Developing computer software applications for use in Design and Technology Education

There is little doubt that design work provides a natural focus for Information Technology (IT) activities and that both profile components of National Curriculum Technology are intended to be centred upon real applications and real situations. Despite a plethora of computer software applications which might be considered relevant in the context of Design and Technology work, few are rarely designed to meet the needs of pupil learners and so it is not surprising that few are used effectively. If IT is to become an effective tool in education, there is an urgent need to consider how pupils and students learn through interaction with computer media, and ways in which the teacher’s role might be developed. These issues are quite different from, but no less important than, those considered by the software engineer, who is predominantly concerned with providing elegant program code and sophisticated program facilities. This paper discusses how these two sets of, often contradictory, matters may be corporately considered to provide more effective software design. In particular, it considers how research, development and evaluation, concerned with computer applications, might take more effective account of educationalists’ views, teachers’ requirements and pupils’ needs

Developing links between computer aided learning and design and technology teaching

This paper discusses the potential for using Computer Aided Learning (CAL) as a means of developing design and technology capability. CAL is seen to be particularly attractive as a means of providing learning at the point of need, to simulate technological activity and to bring design contexts into the classroom. Although CAL has not always enjoyed a good reputation, recent developments in multimedia technology and ‘flexible learning methods’ suggest a clear role for its use in design and technology teaching. In order to make effective use of flexible learning materials which aim to provide alternative learning routes it is usual, if not necessary, to link some assessment of learner capability with the management and use of the learning materials. The paper suggests how computer based assessment of previous learning and computer aided learning materials would contribute towards developing design and technology teaching. Finally, a case study of conventional diagnostic testing is described, followed by a proposed computer based model which aims to enhance the more conventional approach by: determining a clearer indication of capability, suggesting a ‘level’ or ‘model’ of understanding when knowledge is applied to design situations. providing immediate student feedback and suggested learning routes through ‘flexible learning materials’. providing collated student data to tutors for the purposes of informing their teaching, thus enabling the provision of appropriate teaching which will focus on real, rather than perceived, student need

An examination of the potential of interactive video for supporting teaching and learning in design and technology

Design and technology in schools highlights the need for pupils to identify with the needs and opportunities in a (design) context and to consider the attributes of a well designed product which might meet those needs. It is generally apparent that whilst this element of design capability characterises the move from “making” to “designing and making” in schools it has not yet been fully developed. This paper describes the development of a prototype interactive video (IV) application which helps pupils to understand how design criteria may be specified by considering the design context. This IV application will be used to evaluate the feasibility of using flexible learning approaches to support students investigating design contexts and specifying design criteria. The IV disc makes use of conventional video material developed for use in National Curriculum Technology. The evaluation of this original material was reported at DATER 90

Digital design - the potential of Computer Aided Designing in design learning environments

Many, if not most, schools in England and Wales now include the use of 3-dimensional CAD modelling skills in their design and technology curriculum. The impact of the CAD in Schools programme has been significant, at least in terms of the large numbers of trained teachers and the improved quality of student output in the form of visual images and product realisation. There remains, however, the question of its impact on the quality of design, not just in terms of ‘design output’ but also in terms of ‘design development’ and ‘design quality’. This keynote presentation is concerned with the need to develop a student’s ability to design and the use of computer-based tools to effectively enhance that development. In this context it considers the potential of CAD activities as a part of design and technology work; the development of appropriate CAD modelling capability and implications for the nature of design and technology curricula

Computer Aided Design : implications for pupil attainment and assessment

Previous research has established that, at the very least, the introduction of CAD into design practice led to the better communication and presentation of ideas in the form of high quality outcomes. It recognised that the predominant use of CAD as a means of output is likely to be encouraged by its ability to directly support separate points of assessment rather than focusing on the act of designing itself. This paper develops on the previous research undertaken by means of a web administered survey and highlights a strong relationship between CAD implementation and an increase in pupil attainment. The paper suggests CAD allows pupils to consistently meet a level of quality, manufacture and accuracy that is well rewarded by some specific points of assessment. Teachers observed an increase in the percentage average A*-C grades of around 10%. The paper reflects on a number of specific case studies which illustrate that despite the emphasis on final outcome it was apparent that CAD was contributing to not only the general quality of pupils’ design work (in terms of presentation etc) but additionally the quality of design development

