Technology Integration in Higher Education: The use of Website Design Pedagogy to Promote Quality Teaching and Learning

The integration of technology within higher education, specifically teacher education, has become vital in preparing pre-service teacher for the 21st-century classroom. Literature shows that the integration of technology allows students to engage deeply with content and promote authentic learning. Over two years, pre-service teachers who nrolled for a language education module at a university in South Africa were tasked with designing their own websites using Google Sites – an online, free, collaborative, web-based application that forms part of Google’s G Suite. As part of the as part website design assignment, they had to include a blog, informative text and a YouTube video explaining a language-teaching-related topic. The study was conducted from an interpretivist paradigm and an embedded mixed-methods research design. The technological pedagogical content knowledge model served as the theoretical framework. Data collected from 214 pre-service teachers revealed that the use of website design pedagogy promoted the integration of different types of knowledge domains, authentic learning and proximal development. The pre-service teachers furthermore reported that the use of website design pedagogy better prepared them for the 21st-century classroom. Challenges that the students experienced included inadequate access to the internet and problems with recording and uploading videos. This study advocates for authentic learning and scaffolding and therefore recommends that higher education institutions integrate technology holistically by adhering to the principles of the technological pedagogical content knowledge model.

Building “Working with, not for” into Design Studio Curriculum

Design ManifesT.O. 2020 is a Participatory Action Research project currently underway in Toronto, Canada and is working with communities to uncover stories of grassroots placemaking and community building done through creative practice. An unexpected discovery during data collection highlighted how communities are still being left out of decision-making processes that directly affect their collective values and living conditions and are being disrespected by designers and researchers — exposing very large gaps in the education of designers in terms of values-based learning, design ethics, and informed methods for working with communities. This paper interrogates design pedagogy and practice in order to stimulate further discourse and investigation into how to successfully integrate ethical and responsible protocols into design curriculum to support co-design practices where social justice and equity becomes normalized in practice. In other words: giving students the tools to “work with, not for” communities. Demonstrating social conscience is ethically desirable in design education but if students are not given the tools required to work with communities through respectful and collaborative processes then we are training the next generation of designers to continue a form of hegemony in design practice that is undesirable.

The question of access: Toward an equitable future of computational design

Digital fabrication and its cultivated spaces promise to break disciplinary boundaries and enable access to its technologies and computation for the broader public. This paper examines the trope of “access” in digital fabrication, design, and craft, and illustrates how it unfolds in these spaces and practices. An equitable future is one that builds on and creates space for multiple bodies, knowledges, and skills; allows perceptual interaction and corporeal engagement with people, materials, and tools; and employs technologies accessible to broad groups of society. By conducting comparative and transnational ethnographic studies at digital fabrication and crafting sites, and performing craft-centered computational design studies, we offer a critical description of what access looks like in an equitable future that includes digital fabrication. The study highlights the need to examine universal conceptions and study how they are operationalized in broader narratives and design pedagogy traditions.

Design Pedagogy: Pictographic Design Artefacts Perceived Artificial Intelligence Elements for Product Designers

This paper interprets a design pedagogy based on the Internet of Things (IoT) communication in the cyber-physical system challenges. This literature study discovers pictographic through artificial intelligence (AI). The product designers perceive the product form imaging beyond the engagement of design artefacts in the industrial design. The digital information sets are supplied through a design artefact evolution using heuristic evaluation. By the dual-method of designers’ human cognition, the design concept continuum develops arts and design education. The results identify an exact meaning of design pedagogy that the academicians will understand the specific content analysis type. Keywords: Artificial intelligence; industrial design; form imagery; internet of things eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI4.2901