The origins and underpinning principles of e-scape

In this article I describe the context within which we developed project e-scape and the early work that laid the foundations of the project. E-scape (e-solutions for creative assessment in portfolio environments) is centred on two innovations. The first concerns a web-based approach to portfolio building; allowing learners to build their portfolios in real-time, directly from hand-held peripheral technologies in studios, workshops, laboratories, and from off-site settings. The second concerns the development of a radical web-based approach to the assessment of performance as captured in these portfolios. In many parts of the world, portfolios feature as part of school-based assessments—including those undertaken for school-leaving and certification purposes. In this setting assessment reliability is critical and (judged by practice in England & Wales) is typically far from satisfactory. The approach developed within e-scape has radically improved assessment reliability. Whilst these two innovations represent the most dramatic outcomes of the project, they arose from a set if principles held by the team of researchers in the Technology Education Research Unit (TERU) at Goldsmiths University of London. And central to these principles is that both the portfolio and the assessment approaches should be embedded in a view of active learning, such that engagement with them has a positive impact on classroom practice. As the title suggests, this paper outlines the origins, underlying principles and early development of project e-scape.     

Assessing scientific and technological enquiry skills at age 11 using the e-scape system

This article reports on the outcomes from the e-scape Primary Scientific and Technological Understanding Assessment Project (2009–2010), which aimed to support primary teachers in developing valid portfolio-based tasks to assess pupils’ scientific and technological enquiry skills at age 11. This was part of the wider ‘e-scape’ project (2003-present), which has developed an innovative controlled alternative to design & technology and science public assessment at age 16. Teachers from eight primary schools were trained in the use of an online task-authoring tool to develop and trial assessment activities based on current classroom work. To compile their e-portfolios of assessment evidence, pupils used netbook devices, which afford multi-modal responses (text, drawing, photo, audio, video, spreadsheet) whilst leaving space on pupils’ tables for practical investigations. Once the pupil e-portfolios had been uploaded to the secure e-scape website, teachers assessed them using a ‘comparative judgement’ approach to produce a rank order with a high reliability coefficient. Participant teachers recognised the strength of the e-scape approach in terms of facilitating and managing pupils’ responses to assessment tasks in the classroom, which they successfully adapted to suit primary pedagogy. In particular, the benefits of scaffolding complex assessment tasks through the step-wise e-scape process in the authoring tool represented for some of the teachers a pedagogically significant development in terms of their planning.     

Assessment is for learning: supporting feedback

This paper describes an action research, school situated project conducted with partnership funding from Learning and Teaching Scotland, Scottish Qualifications Authority and Becta, the UK government’s agency for communications technology in education. Based on e-scape (e-solutions for creative assessment in portfolio environments), developed by Goldsmiths, University of London, the Scottish project focussed on integrating innovative methods of capturing evidence of creative performance with providing formative feedback to learners. Classroom trials were conducted with Primary 7 through to Secondary 3 learners (10–15 year olds) in 2 different local education authorities. Learner and teacher thoughts were recorded through blogs, e-forums and interviews; the authored design challenges were shared through the web-based e-scape authoring system and e-folios reviewed by participant teachers and researchers. This paper provides a summary of the reactions and responses from teacher practitioner, learner and researcher perspectives based on their experiences and the results of the classroom trials. It discusses the potential contribution in terms of supporting learning, teaching and assessment within the framework of Scotland’s Curriculum for Excellence (2004) Technologies (2009) learning area. It is hoped that e-scape scotland supports pedagogies which enable the capture of creative thinking in real time for authentic and formative assessment and addresses some of the issues for classroom practice and practitioners.     

Developing the e-scape software system

Most innovations have contextual pre-cursors that prompt new ways of thinking and in their turn help to give form to the new reality. This was the case with the e-scape software development process. The origins of the system existed in software components and ideas that we had developed through previous projects, but the ultimate direction we took with e-scape evolved through a sometimes scary but always fascinating collaboration with TERU at Goldsmiths University of London. The literature refers to ‘agile development’ (Highsmith 2002) and it is certainly a good name for the process we undertook with TERU. It is tempting to believe that one can specify a system, agree it with the clients, and then build it. But not so, … or at least not so in this case. We of course did draw up detailed specifications, but as soon as we started to build it, we or the TERU team would see how much better it could be if only we could just …. In the end, understanding of what is required evolves as the understanding of what is possible develops. So specifications morphed from do-able to maybe; from the firm ground of known technologies to the more shaky territory of the half-known and the “I’ve read about that somewhere”. But the underlying reality was always time and money. The system had to work robustly with enough time ahead of the national pilots for the TERU team to do all the necessary trials and training in schools. And it had to be done within fixed costs agreed at the outset. In this paper I outline the principal challenges that we met along the way and summarise our approach to resolving them.     

