Drawing and Sketching: Understanding the Complexity of Paper–Pencil Interactions Within Technology Education

Lane, Diarmaid

doi:10.1007/978-3-319-44687-5_32

Cited by 4 publications

(7 citation statements)

References 28 publications

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“…When teaching is open, pupils are encouraged to learn by discovery, and the exploration stage is important. While exploring, sketches are effective and important to find different solutions to the problem (Ginestié, 2018;Lane, 2018). A sketch can be a few lines on a paper or it can be a more developed drawing of something.…”

Section: Design and Design Processesmentioning

confidence: 99%

“…However, when designing in CAD, more solutions to a problem can be developed if a pupil first begins to make sketches for the design (Delahunty et al, 2020). This is a result that Ginestié (2018) and Lane (2018) also found when pupils were solving problems, even though Ginestié (2018) and Lane's (2018) study concerned designing without a digital tool such as CAD.…”

Section: Teaching Cadmentioning

confidence: 99%

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Teach to use CAD or through using CAD: An interview study with technology teachers

Brink

Kilbrink

Gericke

2022

Int J Technol Des Educ

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Today, many technology teachers in compulsory technology education teach design and design processes using a digital design tool, such as computer aided design (CAD). Teaching involving CAD is a relatively new element and not very much is known about what teachers intend pupils to learn in compulsory education. Thus, the aim of this study is to investigate technology teachers’ experiences in order to gain insight into their teaching practices involving CAD. A phenomenographic approach was used and twelve semi-structured interviews with lower secondary technology teachers were conducted. The interviews were analyzed and categories of description were hierarchically organized into the phenomenographic outcome space. The results show that teachers have different experiences of the intended learning outcomes when CAD is used in teaching, and four hierarchical categories emerged: (1) Handling the software, (2) Using ready-made models, (3) Manufacturing and creating printed models, and (4) Designing. The four categories describe teaching to use CAD and/or through using CAD. Further, the hierarchical categories indicate a teaching progression and the categories can be used as a basis for further discussions among teachers, teacher educators and researchers to develop CAD pedagogies within compulsory technology education.

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Section: Design and Design Processesmentioning

confidence: 99%

Section: Teaching Cadmentioning

confidence: 99%

Teach to use CAD or through using CAD: An interview study with technology teachers

Brink

Kilbrink

Gericke

2022

Int J Technol Des Educ

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“…Hence, students could develop technological awareness of how society is constructed in systems (Blomdahl and Rogala 2008). During a design activity, for example, sketching helps designers handle different levels of abstraction (Cross 1999), think problems through (Buxton 2007), extend short-term memory for problem-solving (Lane 2018), support communication and analysis (Hennessy and Murphy 1999;Schütze et al 2003), and develop design in teams (Goldschmidt 2007). Thus, sketching becomes an important part of the design process, as in identifying needs, developing solutions, and analyzing consequences based on current knowledge (cf.…”

Section: The Design Process As a Design Activity In Schoolmentioning

confidence: 99%

Students’ knowledge of emerging technology and sustainability through a design activity in technology education

Lind

Pelger

Jakobsson

2020

Int J Technol Des Educ

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The purpose of this study is to explore whether, and if so how, a design activity could encourage students to express and develop knowledge on emerging technology in relation to issues about sustainability. Several researchers have asserted that, in today’s technologically dependent society, it is important to be able to control technology and make informed decisions connected to technology. Design activities could make a significant contribution to technology education while students are developing their knowledge about technology. Thus, the present study aims to analyze students’ verbal interactions as they work in a design project, which includes designing a model of a house, regarding their ability to develop technological literacy with the support of a physical model. The study is based on several small-group interactions that were recorded, transcribed, analyzed, and discussed. This research project was conducted as an observation of technology education in a Swedish compulsory school. The students (aged 13–14) negotiated and shared knowledge about technology as they interacted with their fellow students. The results indicate that, in a relatively large number of situations, the students expressed knowledge about emerging technology and adopted a sustainability perspective while working in a design activity, and thereby, successively developed technological literacy. This meant that the students were able to integrate knowledge on emerging technology like graphene, nanotechnology, and algae batteries in their models. Furthermore, the results indicate that, during technical development work, students were able to develop reasoning, communication, and collaboration skills.

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“…These initial schematic sketches can serve as an abstract scene representation that is very concise, yet highly expressive: several lines are enough to delineate three dimensional structures, account for perspective and proportion, convey shapes and geometry, and even imply semantic information [52,63,67]. A large body of research in psychology highlights the importance of sketching in stimulating creative discovery [40,58], fostering cognitive development [27], and facilitating problem solving [26,44]. In fact, a large variety of generative and RL tasks either in the visual [5], textual [22,78] or symbolic modalities [2], can benefit from the same strategy -prepare a high-level plan first, and then carry out the details.…”

Section: Introductionmentioning

confidence: 99%

Compositional Transformers for Scene Generation

Hudson¹,

Zitnick²

2021

Preprint

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We introduce the GANformer2 model, an iterative object-oriented transformer, explored for the task of generative modeling. The network incorporates strong and explicit structural priors, to reflect the compositional nature of visual scenes, and synthesizes images through a sequential process. It operates in two stages: a fast and lightweight planning phase, where we draft a high-level scene layout, followed by an attention-based execution phase, where the layout is being refined, evolving into a rich and detailed picture. Our model moves away from conventional black-box GAN architectures that feature a flat and monolithic latent space towards a transparent design that encourages efficiency, controllability and interpretability. We demonstrate GANformer2's strengths and qualities through a careful evaluation over a range of datasets, from multi-object CLEVR scenes to the challenging COCO images, showing it successfully achieves state-of-the-art performance in terms of visual quality, diversity and consistency. Further experiments demonstrate the model's disentanglement and provide a deeper insight into its generative process, as it proceeds step-by-step from a rough initial sketch, to a detailed layout that accounts for objects' depths and dependencies, and up to the final high-resolution depiction of vibrant and intricate real-world scenes. See https://github.com/ dorarad/gansformer for model implementation.

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Drawing and Sketching: Understanding the Complexity of Paper–Pencil Interactions Within Technology Education

Cited by 4 publications

References 28 publications

Teach to use CAD or through using CAD: An interview study with technology teachers

Teach to use CAD or through using CAD: An interview study with technology teachers

Students’ knowledge of emerging technology and sustainability through a design activity in technology education

Compositional Transformers for Scene Generation

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