for Journals by Title or ISSN
for Articles by Keywords
help
  Subjects -> MANUFACTURING AND TECHNOLOGY (Total: 283 journals)
    - CERAMICS, GLASS AND POTTERY (25 journals)
    - MACHINERY (32 journals)
    - MANUFACTURING AND TECHNOLOGY (175 journals)
    - METROLOGY AND STANDARDIZATION (3 journals)
    - PACKAGING (15 journals)
    - PAINTS AND PROTECTIVE COATINGS (5 journals)
    - PLASTICS (27 journals)
    - RUBBER (1 journals)

MANUFACTURING AND TECHNOLOGY (175 journals)                  1 2     

3D Printing and Additive Manufacturing     Full-text available via subscription   (Followers: 12)
Additive Manufacturing     Hybrid Journal   (Followers: 4)
Advanced Manufacturing: Polymer & Composites Science     Free   (Followers: 18)
Advances in Adaptive Data Analysis     Hybrid Journal   (Followers: 8)
Advances in Manufacturing     Hybrid Journal   (Followers: 2)
Advances in Manufacturing Science and Technology     Open Access   (Followers: 6)
American Journal of Applied Sciences     Open Access   (Followers: 33)
American Journal of Nanotechnology     Open Access   (Followers: 7)
American Journal of Sensor Technology     Open Access   (Followers: 2)
Appita Journal: Journal of the Technical Association of the Australian and New Zealand Pulp and Paper Industry     Full-text available via subscription   (Followers: 6)
Applied Ergonomics     Full-text available via subscription   (Followers: 11)
Asia Pacific Biotech News     Hybrid Journal   (Followers: 1)
Asian Journal of Applied Sciences     Open Access   (Followers: 4)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 6)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 2)
Bharatiya Vaigyanik evam Audyogik Anusandhan Patrika (BVAAP)     Open Access   (Followers: 1)
Biotechnology     Open Access   (Followers: 7)
Biotechnology Progress     Hybrid Journal   (Followers: 23)
Building Service Engineering Research and Technology     Hybrid Journal   (Followers: 4)
Bulletin of Science, Technology & Society     Hybrid Journal   (Followers: 4)
CATTECH     Hybrid Journal   (Followers: 1)
Centaurus     Hybrid Journal   (Followers: 3)
Circuit World     Hybrid Journal   (Followers: 14)
Clay Technology     Full-text available via subscription  
Cold Regions Science and Technology     Hybrid Journal   (Followers: 3)
Comparative Technology Transfer and Society     Full-text available via subscription   (Followers: 3)
Components, Packaging and Manufacturing Technology, IEEE Transactions on     Hybrid Journal   (Followers: 15)
Composites Science and Technology     Hybrid Journal   (Followers: 106)
Comprehensive Therapy     Hybrid Journal   (Followers: 3)
Computer-Aided Design and Applications     Hybrid Journal  
Control Theory and Informatics     Open Access   (Followers: 5)
Cryoletters     Full-text available via subscription   (Followers: 3)
Design Journal : An International Journal for All Aspects of Design     Hybrid Journal   (Followers: 23)
Design Studies     Hybrid Journal   (Followers: 27)
East Asian Science, Technology and Society: An International Journal     Full-text available via subscription   (Followers: 1)
Economics of Innovation and New Technology     Hybrid Journal   (Followers: 10)
Emerging Materials Research     Hybrid Journal   (Followers: 1)
Environmental Technology     Hybrid Journal   (Followers: 2)
Fibers     Open Access   (Followers: 7)
Fibers and Polymers     Full-text available via subscription   (Followers: 3)
foresight     Hybrid Journal   (Followers: 7)
FORMakademisk     Open Access   (Followers: 1)
Futures     Hybrid Journal   (Followers: 12)
Gender, Technology and Development     Hybrid Journal   (Followers: 5)
Green Materials     Hybrid Journal  
History and Technology: An International Journal     Hybrid Journal   (Followers: 8)
Hybrid Materials     Open Access  
IEEE Engineering in Medicine and Biology Magazine     Full-text available via subscription   (Followers: 5)
IETE Journal of Research     Open Access   (Followers: 11)
IETE Technical Review     Open Access   (Followers: 4)
Indian Journal of Radio & Space Physics (IJRSP)     Open Access   (Followers: 6)
Informaci√≥n Tecnol√≥gica     Open Access  
Innovation: Management, Policy & Practice     Hybrid Journal   (Followers: 13)
Innovation: The European Journal of Social Science Research     Hybrid Journal   (Followers: 10)
