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I recently attended an event at Nottingham Trent University that wasn't really aimed at me — but it got me thinking in ways I wasn't expecting. Industry designers were talking to final-year product design students about what it takes to succeed in the profession, and I found myself scribbling notes and asking: what does any of this mean for D&T classrooms?

In this episode, I share my reflections on that event and dig into some of the ideas that stuck with me. We're talking about concepts like problem framing, vision, taste and judgment — the kinds of things that experienced designers do almost instinctively. But here's the thing: when knowledge becomes tacit, when you just know how to judge a good design without being able to explain how you got there, it becomes really difficult to teach.

This is something I think matters enormously for D&T teachers, particularly those who've come into teaching through a design or industry route. The professional knowledge you've built up is genuinely valuable — but your role in the classroom is to recontextualise it. To select, simplify, and make it visible for your pupils. That's not straightforward, and I don't think we talk about it enough.

I also reflect on how easily professional language — taste, creativity, empathy — can become the very clichés we're trying to avoid, if we don't stop to unpick what we actually mean.

So here's my challenge to you: what's the tacit knowledge you have that you've never fully examined? And how might unpicking it change what you do in the classroom?

Developing “Taste” in D&T: Reflections from an NTU EventSupport the show

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A curriculum can look tidy on paper while the teacher behind it is quietly thinking, “Am I getting this right?” We sit with that reality and treat it seriously, because design and technology education is full of high-frequency decisions that rarely come with neat, usable evidence attached. When you are choosing content, planning projects, or defending DT to senior leaders, guesswork is a poor tool, yet it is often what we are left with.

This week I unpack some of the specific decision problems D&T teachers keep reporting to me: how to know whether pupils are stretched enough, what to do when learning falls flat, how to judge what is stable knowledge versus what needs updating for new technologies, and how to balance breadth and depth. We also dig into sequencing, whether to teach skills, practices, or underpinning ideas first, and how often concepts need revisiting before they become embedded as deeper, tacit understanding.

Looking beyond D&T, I explore what happens when progression is unclear and teachers reach for proxies like Bloom’s taxonomy, generic assessment, or ever-more “impressive” projects. I share why that drift is understandable, how it can weaken subject clarity, and why the most useful next step is to collect and name the decisions themselves so we can find evidence that actually fits the discipline of design and technology.

If you have a curriculum decision you keep revisiting, I want to hear it. Subscribe, share the podcast with your D&T community, and leave a review so more teachers can join the conversation.

Share your curriculum decision problems here: D&T Curriculum Decision Evidence – Identifying Priority Decision Problems

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D&T curriculum leadership often feels like making consequential calls with half a map. When time is squeezed, pupils disengage, policies shift, and senior leaders want clear rationales, it is easy to end up relying on instinct or borrowed evidence from other subjects. I wanted to pause on a simple but uncomfortable question for primary and secondary Design and Technology subject leads across England, the UK, and beyond: what decisions are you making right now where you genuinely do not have the research evidence you would want to guide you?

I explore what “evidence” means in a research sense, and why D&T can be “rich in practice but thin in evidence” when it comes to demonstrating impact on pupil progress. I share how research summaries, including work shared through the Archer Exchange Network, can clarify what has been studied, while also revealing the mismatch between published studies and the problems teachers are actually trying to solve in schools. That gap matters, because it affects curriculum design, pedagogy choices, and the conversations we have with senior leaders.

Using Key Stage 3 as an example, I look at concerns that the national programmes of study feel underspecified and how unclear progression across Key Stages makes sequencing difficult. If D&T capability depends on deliberate development of knowledge and decision-making over time, then sequencing cannot be left to chance or to a string of projects. I also dig into a crucial distinction: is your issue a one-off local challenge, or a recurring structural problem that should shape the next wave of design and technology education research?

If you want to help move D&T forward, finish this sentence and share it via the survey or online:

“One curriculum decision I regularly have to make in design and technology without strong evidence to guide me is…”

If you want to go further, then tell me some more via this form: D&T Curriculum Decision Evidence – Identifying Priority Decision Problems – Fill in form

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The best support in Design and Technology rarely looks dramatic. It looks like a calm voice re-reading instructions, a bigger print-out placed quietly on a bench, a checklist that turns panic into progress, and a student realising they can finish what they started. I’m joined by Sarah, a Learning Support Assistant working closely with a D&T department, to explain what inclusion actually requires when lessons move between food tech, textiles, workshop making, and CAD.

We talk about why being attached to a department (rather than trailing a single pupil all day) builds confidence, consistency, and trust. Sarah breaks down key SEND and EHCP basics in plain language, then shares practical classroom strategies: sensory support such as ear defenders, problem-solving around smell in food rooms, and targeted scaffolding that still protects independence. We explore adaptive equipment for coordination and mobility needs, and how pupils can achieve the same outcomes through different routes, including smart alternatives during GCSE and NEA practical work.

A big takeaway is processing time. We unpack ways to reduce cognitive overload in demonstrations, use step-by-step photos and tangible models, and structure tasks so pupils can start, sustain effort, and feel the satisfaction of completion. Sarah also shares a research-informed task planner approach (influenced by the Education Endowment Foundation) that helps with time management, keywords, and motivation.

Subscribe, share with your DT community, and leave a review so more teachers and support staff can find the ideas and use them in real classrooms.

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I’ve been quiet on the podcast, and I wanted to be honest about why. The short version is not drama, it’s the reality of design and technology education work right now: drafting curriculum, managing confidentiality, and trying to protect enough headspace to do any of it well.