The impact of Computer Aided Design and Manufacture (CAD/CAM) on school-based design work

This paper reports the findings of a national survey distributed to Heads of Design and Technology departments, with the aim of identifying the level of CAD capability that currently exists, and the nature of its implementation, within UK schools. It draws on teacher perceptions and conclusions from the study to identify further research that might be undertaken to help clarify the impact CAD/CAM has had on the activity of ‘designing’ within an educational context. The role and impact that CAD may have on other aspects of Design and Technology education is described and provides for a more informed discussion on the students’ learning experience, particularly where this might be promoted by CAD

The development of a ‘flexible learning’ strategy for design and technology

Traditional approaches towards the teaching and learning of design and technology are becoming more difficult to sustain and the need to consider alternative strategies is becoming more urgent. A number of factors have contributed to the need to consider strategies intended to be more flexible and accommodating : worsening staff / student ratios; the need to provide an increasingly wide range of technological information at the relevant point of design development; a belief that design students and teachers are entitled to relevant technological knowledge in a form which is appropriate to their needs. This paper describes the selection, development and evaluation of trial materials which aim to support individual student learning in design and technology. The initial student groups were identified as first year industrial design and technology undergraduates and A/AS-level design and technology students. This target is continually widening, however, and might also include teachers who wish to develop their own technological capability through INSET

CAD as a ‘recording’ or ‘designing’ tool: evidence from user behaviours

Previously published research has explored the implications of using CAD for the quality of design development, and the quality of design outcomes (Fraser & Hodgson, 2007; Hodgson & Fraser, 2006; Hodgson & Fraser, 2005; Kimbell et al, 2002). Prior study has also revealed, that users’ perceptions affect how CAD is applied, and reflect the benefits received from such use (Robertson & Allen, 1991). In order to link creativity to the use of CAD, a literature review concerning behaviours associated with creativity was conducted. This was discussed in a PowerPoint presentation presented at the 2007 Design and Technology Association International Research Conference. A framework of seven groups of creative behaviour were identified, particularly ‘Novelty’, ‘Appropriateness’, ‘Motivation’, ‘Fluency’, ‘Flexibility’, ’Sensitivity’, and ‘Insightfulness’. Evidence for these behaviours when using CAD was sought by a number of research methods such as interviews, protocol analysis, observations, and design diaries. This paper is reporting part of an initial study undertaken to research the implications of using CAD for creativity in designing. A smallscale case study exploration based on the masters projects by four postgraduate students from the Design and Technology Department at Loughborough University has been carried out. The results from the current research showed that the use of CAD in designing was linked to design behaviours associated with creativity in the literature

Observing creative behaviours

Sketching and 3D modelling have been long recognised as creative designing tools, but the role that CAD should play remains contested. Research by Charlesworth (2007) has suggested that CAD does not support creativity whereas findings by Robertson and Radcliffe (2008) imply that CAD when used with other design tools does enable creativity to be fostered. Prior research by the authors has shown evidence of creative behaviours whilst designing with CAD (Musta’amal et al, 2008a and 2008b). Potentially useful by-products of this research have been literature reviews concerning creative behaviours that have been reported by cognitive psychologists (Musta’amal et al, 2009 in-press) and also behaviours that have been reported by design researchers as being observed when 2D and 3D sketch modelling have been used. The results of these literature reviews have been placed into categories. Seven categories of creative behaviours were adopted for the creative behaviours reported by cognitive psychologists. The 2D sketching behaviours have been placed in 8 categories and 3D sketch modelling reported into 3 categories. Data concerning these behaviours has been gathered using protocol analysis, interviews and diary methods on 4 design projects, including a project carried out by one of the authors. This paper will describe the outcomes of the literature reviews and provide examples from design projects of the categories of reported creative behaviours. The potential usefulness of these categories for the observation of creative behaviours in classrooms and studios is discussed