Innovations : Technology, Governance, Globalization     Hybrid Journal   (Followers: 6)
Integrating Materials and Manufacturing Innovation     Open Access   (Followers: 8)
International Journal for Quality Research     Open Access  
International Journal for the History of Engineering and Technology , The     Hybrid Journal   (Followers: 3)
International Journal of Advanced Design and Manufacturing Technology     Open Access   (Followers: 5)
International Journal of Automation and Logistics     Hybrid Journal   (Followers: 4)
International Journal of Bifurcation and Chaos     Hybrid Journal   (Followers: 1)
International Journal of Biomedical Nanoscience and Nanotechnology     Hybrid Journal   (Followers: 5)
International Journal of Business and Systems Research     Hybrid Journal   (Followers: 1)
International Journal of CAD/CAM     Open Access  
International Journal of Critical Infrastructure Protection     Hybrid Journal   (Followers: 5)
International Journal of Design     Open Access   (Followers: 24)
International Journal of e-Business Management     Full-text available via subscription   (Followers: 3)
International Journal of Energy Technology and Policy     Hybrid Journal   (Followers: 7)
International Journal of Engineering and Manufacturing     Open Access   (Followers: 2)
International Journal of Experimental Design and Process Optimisation     Hybrid Journal   (Followers: 4)
International Journal of Information Acquisition     Hybrid Journal   (Followers: 1)
International Journal of Innovation and Technology Management     Hybrid Journal   (Followers: 7)
International Journal of Innovation Science     Full-text available via subscription   (Followers: 8)
International Journal of Intelligent Transportation Systems Research     Hybrid Journal   (Followers: 9)
International Journal of Law and Information Technology     Hybrid Journal   (Followers: 3)
International Journal of Learning Technology     Hybrid Journal   (Followers: 7)
International Journal of Manufacturing Engineering     Open Access   (Followers: 1)
International Journal of Manufacturing, Materials, and Mechanical Engineering     Full-text available via subscription   (Followers: 8)
International journal of materials research     Full-text available via subscription   (Followers: 1)
International Journal of Mathematical Education in Science and Technology     Hybrid Journal   (Followers: 8)
International Journal of Nano and Biomaterials     Hybrid Journal   (Followers: 7)
International Journal of Physical Modelling in Geotechnics     Hybrid Journal   (Followers: 3)
International Journal of Planning and Scheduling     Hybrid Journal   (Followers: 1)
International Journal of Precision Engineering and Manufacturing-Green Technology     Hybrid Journal  
International Journal of Production Management and Engineering     Open Access   (Followers: 3)
International Journal of Quality and Innovation     Hybrid Journal   (Followers: 5)
International Journal of Quality Engineering and Technology     Hybrid Journal   (Followers: 2)
International Journal of Service and Computing Oriented Manufacturing     Hybrid Journal   (Followers: 2)
International Journal of Social and Humanistic Computing     Hybrid Journal   (Followers: 2)
International Journal of System of Systems Engineering     Hybrid Journal   (Followers: 2)
International Journal of Technoentrepreneurship     Hybrid Journal   (Followers: 2)
International Journal of Technological Learning, Innovation and Development     Hybrid Journal   (Followers: 5)
International Journal of Technology and Design Education     Hybrid Journal   (Followers: 13)
International Journal of Technology and Globalisation     Hybrid Journal   (Followers: 1)
International Journal of Technology Intelligence and Planning     Hybrid Journal   (Followers: 1)
International Journal of Technology Management     Hybrid Journal   (Followers: 4)
International Journal of Technology Marketing     Hybrid Journal   (Followers: 3)
International Journal of Technology Transfer and Commercialisation     Hybrid Journal   (Followers: 1)
International Journal of Technology, Policy and Management     Hybrid Journal  
International Journal of Vehicle Autonomous Systems     Hybrid Journal   (Followers: 1)

