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.     

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.     

Problem-solving in technology education as an approach to education for sustainable development

This paper explores the issue of how students might learn about sustainability in technology––education classrooms and the relevance of problem-solving in that learning. One of the emerging issues in technology education research is the nature of problem-solving specified in curriculum documents and the kinds of learning activities undertaken by students in technology education classrooms. In parallel with our developing understanding of the characteristics of good technology education programs is the inclusion in recent curriculum documents of the concept of sustainability or sustainable development. However, as yet there is little information about how technology students think about sustainability and how they might best learn about it. This is of particular interest because in technology education, sustainability is often described in curriculum documents as an issue that is intended to be integrated within design projects and activities, rather than being the topic of a classroom lesson as might happen in a subject such as environmental studies. This paper explores current understanding of the issue generally and within technology education. It concludes that the design, problem-solving approach that is common to technology education classrooms provides many affordances to students engaging meaningfully with ideas of sustainability and of developing strong understandings of its scope and significance.     

Teaching and learning for sustainable development: ESD research in technology education

When education for sustainable development (ESD) emerged as part of the educational agenda in the international arena, it was associated with significant shifts in the educational debate about the purpose and nature of education and with the need to respond to crises caused by the modern idea of progress. Scientists from different fields warn humanity that the current trajectory of capitalism is leading towards environmental and cultural decline and that urgent measures are required to deal with the current and emerging issues. Global financial and economic crises, poverty and inequality, climate change and environmental degradation reinforce our understanding that a collaborative effort is required in addressing the existing status quo through education. These changing contexts require transformative education that must play a key role in developing a planetary vision, in “securing sustainable life chances, aspirations and futures for young people”. This paper refers to the essence of SD and the ethics behind it, explores current research on ESD in technology education (TE) and suggests a number of challenges that emerged for technology education as a result of the global SD agenda. They are related to policy and curriculum development, teaching and learning, and teacher training. This paper argues that current and future research on ESD in technology education must be framed by a shared vision about quality education and a society that lives in balance with Earth’s carrying capacity. The paper concludes with suggestions for further directions for research associated with the areas of challenge.     

Effects of spatial experiences & cognitive styles in the solution process of space-based design problems in the first year of architectural design education

There are many factors that influence designers in the architectural design process. Cognitive style, which varies according to the cognitive structure of persons, and spatial experience, which is created with spatial data acquired during life are two of these factors. Designers usually refer to their spatial experiences in order to find solutions to design problems. Information recalled from past spatial experiences lay the ground for creating the conceptual framework when solving a design problem. In addition, the person’s cognitive style, which develops through factors such as education, environment, genetics and family, can also be effective in solving design problems. In this line, an empirical study was conducted to research the effects of spatial experiences and cognitive styles on the solution process of spatial design problems in the first year of architectural design education. The study concluded that the cognitive styles of students were effective on their space creation method, order and duration.     

Education for sustainable development in technology education in Irish schools: a curriculum analysis

This paper explores the integration of Education for Sustainable Development (ESD) in technology education and the extent to which it is currently addressed in curriculum documents and state examinations in technology education at post-primary level in Ireland. This analysis is conducted amidst the backdrop of considerable change in technology education at post-primary level. The analysis of the provision of technology education found, that among the range of technology related subjects offered, the study of Technology and Society is only addressed in one in a comprehensive manner. The paper discusses the implications of this limited integration, examines the factors inhibiting greater integration of ESD and outlines opportunities for future development.     

Education for sustainable development: current discourses and practices and their relevance to technology education

Technology education is a well-established field of knowledge whose applications have many ramifications. For example, technology education may be used as a tool in meeting the challenges of sustainable development. However, the usefulness of technology education to the sustainability debate as a whole and to education for sustainable development in particular, has largely been overlooked in the past. Indeed, there is a paucity of academic studies which examine the contribution technology education may provide to education for sustainable development. On the basis of the need to address this knowledge gap, this paper reviews the state of affairs in relation to education for sustainable development and considers its links and appropriateness to technology education. A further objective of this paper is to present examples of initiatives and existing practices around the world, drawing partly from the results of the 1st European Conference on Education for Sustainable Development held in Greece in October 2007, as well as from other initiatives undertaken in Europe and North America. Finally, some measures that may be adopted in order to enhance the contribution of technology education to education for sustainable development are outlined.     

