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  • 1.
    Gumaelius, Lena
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Isaksson Persson, Helena
    CDIO implementation in Swedish upper secondary education2016Conference paper (Refereed)
  • 2.
    Hartell, Eva
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE). KTH, School of Industrial Engineering and Management (ITM).
    Isaksson Persson, Helena
    KTH, School of Industrial Engineering and Management (ITM).
    Bartholomew, Scott
    Purdue University .
    Strimel, Greg
    Purdue University.
    Investigating the Potential for RGT and ACJ towards deeper insights of Teacher Assessment Practices2018In: 2018 PATT36 International Conference: Research and Practice in Technology Education: Perspectives on Human Capacity and Development / [ed] Niall Seery, Jeffrey Buckley, Donal Canty and Joe Phelan, Athlone, Ireland: Technology Education Research Group , 2018, p. 371-377Conference paper (Refereed)
    Abstract [en]

    The evolution of advanced technology systems and the labour market for future engineers and designers are a global matter. In light of this reasoning, a global perspective on technology education becomes even more important. Assessment is key in order to bridge teaching and learning and an international perspective is needed for understanding different assessment practices in technology education. The purpose of this paper is to investigate potential methods of gaining new perspectives and understanding of teacher assessment practices. Adaptive comparative judgement (ACJ) is an assessment method that has been proven to provide valid, reliable, and feasible results for the assessment of open-ended design problems within technology/engineering education in several countries (Hartell & Skogh, 2015; Kimbell, 2012; Power & Seery, 2012; Seery, Canty, & Phelan, 2011; Bartholomew, 2016). ACJ has also been used as an approach to compare teachers’ assessment practices across countries (see e.g. Bartholomew et al, 2017). Reparatory grid theory (RGT) is a method based on George Kelly’s theory of personal constructs (Kelly, 1963). RGT is used to explore informants’ interpretations and views, on certain topics, for example products or other artefacts (Isaksson Persson, 2015), and teachers’ assessments of portfolios in crafts/sloyd and technology education (Björklund, 2008; Lindström, 2001). The results of ACJ for assessment can be represented in a quantitative manner (Pollitt, 2012) and can be complimented with qualitative measures of think aloud protocols and or comments from informants during the judgement sessions (see e.g. Hartell & Skogh, 2015).

    This paper will explore the potential for, and implications of, combining RGT and ACJ outputs a richer understanding of teachers’ assessment values when assessing open-ended students design portfolios and products by deploying RGT on think-aloud protocols and comments provided by judges during ACJ.

    Download full text (pdf)
    hartell_etal2018PATT36
  • 3.
    Isaksson Persson, Helena
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Bridging the boundaries between D&T education and working life: A study of views on knowledge and skills in product development2015Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    In Sweden upper secondary school education is organised in programmes. One of these programmes is the Technology programme that covers five orientations, one of which is Design and Product Development. This thesis is based on the idea that a clearer link between upper secondary school and the demands of professional life in the area of product development is beneficial to both students and industry.

    Product development is performed in cross-functional teams were understanding of others competences is important. It is therefore argued that, in order to enhance both teaching and learning, interdisciplinary considerations need to be explored. In this thesis, we turn to engineers and industrial designers. The aim of the present study is to get professional actors’ views on knowledge and skills needed within the field of design and product development and to examine whether there are key areas that facilitate an interdisciplinary approach suitable to focus on for educational purpose. As artefacts play a central role in product development the informants’ views on different products/artefacts are also examined. This reasoning results in an a two-part overall research question

    (a) What thoughts do professional engineers and industrial designers express regarding necessary knowledge and skills, and (b) what relevance does this have for upper secondary school teaching of product development?

    This overall research question is examined through two sub- studies, both performed at the same time, one conducted as a semi- structured interview and the other using the repertory grid technique. Twelve engineers and industrial designers are interviewed. The first study examines the informants’ thoughts on knowledge and skills required in their work. The same informants’ interpretations and valuations of artefacts are examined in the second sub-study.

    In sub-study 1 two topics of significance to the informants are identified. These topics are: [1] To act within the team (Figure 4). The ability to navigate and position oneself within a team is, according to the interviewees, a necessary skill in design and product development work. Its character can be described as including specific vocational knowledge and skills as well as issues of general and interdisciplinary nature as collaborating, compromising, communicating, and leadership. The second topic [2], to CAD (Figure 4) includes both skills with CAD software and the ability to understand relationships between a CAD model on screen and the final product.

    The third topic [3] - a valuation of artefacts - is the outcome of sub- study 2 (Figure 4). This topic was found interesting and further analysed, resulting in the development of a comparison procedure. The result demonstrates how the interviewees interpret and discuss artefacts’ functionality linked to cultural values.

    These three topics are found to be relevant for technology education at upper secondary school level geared towards design and product development to explore. To act within the team can inspire the development of activities in which project and teamwork are in focus. The purpose of the CAD model in product development is to visualise a product that does not yet exist. To CAD highlights the complexity of this visualisation ability. In the educational context the students can train this ability by developing digital models into physical models or prototypes. Valuations of artefacts, the interviewees associate artefacts’ functionality with certain characteristics. In education students should learn that we are not neutral in our relations to products and other artefacts. In conclusion, a need for teachers to discuss artefacts from different perspectives such as sustainability, usability, identity and so on is also pointed out.

    Download full text (pdf)
    Licentiate Thesis
  • 4.
    Isaksson Persson, Helena
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    What is the function of a figurine? Can the repertory grid technique tell?2015In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Other academic)
  • 5.
    Isaksson Persson, Helena
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    What You Need to Learn: Engineers’ and Industrial Designers’ Views on Knowledge and Skills in Product Development2013In: Technology Teachers as Researchers: Philosophical and Empirical Technology Education Studies in the Swedish Tuff Research School, Sense Publishers, 2013, p. 223-254Chapter in book (Refereed)
    Abstract [en]

    Are there common knowledge and skills that professional engineers and industrial designers consider important in their work with product development? If so, to what extend does technology education in upper secondary school reflect and prepare students for the demands of working life?

     

    The starting point for this study is questions raised in my practice as a design teacher in the upper secondary school Technology Programme. This particular educational programme focuses on design and product development. After three years of studies the students, depending on their interest, can apply to higher education in industrial design or engineering. 

     

    In contrast to education in upper secondary schools, higher education in industrial design and engineering (in Sweden) is separated into two disciplines. Professional industrial designers usually have a degree in art or design and professional engineers usually require a degree in engineering or science. Bridging the gap between these two disciplines and providing relevant technology education to students regardless of their chosen orientation (design or engineering) is indeed a challenge to teachers. What areas of knowledge and skills should be addressed in upper secondary technology education to make this possible? 

     

    In search of the answer to this question, professional engineers and industrial designers, all working with product development, have been interviewed. The findings presented in this article are based on the answers from these interviews. The study is part of a larger research project carried out within a graduate school programme (Technology Education for the Future, TUFF), which focuses on technology education (Skogh, 2010).

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