        1 2     

Journal Cover International Journal of Technology and Design Education
  [SJR: 0.756]   [H-I: 20]   [13 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 1573-1804 - ISSN (Online) 0957-7572
   Published by Springer-Verlag Homepage  [2280 journals]
  • An analysis of the impact of student–scientist interaction in a
           technology design activity, using the expectancy-value model of
           achievement related choice
    • Abstract: Abstract Many education initiatives in science and technology education aim to create enthusiasm among young people to pursue a career in Science, Technology, Engineering, and Mathematics (STEM). Research suggests that personal interaction between secondary school students and scientists could be a success factor, but there is a need for more in-depth research on the actual effects of science education initiatives. This paper describes an in-depth, qualitative assessment of a technology design activity, using as a theoretical framework the expectancy-value model of academic choice Eccles and Wigfield (Annu Rev Psychol 53:109–132, 2002). A core element in the studied education initiative is the interaction between secondary school students and scientists. Semi-structured interviews were conducted with participating students and analysed qualitatively to disentangle the factors in their motivation to participate in this initiative and their experiences and memories gathered during participation. Last, this paper reflects on the use of the expectancy-value model for in-depth assessments of science education initiatives. Results show that interest-enjoyment values and attainment values are most important in the students’ motivation to participate in the studied activity. These values are connected to educational principles of authentic practice, and of providing meaningful contexts for scientific concepts. Furthermore, results show that the interaction between students and scientists is not automatically a success factor. Disappointment in this interaction, can cast a shadow on students’ whole experience. This leads us to propose to include an additional factor in the expectancy-value model of achievement related choice: educational environment, including ‘personal interaction’ as an element. Adding this factor would—in our opinion—create an even better framework for in-depth assessment of science education initiatives.
      PubDate: 2016-02-01
       
  • Fostering creativity from an emotional perspective: Do teachers recognise
           and handle students’ emotions?
    • Abstract: Abstract Emotions have a significant effect on the processes of designing and creative thinking. In an educational context, some emotions may even be detrimental to creativity. To further explore the link between creativity and emotion, a series of interviews were conducted with design and technology (D&T) teachers in Singapore, Hong Kong and Beijing concerning their experiences of working with students on design projects. The intent was to investigate how these teachers understood and managed their students’ emotions while teaching creative design skills. Some teachers indicated that they understood their students’ emotions through observing their behaviour, connecting with them by synchronising emotions or by evaluating student performance. The teachers also reported using various other methods to handle their students’ emotions. This study highlights the importance of equipping D&T teachers with skills for awareness and regulation of emotions so that they can better enable students to cultivate creativity in the design process.
      PubDate: 2016-02-01
       
  • Robotics in the early childhood classroom: learning outcomes from an
           8-week robotics curriculum in pre-kindergarten through second grade
    • Abstract: Abstract In recent years there has been an increasing focus on the missing “T” of technology and “E” of engineering in early childhood STEM (science, technology, engineering, mathematics) curricula. Robotics offers a playful and tangible way for children to engage with both T and E concepts during their foundational early childhood years. This study looks at N = 60 children in pre-kindergarten through second grade who completed an 8-week robotics curriculum in their classrooms using the KIWI robotics kit combined with a tangible programming language. Children were assessed on their knowledge of foundational robotics and programming concepts upon completion of the curriculum. Results show that beginning in pre-kindergarten, children were able to master basic robotics and programming skills, while the older children were able to master increasingly complex concepts using the same robotics kit in the same amount of time. Implications for developmentally appropriate design of technology, as well as structure and pace of robotics curricula for young children are addressed.
      PubDate: 2016-02-01
       
