Selected slides from a presentation for colleagues at FHNW University of Applied Sciences and Arts Northwestern Switzerland on Monday 10th December. My talk is in 3 parts: the influence and origins of our values the value of D&T education design fiction as a response to an enduring value of D&T

1. Valuing design and
technology
Dr. Alison Hardy
@hardy_alison
Fachhochschule Nordwestschweiz
Pädagogische Hochschule

2. Design and Technology in England
5 7 11 14 16 18
Key stage 1 Key stage 2 Key stage 3 Key stage 4 Key stage 5Primary School Lower secondary school
Upper
secondary
school
Post-compulsory
sector
Design and Technology is core curriculum: studied by all
children*
Some
children
study a
general D&T
qualification
A few study
higher level
D&T
qualification
* D&T is only compulsory in some English state schools
D&T taught to 11 – 14
year olds

4. D&TNational
Curriculum
1992
Design
Electronics
Craft, design &
technology
Home economics
Engineering

5. creativity
users of technology
democracy
problem-solving
vocational
opportunities
making
using hands to think, create,
design & discover
for some, not all
busy workdomesticity
not ‘academic’
useful for a job

6. Think on:
• What’s the purpose of technology education in Basel &/or
Switzerland?
• What were the origins of technology education in Basel &/or
Switzerland?
• What’s your history in technology education?
• How have your technology education experiences influenced how you
value technology education?
• Can your values be seen in your teaching and/or research?

7. My research question:
How do different people value D&T?

8. GOAL
Instrumental to
A person’s concept of the Terminal to goal
Intrinsic
(7 elements in total))
INTERESTS
that expresses the individualistic interests
collectivist
both individualistic and collectivist
INDIVIDUAL
that are the positive consequences of them studying
someone else
SUBJECT
(name of school subject) at school in England
Figure 5 Modified mapping sentence defining the value of a school subject
(Hardy, 2017)
now
later
for its own sake
themselves
others
both
WHEN
WHO BENEFITS
Want to know more?
Facet theory and mapping sentences (Guttman and
Greenbaum (1998))

9. Method
How?
• 22 interviews
Who?
• 3 D&T academics
• 4 school senior leaders
• 4 D&T teachers
• 3 student D&T teachers
• 1 science teacher
• 12 children aged between 13 & 14 years old (end of lower secondary)

10. Transferable
skills
Creating &
appreciating
design
Technological
awareness
Personal
development
Economic &
utilitarian

11. Transferable
skills
Creating &
appreciating
design
Technological
awareness
Personal
development
Economic &
utilitarian

12. Think on:
• How do you value technology education?
• Do you agree with my technology education values model?
• Where do your values fit in my model?

13. Transferable
skills
Creating &
appreciating
design
Technological
awareness
Design fiction as a
pedagogic tool
related to these
values

14. An approach to design that speculates about
new ideas through storytelling
Photo by Mike
Erskine on Unsplash

15. …and prototyping
Photo by Kelly Sikkema on Unsplash

16. Design fictions are often presented through short
films and artefacts that focus on creating the
narrative.

17. Pupils explore the unintended consequences of
their design rather than whether it is technically
feasible.
Photo by Samantha
Sophia on Unsplash

18. “Wouldn’t it be cool if…”
Photo
by NASA on Unsplash

19. Design fiction ideas
3D printing food
Robotic cleaner
Drone take away delivery
A product or process that could be in use in the future. Not currently
possible but could be at some point soon.
Such as…
What is design fiction?

20. Design fiction at
Nottingham Trent University

21. References
• AUGER, J., & HANNA, J., 2016. Three stages of design fiction (energy futures, part 2). Retrieved from
http://crapfutures.tumblr.com/post/150957611069/three-stages-of-design-fiction-energy-futures
• BARLEX, D., GIVENS, N., HARDY, A. and STEEG, T., T., 2016. Modernisation of the school D&T curriculum with special reference to
disruptive technologies; a case study of trainee teachers’ responses. In: PATT2016: Proceedings for the Education for 21st Century
Skills Conference, Hogeschool Utrecht, Utrecht, Netherlands, 23-26 August 2016.
• BARLEX, D., GIVENS, N., and STEEG, T., 2015. Developing work with disruptive technologies. In: G. Owen-Jackson (ed). Learning to
teach design and technology in the secondary school. Routledge, pp.303-322.
• DAVIES, S. and HARDY, A., 2016. How to teach 'Smart Fashion' within the D&T curriculum: have we got it right? In: PATT2016:
Technology Education for 21st Century Skills Conference, Hogeschool Utrecht, Utrecht, Netherlands, 23-26 August 2016.
• ECCLES, J.S., and WIGFIELD, A., 2002. Motivational beliefs, values, and goals. Annual Review of Psychology, 53 (1), 109-132.
• GUTTMAN, R., and GREENBAUM, C.W., 1998. Facet Theory: Its Development and Current Status. European Psychologist, 3 (1), 13-
36.
• HARDY, A., 2018. Using design fiction to teach new and emerging technologies in England. Technology and Engineering Teacher, 78
(4), pp. 16-20. ISSN 2158-0502
• HARDY, A., 2017. Defining the value of a school subject. PRISM: Casting New Light on L
• HARDY, A., 2015. What’s D&T for? Gathering and comparing the values of design and technology academics and trainee
teachers. Design and Technology Education: an International Journal, 20 (2), pp. 10-21. earning, Theory and Practice, 1 (2), pp. 55-
82. ISSN 2514-5347
• HILLIARD, A.L., 1950. The forms of value: The extension of a hedonistic axiology. Columbia University Press.
• ROKEACH, M., 1973. The Nature of Human Values. New York: The Free Press.
• ROKEACH, M., 1968. Beliefs, Attitudes and Values: a Theory of Organization and Change. San Francisco: Jossey-Bass, Inc

23. To continue the conversation, find me at:
@hardy_alison
www.Alisonhardy.work
DrAlisonHardy
Alison@AlisonHardy.work or Alison.hardy@ntu.ac.uk