Learning in DEPTH: developing a graphical tool for professional thinking for technology teachers

In this issue of the International Journal of Technology and Design, we report on a series of case studies from the second phase of an international project—Developing Professional Thinking for Technology Teachers (DEPTH2). The first phase of the project was a study conducted with both primary and secondary technology pre-service teacher education students in a number of different countries who were given the same teacher-knowledge graphical framework as a tool to support reflection on their professional knowledge. We discovered that, despite the different country contexts, student teachers of technology could articulate aspects of their developing teacher knowledge using the same framework for teacher professional development. As previously reported in this journal (Banks et al. International Journal of Technology and Design Education, 14, 141–157, 2004), the common graphical tool enabled them to set out their subject knowledge, pedagogical knowledge and ‘school’ knowledge and was useful in helping them become more self-aware. In this second phase of the project we have developed this line of research in two ways. First, we extended the range of participants to include experienced teachers involved in in-service work connected to curriculum development. Second, we looked at the inter-relationship for pre-service teachers between their developing professional knowledge and their own ‘personal subject construct’. In this article, the theoretical framework for the subsequent papers is described and set in the context of recent debates surrounding the nature and importance of teacher knowledge; and the way such professional knowledge can be articulated by teachers.     

The marketing strategy of a project-based firm: The Four Portfolios Framework

The purpose of this paper is to address the simultaneous management of multiple business relationships and multiple projects in the marketing strategy of the project-based firm. The research question is: How can the essence and interdependencies between the portfolios of relationships and projects be conceptualized as the marketing strategy of a project-based firm? We address this question by constructing a framework including two portfolios of relationships and two portfolios of projects, and by discussing how these portfolios may be interrelated. Combining the approaches of relationship management in project marketing on the one hand and the management of project portfolios on the other contributes a novel viewpoint to project marketing.     

Assessing creative thinking in design-based learning

Infusing creative thinking competence through the design process of authentic projects requires not only changing the teaching methods and learning environment, but also adopting new assessment methods, such as portfolio assessment. The participants in this study were 128 high school pupils who have studied MECHATRONICS from 10th to 12th grades (16–18 years old). By the end of 12th grade, the pupils had created 57 authentic projects. The intervention program had two parts: first, the pupils documented their project according to a creative design process that had been introduced to them. Second, the projects were assessed according to a creative thinking scale. This scale was designed to assist pupils in documenting the design process. It could be used as a guideline for teachers and pupils during the course of the project. The research examined pupils’ performance during project-based learning. The research tools included: observations of class activities, portfolio assessment, and external matriculation assessment. The findings show first that pupils learned to document their design process. Second, pupils’ projects demonstrated various levels of creative thinking skill. Evidences for high-level documentation of the projects were found in pupils’ portfolios. On the other hand, there is much to be learned about documenting teamwork and pupils’ reflection. This research could assist researchers and teachers who are interested in assessing engineering education outcomes.     

Promoting student-led science and technology projects in elementary teacher education: entry into core pedagogical practices through technological design

Future elementary school teachers often lack self-efficacy for teaching science and technology. They are particularly anxious about encouraging children to carry-out student-directed, open-ended scientific inquiry and/or technological design projects. Moreover, because this often also is the case with practising elementary school teachers, it is difficult for student–teachers to gain practical experience facilitating student-led project work during practicum sessions. To provide student–teachers with expertise and motivation for promoting student-directed, open-ended project work, therefore, a group of future elementary teachers were taken through a constructivism-informed ‘apprenticeship’ during their university-based teaching methods course and then invited to make project work the subject of the action research that they were required to complete during their practicum. In this paper, successes that one student–teacher (out of 78 studied) experienced in promoting student-directed, open-ended technological design projects are reported. Although she judged children’s designs to be modestly successful, data indicate that her self-efficacy for promoting project work increased significantly. Analyses of qualitative data collected during the methods course and practicum also indicate that aspects of the curriculum, teachers, students and milieu appeared to contribute to this success. Such findings suggest that teacher educators should focus on helping future elementary teachers to develop expertise and motivation that would enable and encourage children to conduct technological design projects before conducting scientific inquiries. Such a tack may be the most pragmatic—and, arguably, epistemologically-sound—approach for helping ‘science- and technology-phobic’ student–teachers to move from the periphery to the core of practices in science and technology education.     

