Digital Design Literacy in K-12 Education

This dissertation addresses the introduction, sustainment and articulation of digital design literacy in K-12 education. It is the result of my four years of research in the [email protected] research and development project. Within this project, I have researched the topic through constructive design research experiments on both students’ and teachers’ experiences and competencies with digital design as new subject matter in K-12. The contributions presented in this dissertation are positioned within the emerging research field of making in education. The contributions concern new possibilities that making in education creates for K–12 students to develop competencies to design and critique digital technologies. The point of departure for my work was to explore how the implementation of maker settings and technologies might provide novel ways to combine constructionism, design and digital technology with the intention of having students develop digital design literacy. Hence, this dissertation is a response to the question of how to educate K–12 students to understand, use, critically reflect on, and design digital technologies through the emerging educational possibilities enabled by maker activities, maker settings, and maker technologies. The dissertation is comprised of five research papers and two reports framed by an overview that sum up the arguments made in the papers and the contributions from these come together as a whole. The first contribution is a conceptual understanding of digital design literacy. I lay out a genealogy of traditional literacy toward new literacies to legitimize digital design as a new literacy in K–12 education. I contribute an understanding of how design and digital literacies are interrelated, can mutually benefit one another, and be synthesized and articulated holistically as integrated digital design literacy. The second contribution are quantitative measures of the state-of-the-actual in terms of students’ digital, design, and critical literacy and an assessment tool for quantitatively evaluating students’ stance towards inquiry, which I argue to be an important competence of digital design literacy. The third contribution is an understanding of three crucial aspects which must be considered when developing teachers’ capability to teach digital design literacy. I point to impediments for such teaching and to existing practicing teachers’ limited possibilities to meet demands presented by teaching digital design literacy. I contribute a framework for educating reflective design educators who can support students in developing digital design literacy. The accumulation of these three contributions has resulted in what is the main contribution of this dissertation overview: The Digital Design Literacy Framework. The framework contributes a legitmaziation, articulation and operational definitions of digital design as a new literacy and its underlying competencies

Digital Technology and design processes II: Follow-up report on FabLab@School survey among Danish youth

This report is part of the [email protected] research program, which investigates the use of digital fabrication technologies and design activities among students aged 11-15 years in Danish schools. In order to measure the effects of the [email protected] educational program from 2014 to late 2016, this follow-up survey was administered to two groups: first, schools in which FabLab and design activities had been carried out in the [email protected] project throughout a 2-year period (FabLab schools), and second, a control group of schools that were not part of the [email protected] project (control schools). The survey reported here, is a follow-up to a similar survey conducted in the fall of 2014

Digital Technology and design processes: Report on a FabLab@School survey among Danish youth

This report contains findings from a survey on Danish adolescents aged 11-15 years conducted in the fall of 2014 among 1236 students. It is a part of the [email protected] research program, which investigates the use of digital fabrication technologies in Danish schools

Juvenile Male Rats Exposed to a Low-Dose Mixture of Twenty-Seven Environmental Chemicals Display Adverse Health Effects

<div><p>Humans are exposed to a large number of environmental chemicals in their daily life, many of which are readily detectable in blood or urine. It remains uncertain if these chemicals can cause adverse health effects when present together at low doses. In this study we have tested whether a mixture of 27 chemicals administered orally to juvenile male rats for three months could leave a pathophysiological footprint. The mixture contained metals, perfluorinated compounds, PCB, dioxins, pesticides, heterocyclic amines, phthalate, PAHs and others, with a combined dose of 0.16 (Low dose), 0.47 (Mid dose) or 1.6 (High dose) mg/kg bw/day. The lowest dose was designed with the aim of obtaining plasma or urine concentrations in rats at levels approaching those observed in humans. Some single congeners were administered at doses representative of combined doses for chemical groups. With this baseline, we found effects on weight, histology and gene expression in the liver, as well as changes to the blood plasma metabolome in all exposure groups, including low-dose. Additional adverse effects were observed in the higher dosed groups, including enlarged kidneys and alterations to the metabolome. No significant effects on reproductive parameters were observed.</p></div