craft,design and technology (CDT)

This paper has grown out of a long standing personal concern that the current approaches to design teaching are too narrowly based and that they can distort the very activity that they set out to encourage. A survey of the comments made in Examiner's Reports of pupil's work in public design examinations during 1986 & 1987 provides some insight into the difficulties that pupils experienced in carrying out their design activities.Design activity in schools developed from the beginnings initiated by the curriculum development projects of the late 1960's and early 1970's. These put forward methodical approaches to designing which have become widely used in UK secondary schools and which are now firmly embedded in the publications and project assessment framework of the current national examinations.The present study suggests that, while these methodical approaches clearly work, they imply a logical progression of thought which does not necessarily parallel the pattern of human thinking. It is recognised that pupil's design folios written up at the end of a project can be made to describe a logical, systematic procedure which has more to do with the assessment framework than the actual developments of design ideas during the project. Indeed, teachers and candidates were being actively encouraged to base their work on these structured frameworks:The actual style and quality of the folder presentation is also important. This is particularly so when working to a detailed mark scheme. Certainly it is easier to mark a folder which broadly follows the pattern of the mark scheme than one which is very erratic. Teachers are advised as to the advantages of using the mark scheme as a teaching tool and as a guide for folder presentation. NEA, 1986.Finally, the paper examines some more recent developments in the procedural models of design activity and the way in which professional designers approach their work. These insights provide an indication of the way forward for school design work and its assessment.     

Up-grading and performance: the role of design, technology and business strategy in Hong Kong's electronics industry

This study tests the hypothesis that companies who move away from the traditional Hong Kong business model by adopting ‘up-grading’ strategies enjoy superior performance. A set of 14 variables is used to capture the dimensions of strategy, encompassing the business, technology and design domains. The results of both comparative and configurational approaches show that there are indeed performance benefits to be had. The broader implication is that Hong Kong manufacturing firms are beginning to escape the ‘iron fetters’ of a business model originally imposed on them by both material and ideational constraints, and to reap performance benefits as a result.Howard Davies is an Associate Dean in the Faculty of Business at the Hong Kong Polytechnic University. David Ko completed his DBA thesis under Prof. Davies's supervision.     

Learning specific content in technology education: learning study as a collaborative method in Swedish preschool class using hands-on material

This article describes the process of a learning study conducted in technology education in a Swedish preschool class. The learning study method used in this study is a collaborative method, where researchers and teachers work together as a team concerning teaching and learning about a specific learning object. The object of learning in this study concerns strong constructions and framed structures. This article describes how this learning study was conducted and discusses reflections made during the process. Furthermore, we discuss how the learning study method could be implemented in technology education using hands-on material. Some of the results point to problems of delimiting an object of learning in technology education using hands-on material and the complexity in the relation between content and context in learning. The results also show benefits from the collaborative method where researchers and teachers work together with regards to specific learning content in the technology classroom.     

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...     

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.     

Linking learning activities and assessment activities to learning outcomes and assessment standards when teaching technology: a case study

In this article the results of a critical reflection on the analysis of 564 technology education lesson plans are discussed. The critical reflection draws on the responses of approximately 120 South African technology education teachers in a teaching practice workbook where they had to choose a project and base five lessons on the project. The analysis of the above mentioned lesson plans is done in such a way that the linking of learning activities and assessment activities to learning outcomes and assessment standards is highlighted. In general it can be concluded that, although the learning outcomes and assessment standards are readily available and specified clearly in the policy documents of the national department of education, the particular teachers find it difficult to translate theory into practice when converting what is specified in the policy documents to learning activities and assessment activities in their lesson plans. This implies that the instructional strategy for the particular technology education programme should be adapted to include a comprehensive section on how to integrate aspects mentioned in the policy documents of the national department of education into actual lesson plans. Although the outcomes of the critical reflection on the results of the analysis mentioned above are directed at improving and adapting an instructional strategy in a particular in-service technology education programme in South Africa some knowledge transfer to similar situations should be possible.     

New technology and job design: the case of CNC

This article is based on a three-year study of the introduction and use of computer numerically controlled machine tools (CNC) into nine engineering companies. It rejects the view that technology determines job design and instead highlights the role of managerial values and competence and organisations'own structures and practices .     

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.     

Uncovering the hidden costs of offshoring: The interplay of complexity,organizational design,and experience

This study investigates estimation errors due to hidden costs—the costs of implementation that are neglected in strategic decision‐making processes—in the context of services offshoring. Based on data from the Offshoring Research Network, we find that decision makers are more likely to make cost‐estimation errors given increasing configuration and task complexity in captive offshoring and offshore outsourcing, respectively. Moreover, we show that experience and a strong orientation toward organizational design in the offshoring strategy reduce the cost‐estimation errors that follow from complexity. Our findings contribute to research on the effectiveness of sourcing and global strategies by stressing the importance of organizational design and experience in dealing with increasing complexity. Copyright © 2012 John Wiley & Sons, Ltd.     

Emerging perspectives on the demonstration as a signature pedagogy in design and technology education

This paper analyses the beliefs of teachers regarding the demonstration as a signature pedagogy in design and technology, where there is a limited body of literature outlining the theory and practice. The demonstration is multifaceted, and effective teachers adopt and adapt a range of skills and values to scaffold learning, including teacher modelling and explaining. The study explores the subjective beliefs of seven practicing teachers through Q Methodology; comparing and analysing the responses of the participants’ subjective beliefs and values, using 62 statements relating to teacher modelling and explaining, developed and refined with teacher educators, and representing the concourse of opinions and perspectives. The sample is purposive, comprised of practicing teachers who are engaged with mentoring trainees in Initial Teacher Education. The findings will represent a snapshot of subjective values of practicing teachers, as part of a discourse on signature pedagogies in design and technology education.     

