Democratizing assessment practices through multimodal critique in the design classroom Abstract Critique is a primary method of assessment and feedback used in design education, yet is not well understood apart from traditional instructor-led activities in physical learning spaces. In this study, we analyze a series of group critiques in a human–computer interaction learning experience, focusing on an emergent instructional design for technologically-mediated critique created by experienced students serving as peer mentors. Peer mentors designed complex interactions that supported assessment in the design classroom, including multiple technology-supported modes of critique beyond the traditional oral critique. The modes of critique, and the ways in which they intertwined, included: (1) public oral critique led by the instructor, (2) a critique document authored by experienced students in real-time using Google Docs, and (3) backchannel chat used by experienced students in Google Docs to facilitate and organize their critique. Using this model of distributed assessment, which we refer to as multimodal critique, the amount of feedback and number of interlocutors increased dramatically, facilitating participation by students and peer mentors alike. These interactions indicate instructional affordances for including many simultaneous users within an existing assessment infrastructure using readily accessible technologies, and a means of activating student development at multiple levels of expertise.

How innovativeness and handedness affect learning performance of engineering students? Abstract Innovativeness is already highlighted in many engineering subjects, and some recent studies aimed at investigating whether handedness differences are reflected in the learning-style and the creativity of individuals. This paper presents a study administered among a sample of 508 university students (59 out of 508 are left-handers and 389 out of 508 are engineering students). The results show that left-handed students have a higher level of innovativeness, while non-engineering students have higher levels of self-efficacy and motivation. Innovativeness has an indirect positive effect on motivation among engineering students, which implies that innovativeness training for engineering students is critical for enhancing their learning motivation, and among these, left-handers may need different facilitative approaches that inspire their self-efficacy and motivation to actualize their innovativeness potential. This study thus brings this issue to light in order that the educators and course designers should pay due attention. The learning setting can be developed with better accommodation for these ‘specific’ groups to achieve the expected learning outcomes.

Problematizing spatial literacy within the school curriculum Abstract Contemporary research is considering new forms of literacy that extend beyond the skills required to process alphanumeric data. The skills involved in visualising, reasoning, and communicating about 2D and 3D spatial information are commonly referred to as ‘Spatial Literacy’. Research has highlighted a positive relationship between Spatial Literacy and achievement across a diverse range of subject areas. Internationally, researchers have observed that students often have underdeveloped levels of Spatial Literacy on matriculation to third-level courses, particularly in the STEM area. In an attempt to better understand the potential reasons for this, this paper endeavours to unpack the complex nature of Spatial Literacy, its definition and associated metrics. Concerns are raised about the Spatial Literacy levels of Irish students based on international metrics and benchmarking against other jurisdictions. This paper seeks to problematize Spatial Literacy within the Irish educational context with a particular focus on dominant curriculum ideologies and education policy discourse.

The relationship between admission exam and students’ performance on an undergraduate interior design program Abstract The article investigates the relationship between admission exam and students’ performance on an interior design program. To achieve the objective of the study, a survey was conducted of 50 students from an interior design program. The performance of these 50 students was tracked from year 1 to year 4 of their degree program. Paired samples testing and linear regression analysis were performed. Then, the study randomly evaluated the admission criteria of 33 Council for Interior Design (USA) accredited programs (in 4 countries: USA, Canada, United Arab Emirates, and Qatar. The study reveals that there is no significant relationship between admission exam (skill exam) and students’ performance. There is also a significant difference in performance in an admission exam and the performance for students who hold a scholarship and for local compared with international students. The regression analysis, demonstrated that holding a scholarship and nationality are associated with performance in an admission exam. The critical evaluation of 33 Council for Interior Design (USA) accredited programs showed that a variety of different admission criteria were used (e.g. skill exam, portfolio, and high school/college GPA). In particular, 61% of the sample universities included submission of a design portfolio (USA: 37%; Canada: 92%; United Arab Emirates: 100%; Qatar: 100%) as part of the requirements for admission. The study also suggested that the Council for Interior Design (USA) should provide general guidelines on admission criteria for undergraduate interior design programs. Policy implications are also offered.

A technology education teaching framework: factors that support and hinder intermediate technology education teachers Abstract There is a lack of clarity concerning the capability and capacity of intermediate technology education teachers within the Newfoundland and Labrador, Canada context. This article presents the technology education teaching framework (TETF) which was developed from the analysis of data related to factors that are helping and hindering the teaching of technology education at the intermediate level in Newfoundland and Labrador. A qualitative exploratory case study utilizing an online teacher questionnaire, semi-structured teacher and administrator interviews, and classroom observations allowed the development of the thick rich descriptions necessary to formulate the framework. The TETF focuses on the relationship between classroom teachers, their experiences, professional development opportunities, and leadership perspectives within the context of teaching intermediate technology education. The role of professionalism and systemic marginalization are also highlighted in the framework in relation to what is helping and hindering the teaching of intermediate technology in Newfoundland and Labrador, Canada.

