3rd year PhD Presentation DeSReS 2011

755
-1

Published on

3rd year PhD Presentation, presented at DeSReS 2011 Conference at Loughborough Design School

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
755
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • In this presentation I will be presenting an overview of my PhD to date.
  • The aim of this research study is
  • chosen on the merit of their publications and teaching commitments.
  • All but one of the academics cited aspects of informal peer assessment in respect to sustainability, ranging from peer discussion of students presentations to peer critique of design projects.
  • A total of 149 initial questionnaires were completed and 131 follow up questionnaires were completed by students. The first questionnaire was completed prior to the ‘Rethinking Design’ workshops and established a baseline of student attitudes to and understanding of the social dimension of sustainable design, whilst the follow up questionnaire repeated questions from the initial questionnaire after the final workshop had taken place to measure any changes in attitudes or knowledge. The follow up questionnaire asked 3 additional questions of the students regarding the relevance of and their opinions to the workshops.
  • The first two universities were self selective as they requested to be part of the workshops after I presented at a conference, further universities were then contacted based on how they suited the following criterion
  • The lack of Scottish students may be due to the difference in HE funding whereby Scottish students studying in Scotland don’t pay tuition fees which means it is highly unlikely for Scottish students to be found in English, Welsh or Irish Universities, the researcher did however contact a Scottish university for the participation in the workshops.
  • The questionnaires included multiple choice questions and open ended descriptive questions. Analysis of the multiple choice selections will be statistical whilst the open question responses will be subjected to coding and clustering.
  • 3rd year PhD Presentation DeSReS 2011