Architectural design education: in varietate unitas

A fascinating and rich landscape of personal views and approaches can be seen in architectural design and in architectural design education. This variation may be confusing for students. This paper focuses on the question: is the framework of generic elements that we developed for explicating the design process helpful to compare the differences in architectural design approaches? The results of interviewing a variety of 15 architectural, urban and landscape designers show all kinds of personal approaches that have a set of five underlying generic elements in common. Therefore, the framework may be helpful for teachers and students to describe these personal approaches and may help students in understanding differences and similarities and in finding out what their own personal approach may be.     

Conceptualisation of technology education within the paradigm of sustainable development

This article addresses the issue of how sustainable development might be conceptualised and used to advance technology education practice. It is argued that a conceptualisation of sustainable development based on a combination of weak anthropocentrism and value based approaches within particular social, environmental and economic contexts provides the basis for establishing education for sustainable development (ESD) through technology education. It is argued that such an approach is in accord with the general push for a paradigm shift in curriculum development to meet future social needs. Moral values are proposed to be at the centre of teaching and learning in technology education. Examples of learning activities presented in the article illustrate the position and approach. A second issue addressed in the article concerns the role of teachers in the implementation of ESD. The argument advanced in the article, that this role is critical, is supported by the results of two research projects with in-service and pre-service teachers.     

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...     

Interdisciplinarity in design education: understanding the undergraduate student experience

Interdisciplinarity is becoming a critical issue of concern for design schools across East Asia in their attempts to provide industry graduates with the skills and competences to make creative contributions in a global economy. As a result, East Asian higher education institutions are aggressively endeavouring to provide interdisciplinary undergraduate curriculum that combine traditional designerly skills with engineering knowledge and methods. The current study takes an interdisciplinary undergraduate course as case-study to examine how the pedagogic strategy of team teaching influences student learning experience. Two surveys of student learning were conducted for this research purpose. The first provided an indication of the holistic student learning experience, while the second explored the conditions of team and non-team teaching as influence upon learning experiences specifically. Results showed how students taught by a single instructor provided a more positive overall opinion of course quality and experienced significantly more encouragement to participate compared to team taught respondents. However, findings also indicated how team teaching significantly increased the students’ experience of a balanced contribution from different disciplinary perspectives and how the team teaching approach was significantly more effective in providing students with greater opportunities to understand the relevance of the different disciplines to the course subject. We conclude with a discussion of results in terms of the effective use of team teaching at undergraduate level as strategy for interdisciplinary learning experiences.     

Technologists talk: making the links between design, problem-solving and experiences with hard materials

Design and problem-solving is a key learning focus in technology education and remains a distinguishing factor that separates it from other subject areas. This research investigated how two expert designers considered experiences with hard materials contributed to their learning design and problem-solving with these materials. The research project used a qualitative approach and conducted semi-structured interviews with two mechanical engineers. They identified their experiences under three key headings that provided them with much of the essential knowledge and understanding they employ today to design and problem-solve with hard materials. These included experience of seeing outcomes that provided feedback on their designs, experiences that informed about materials and material selection and accessing others’ experiences from communities of practice.     

Open design: an actual topic in architectural education

International Journal of Technology and Design Education - Architecture is never fixed: buildings and (urban) spaces change as their use(r)s and contexts change over time. Even when architectural...     

Embedded creativity: teaching design thinking via distance education

This paper shows how the design thinking skills of students learning at a distance can be consciously developed, and deliberately applied outside of the creative industries in what are termed ‘embedded’ contexts. The distance learning model of education pioneered by The Open University is briefly described before the technological innovations—which feature a fully integrated web 2.0 learning environment and design studio—and concepts behind a new course in Design Thinking are explained in detail. In teaching the more generic skills of design and developing experiential knowledge in students, the paper also explores the changing role of designers in becoming less problem-focussed and more socially engaged through the construction of design process. The paper ends by presenting the results of an extensive student and tutor survey as part of an ongoing longitudinal study which indicate that this new approach to teaching design has been successful.     

