Educating Designers with 3D Printers: A Postphenomenological Perspective on Maker and Design Pedagogy
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| Title: | Educating Designers with 3D Printers: A Postphenomenological Perspective on Maker and Design Pedagogy |
|---|---|
| Language: | English |
| Authors: | Nenad Pavel |
| Source: | Design and Technology Education. 2023 28(2):191-208. |
| Availability: | Design and Technology Association. 11 Manor Court, Banbury, OX16 5TB, UK. Tel: +44-1789-470007; Fax: +44-1789-470-007; e-mail: info@data.org.uk; Web site: https://openjournals.ljmu.ac.uk/index.php/DATE/index |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Machine Tools, Design Crafts, Visual Arts, Computer Peripherals, Higher Education, Technology, Computer Uses in Education, Printing, Technological Literacy, Electronics, Teaching Methods |
| ISSN: | 1360-1431 2040-8633 |
| Abstract: | Learning in makerspaces is free from curriculum and evaluation and is believed to yield practical, self-driven and solution-oriented learners. This study explores how makerspace pedagogy can be emulated in formal higher education settings to support this kind of learning. Action research was used to cultivate and review this pedagogical approach in three repeated design studio courses using three-dimensional (3D) printing lab. The maker pedagogy was to support self-driven learning emerging in relationship between learners, their social environment and technology media. Maker and design pedagogy has been further theoretically developed using postphenomenology as a process of learners' adoption of 3D printers in own design practice, learners' adaptation to the affordances of the 3D printers, and attainment of learners' own goals in social contexts using 3D printing technology. Finally, the study indicates how shifting from constructivist to postphenomenological theoretical concepts can give new insights and strengthen sustainable pedagogical practices. Limitations and opportunities for maker pedagogy in formal education are addressed with these new insights. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1410239 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1410239 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1410239 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 191 Subjects: – SubjectFull: Machine Tools Type: general – SubjectFull: Design Crafts Type: general – SubjectFull: Visual Arts Type: general – SubjectFull: Computer Peripherals Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Technology Type: general – SubjectFull: Computer Uses in Education Type: general – SubjectFull: Printing Type: general – SubjectFull: Technological Literacy Type: general – SubjectFull: Electronics Type: general – SubjectFull: Teaching Methods Type: general Titles: – TitleFull: Educating Designers with 3D Printers: A Postphenomenological Perspective on Maker and Design Pedagogy Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Nenad Pavel IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 1360-1431 – Type: issn-electronic Value: 2040-8633 Numbering: – Type: volume Value: 28 – Type: issue Value: 2 Titles: – TitleFull: Design and Technology Education Type: main |
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