Researching Design Learning

Kimbell, Richard; Stables, Kay

doi:10.1007/978-1-4020-5115-9

Cited by 47 publications

(15 citation statements)

References 22 publications

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“…As such, it seems as if the participants only focused on the problem that they needed to address in the beginning of their design process without referring back to it during the middle or end of the design process. This finding confirms previous studies on Technology learners have evidenced how learners neglect to consider the problem they are addressing throughout their design process (Dixon & Johnson, 2012;Hill & Anning, 2001;Kimbell & Stables, 2008).…”

Section: Distribution Of Cognitive Phases and Information Sourcessupporting

confidence: 82%

Naïve Designers’ Information Use during the Design Process in a Low-Resource Classroom

Blom

Haupt

Fraser

2018

EURASIA J MATH SCI T

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Facilitating the design process in low-resource Technology classrooms has become increasingly challenging in the 21st century. This research focuses on the types of information sources used during learners' design processes. We examine the information sources that nine South African Grade 9 learners from a low-resource school used while they were engaged in a mechanical systems and control design task. They worked in groups of three to design a machine to lift logs from the ground onto a truck. We utilised a Think Aloud Protocol Study to collect concurrent verbal, visual and temporal data. The results indicate that Grade 9 design teams were predominantly engaged in problem solving activities by using mostly external sources of information during the early phases of the design process. If designing is the backbone methodology of Technology education, attention should be given to the information sources that learners use during designing.

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Section: Distribution Of Cognitive Phases and Information Sourcessupporting

confidence: 82%

Naïve Designers’ Information Use during the Design Process in a Low-Resource Classroom

Blom

Haupt

Fraser

2018

EURASIA J MATH SCI T

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“…Such models give a defined and standardised structure to engage with what is a complex, iterative process (Kimbell et al 1991;Kimbell and Stables 2007). Mawson (2003) reports on the adherence of technology teachers to a linear concept of the design process.…”

Section: Introductionmentioning

confidence: 98%

The validity and value of peer assessment using adaptive comparative judgement in design driven practical education

Seery

Canty

Phelan

2011

Int J Technol Des Educ

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This paper presents the response of the technology teacher education programmes at the University of Limerick to the assessment challenge created by the shift in philosophy of the Irish national curriculum from a craft-based focus to design-driven education. This study observes two first year modules of the undergraduate programmes that focused on the development of subject knowledge and practical craft skills. Broadening the educational experience and perspective of students to include design based aptitudes demanded a clear aligning of educational approaches with learning outcomes. As design is a complex iterative learning process it requires a dynamic assessment tool to facilitate and capture the process. Considering the critical role of assessment in the learning process, the study explored the relevance of individual student-defined assessment criteria and the validity of holistic professional judgement in assessing capability within a design activity. The kernel of the paper centres on the capacity of assessment criteria to change in response to how students align their work with evidence of capability. The approach also supported peer assessment, where student-generated performance ranks provided an insight into not only how effectively they evidenced capability but also to what extent their peers valued it. The study investigated the performance of 137 undergraduate teachers during an activity focusing on the development of design, processing and craft skills. The study validates the use of adaptive comparative judgement as a model of assessment by identifying a moderate to strong relationship with performance scores obtained by two different methods of assessment. The findings also present evidence of capability beyond the traditional measures. Level of engagement, diversity, and problem solving were also identified as significant results of the approach taken. The strength of this paper centres on the capacity of student-defined criterion assessment to evidence learning, and concludes by presenting a valid and reliable holistic assessment supported by comparative judgements.

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“…Evans suggests that there should be greater use of the oral response mode in particular. Kimbell and Stables (2008) highlight the importance of supporting learners beyond being aware of their own thinking to allowing them to take greater responsibility for it, through their own target setting to enable them to manage their 'progressive pathway towards procedural autonomy' (Kimbell and Stables 2008: 224). The e-scape teachers recognised the importance of developing the vocabulary and language of reflection to enable the learners to review their own learning, identify progress and establish 'next steps' as personal learning targets.…”

Section: Assessment As Learningmentioning

confidence: 98%

Assessment is for learning: supporting feedback

McLaren

2012

Int J Technol Des Educ

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This paper describes an action research, school situated project conducted with partnership funding from Learning and Teaching Scotland, Scottish Qualifications Authority and Becta, the UK government's agency for communications technology in education. Based on e-scape (e-solutions for creative assessment in portfolio environments), developed by Goldsmiths, University of London, the Scottish project focussed on integrating innovative methods of capturing evidence of creative performance with providing formative feedback to learners. Classroom trials were conducted with Primary 7 through to Secondary 3 learners (10-15 year olds) in 2 different local education authorities. Learner and teacher thoughts were recorded through blogs, e-forums and interviews; the authored design challenges were shared through the web-based e-scape authoring system and e-folios reviewed by participant teachers and researchers. This paper provides a summary of the reactions and responses from teacher practitioner, learner and researcher perspectives based on their experiences and the results of the classroom trials. It discusses the potential contribution in terms of supporting learning, teaching and assessment within the framework of Scotland's Curriculum for Excellence (2004) Technologies (2009) learning area. It is hoped that e-scape scotland supports pedagogies which enable the capture of creative thinking in real time for authentic and formative assessment and addresses some of the issues for classroom practice and practitioners.Keywords Design thinking Á Assessing creativity Á Formative assessment Á Peer, self and teacher feedback Á Inclusion Á Modes of evidence capture Á Digital portfolios Á Curriculum for excellence Á Assessment is for Learning Background context

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Researching Design Learning

Cited by 47 publications

References 22 publications

Naïve Designers’ Information Use during the Design Process in a Low-Resource Classroom

Naïve Designers’ Information Use during the Design Process in a Low-Resource Classroom

The validity and value of peer assessment using adaptive comparative judgement in design driven practical education

Assessment is for learning: supporting feedback

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