The Bayes Linear Programming Language [B/D]

Bayes linear methodology provides a quantitative structure for expressing our beliefs and systematic methods for revising these beliefs given observational data. Particular emphasis is placed upon interpretation of and diagnostics for the specification. The approach is similar in spirit to the standard Bayes analysis, but is constructed so as to avoid much of the burden of specification and computation of the full Bayes case. This report is the first of a series describing Bayes linear methods. In this document, we introduce some of the basic machinery of the theory. Examples, computational issues, detailed derivations of results and approaches to belief elicitation will be addressed in related reports.

Defining Design and Technology in an Age of Uncertainty: The View of the Expert Practitioner.

Long standing debate surrounds the position Design and Technology holds in the English and Welsh national curriculum. Some commentators espouse alignment with Science, Technology, Engineering and Mathematics (STEM) as its natural home, whilst others argue that this stifles creativity and takes no account of the ?designerly? nature they consider to be a central tenet of the subject. Against this backdrop, the subject has undergone changes in both prescribed subject knowledge content and examination and assessment arrangements by which pupil progress and attainment are measured. Set against this background, the work presented here summarises a Delphi study which sought to canvass the opinion of established and experienced Design and Technology teachers about how they perceive the attributes, values and unique features of the subject. The results are analysed to give a view of the subject from within the classroom. Analysis reveals that participants in the study consider the ?uniqueness? of the subject to prevail over the values and attributes they collectively define it by. The study moves on to discuss the findings in relation to the values and direction which underpin policy documentation that drives and shapes the subject from a national perspective. Finally, the work concludes by highlighting several important areas worthy of further research which have emerged and could be seen as contributory to understanding the nature and essence of Design and Technology

Design Thinking for Education; Conceptions and Applications in Teaching and Learning, A Review in "Design and Technology Education: an International Journal" Vol 21 (3) pp 74-76

Book review for: Design Thinking for Education; Conceptions and Applications in Teaching and Learning, By Joyce Hwee Ling Koh, Ching Sing Chai, Benjamin Wong, Huang-Yao Hong

Bringing the Virtual World to the Real World; Use of Augmented Reality (AR) to Enhance the Learning Experience.

Augmented Reality (AR) has been around for close to thirty years. However it is only in the last decade that it has really become accessible to those outside of major technological industries. The work originally undertaken by research based companies like Autonomy, based at Cambridge University in the UK, have gone a long way to enable the casual user to be able to adapt and engage with AR technology - despite the complexities involved in the programming necessary to make it actually work. The work presented here looks at exactly how AR can be implemented in the pursuit of enhancing the learning experience. It considers the usability of commercially available packages and presents some of the advantages of using such an approach to AR alongside the respective limitations. It goes on to look at the greater complexities of using ?studio? based AR Software with the necessity of specific channel subscription in order to facilitate its use. The work presented is interactive and will not only describe AR and its use and limitations, through the use of AR itself, the work presented will actually showcase what is being presented in an interactive way

A review of how Advanced Biomechanics and Biotechnologies can be successfully used to inspire and motivate students.

The research presented here will illustrate how senior lecturers working in collaboration with a large secondary school in the North West of England have managed to incorporate and introduce the latest advances in bio-mechanics and bio-technologies into the design and technology curriculum at Key Stage 5 (KS5). Currently this study has only been trialed with a modest number of students (n=9) in a single institution as part of integrating; Science, Technology, Engineering and Mathematics (STEM) into the curriculum as a whole. Results are highly encouraging and show the importance to those in education of diversifying and using real life situations and the latest technologies available to enhance the experience of learners in their charge

Raising Boys' Attainment

Finding new and innovative ways in which those training to teach design and technology can engage with specific groups of learners is always high on the agenda so when David Allen, St Wilfrid's Church of England Technology College, Blackburn contacted the team at Edge Hill University for support with a unique project we were keen to get involved. This article goes on to detail what was achieved in short space of time and the impact it had on the students

Development of an electronic resource (e-portfolio) used to support trainee teachers in providing outstanding evidence in pursuit of Qualified Teacher Status (QTS)

This work presents the findings of a phenomonographic study into the attitudes of Newly Qualified Teacher’s (NQTs) relating to their experience of the Masters in Teaching and Learning (MTL). The work is presented as a means to aid discourse around attitudes towards a funded, classroom based Master’s degree

Increasing Student Engagement and Attainment through the Implementation of Technology Enhanced Learning

Technology Enhanced Learning (TEL) has emerged to be one of the latest "buzz" words, but within design and technology does "TEL" really have any significant impact upon improving students learning and subsequently their attainment? This article seeks to share aspects of some of the work recently undertaken by undergraduate trainee teachers from Edge Hill University during their professional teaching placements