Pedagogy: Leading Technology

DS 78: Proceedings of the 16th International conference on Engineering and Product Design Education (E&PDE14), Design Education and Human Technology Relations, University of Twente, The Netherlands, 04-05.09.2014

Year: 2014
Editor: Erik Bohemia, Arthur Eger, Wouter Eggink, Ahmed Kovacevic, Brian Parkinson, Wessel Wits
Author: Marsh, Phillipa; Arthur, Les
Series: E&PDE
Institution: Nottingham Trent University, UK
Section: Design Education Methods
Page(s): 026-029
ISBN: 978-1-904670-56-8


This paper is based upon a combined 40 years of experience the authors have in working with and teaching technology in Further and Higher Education. The relationship between students, technology and educators is a complex one which has a rich tradition to draw upon. The purpose of the research - inclusive of one small case study - was to identify the overarching purpose of the relationship and to highlight the good and to consider whether potential problems may arise if there is an over reliance on technology within the context of Design Practise. The relationship has been reflected upon from an historical and practical perspective. Many of the attributes, but not all, are considered that the Designer must possess to be employed or involved in research are referred to within the text. The current cultural reference points are defined to contextualise the influences that technology has today to the different age generations. An assessment of a small group of students’ drawing ability highlights some of the problems that have been encountered in recent years in the process of understanding the cognitive operations enacted in the process of drawing. This paper proposes that a closer inspection of what has been understood; needs to be re-defined so that the relationship to technology, students and academics have a consensus of understanding which ensures that pedagogy leads technology.

Keywords: Design reflection, technology, designer skills


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