Thoughts on knowledge in Design and Technology…
With the National Curriculum review underway between February and April 2013, there has been a lot of talk about what knowledge is in Design and Technology. With the focus on “essential knowledge [and] fundamental operations” (DFE, 2011: 6) the relationship between D&T and knowledge has been under the spotlight. When the subject was originally conceived, knowledge was viewed as a “resource to be used” (DES/WO, 1988:29) in design and technology activity.
Education for Engineering (E4E) have presented their New Principles for Design and Technology in the Curriculum, which take a ‘tool kit’ approach, identifying design, technology, critiquing and data tools. Whilst there is work to be done if this was to be developed as a programme of study, it does provide a set of ‘lenses’ to evaluate and plan design and technology. It certainly provides a (more) rigorous framework than the DFE’s draft programme of study.
Similarly, the Design Council released their 5 Principles of Design Education: Build a design literate society; Apply user-centred design methods; Ensure a multidisciplinary approach is at the heart of learning; Develop technical skills; Be embedded within an industrial, academic and cultural framework.
Both E4E and the Design Council’s ‘principles’ have merit and value, demanding further discussion and analysis (which I’m not going to do here!). What I’ve been thinking of recently is knowledge areas in D&T. This has been influenced by a number discussions that I have been involved with amongst teachers and teacher educators. The current political ideology informing the curriculum ‘reforms’ undervalues process and activity, which have been the areas that we have been most comfortable with in D&T.
The mindmap above, shows my first attempt at trying to unpick the knowledge that contributes to the D&T processes. Initially (as you can see above) my thinking was around internal (design) and external (material) knowledge. However, there is another area that this doesn’t take into consideration; that of knowledge of products (see below), which in some aspects is a synthesis between design and materials areas. However, this does not account for the social and cultural aspects of D&T, such as fitness for purpose and designing for real human contexts.
On further analysis, ‘materials’ as an area of knowledge begins to break down, as in D&T we can also be working with components, ingredients and (even) ideas/concepts. So how about ‘technologies’ as the third area? This viewing technology as human interaction with the material world, rather than specific ‘artefacts’ of technology.
So does this lead use to be in a position to develop a taxonomy of design and technology activity? This is something that Mike Martin, my colleague at LJMU, has been thinking about as well. In other words, defining broad categories (albeit overlapping) of knowledge. What is below is my first attempt at drawing together the conversations and past versions of the D&T programmes of study, with D&T being built on knowledge of designing, knowledge of products and knowledge of technologies…
A taxonomy of Design and Technology?
Designing
Design thinking & designing
Investigating:
- Identify and gather primary and secondary data appropriate to each design context/project
- Analyse data for specific contexts and briefs (and specifications)
Ideation:
- Use appropriate ‘tools’ for generating ideas
- Record ideas using words and drawings (2D and 3D) appropriate to the technological domain
Modelling:
- 2D and 3D modelling and development of ideas (representational and prototyping)
- Use ICT for simulation and design
Communicating:
- Presenting ideas visually and aurally
- Drawings, diagrams and models
Planning:
- Managing design projects and manufacturing processes
Critiquing:
- Analysing, synthesising and evaluating ideas, products and systems
- Understand the impact of design decisions and evaluate against design specifications
Products
Products, systems & environments
Fitness for purpose:
- Functionality / fitness for purpose / authenticity
- User and market
Creativity and innovation:
- Market and technological push and pull
- Comparing and evaluating products
Cultural/historical:
- Cultural aspects of design, e.g. aesthetics, function
- Knowledge of British and global designers/innovators
Technologies
Materials, components & ingredients
Domains:
- Electronics and control
- Food
- Materials (resistant & compliant)
- Wood, metal, plastic, textiles, (ceramics)
Properties of materials:
- Physical/chemical
- Working
- Natural, man-made (including smart and modern) materials
Processing of materials:
- Addition
- Subtraction/wastage
- Forming/moulding
- Combining/joining
Origins of materials:
- Sustainability, sourcing and selecting of materials, components and ingredients
- Life Cycle Analysis
Control Systems:
- Knowledge of open and closed systems
Information and Communication Technologies:
- Use ICT to design, manufacture and evaluate
- Use collaborative technologies to work creatively as individuals and teams
Note: this is a starting point for conversation and ‘thinking aloud’.
References
DES/WO (1988) National Curriculum Design and Technology Working Group: Interim Report. London: Department for Education and Science/Welsh Office.
DFE (2011) The Framework for the National Curriculum. A report by the Expert Panel for the National Curriculum review. London: Department for Education. Available at: https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00135-2011 [last accessed 14th April 2013]