Strategic knowledge-based approach for CAD modelling learning Abstract Strategic knowledge is a differentiating factor for conveying the design intent when modelling parts in parametric feature-based CAD systems. Nevertheless, it is rarely considered in training or, when it is tackled, it takes a traditional pedagogical approach that is far from ideal for acquiring knowledge with highly cognitive requirements. This paper demonstrates a contextualised instructional approach that is developed in activities following active learning principles. These activities are structured on a modelling procedure that provides trainees with guidelines to think about the modelling rationale and consider alternative strategies. The paper describes one activity in detail, as an example, so that our proposal can be replicated and adapted to other scenarios. Finally, experimental research has been carried out that validates the proposal as opposed to the traditional teaching focus. Its results support the idea that it can have a favourable impact on developing strategic knowledge for CAD modelling.

On the effects of the fix geometric constraint in 2D profiles on the reusability of parametric 3D CAD models Abstract In order to be reusable, history-based feature-based parametric CAD models must reliably allow for modifications while maintaining their original design intent. In this paper, we demonstrate that relations that fix the location of geometric entities relative to the reference system produce inflexible profiles that reduce model reusability. We present the results of an experiment where novice students and expert CAD users performed a series of modifications in different versions of the same 2D profile, each defined with an increasingly higher number of fix geometric constraints. Results show that the amount of fix constraints in a 2D profile correlates with the time required to complete reusability tasks, i.e., the higher the number of fix constraints in a 2D profile, the less flexible and adaptable the profile becomes to changes. In addition, a pilot software tool to automatically track this type of constraints was developed and tested. Results suggest that the detection of fix constraint overuse may result in a new metric to assess poor quality models with low reusability. The tool provides immediate feedback for preventing high semantic level quality errors, and assistance to CAD users. Finally, suggestions are introduced on how to convert fix constraints in 2D profiles into a negative metric of 3D model quality.

Interdisciplinary: challenges and opportunities for design education Abstract We explore the potential drivers for and barriers to interdisciplinary education in design from the student learning perspective. To achieve this, a series of in-depth student interview studies were conducted at two interdisciplinary design schools in the Republic of Korea and the UK. Results indicated both awareness and synthesis of interdisciplinary perspectives across the two schools. However, these abilities appeared more heavily dependent upon individual student attitudes and interests, compared to the programmes of study themselves. Instructor bias and potential integration issues at school and institutional levels were further cited as challenges to interdisciplinarity. However, results also indicated application as a key driver for the acquisition and synthesis of disciplinary perspectives. Students, within the applied discipline of design, responded well to interdisciplinarity when accompanied by opportunities to integrate disciplinary knowledge through application within their own project works. Implications for interdisciplinary approaches to design education are finally discussed together with suggested avenues for future investigation.

What is it called and how does it work: examining content validity and item design of teacher-made tests Abstract This article examines content validity in teacher made tests in elementary technology education—an interdisciplinary subject mandatory for all pupils in compulsory school in Sweden. The context of teacher-based assessments relies heavily on trust for teachers to cope with demands. Even though the system is challenged and preconditions for teachers’ assessment practices are not always adequate to support instruction, much is unknown about teachers’ assessment practices. In this explorative study, 30 teacher-designed tests in technology education from 12 elementary schools were scrutinized in regards to content validity and the types of questions used to assess student knowledge supporting technological literacy. The results present the content validity of these tests in its current form, which may call into question the validity in terms of content and ability. Furthermore, the tests indicate how the technology school subject continues to struggle with shifting epistemologies and technologies far removed from pupils’ everyday lives, which seem to contradict the aims and purpose of the subject.

Surveying preschool teachers’ use of digital tablets: general and technology education related findings Abstract The availability of digital tablets in preschools has increased significantly in recent years. Literature suggests that these tools can enhance students’ literacy and collaborative skills. As society becomes increasingly digitized, preschool curriculum reform also emphasises the subjects of technology and science as priority areas of learning. Teachers’ knowledge and experiences are of utmost importance in carrying out this mandate. Few studies have explored the use of digital tablets to teach preschool technology and science in Sweden, and there is an urgent need to ascertain the role of digital aids as teaching tools. This survey study seeks to determine how digital tablets are used to support preschool children’s learning in general, and with respect to technology education. Preschool educators (n = 327) across Sweden responded to an online survey consisting of 20 closed and 6 open items that probed the use of digital tablets. Survey results revealed a high degree of engagement with digital tablets in preschools, with activities directed toward various subject-related, social and generic skills. Programming, invention, construction and creation, problem-solving, and design emerged saliently as tablet activities in technology subject areas. Opportunities for providing meaningful learning tasks and digital adaptability were seen as pedagogical benefits of using tablets, but increasing expectations to integrate tablet activities with an accompanying lack of digital skills were expressed as limitations. Teachers’ recommendations for future tablet use included defining clearer curriculum guidelines for tablet implementation and adequate training for acquiring digital competence.