    1. 1. An Investigation into Effective Methods For: Teaching Social Sustainability within Product Design in British and Irish Universities Matthew Watkins Email: M.A.Watkins@lboro.ac.uk
    2. 2. Introduction <ul><li>The aim of the PhD is to: </li></ul><ul><li>To develop an approach for the successful teaching of social sustainable design within UK and Irish universities. </li></ul>Matthew Watkins
    3. 3. Focus of Presentation <ul><li>Overview of the 3 research stages. </li></ul><ul><li>Detailing the 2 nd stage academic interviews </li></ul><ul><li>Detailing the 3 rd stage main study, including the development of the workshops an outline of the methodology and sampling techniques. </li></ul><ul><li>Further work. </li></ul>Matthew Watkins
    4. 4. Research stages <ul><li>Investigating the state of SPD in British Universities. </li></ul><ul><li>Reviewing existing best practise in SPD teaching and learning. </li></ul><ul><li>Developing and testing an approach for teaching social sustainability that could be readily applied within other institutions in the UK and Ireland. </li></ul>Matthew Watkins
    5. 5. Academic Questionnaire <ul><li>An online survey was conducted in November 2009, amongst 75 product and industrial design lecturers in British universities. </li></ul><ul><li>To identify how widespread SPD teaching is in the UK </li></ul><ul><li>Findings were presented last year at DeSReS and at the E&PDE 2010 conference </li></ul>Matthew Watkins
    6. 6. Academic Interviews <ul><li>Building on the questionnaire findings. </li></ul><ul><li>Face to face semi-structured interviews with 9 experts in the field of sustainable design. </li></ul><ul><li>Purpose </li></ul><ul><ul><li>indentify best practise </li></ul></ul><ul><ul><li>collecting the experts’ opinions and knowledge on a number of key areas. </li></ul></ul>Matthew Watkins
    7. 7. Academic Interviews <ul><li>Including: </li></ul><ul><ul><li>the social design elements in SPD </li></ul></ul><ul><ul><li>preferred methods for teaching and assessing SPD content. </li></ul></ul><ul><ul><li>barriers to learning and best practise in addressing these. </li></ul></ul>Matthew Watkins
    8. 8. Academic Interviews - Key findings <ul><li>Academics opinions on the social aspects that are relevant to SPD </li></ul>Matthew Watkins Concern for People Design Values Societal Concerns Design Areas Design for the Aged Design Contexts Affordable Design Emotional Design Appropriate Design Design Culture Social Design Emotionally Durable Design Design against Crime Ethical Design Design for Social Cohesion Product Service Systems Empathic Design Design Ideologies Design for Communities Systems Design Design for our Future Selves Design Philosophies Social Equity Inclusive Design Responsible Design Social Justice Design for Behaviour Change Transparent Behaviour in Design Localisation Stakeholder Design Design for True Need Social Wellbeing
    9. 9. Interviews – Teaching and Learning <ul><li>Design studios were cited as means of introducing and teaching sustainability </li></ul><ul><li>Sustainability is best addressed contextually in the student’s projects </li></ul><ul><li>Informal peer assessment was cited as a means of students engaging critically with the content. </li></ul>Matthew Watkins
    10. 10. Interviews – Teaching and Learning <ul><li>group work was favoured in SPD for: </li></ul><ul><ul><li>encouraging peer discussion, </li></ul></ul><ul><ul><li>industry expectations and the management of assessment on live projects </li></ul></ul>Matthew Watkins
    11. 11. Interviews – Barriers <ul><li>Difficulties in teaching & students understanding of the social aspects of SPD </li></ul><ul><li>Large student groups limited the ability to teach the social aspects of SPD by restricting the ability to engage in discussion. </li></ul><ul><li>Tools were discussed and generally considered less applicable to the social aspects of SPD than the environmental </li></ul>Matthew Watkins
    12. 12. Interviews – Best Practise <ul><li>Other methods cited by academics of encouraging students to consider SPD included: </li></ul><ul><ul><li>questioning techniques, </li></ul></ul><ul><ul><li>group debates, </li></ul></ul><ul><ul><li>reflecting on their work </li></ul></ul><ul><ul><li>placing students in the situation where they need to justifying their work to external clients </li></ul></ul>Matthew Watkins
    13. 13. Main Study Development <ul><li>Interview findings were taken into account when developing the main study </li></ul><ul><li>Three audio visual presentations were produced forming the Rethinking Design Series. </li></ul><ul><li>http://www.slideshare.net/MatthewWatkins </li></ul><ul><li>A/V presentations were used to facilitate discussion in group based workshop sessions </li></ul>Matthew Watkins
    14. 14. Main Study Development <ul><li>Social issues derived from the interviews were included in the 3 A/V presentations </li></ul>Matthew Watkins Concern for People Design Values Societal Concerns Design Areas Design for the Aged Design Contexts Affordable Design Emotional Design Appropriate Design Design Culture Social Design Emotionally Durable Design Design against Crime Ethical Design Design for Social Cohesion Product Service Systems Empathic Design Design Ideologies Design for Communities Systems Design Design for our Future Selves Design Philosophies Social Equity Inclusive Design Responsible Design Social Justice Design for Behaviour Change Transparent Behaviour in Design Localisation Stakeholder Design Design for True Need Social Wellbeing
    15. 15. Main Study Development <ul><li>Key findings from the literature review and interviews were considered in the design of the workshops. </li></ul><ul><li>A/V Presentations were contemporary in both the format and through using recent examples. </li></ul><ul><li>Workshops utilised a group approach fostering critical thinking and debate. </li></ul>Matthew Watkins
    16. 16. Main Study Trials <ul><li>Social Sustainability workshops have been conducted at 5 universities. </li></ul><ul><li>Each trial included a introductory 3-4 minute Audio Visual presentation followed by a 40 minute workshop using mind mapping techniques. </li></ul>Matthew Watkins
    17. 17. Main Study Data Collection <ul><li>2 student questionnaires were conducted at each institution. </li></ul><ul><li>Photographs and audio recordings of the workshop were taken in all universities. </li></ul><ul><li>Lecturer interviews conducted in 3 universities. </li></ul><ul><li>Work reviews are being conducted in 3 universities. </li></ul>Matthew Watkins
    18. 18. Main Study Sample <ul><li>Universities were selected predominately on availability and access. </li></ul><ul><li>However consideration was given to the following when recruiting the universities: </li></ul><ul><ul><li>HESA data concerning the percentage of underrepresented students at the institution. </li></ul></ul><ul><ul><li>Geographical location </li></ul></ul><ul><ul><li>Level of students available </li></ul></ul>Matthew Watkins
    19. 19. Main Study Sample Matthew Watkins University Underrepresented students Year/Level Students Involved London South Bank 49% 2 nd /BSc 28/32 Northampton 42.5% 2 nd /BSc 14 Nottingham Trent University 35.8% 1 st /BA 1 st /BSc 17/25 49 University of Limerick N/A Irish data set 2 nd /BSc 33 UWIC 39% MSc 8
    20. 20. Generalisability <ul><li>In addition to the sampling measures questions were asked of the students. </li></ul><ul><li>The questionnaire included a question about the students home region and previous school/college. </li></ul><ul><li>It was hoped that these responses will permit generalisations to be made across the wider UK population </li></ul>Matthew Watkins
    21. 21. Generalisability <ul><li>The study received questionnaire responses from 149 students in total comprising: </li></ul><ul><ul><li>24 international students from 15 different countries. </li></ul></ul><ul><ul><li>8 Welsh students </li></ul></ul><ul><ul><li>33 Irish students </li></ul></ul><ul><ul><li>84 English students </li></ul></ul><ul><ul><li>No Scottish students were involved in the study </li></ul></ul>Matthew Watkins
    22. 22. Generalisability Matthew Watkins
    23. 23. Main Study Analysis <ul><li>Various methods will be used </li></ul><ul><li>A combination of quantitative and qualitative techniques will be used for questionnaire data. </li></ul><ul><li>Interviews will be analysed using coding and clustering techniques </li></ul><ul><li>Work reviews will look for evidence of social sustainability that can be attributed to the workshop or deep learning. </li></ul>Matthew Watkins
    24. 24. Further Work <ul><li>Analyse the effectiveness of the workshops </li></ul><ul><li>Write individual case studies on each of the universities involved. </li></ul><ul><li>Draw conclusions from the research study. </li></ul><ul><li>Disseminate the findings to all universities involved in the research to date. </li></ul><ul><li>Publish all the material online for use by universities in the UK and Ireland. </li></ul>Matthew Watkins
    25. 25. End <ul><li>Thank you, all for listening </li></ul><ul><li>Feel free to ask any Questions…. </li></ul><ul><li>A link to the paper presented at E&PDE 2010 is available on my webpage: </li></ul><ul><li>http://www-staff.lboro.ac.uk/~cdmaw/index.htm </li></ul>Matthew Watkins

    ×