Undergraduate Course: Design and Technology Education in Context (EDUA10144)
Course Outline
| School |
Moray House School of Education |
College |
College of Humanities and Social Science |
| Course type |
Standard |
Availability |
Not available to visiting students |
| Credit level (Normal year taken) |
SCQF Level 10 (Year 3 Undergraduate) |
Credits |
40 |
| Home subject area |
Education |
Other subject area |
None |
| Course website |
None
|
Taught in Gaelic? |
No |
| Course description |
This full course has been designed to develop an appreciation for critical and informed thinking, debate and discussion, engaging with topical and controversial subjects and the implication of research activity in understanding and formulating policy and practice, actions and decisions $ú in education and in the international and global activities of technology and designing.
Designers, engineers, scientists, architects and many others who are involved directly or indirectly in the support technological activities in whatever format, have an increasing duty of care to ensure that the decisions that they make are ethical, informed and inclusive, that they limit damage to an ever increasingly fragile environment and global economic structure. Policy makers, politicians, community and the individual all have such responsibilities. Sometimes the reasoning behind policies may appear contradictory. This course supports and relates to underpinning issues explored in Design Innovation 1 which runs concurrently.
The course supports the development of critical thinking, knowledge and understanding and attitudes for citizenship in the 21st Century. Students will inform themselves through research and reading, of the roots of policy and the implications for their own practice as teachers and global citizens. By its nature this course will prepare the student for interdisciplinary studies in school experiences and promote engagement with global issues at a personal and professional level.
The course builds on Education 1A, 1B, 2 and makes direct links to Education 3 Equity, Inclusion and Diversity $ú what does this mean for teaching and learning? Education 3 runs concurrently with this full course. Specifically, students will explore the nature of learning, learning across the curriculum and the nature of teaching within contexts and the interdisciplinary nature of learning whilst examining the relationship of technological learning with other specific areas of the curriculum.
As an aspect to this course students will participate in an industrial experience placement prior to the course beginning. They will relate their observations and experiences from the context of the world of work to Design and Technology Education.
This course seeks to explore some of these difficult ideas and often value laden controversial issues. It aims to examine world views including technological behaviours and relate these to curriculum and pedagogical experiences. |
Entry Requirements
| Pre-requisites |
|
Co-requisites |
|
| Prohibited Combinations |
|
Other requirements |
None
|
| Additional Costs |
None |
Course Delivery Information
| Not being delivered |
Summary of Intended Learning Outcomes
The fundamental aim of the course is to ensure that students engage in reading technological research, engage in discussion and debate and understand policies which effect practice, locally and globally.
By the end of the course the student will be able to:
1. Demonstrate active engagement with research literature and curriculum development in the field of design and technology
2. Demonstrate an understanding of the main national policies informing and influencing education as they effect Design and Technology practice
3. Select appropriate contexts for teaching and learning in areas which may be controversial or topical
4. Debate technological issues of local, national and international importance
5. Foresee the implications of their personal design, consumer and lifestyle choices
6. Explore creative pedagogical approaches to engaging young people in topical and controversial and value based, authentic contexts. |
Assessment Information
There will be three forms of assessment used i.e.:
1. Written report demonstrating engagement with context and literature. (3,000words) 40%
2. Design and production of pedagogical resources to support creative learning and teaching approaches related to topical contexts, selected and justified appropriately, a minimum of themes/contexts. 50%
3. Completion of Industrial placements and contextualised report, which examines and links policies, practice Teaching and learning with Design and Technology. 10% |
Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Not entered |
| Transferable skills |
Not entered |
| Reading list |
Barlex, D. (2007) Design and Technology : For the Next Generation Clifco
Birkeland, J. (2002). Design for sustainability. London: Earthscan
Capewell, I. (2007). The sustainability handbook for D & T teachers: Design with sustainability in mind. Bourton on Dunsmore, Rugby: Practical Action & Centre for Alternative Technology see also http://practicalaction.org/
Dakers, J. (Ed). (2006). Defining Technological Literacy: Towards an Epistemological Framework. Palgrave MacMillan. New York
De Vries, M. (2005). Teaching about technology. Dordrecht: Springer.
Elshof, L(2006) Productivism and the Product Paradigm in Technological Education Journal of Technology Education 17.2 17-32 http://scholar.lib.vt.edu/ejournals/JTE/v17n2/elshof.html
Fricker, A. (2002). The ethics of enough. Futures, 34, 427$ú433. doi:10.1016/S0016-3287(01)00069-6.
Hoepfl, M. (2001). Design criteria for developing appropriate technology. In R. C. Wicklein (Ed.), Appropriate technology for sustainable living (pp. 92$ú112). New York: Glencoe-McGraw Hill.
Keirl, S. (2002) What has Ethics got to do with Design and Technology Education in R.Barnes, S. Sayers, J. Morley, J.W. Morley (eds) Issues in design and technology teaching Routledge, 191:206
Kimbell, R. & Stables, K., 2007 Researching Design Learning. Springer. Heidelberg Germany
McDonough, W., & Braungart, M. (2002). Cradle to cradle. New York: North Point Press
Petrina, S(2006) Advanced teaching methods for the technology classroom Idea Group Inc (IGI)
Petrina, S. (2003). 'Two cultures' of technical courses and discourses: The case of computer-aided design. International Journal of Technology and Design Education, 13(1), 47-73.
Petrina, S. (2000). The political ecology of design and technology education: An inquiry into methods. International Journal of Technology and Design Education, 10(3), 207-237.
Also various government education reports policies, arrangement documents, and guidelines |
| Study Abroad |
Not entered |
| Study Pattern |
66 hours over 11 weeks |
| Keywords |
Citizenship Sustainability Enterprise Education Issues |
Contacts
| Course organiser |
Ms Susan Mclaren
Tel: (0131 6)50 2262
Email: Susan.McLaren@ed.ac.uk |
Course secretary |
Miss Julie Urquhart
Tel: (0131 6)51 6606
Email: julie.urquhart@ed.ac.uk |
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