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Patt2016 presentation2

Innovations in T&L

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Patt2016 presentation2

  1. 1. How to teach ‘Smart Fashion’ within the D&T curriculum: have we got it right? SARAH DAVIES & ALISON HARDY NOTTINGHAM TRENT UNIVERSITY
  2. 2. why we did this? INTRODUCTION 2
  3. 3. what do others say about teaching electronics? involves recognising the elements that structure a system, and, more important, the ways that those elements interconnect to impact each other and the overall function of a system. Peppler et al, (2013, p. 21) Constructionism ‘Objects-to-think-with’ Papert and Harel (1991) Kit of no parts Perner-Wilson and Buecheley (2013) LITERATURE 3
  4. 4. the resources simple circuit make a soft switch make a soft battery holder METHOD 4
  5. 5. DATA COLLECTION 5
  6. 6. what data did we use? oteaching handouts and kit components – documentary analysis ostimulated recall transcripts - interview METHOD 6
  7. 7. Rode et al (2015) framework. Aesthetics young people desire to make aesthetically pleasing artefacts, however, these complex decisions can hinder a participant’s creativity; sometimes aesthetic choices override decisions about the right solution ; these aesthetic choices give young people “design agency” Creativity creativity can be a factor in problem solving within e-textiles – ‘an abstract problem solving mechanism’ and/or creativity can support free expression within e-textiles – ‘concrete and tangible skill building’ Constructing young people need the skills to be able to produce tangible objects this includes physical skills: - sewing, - soldering, - using pliers, - wire strippers and other hand-tools. acquisition of skills, impact on the young person’s realisation of artefacts from preparation to final outcome weak execution of stitching can lead to short circuits Visualising Multiple Representatives visualising 2D designs into 3D objects can be a challenge there is a need for young people to understand why they have to follow the 2D representations into real world 3D representations Understanding Materials young people need to understand how different materials operate that objects, for example crocodile clips, have the same properties as conductive thread issues associated with short circuiting CONCEPTUAL FRAMEWORK 7
  8. 8. aesthetics creativity constructing visualising multiple representations understanding material FINDINGS 8
  9. 9. Opportunities: teacher interviews Understanding Materials  They talked about how the coin cell differed from their tradition counterpart (pen cell) ; positive side “curled around the edge” (Teacher A Line 180) Creativity - abstract problem solving  working in teams was good for “sharing ideas and working together as a team” (Line 169) to solve abstract problems.  early sequence of activity “built my confidence up straight away” Visualising multiple representations  The teachers talk about “undoing” (Teacher C, line 69) and re-doing the circuit through the clipping and “quick to unclip” nature of the crocodile clips (Teacher E, line 31).  Teacher A discusses how the LED gives her instant feedback when she says that “it is easy to see if you are doing it right or wrong because the end objective, the goal, to get the LED to light up isn’t working” (Line 168). FINDINGS 9
  10. 10. Constructing  helpful for developing the construction skills (required to make Smart Fashion)  thread was “not easy to work with” (Teacher D Line 231). Aesthetic  “it’s always nice, isn’t it, to have something physical especially when you have done it yourself” (Line 240). FINDINGS AND ANALYSIS 10
  11. 11. what have we found out? Opportunities for: • Problem solving – creativity • 2D/3D – visualising multi representations • conductive/non-conductive properties - material (and component) understanding, • Team working Need to build on: • experiences with conductive thread (hand and machine) - constructing • Aesthetics • Free expression – creativity CONCLUSION 11
  12. 12. what will we do next? Develop next iteration of the resources - develop Smart Fashion teaching resources - programming test the remaining resources with teachers follow up interviews with teachers about use in classroom 12
  13. 13. thank you for listening Sarah Davies Nottingham Trent University Burton Street Nottingham NG1 4HH +44 (0)115 8482644 Sarah.davies@ntu.ac.uk twitter: @sdsdavies Alison Hardy Nottingham Trent University Burton Street Nottingham NG1 4HH +44 (0)115 848 2198 Alsion.Hardy@ntu.ac.uk twitter: @hardy_alison 13
  14. 14. further reading Buechley, L. (2006). A construction kit for electronic textiles. Wearable Computers, 2006 10th IEEE International Symposium on, 83-90. Davies, S., & Rutland, M. (2013). Did the UK digital design and technology (DD&T) programme lead to innovative curriculum change within secondary schools? Technology Education for the Future: A Play on Sustainability, Christchurch, New Zealand, 2-6 December. The Technology Environmental Science and Mathematics Education Research Centre, University of Waikato., pp. 115- 121. Kafai, Y. B., Fields, D. A., & Searle, K. A. (2014). Electronic textiles as disruptive designs: Supporting and challenging maker activities in schools. Harvard Educational Review, 84(4), 532-556. Kettley, S. (2016). Designing with smart textiles. London: Fairchild Books. Ngai, G., Chan, S. C. F., Cheung, J. C. Y., & Lau, W. W. Y. (2010). Deploying a wearable computing platform for computer education. IEEE Transactions in Learning Technologies, 3(1), 45-55. Papert, S., & Harel, I. (1991). Situating constructionism. In S. Papert, & I. Harel (Eds.), Constructionism (pp. 1-11) Ablex Publishing Corporation. Peppler, K., Gresalfi, M., Tekinbas, K. S., & Santo, R. (2014). Soft circuits: Crafting E-fashion with DIY electronics MIT Press. Perner-Wilson, H., & Buechley, L. (2013). Handcrafting textile sensors. In L. Buechley, K. Peppler, M. Eisenberg & Y. Kafai (Eds.), Textile messages: Dispatches from the world of e-textiles and education (pp. 55-65). Oxford: Peter Lang Publishing Incorporated. Pulé, S., & McCardle, J. (2010). Developing novel explanatory models for electronics education. Design and Technology Education: An International Journal, 15(2) Resnick, M., & Rosenbaum, E. (2013). Designing for tinkerability. Design, make, Play: Growing the Next Generation of STEM Innovators, 163-181. Rode, J. A., Weibert, A., Marshall, A., Aal, K., von Rekowski, T., el Mimoni, H., & Booker, J. (2015). From computational thinking to computational making. Proceedings of the 2015 ACM International Joint Conference on Pervasive and Ubiquitous Computing, 239-250. Seymour, S. (2008). Fashionable technology. DE: Springer Verlag. Wilkinson, K., & Petrich, M. (2013). The art of tinkering: Meet 150 makers working at the intersection of art, science & technology REFERENCES 14

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