  • Technological literacy for students aged 6–18: a new method for
           holistic measuring of knowledge, capabilities, critical thinking and
           decision-making
    • Abstract: Abstract Technological literacy is identified as a vital achievement of technology- and engineering-intensive education. It guides the design of technology and technical components of educational systems and defines competitive employment in technological society. Existing methods for measuring technological literacy are incomplete or complicated, unreliable, unstable and imprecise, time-consuming, and require large expenditures on resources. This paper presents a new method for valid and reliable measuring of technological literacy. The method encompasses three main components—knowledge, capabilities, and critical thinking and decision-making. It is centred on the standards for technological literacy issued by the International Technology and Engineering Educators Association. It has three key features. (1) A construct-measure-result front-ended approach, where a construct consists of an object, attribute, and entity; which causes reduction of measure-induced distortion and error. (2) A broad test range definition that provides stable and accurate measuring of technological literacy for 6–18-year-old students. (3) A genuine design approach including a multiple choice test item form determination consisting of content, criterion and construct validity, item discrimination, difficulty index, and an intraclass correlation measure for time stability and scooping its heterogeneous nature. Only the method is described herein and its pilot test results are presented. It is moderately reliable over time (intraclass correlation coefficient = 0.68, p < 0.05), has high criterion-related validity (r xy  < 0.4) and construct validity (h 2 > 0.7). High content validity evidence was ensured through a two-stage validation method, while test item discrimination coefficient values are acceptable (r pbis  > 0.1). The method is time-efficient (measuring lasts 45 min), valid, stable, and enables holistic investigation of large sample sizes.
      PubDate: 2016-02-01
       
  • Learning program for enhancing visual literacy for non-design students
           using a CMS to share outcomes
    • Abstract: Abstract This study proposes a basic learning program for enhancing visual literacy using an original Web content management system (Web CMS) to share students’ outcomes in class as a blog post. It seeks to reinforce students’ understanding and awareness of the design of visual content. The learning program described in this research focuses on to address how to create meanings of visual content that is important to express information visually, and includes three exercises based on perception, visual variables, and signification. The Web CMS to publish student works and share in class helps enhance students’ reflection. We also developed a rubric as an assessment device for students’ outcomes. The content of the learning program and its implementation are described with the support of observational data.
      PubDate: 2016-02-01
       
  • The nature of primary students’ conversation in technology education
    • Abstract: Abstract Classroom conversations are core to establishing successful learning for students. This research explores the nature of conversation in technology education in the primary classroom and the implications for teaching and learning. Over a year, two units of work in technology were taught in two primary classrooms. Most data was gathered in Round 2 during the implementation of the second unit titled ‘Props for the School Production’. The study uses qualitative methodology and an ethnographic approach using participant observations, Stimulated Recall interviews with autophotography, semi-structured interviews with participants and their teachers, and students’ work samples, to develop a rich description of classroom conversation in technology. The study identified four over-arching elements of conversation across four stages of the unit undertaken by the students. Within each with element various sub-elements, are identified. Defined as sources of conversation which contribute to classroom conversations in technology education, the elements are identified as Funds of Knowledge, Making Connections and Links, Management of Learning, and Technology Knowledge and Skills. The study enhances our understanding of elements of conversation that assist student learning in technology. It also presents new findings on knowledge students bring to technology and challenges existing findings on students’ ability to transfer knowledge from one curriculum domain to other.
      PubDate: 2016-02-01
       
  • Influence of design training and spatial solution strategies on spatial
           ability performance
    • Abstract: Abstract Numerous studies have reported that spatial ability improves through training. This study investigated the following: (1) whether design training enhances spatial ability and (2) whether differing solution strategies are applied or generated following design training. On the basis of these two research objectives, this study divided the participants into design and non-design groups. Each participant in these groups was required to complete three spatial tests and one solution strategy questionnaire. This study found that the participants in the design group outperformed those in the non-design group regarding spatial visualization and spatial relations; however, the two groups showed no difference in visuospatial perceptual speed performance. The design and non-design groups adopted different solution strategies; the design group used the holistic strategy, whereas the non-design group used the analytical strategy.
      PubDate: 2016-02-01
       