伊犁人民水电站工程设计经验谈

人民水电站在渠道设计改建中充分利用现有条件,做到设计总体布置合理、机组选型先进、电气主接线合适,既节省了资金,又使电站运行安全可靠,为在类似灌溉渠道设计改建中,充分利用水力这种清洁能源发电总结了经验。     

污水回用:可持续发展的必经之路

２００２年１１月２６日至２７日，中国石化第八届水处理技术研讨会在巴陵分公司召开。会议期间，记者采访了中国石油化工科学研究院水处理中心主任、教授级高工李本高。李本高向记者介绍说，近年来，中国石化大力开展节水减排、降本增效工作，成立了以张家仁副总裁为组长的节水减排工作领导小组。２００１年，炼化企业节水减排有关技术攻关项目首次被列入集团公司“十条龙”重大技术攻关项目。实施的节水减排措施已取得初步成效，开发出许多具有中国特色的节水减排技术、循环水处理技术，使企业加工吨油水耗和排污得以大幅降低，生产装置逐…     

A model of creative design process for fostering creativity of students in design education

Creativity, which is concerned with problem solving, is essential if we are to generate new solutions to the massive and complex problems in the unknown future. Our next generation needs an educational platform where they can be taught to possess creativity. Design education is such a way to foster students’ creativity. Therefore, it is essential to understand the creative design process and its routine in order to show how students can generate creative output and how teachers can guide students in the design process. Consequently, the aim of this paper is to investigate the creative design process as it is employed in producing creative designs, and further recommend how students can practise and learn to be creative based on the model process developed in this paper. The model is expected to provide a guideline for teachers to facilitate students along the creative thinking process.     

Digital based media design: the innovative contribution of design graduates from vocational and higher education sectors

Design is increasingly being recognised as a key source of competitive advantage in the innovation economy of many countries. The key objective of this research was to understand the contribution by design graduates to creative industries innovative activities. Primary research was conducted to understand barriers and limitations of graduate contributions to such activities. The attributes and skills of graduates from the university and Vocational Education and Training sectors were the subject of the study. Two focus groups, one with the education sectors and the other with representatives from design firms, government institutions and design associations were held. Though each group of graduates was praised for having certain skill sets graduates from both sectors were found to be lacking in three key areas: problem solving, communication skills and commercial knowledge. A range of suggestions for systemic improvement were proposed as a result of the study.     

Implementing studio-based learning for design education: a study on the perception and challenges of Malaysian undergraduates

Studio-based learning (SBL) is a teaching and learning methodology that combines different learning pedagogies such as social constructivist, problem-based, and active learning to mimic real-world working experience. Traditionally, SBL is practised in architecture and art programmes, however there is a growing number of research in other areas such as computer science, engineering, entrepreneurship and design courses. Nevertheless, in Malaysia, studies have only focused on architecture programmes. Therefore, this study focuses on reporting the experience and challenges of implementing SBL for a design course in the area of Visual Communication. By employing a qualitative methodology, findings show positive perception towards SBL where respondents reported awareness in improved design and communication skills, and increased acceptance towards team work. They found the critique sessions, facilitated their learning progress. Nevertheless, students reported challenges with inept teaching and learning facilities for design work, collaboration and communication breakdown with stakeholders. The study also reports on improvement strategies to enhance students learning experience through SBL.

     

Materials experience as a foundation for materials and design education

An important body of research has developed in recent years, explaining ways in which product materials influence user experiences. A priority now is to ensure that the research findings are adopted within an educational context to deliver contemporary curricula for students studying the subject of materials and design. This paper reports on an international initiative to develop ‘materials experience’ as a formal subject of study, complementary to traditional technical and engineering approaches to materials and design education. General learning objectives for materials experience are established, followed by specific attention to three kinds of experience that arise during user–material–product interaction: gratification of senses, conveyance of meanings, and elicitation of emotions. For each of these kinds of experience, a specially devised active learning exercise is explained in detail. In combination, these exercises are argued to deliver a good foundation for student appreciation and action on designing for material experiences in product design. The paper concludes with recommendations for how to responsibly redress the imbalance that exists in materials and design education, by transitioning from a culture of ‘imparting knowledge about materials’ to a culture of ‘generating experience with materials’.