Models of change: the impact of ‘designerly thinking’ on people’s lives and the environment… Ken Baynes

This Editorial is largely given over to an invitation to take part in a seminar series being led by Ken Baynes, and, of course, I must explain why. Ken Baynes is a Visiting Professor in the Department of Design and Technology at Loughborough University and consequently these seminars will be organised through Loughborough’s Design Education Research Group (DERG)

Developing a strong research-base

This keynote address gives an overview of some of the key factors in developing a strong research base for design and technology education. In particular, the deconstruction and reconstruction of the conceptual basis of design and technology as a subject, securing and making accessible the records of the work of past researchers, establishing a strong framework for the on-going international conversations that will generate progress, and ensuring that new researchers are supported in establishing their place within this framework. These are illustrated through a discussion of the ideas culture that has shaped design and technology as a school subject in the UK, and the weaknesses of current models of designing and representations of technological knowledge. Recent contributions are noted, such as Doyle’s concept of ‘technicity’, which might provide a stronger basis for future developments. Recent research agendas are restated and the key refereed research publications are noted. Arguments are put forward for the merits of looking back to the 1970s, when design and technology was emerging, in order to cast new light on current positions. Reference is made to three new publications targeted at supporting this agenda and, in particular, Designerly Activity and Higher Degrees, which was based on a seminar series given by Professor L Bruce Archer

Sustainability: an on-going conversation in design and technology education

The 1970s were a period of great economic and social turbulence in the UK. They were also the years when environmental concerns became part of the international political agenda following the publication of the Club of Rome’s report on ‘the predicament of mankind’, The Limits to Growth (Meadows et al, 1972). And a time when the ‘design education movement’ was being shaped, and arguably led by Professor Bruce Archer through his leadership of the Design Education Unit at the Royal College of Art (RCA) in London. Bruce Archer died earlier this year, in May 2005, but his work will undoubtedly be influential for many years to come

The technological knowledge base of design and associated pedagogical issues

What might count as the technological knowledge bases (or underpinning) of design practice (and more particularly, Industrial Design, and Design and Technology in general education) has always been an unresolved matter. This series of papers, developed through an action research approach over a number of years, sought to develop understanding of the technological knowledge base of design, (taking account, also, of the apparent needs of Industrial Design practitioners and of those engaged in Design and Technology in schools). Hence, a theoretical position and research agenda developed concerning the nature of technology for (the purposes of those engaged in) designing. Three areas have been explored through a case study format: designing and materials and processes at advanced (A) and advanced supplementary (AS) level in UK Design and Technology syllabuses; the teaching and learning of mechanics and materials technology by Industrial Design and Technology undergraduates; the use of flexible learning and information technology (IT) to support the analysis of structures by Industrial Design and Technology undergraduates. [Continues.

Design and technology educational research and curriculum development: the emerging international research agenda

The publication of book derived from IDATER conferences (as distinct from Conference Proceedings) is a new venture for IDATER, which has been undertaken in order to further the debate concerning an international research agenda. It is hoped that this publication will both enable those who were not fortunate enough to be at IDATER99 and IDATER2000 to gain something of the Conference outcomes and help to prepare for IDATER2001

Reflection, change and renewal

Reflection, change and renewa

Twenty years on : ownership and influence

Twenty years on : ownership and influenc

IDATER online conference: graphicacy and modelling 2010

IDATER online conference: graphicacy and modelling 201

EcoDesign education strategies: a recent initiative for Industrial Design and Technology undergraduates at Loughborough University

The emerging need to introduce students to sustainable design strategies requires curriculum developers to address some difficult issues. The effective introduction of sustainable design into industrial practice has been the result of significant initiatives that have provided training and support. Student designers need no less, but resources are only beginning to be developed and staff expertise is not widespread. It is essential for those engaged with this agenda to share the expertise they have if further generations of designers are not to emerge from universities with no more knowledge of good practice in sustainable design than their predecessors. This paper reports some initial curriculum development findings concerning the introduction of sustainable design options to Industrial Design and Technology undergraduates in the Design and Technology Department at Loughborough University. The development of these options has been supported by staff from the International Ecotechnology Research Centre at Cranfield University. The evolved structure and rationale for the options is described and some examples of the outcomes in terms of student project work are shown. Some tentative conclusions are suggested and the intended future developments outlined

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