  • The reality of STEM education, design and technology teachers’
           perceptions: a phenomenographic study
    • Abstract: Abstract The supply of highly qualified scientists, technologists, engineers and mathematicians is perceived by governments globally as being vital in securing economic prosperity, but somewhere along the line pupils are being ‘switched off’, and disengage with the study of science, technology, engineering and mathematics (STEM) beyond compulsory schooling. Improved STEM Education is presented as a way forward, and the supply of well qualified teachers is perceived as integral to achieving this vision. However in England and Wales, as government funded teacher training bursaries rise for those seeking to pursue a career in mathematics or science, funding for those wishing to train to teach engineering or design and technology is less lucrative. As individual disciplines both hold enormous potential to contribute to the STEM agenda, however currently this is not wholly realised. Set against a background of policy reform and curriculum change, this paper seeks to explore the ways teachers of design and technology perceive STEM, and how the range in variation of perception, relates to design and technology pedagogy. Phenomenography is the adopted methodology, and as such this paper explores participant’s pedagogical understanding and perceptions from a non-dualistic ontological stance. The primary research tool was interview, which following data analysis, categories of description were formed to create empirically grounded outcome spaces. Outcomes from this study show that teacher’s perception of STEM, their personal knowledge, and understanding of that knowledge, is intrinsically linked to the effectiveness of STEM delivery in their own classroom practice. In conclusion, findings from this study would support, in order for learners (pupils) to become STEM literate, that teachers of all STEM subjects be supported to explore ways in which they can best foster mutually reciprocal arrangements with their STEM counterparts.
      PubDate: 2016-02-01
       
  • Sketching by design: teaching sketching to young learners
    • Abstract: Abstract Recent science educational reforms in the United States have prompted increased efforts to teach engineering design as an approach to improve STEM (Science, Technology, Engineering, and Mathematics) learning in K-12 classrooms. Teaching design in early grades is a new endeavor for teachers in the United States. Much can be learned from design teaching and research on K-12 design education outside of the US. The purpose of this study was to explore how students learn and use design sketching to support their learning of science and design practices. Researchers provided a treatment of design sketching instruction based on best practices of prior research finding (Hope in Des Technol Educ Int J 10: 43–53, 2005; Gustafson et al. J Technol Educ 19(1):19–34, 2007). A delayed treatment model was used to provide a two-group counterbalanced quasi-experimental design to compare an experimental group and comparison (delayed treatment) group results from (6) grade 3 classrooms. Researchers employed Hope’s Des Technol Educ Int J 10: 43–53, (2005) frame to organize sketching data for analysis. Findings from this study indicated that design instruction treatment did improve student’s design and communication practices, moving from using sketching as a container of ideas to the use of sketching as a form of design communication and to refine design ideas. Both the treatment and comparison groups improved sketching skills after treatment was provided to both groups. Sketching is a design practice that can also help student learn science concepts through the generation of mental models of conceptual understanding.
      PubDate: 2016-01-30
       
  • Interdisciplinarity in design education: understanding the undergraduate
           student experience
    • Abstract: Abstract Interdisciplinarity is becoming a critical issue of concern for design schools across East Asia in their attempts to provide industry graduates with the skills and competences to make creative contributions in a global economy. As a result, East Asian higher education institutions are aggressively endeavouring to provide interdisciplinary undergraduate curriculum that combine traditional designerly skills with engineering knowledge and methods. The current study takes an interdisciplinary undergraduate course as case-study to examine how the pedagogic strategy of team teaching influences student learning experience. Two surveys of student learning were conducted for this research purpose. The first provided an indication of the holistic student learning experience, while the second explored the conditions of team and non-team teaching as influence upon learning experiences specifically. Results showed how students taught by a single instructor provided a more positive overall opinion of course quality and experienced significantly more encouragement to participate compared to team taught respondents. However, findings also indicated how team teaching significantly increased the students’ experience of a balanced contribution from different disciplinary perspectives and how the team teaching approach was significantly more effective in providing students with greater opportunities to understand the relevance of the different disciplines to the course subject. We conclude with a discussion of results in terms of the effective use of team teaching at undergraduate level as strategy for interdisciplinary learning experiences.
      PubDate: 2016-01-27
       