Practical modelling and hypothesis testing in primary design and technology education

This article explores relationships between designing and making in the work of children within the age range 5–11 when engaged in practical modelling tasks. The notion of the model is explored from the perspective of concrete representations. It is suggested that concrete models may be used as hypotheses from which to test ideas about the nature of the world. From this perspective, models may be seen to provide crucial platforms for learning. A wide range of sources has informed the article, and these embrace ideas on Hypothesis Theory drawn from linguistic research, as well as historical sources which trace the evolution and development of stimuli for model-making activity. A creative basis for modelling is explored such that a conclusion is reached in which design is seen as an expression of the modelling of possibilities.     

A conceptual model for knowledge dimensions and processes in design and technology projects

The present study sheds new light on the knowledge dimensions and processes that occur when designing new concepts and prototypes in higher education. In particular, this study aims to develop the conceptual understanding of activities and processes that help students to gain new knowledge and understanding while designing new products and services. I employed two data collection phases among undergraduate students with qualitative abductive data analyses in order to create a conceptual framework for understanding how new knowledge is created and managed in students’ social interactions. This framework also enables us to distinguish the user, business, technological and methodological knowledge dimensions that constitute the elemental perspectives for design processes. This study emphasises the need for students to use diverse methods to gain new knowledge for inventing and designing new technological solutions.     

Citizenship in transition: Globalization,postindustrial technology and education

This paper explores the changes associated with the move from an industrial to a postindustrial society and discusses the corresponding shifts in education. After reviewing a number of contemporary responses to the present crisis within society, the paper examines some of the implications for the concept of citizenship and suggests that, while much remains unknown, the task of education in a postindustrial society will still be to furnish knowledge and skills that articulate with the requirements of social life.This paper is adapted from Royal Bank Lecture presented as a keynote address at the Annual Colloquium of the MSTE Group, Queen's University, Kingston, Ontario, Canada, April 7th, 1995. Proceedings of the Colloquium are available as Hills, S. (ed.) Life after School: Education, Globalization and the Person, Kingston Ontario, MSTE Group, 1995.     

The social agenda of education for sustainable development within design & technology: the case of the Sustainable Design Award

The paper explores the adoption of the social dimensions of sustainability in technological design tasks. It uses a lens which contrasts education for sustainability as ‘a frame of mind’ with an attempt to bridge a ‘value-action gap’. This lens is used to analyse the effectiveness of the Sustainable Design Award, an intervention in post-16 technology education in three countries to encourage students and teachers to strengthen design for sustainability in their work. In each country, the intervention project provided varying combinations of teacher professional development, provision of learning resources, in school student support, lobbying of key curriculum policy makers and a student Award. Three types of teacher are identified by reference to their motivation for introducing sustainability into their teaching of design. These teacher types are linked to a hierarchy of teachers’ understanding of the social dimension of sustainability. The consequences for continuous professional development are examined. The findings are then used to critique the value of the lens.     

From the islands of knowledge to a shared understanding: interdisciplinarity and technology literacy for innovation in smart electronic product design

In the context of the evolving Internet, a balance between technological advances and meaning change is crucial to develop innovative and breakthrough “connected electronics” that enable the Internet of Things. Designers and technologists are key enablers of this process respectively, ensuring adequate users’ needs and technology development, inside the evolving context of social environment and human relations. Smart electronic product design must be a truly interdisciplinary process, in which technologists are aware of how much their decisions impact the user-product relationship and designers understand the full potential and associated limitations of technology involved. Shared knowledge and communication are essential in this scenario, but, due to their technological limitations, designers are often excluded from high-level decision processes. In this paper, we address the design of constructivist tools and associated strategy to enhance the technological literacy of designers, as a strong foundation for knowledge-based dialogue between these realms. We demonstrate its effectiveness in a long-term multidisciplinary Project-Based Learning application with Design and Electronics students. We present the cases from 2 years’ experimentation (with the first year as control group) that demonstrate improvement in the quality of teamwork; in learning results; improved performance of the students reflected in the quality of the projects developed; and positive teachers’ and students’ evaluations. We conclude that the use of the proposed tool not only provides the designer an active voice in the process of designing smart electronics, but also promotes an effective common language between these two worlds.     

The Technology Fair: a project-based learning approach for enhancing problem solving skills and interest in design and technology education

This paper presents an innovative way in which university education can help pre-service teachers become better problem-solvers. The central idea is to use the “Technology Fair” as a means for promoting pre-service teachers pedagogical content knowledge about technological problem solving skills. This innovation is supported with results from a study carried out in autumn 2004. The purpose of the study was to investigate the influence of a procedure of working with primary school children to complete and present a technology fair project, on the educational value and meanings attached to problem solving skills by pre-service teachers. Pre-tests, mid-test and post-tests were administered to the pre-service teachers before, during, and after the preparation of the technology fair, respectively. A number of pre-service teachers were selected and interviewed after the completion of the technology fair. Data were also collected from reflective diaries kept by the pre-service teachers during the preparation phase of the technology fair. Analysis of the results indicates that the technology fair contributes to the development of positive values and attitudes in technology education and has a significant influence on improving pre-service teachers understanding and application of problem solving strategies within the domain of technology.