Redesign the Technical Studies in Product Design
During our session, we discussed a few methods of research by using workshops and focus groups. There are also other approaches (in addition to research) that can benefit/aid in our inquiry for our SIP. Object or practice based learning, Action research/learning.
I have proposed (as a start) to redesign the Technical Studies lectures in the Product Design course. After a series of consultations and feedback gathered from students and staff, I have decided that our course’s Technical Studies’ area of focus should be critical knowledge and driven by both physical and digital tools. Each session should be seen as plenary and not a single/long 4-hour session.
During our previous discussion, we discussed if the students need to know what we are doing when we start a teaching session? In my opinion, student engage more when they know what they are expecting in the next few hours.
I have also put together a reading list that I should cover before I start the SIP in Autumn 2018.
- Pedagogical Content Knowledge and Industrial Design by Philips, K, Miranda, M and Shin, J in the Journal of Technology Studies, v35, n2, p47-55, Win, 2009
- Design Economy 2018 Report by Design Council, UK, 2018
- Design in Tech Report 2018 by John Maeda, 2018
- Robot Proof: Higher Education in the Age of Artificial Intelligence by Joseph E Aoun, 2017
- Life 3.0: Being Human in the Age of Artificial Intelligence by Max Tagmark, 2017
- Evocative Objects: Things We Think With by Sherry Turkle, 2007
- 53 interesting things to do in your lectures by Anthony Haynes & Karen Haynes, 2012
We also discussed the following when my peers presented their work:
- Who you are as a tutor?
- Swarm intelligence
- Inclusive reading lists
- Flowchart of process?
- Break the bias of preconceived ideas
During my summer, administrative week, I have started to develop a method of communicating technical studies. This can be modelled after a “good-better-best” modes of practice/application. These will be presented as case studies where students can then approach the selection best suited to their projects and thoughts.
Next, I have also been looking at how lectures/teaching can be aligned with learning outcome and marking criteria. This approach can be useful when the students are learning in a focused area of study. This could also lead to the reinstating of a Technical Studies exam at the end of each year during critical/important units of study (Unit 2, Unit 7 & Unit 10)
Lastly, Design, Contextual, Technical Studies and Technical support staff needs to know the aims of each projects. This also includes all the HPLs/ALs. The complacency disrupts the learning experience of the students. Students does not necessary see the objectives of each Unit when they are studying, hence, our guidance and knowledge of the brief is very important to them.