  • Visible parts, invisible whole: Swedish technology student teachers’
           conceptions about technological systems
    • Abstract: Technological systems are included as a component of national technology curricula and standards for primary and secondary education as well as corresponding teacher education around the world. Little is known, however, of how pupils, students, and teachers conceive of technological systems. In this article we report on a study investigating Swedish technology student teachers’ conceptions of technological systems. The following research question is posed: How do Swedish technology student teachers conceive of technological systems? Data was collected through in-depth qualitative surveys with 26 Swedish technology student teachers. The data was analysed using a hermeneutic method, aided by a theoretical synthesis of established system theories (system significants). The main results of the study are that the technology student teachers expressed diverse conceptions of technological systems, but that on average almost half of them provided answers that were considered as undefined. The parts of the systems that the students understood were mostly the visible parts, either components, devices, or products such as buttons, power lines, hydroelectric plants, or the interface with the software inside a mobile phone. However, the ‘invisible’ or abstract aspects of the technological systems, such as flows of information, energy or matter, or control operations were difficult to understand for the majority of the students. The flow of information was particularly challenging in this regard. The students could identify the input and often the output of the systems, that is, what systems or components do, but the processes that take place within the systems were elusive. Comparing between technological systems also proved difficult for many students. The role of humans was considered important but it was mostly humans as users not as actors on a more systemic level, for example, as system owners, innovators, or politicians. This study confirms previous research in that the students had a basic understanding of structure, input and output of a technological system. Thus, the adult students in this study did not seem to have better understanding of technological systems than school pupils and teachers in previous studies, although this is in line with previous investigations on the general system thinking capabilities of children and adults. The most important implication of this study is that students need to be trained in systems thinking, particularly regarding how components work and connect to each other, flows (especially of information), system dependency, and the human role in technological systems.
      PubDate: 2016-01-23
       
  • Bridging a gap: in search of an analytical tool capturing teachers’
           perceptions of their own teaching
    • Abstract: Abstract Computing and computers are introduced in school as important examples of technology, sometimes as a subject matter of their own, and sometimes they are used as tools for other subjects. All in all, one might even say that learning about computing and computers is part of learning about technology. Lately, many countries have implemented programming in their curricula as a means to address society’s dependence on, and need for programming knowledge and code. Programming is a fairly new school subject without educational traditions and, due to the rapid technological development, in constant change. This means that most programming teachers must decide for themselves what and how to teach. In this study, programming teachers’ teaching is studied. With the aim of exploring the connection/possible gap between teacher’s intentions and the teacher’s instructional practice, an expansion of the conceptual apparatus of phenomenography and variation theory is tested. In the article, phenomenography and variation theory and the suggested supplementary theoretical tool (Georg Henrik von Wright’s model of logic of events) are briefly presented and then deployed upon one selected case. Findings reveal that teachers’ intentions (reflected in their actions) include an emphasis (of teachers’ side) on the importance of balancing theory and practice, using different learning strategies, encouraging learning by trial-and-error and fostering collaboration between students for a deeper understanding of concepts. In conclusion, logic of events interpretations proves to be useful as a complementary tool to the conceptual apparatus of phenomenography.
      PubDate: 2016-01-20
       
  • Editorial
    • PubDate: 2016-01-07
       
  • Growing misconception of technology: investigation of elementary
           students’ recognition of and reasoning about technological artifacts
           