Enhancing Practicing Primary School Teachers' Pedagogical Content Knowledge in Technology

This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented. This revised version was published online in July 2006 with corrections to the Cover Date.     

Self-confidence does not come isolated from the environment

A smart way to build confidence is to gain the most success within the constraints of the environment. Trying things that the infrastructures fail to support may bring more frustration than confidence. Out of this consideration, Asian researchers might have concentrated on “original equipment manufacturing” type of research—exporting their research to the larger, Western market—in the past due to limited resources and colonial governance. However, with the change in environment, Asian researchers have to undo their old beliefs and participate in building infrastructures that facilitate original and advanced research in management.

Using mean-Gini and stochastic dominance to choose project portfolios with parameter uncertainty

Although a variety of models have been studied for project portfolio selection, many organizations still struggle to choose a potentially diverse range of projects while ensuring the most beneficial results. The use of the mean-Gini framework and stochastic dominance to select portfolios of research and development (R&D) projects has been gaining attention in the literature despite the fact that such approaches do not consider uncertainty regarding the projects’ parameters. This article discusses, with relation to project portfolio selection through a mean-Gini approach and stochastic dominance, the impact of uncertainty on project parameters. In the process, Monte Carlo simulation is considered in evaluating the impact of parametric uncertainty on project selection. The results show that the influence of uncertainty is significant enough to mislead managers. A more robust selection policy using the mean-Gini approach and Monte Carlo simulation is proposed.     

Using the DEPTH model to facilitate learning in an integrated Science and Technology pre-service primary teacher course

The paper describes the development of an Integrated Curriculum Science and Technology subject offering as part of the Bachelor of Education (Teaching) degree for primary pre-service teachers at Massey University in New Zealand. The paper discusses some of the difficulties and concerns which arise when pursuing this type of endeavour. This paper also highlights differences from earlier studies carried out at the same institution using the DEPTH framework. The concept of teaching/learning via a project is not new. The innovation here is the integration of Problem Based Learning (PBL) and the DEPTH approach. The previous study (O’Sullivan, Proceedings of Second International Primary Design and Technology Conference—Quality in the Making, Birmingham, 2001) highlighted the usefulness of the DEPTH framework as an evaluation tool to focus students’ responses to critiquing school teaching practice experience and also informing their own personal constructs. This study again found the framework useful but as a diagnostic tool.     

Competitive dynamics research: An insider’s odyssey

This paper introduces competitive dynamics research, a body of work that has emerged in the strategic management field over the last two decades. I will focus on my scholarly pursuit—both the substance and the process—during the early years of my faculty career. I will use my twelve core publications written during this period to outline the entire research program, highlight the makeup of each of the four sub-streams of the program, and show how these streams are linked. I will also share my personal learning in the process of building this research program. The paper aims to convey some firsthand experience for researchers and scholars, especially those starting in their careers and international scholars who are interested in publishing in major U.S.-based journals, so they can construct their own research programs and cope with the manifold process challenges in research and publishing.

A portfolio–evaluation framework for selecting R&D projects

This study aims to form the basis for constructing a framework for evaluating alternative portfolios of R&D projects. This study provides an extensive literature review on portfolio selection. Most of the existing studies deal with the portfolio selection problem by evaluating individual projects and then seeking ways to combine them for an R&D portfolio. However, the combination of individually good projects unnecessarily constitutes the optimal portfolio. In particular, this study discusses three portfolio effects: (1) the difference between the preference for the portfolio as a whole and the preference for the projects, (2) the interrelation among projects, (3) the size of portfolio selection problems. This study develops a three–phase framework for evaluating R&D portfolios and proposes a new taxonomy of the portfolio attributes (i.e. independent, interrelated, and synergistic). This study concludes with a discussion of future research, directed toward increasing the applicability of portfolio–selection approaches for managing R&D portfolios.     

Examining the reliability of Adaptive Comparative Judgement (ACJ) as an assessment tool in educational settings

International Journal of Technology and Design Education - Conventional approaches to assessment involve teachers and examiners judging the quality of learners work by reference to lists of...     

