| 1. |
- Buckley, Jeffrey, 1992-, et al.
(författare)
-
Framing the constructive alignment of design within technology subjects in general education
- 2020
-
Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804.
-
Tidskriftsartikel (refereegranskat)abstract
- Design is core element of general technology education internationally. While there is a degree of contention with regards to its treatment, there is general consensus that the inclusion of design in some form is important, if not characteristic, of the subject area. Acknowledging that design is important, there are many questions which need to be considered in order to guide policy and practice, such as whether a singular general design ability can be explicitly defined empirically beyond an implicit verbal definition, and whether it can be taught and assessed. In order to address these questions in a systematic fashion, a framework is needed in order to guide relevant investigations. Having such a framework would allow for theory to be generated, hypotheses to be tested, and assumptions to be challenged. In response to this apparent need, this article presents a theoretical discussion pertaining to the constructive alignment of learning to design, wherein theories of knowledge, variation theory, knowledge transfer, and assessment validity and reliability are reflected upon.
|
|
| 2. |
- Buckley, Jeffrey, 1992-, et al.
(författare)
-
An exploration into the criteria used in assessing design activities with adaptive comparative judgment in technology education
- 2020
-
Ingår i: Irish Educational Studies. - : Routledge. - 0332-3315 .- 1747-4965.
-
Tidskriftsartikel (refereegranskat)abstract
- The use of design assignments for teaching, learning, and assessment is considered a signature of technology education. However, there are difficulties in the valid and reliable assessment of features of quality within designerly outputs. In light of recent educational reforms in Ireland, which see the introduction of classroom-based assessments centring on design in the technology subjects, it is paramount that the implementation of design assessment is critically considered. An exploratory study was conducted with a first year cohort of initial technology teacher education students (N = 126) which involved them completing a design assignment and subsequent assessment process through the use of adaptive comparative judgement (ACJ). In considering the use of ACJ as a potential tool for design assessment at post-primary level, data analysis focused on criteria used for assessment. Results indicate that quantitative variables, i.e. the amount of work done, can significantly predict performance (R2 =.333, p <.001), however qualitative findings suggest that quantity may simply align with quality. Further results illustrate a significant yet practically meaningless bias may exist in the judgement of work through ACJ (ϕ =.082, p <.01) and that there was need to use varying criteria in the assessment of design outputs.
|
|
| 3. |
- Buckley, Jeffrey, 1992-
(författare)
-
The need to consider the predictive capacity of intelligence and its malleability within design and technology education research
- 2020
-
Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804.
-
Tidskriftsartikel (refereegranskat)abstract
- General intelligence is a fundamental human capacity with significant educational implications. However, it is often not considered in educational research despite substantial evidence illustrating its association with positive life outcomes and student’s capacity to learn. There are a number of potential reasons for this including the controversial history of the use of intelligence tests, validity concerns, counter-moral implications associated with equality, lack of related training, and discipline research priorities. Design and technology (D&T) education however presents a subject area where consideration of student’s intelligence appears particularly important. The focus on design provides students with regular variation learning contexts, with a similar phenomenon occurring through the subject areas focus on technology as a result of constant cultural and societal technological advances. However, intelligence is rarely considered within D&T education research. Therefore, this article puts forward an argument and rationale as to why D&T researchers need to give more consideration to the predictive value of general intelligence and its malleability in pertinent research and discusses some implications for intelligence in practice.
|
|
| 4. |
- Pantzos, Panagiotis, Doctoral Student, 1981-, et al.
(författare)
-
Considerations in the development of a follow-up exploratory quantitative design for student's motivation regarding to work industry-related activities in higher engineering education
- 2020
-
Ingår i: Proceedings - Frontiers in Education Conference, FIE. - Uppsala : IEEE.
-
Konferensbidrag (refereegranskat)abstract
- This Work in Progress paper describes considerations relative to the development of a follow-up exploratory quantitative design for examining student motivation in higher engineering education. The intent of the current work is to build on the outcomes of a previous qualitative study exploring the perceptions of students with regard to work industry-related activities included as part of their formal study experience in Swedish university settings. In the follow-up study design discussed in this paper we focus on a quantitative approach to assessing the impact of such experiences on student motivation. Findings from our previous study indicate both that how these different work industry-related activities are conducted and how the different relationships that are present can effect students’ motivation for learning in tertiary engineering education. However, while the earlier study provides understanding of which scenarios can affect student motivation, there is a need to consider relative effect sizes. To address this issue in this paper, we present considerations for a survey design and discuss the determination of population and sample size and study variables for a preliminary survey instrument. We also propose methods with which to establish validity and reliability, as well as presenting a data analysis plan. At this juncture, the development of a follow-up exploratory quantitative study will contribute to a better understanding of students’ perceptions about work industry-related activities which is currently a prime concern in higher engineering education, providing guidelines for a more critical planning of these activities in the future.
|
|
| 5. |
- Reid, Clodagh, et al.
(författare)
-
A Novel Mixed Methods Approach to Synthesize EDA Data with Behavioral Data to Gain Educational Insight
- 2020
-
Ingår i: Sensors. - : MDPI AG. - 1424-8220. ; 20:23
-
Tidskriftsartikel (refereegranskat)abstract
- Whilst investigating student performance in design and arithmetic tasks, as well as during exams, electrodermal activity (EDA)-based sensors have been used in attempts to understand cognitive function and cognitive load. Limitations in the employed approaches include lack of capacity to mark events in the data, and to explain other variables relating to performance outcomes. This paper aims to address these limitations, and to support the utility of wearable EDA sensor technology in educational research settings. These aims are achieved through use of a bespoke time mapping software which identifies key events during task performance and by taking a novel approach to synthesizing EDA data from a qualitative behavioral perspective. A convergent mixed method design is presented whereby the associated implementation follows a two-phase approach. The first phase involves the collection of the required EDA and behavioral data. Phase two outlines a mixed method analysis with two approaches of synthesizing the EDA data with behavioral analyses. There is an optional third phase, which would involve the sequential collection of any additional data to support contextualizing or interpreting the EDA and behavioral data. The inclusion of this phase would turn the method into a complex sequential mixed method design. Through application of the convergent or complex sequential mixed method, valuable insight can be gained into the complexities of individual learning experiences and support clearer inferences being made on the factors relating to performance. These inferences can be used to inform task design and contribute to the improvement of the teaching and learning experience.
|
|