    • Abstract: Abstract Knowledge of technology is an educational goal of science education. A primary way of increasing technology literacy in a society is to develop students’ conception of technology starting from their elementary school years. However, there is a lack of research on student recognition of and reasoning about technology and technological artifacts. In this respect, the purpose of this study was to determine elementary school students’ recognition of and reasoning about technological artifacts. In line with this purpose, a survey was conducted with 239 elementary school students from Turkey. For the analysis of the quantitative data collected, independent sample t test, one-way ANOVA and descriptive statistics were used. For the analysis of the qualitative data, content analysis was used. The results revealed that the students’ recognition of and reasoning about technological artifacts were not wrong yet not efficient. In addition, it was also found out that the students’ technology recognition differed depending on the socioeconomic levels of their schools in relation to digital divide and on their parents’ educational backgrounds. When the students’ views were examined, it was seen that electricity was a requirement for anything to be regarded as technology. Suggestions were put forward for researchers, teachers as well as for parents regarding students’ understanding of technology.
      PubDate: 2015-12-24
       
  • Transitioning Design and Technology Education from physical classrooms to
           virtual spaces: implications for pre-service teacher education
    • Abstract: Abstract Technology-mediated teaching and learning enables access to educational opportunities, irrespective of locality, ruruality or remoteness. The design, development and delivery of technology enhanced learning in pre-service teacher education programs is therefore gaining momentum, both in Australia and internationally. Much research regarding online, or blended learning, has focussed on theoretically-founded learning areas, with less attention directed toward fundamentally practical learning areas, such as Design and Technology Education. Situated within the Bachelor of Education (Early Childhood Education, Primary, and Primary/Middle) degrees at the University of South Australia, Australia, this study captures the design, development and delivery of a blended Design and Technology course with first and third year pre-service teachers. Drawing on course learning analytics, pre-service teacher responses, and the reflective practice of teaching academics, this paper highlights the facilitators and challenges in transitioning to a blended model of curriculum delivery that addresses the contexts of the Australian Curriculum: Technologies.
      PubDate: 2015-12-22
       
  • Effects of various sketching tools on visual thinking in idea development
    • Abstract: Due to the wide application of digital tools and the improvement in interactive technologies, design thinking might change in digital world comparing to that in traditional design process. This study aims to explore the difference of design thinking between three kinds of sketching tools, i.e. hand-sketch, tablet, and pen-input display, by means of conducting 27 sessions of design trials. Totally, nine industrial design students as the participants were recruited to develop the concept sketches. Each participant has to undertake three sessions, and use one of the three kinds of sketching tool in one session for about 40 min. With a retrospective interview survey to all the participants followed by a protocol analysis to the transcriptions of the interview, a coding framework including six visual think behavior codes (i.e. transform, manipulate, concretize, abstract, modify and timescan) and four visual thinking strategy codes (thinking, feeling watching/listening, and other) were developed, and used to analyze the difference of occurrence frequency of the visual thinking behaviors and strategies. Furthermore, a one-way ANOVA and stepwise regression analysis were applied to inspect the correlation of behaviors and strategies of design visual thinking. The results show the different roles of sketching tools in affecting the occurrences frequency of various visual thinking behaviors and strategies, and the correlation between visual thinking strategies and behaviors. The conclusion was made by proposing the approach facilitating the design concept development in design education within digital world as well as the suggestion to future research work.
      PubDate: 2015-12-14
       
  • From the islands of knowledge to a shared understanding:
           interdisciplinarity and technology literacy for innovation in smart
           electronic product design
    • Abstract: Abstract In the context of the evolving Internet, a balance between technological advances and meaning change is crucial to develop innovative and breakthrough “connected electronics” that enable the Internet of Things. Designers and technologists are key enablers of this process respectively, ensuring adequate users’ needs and technology development, inside the evolving context of social environment and human relations. Smart electronic product design must be a truly interdisciplinary process, in which technologists are aware of how much their decisions impact the user-product relationship and designers understand the full potential and associated limitations of technology involved. Shared knowledge and communication are essential in this scenario, but, due to their technological limitations, designers are often excluded from high-level decision processes. In this paper, we address the design of constructivist tools and associated strategy to enhance the technological literacy of designers, as a strong foundation for knowledge-based dialogue between these realms. We demonstrate its effectiveness in a long-term multidisciplinary Project-Based Learning application with Design and Electronics students. We present the cases from 2 years’ experimentation (with the first year as control group) that demonstrate improvement in the quality of teamwork; in learning results; improved performance of the students reflected in the quality of the projects developed; and positive teachers’ and students’ evaluations. We conclude that the use of the proposed tool not only provides the designer an active voice in the process of designing smart electronics, but also promotes an effective common language between these two worlds.
      PubDate: 2015-12-07
       
