Exploring perceptions and attitudes towards teaching and learning manual technical drawing in a digital age

This paper examines the place of manual technical drawing in the 21st century by discussing the perceived value and relevance of teaching school students how to draw using traditional instruments, in a world of computer aided drafting (CAD). Views were obtained through an e-survey, questionnaires and structured interviews. The sample groups represent professional CAD users (e.g. engineers, architects); university lecturers; Technology Education teachers and student teachers; and school students taking Scottish Qualification Authority (SQA) Graphic Communication courses. An analysis of these personal views and attitudes indicates some common values between the various groups canvassed of what instruction in traditional manual technical drafting contributes towards learning. Themes emerge such as problem solving, visualisation, accuracy, co-ordination, use of standard conventions, personal discipline and artistry. In contrast to the assumptions of Prensky's thesis (2001a&b) of digital natives, the study reported in this paper indicate that the school students apparently appreciate the experience of traditional drafting. In conclusion, the paper illustrates the perceived value of such learning in terms of transferable skills, personal achievement and enjoyment

Learning from the learners' experience: e-Learning@greenwich post-conference reflections

This publication comprises papers from presenters who, having made a conference presentation, were invited to author an academic paper about their work

What is there to be learnt from the 1950s and 1960s for contemporary trainee teachers in Further Education?

In this paper, some stories of staff who became Further Education (FE) lecturers during the 1950s and 1960s are reported upon. What emerges is that this period when FE was being established was heavily reliant on the imagination of the actors in their community settings. Moreover, these pioneers in the sector, often from strong occupational backgrounds but with limited formal qualifications, were employed because it was considered that they would be able to use their creative wisdom to forge the necessary links with local industry and other relevant stakeholders, so as to give the FE brand a high profile in its respective local communities. It is contended that in the current, most likely prolonged, period of austerity there is much to be drawn from these experiences of yesteryear, in that what is revealed in the following is very much a perspective that funding was not necessarily the be-all and end-all when these practitioners were endeavouring to deliver excellence. In particular, it is argued that lessons can be learnt from former times and thus, by recalling these and other such narratives and including them in FE lecturers’ Initial Teacher Training(ITT) and ongoing Continuing Professional Development (CPD) programmes, we may stimulate our imaginations in relation to how FE can be further integrated into the local setting, despite the aforementioned contemporary financial constraints

Using digital storytelling as a methodology for the introduction of socially responsible graphic design in a University Bachelor of Computer Graphic Design Programme

This paper case studies the pedagogical methodology for a digital storytelling project involving final semester Bachelor of Computer Graphic Design students and students from a community based charitable arts trust. A young artist is paired with a senior tertiary graphic design student to create digital narratives that attempt to remain within the spirit of the original goals of the Digital Storytelling Movement. The project aims to introduce socially responsible graphic design to tertiary computer graphic design students and foundation arts students. Discussion of the learning outcomes of this project, including analysis of the results of the personal breakthroughs made by students as seen in their written accounts in project completion surveys are detailed

E-learning at University of the Arts London

This report is a systematic exploration of staff relationships with e-learning. It presents a renewed evidence base from which e-learning provision and related support can be planned particularly in a rapidly changing HE terrain and an institutional context where e-learning and academic structures are emerging from large change programmes. The research is based on 25 interviews with programme directors (PD) evenly distributed across the 4 colleges, with representatives from all discipline groups, and levels of study. The interviewees provided rich insights into attitudes to, practices in and aspirations for e-learning, but in some instances, were also limited by the newness of the PD role. While some PDs had an intimate understanding of their programme areas, others, understandably, given the newness of posts, were in the process of familiarising themselves with the work of their teams

Harnessing Technology: new modes of technology-enhanced learning: action research, March 2009

5 action research studie