Technological literacy reconsidered: a model for enactment

This paper presents a model to describe technological literacy as enacted by indiviudals in the course of shaping their lives and the world around them. The model has two interrelated facets—the potential for and enactment of technological literacy—where enactment and potential mutually constitute each other. This potential is made up of knowledge of a particular situation, personal engagement with a situation, and social engagement in the world. Enactment requires a particular set of competencies in action, which together helps shape the situation: recognizing needs; articulating problems; contributing towards the technological process; and analysing consequences. The implications of this model for technological literacy in the context of the individual and society, and the role of technology education in developing technological literacy, are discussed.     

Assessing the Attitudinal Technology Profile of South African Learners: A Pilot Study

Various instruments measuring either technological literacy or pupils’ attitudes towards technology are available. Recent research has emphasised that these instruments have not been validated for the South African context, yielded invalid and unreliable data for this specific context, and should therefore be adapted (Ankiewicz, Myburgh & Van Rensburg, 1996; Van Rensburg, Ankiewicz & Myburgh, 1996a, 1996b, 1999). The concept technology profile refers to learners’ knowledge and understanding of technology, their awareness of it, their values and attitudes towards technology, and their technological capability. It also refers to the extent to which these aspects have become part of the learners’ personality, beliefs, perceptions and behaviour. At the PATT (South Africa) Conference, held during October 1996, the developments regarding the design of an Attitudinal Technology Profile (ATP) questionnaire to evaluate the effects of curricula on the technology profile of learners in South African schools, were reported. At the time of the conference, the ATP questionnaire still had to be applied in order to establish its reliability and validity (Ankiewicz et al., 1996, p. 90). This article reports on this application of the ATP questionnaire. A quantitative pilot study was undertaken among 439 South African learners in Grades 9 and 10 in the Gauteng Province in the Johannesburg/Soweto area to determine their attitudinal technology profile. Differences among the learners with regard to their exposure to Technology Education, as well as gender differences, were also investigated. The conclusion is that the ATP questionnaire provides more reliable and valid results than its western counterpart that have been applied in South Africa. This revised version was published online in July 2006 with corrections to the Cover Date.     

Disaggregating the group effect: Vertical and horizontal <Emphasis Type="Italic">keiretsu</Emphasis> in changing economic times

This paper examines the evolution of keiretsu group affiliation among members of horizontal and vertical keiretsu in Japan over two time periods: 1992–1997, and 1997–2002. We found that ties were more stable in the later time period and therefore restricted our empirical analysis to the 1992–1997 period. We also found differences in the response of vertically and horizontally linked groups to economic downturn and capital market change—vertically linked groups weakened their ties while horizontally linked groups showed more stability.     

Unpacking functional alliance portfolios: How signals of viability affect young firms' outcomes

This article investigates how alliance portfolio composition affects young firms' outcomes. Drawing on signaling theory, we propose how alliance portfolio composition—number, functional domains (R&D, manufacturing, and marketing), and single‐purpose or multi‐purpose nature of alliances within the portfolio—may affect a firm's likelihood of achieving a liquidity event (IPO or acquisition). We study 8,600 U.S.‐based, VC‐backed firms during the period of 1990 to 2002 from 10 industry sectors. We find that alliance portfolios (to a certain extent) increase a firm's liquidity event likelihood. Further, firms with heterogeneous alliance portfolios, including portfolios emitting greater efficiency signals versus endorsement signals, are more likely to experience an IPO versus acquisition. Our findings lend support to the value of multi‐function alliances within portfolios. Copyright © 2013 John Wiley & Sons, Ltd.     

“If I was going to design a chair,the last thing I would look at is a chair”: product analysis and the causes of fixation in students’ design work 11–16 years

Creativity is acknowledged to be important for economic growth and as an everyday life-skill, however several influential reports have suggested that education could do more to harness creative talent. Creative cognition literature suggests the lack of creativity is at least partly the result of ‘fixation’ (difficulty in generating novel ideas due to imagination being ‘structured’ by existing knowledge). This paper focuses on the secondary (students aged 11–16 years) design and technology (D&T) context in the UK. Here we examine whether teacher practice can contribute to fixation by focusing on one specific facet of teacher practice in D&T; the use of product analysis to inform the generation of creative design ideas. Data is drawn from the preliminary phase of a research and intervention project from interviews with D&T teachers (N = 14), students (N = 126) and lesson observations (N = 10) and an analysis of documents and student work. Product analysis is widely used at different points in design projects but, as is shown, in all cases current practice can lead to fixation, as thinking is constrained down specific paths and tasks are at best at procedural rather than comprehension level. The implications of these findings and tentative ways forward for practitioners are discussed.