  • Deconstructing the Tower of Babel: a design method to improve empathy and
           teamwork competences of informatics students
    • Abstract: Abstract The competence-based education recently launched in Spanish universities presents a set of abilities and skills that are difficult to teach to students in higher and more technologically-oriented grades. In this paper, a teaching intervention that is based on design methodologies is proposed, to upgrade the competitive capacities of computer engineering students. In particular, this intervention targets those aspects relating to working in multidisciplinary teams and to defining requirements based on the user’s empathy and knowledge. The main idea inspiring this technique is that the underlying challenge is a communication problem. As Brooks (1995) states in his book The Mythical Man-Month: Essays on Software Engineering, even a project having all of the prerequisites for success (a clear mission, manpower, materials, time and adequate technology) could fail as a Tower of Babel. The proposed technique through mixed methods has been evaluated with students enrolled in different courses, confirming the repeatability and validity of this method from quantitative measurement, from observation of the results, and from ascertaining the value perceived by students and their attitudes.
      PubDate: 2015-12-01
       
  • The use of an online learning and teaching system for monitoring computer
           aided design student participation and predicting student success
    • Abstract: Abstract In this paper we report on the use of a purpose built Computer Support Collaborative learning environment designed to support lab-based CAD teaching through the monitoring of student participation and identified predictors of success. This was carried out by analysing data from the interactive learning system and correlating student behaviour with summative learning outcomes. A total of 331 undergraduate students, from eight independent groups at the University of Surrey took part in this study. The data collected included: time spent on task, class attendance; seating location; and group association. The application of ANOVA and Pearson correlation to quantized data demonstrated that certain student behaviours enhanced their learning performance. The results indicated that student achievement was positively correlated with attendance, social stability in terms of peer grouping, and time spent on task. A negative relationship was shown in student seating distance relative to the lecturer position. Linear regression was used in the final part of this study to explore the potential for embedding predictive analytics within the system to identify students at-risk of failure. The results were encouraging. They suggest that learning analytics can be used to predict student outcomes and can ensure that timely and appropriate teaching interventions can be incorporated by tutors to improve class performance.
      PubDate: 2015-11-26
       
  • Predicting academic success and technological literacy in secondary
           education: a learning styles perspective
    • Abstract: This paper aims to investigate the predictive validity of learning styles on academic achievement and technological literacy (TL). For this purpose, secondary school students were recruited (n = 150). An empirical research design was followed where the TL test was used with a learning style inventory measuring learning orientation, processing information, thinking, perceiving information, physical and time learning preferences, and sociological, emotional, and environmental learning preferences. Student performance was measured with grade point average (GPA) and TL level. Results show that 69 and 65 % of the variance in GPA and TL, respectively, can be explained by learning style predictors. Responsible and visual learning styles are the best positive predictors of GPA, while a reflective learner is the best negative predictor. Self-motivated and global learners are the best positive predictors of TL, while the need for authority figures and a theorist learning orientation are the best negative predictors of TL. The practical implications are that secondary schools should collect learning style data before helping students accordingly to be successful and more technologically literate. Highly conforming, global, and visual theorists might be offered more challenging tasks and special commendations on their projects, whereas more reflective and kinaesthetic students could receive more unstructured instruction in a busy environment with learning objects that incorporate innovative experiences, personalised information, and many associations. Assimilators need more textual material, more criterion-referenced instructions to achieve higher-order thinking learning objectives, more time to complete activities or assignments, more abstract problems, and unconstrained design conditions to improve their TL.
      PubDate: 2015-11-21
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-2015