A big part of my time has been taken up with national curriculum work. I’m involved in drafting the new national curriculum for England, which comes with an NDA, so I’m careful about what I say and how it could be interpreted. Alongside that, I’ve been leading the writing of the technology and design curriculum for Northern Ireland, working with brilliant teachers and learning a lot about how different jurisdictions frame D&T, rigour, accessibility, and purpose.

I also talk through something more personal but very common in education and academia: the tension between public-facing work and institutional recognition. After applying for promotion, I had to reflect on whether an independently produced podcast can count as evidence, and what that means when I also believe D&T needs stronger status and leadership, including professorial voices in design and technology education across the UK.

You’ll also hear updates on the newsletter (Mailchimp limits and a possible move), editing the next edition of Learning to Teach Design and Technology in the Secondary School, and an international curriculum comparison project. If you’re in England, keep an eye out for the national curriculum consultation later in the year, and please get involved when it opens.

If you find this useful, subscribe, share it with your D&T department, and leave a review so more teachers can find the show. What topic would you like me to pick up next?

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What happens when a senior leader who grew up in the workshop helps design three SEMH schools from the ground up? In this episoode, I sit down with Paul Quinn to unpack a bold, practical vision for Design and Technology that prioritises access, safety and pride in making. Instead of chasing every shiny gadget, Paul explains why reliable hand tools and a hard-working laser cutter deliver outsized gains for learners who need quick wins, clear routines and visible success they can take home.

We talk about Paul’s journey from mainstream D&T to leadership, exploring how accountability pressures squeezed creative subjects and why specialist provision offered a chance to redefine success. He shares the realities of equipping new workshops, including what paid off, what didn’t, and how the team kept the focus on learning rather than kit. Expect straight talking on 3D printers, the value of repetitive processes for regulation, and why textiles—introduced with careful safety planning—unlocked confidence for many students.

Throughout, we return to the simple truths that make D&T transformative in SEMH settings: short, well-structured lessons; culturally relevant projects; heavy scaffolding with teacher prep; and outcomes that look and feel good. When students are welcomed into spaces they were once excluded from, behaviour shifts, confidence grows and qualifications follow. This is practical pedagogy you can apply tomorrow—design for success, choose tools that fit your learners, and keep the relationship at the centre.

Subscribe for more conversations at the intersection of D&T, inclusion and real-world making, and share this episode with a colleague who’s rethinking their workshop. Leave a review to help others find the show, and tell us: what tool would you buy, and what would you skip?

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A noisy workshop can feel like a storm, but what if the path to learning starts with rhythm, not rush? We sit down with D&T teacher Ailis Brown from a specialist SEMH school in Leeds to unpack how safety, trust, and regulation turn short lessons into meaningful progress. From clocks and board games to careful joinery, Ailis shows how a flexible bank of projects meets pupils where they are and gently moves them forward.

We compare mainstream pressures with the reality of SEMH: small classes that still stretch a teacher’s attention, 40-minute slots that yield 15–20 minutes of true learning, and the need to plan projects that run in parallel because attendance and readiness vary. You’ll hear how TAs act as experts on the child while the subject teacher guards the craft, and why writing individual objectives on the board can become a quiet briefing that keeps everyone aligned. The standout insight is rhythm: repetitive tasks like sanding and filing act as regulation tools, helping students steady their breathing, settle their senses, and rejoin cognitive work without confrontation.

Ailis is candid about shifting aims—from grade targets to life readiness—and honest about the moral weight of results-driven systems. We explore practical strategies for mainstream teachers supporting students with SEMH needs: build calm routines, reduce waiting, prepare fallback tasks that still feel purposeful, and remember the mantra, “you can’t fight chaos with chaos.” Expect takeaways you can try tomorrow, along with a renewed sense that design and technology isn’t just about products; it’s about giving young people a safe place to practise patience, precision, and pride.

If this conversation helped you rethink your workshop or classroom, subscribe, share it with a colleague, and leave a review so others can find it. Have thoughts or a story to add? Send a voice memo via Speakpipe or email us—links in the show notes.

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Nicola Brown shares her experience teaching design and technology at Springwell Leeds North, an SEMH school catering to students aged 7-16 with social, emotional, and mental health needs. She discusses how building relationships, establishing micro-routines, and adapting teaching approaches helps students thrive in a subject that offers unique opportunities for personal development.

• Working with SEMH students requires understanding dysregulation and supporting emotional regulation
• Key Stage 2 (ages 7-10) sessions focus on basic skills like using scissors, threading, and completing small projects
• Key Stage 3 students access a full workshop with power tools, building trust and respect
• Level 2 Construction and Arts Award qualifications are offered to Key Stage 4 students
• The school practices early transitions to reduce anxiety about the new school year
• Misconceptions about special schools are challenged - "it's just being in the right place for you at the right time"
• D&T education creates meaningful progression pathways to further education and employment
• Small class sizes (10 students with 3 adults) and specialized support enable personalised learning

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A museum floor changed underfoot and so did my thinking. After a visit to the V&A’s Design and Disability exhibition, I came home energised and unsettled—in the best way—and unpack how inclusive design moves from a nice‑to‑have to the engine of real innovation and dignity. It caused me to question a stubborn myth: that able‑bodied designers solve problems for others. The stories on display point to something richer—design with, led and instigated by Disabled people, where everyday hacks and tools carry more power than glossy manifestos.

I connect those moments to our work in D&T education, including a new chapter by Debi Wynn on inclusion in and inclusion through design and technology. I talk about how accessibility has driven mainstream breakthroughs, like multi‑touch interfaces born from hand pain, and why policies such as the plastic straw ban can miss the mark when they ignore lived reality. Activism enters the frame too—kerb cuts, tactile paving, and accessible transport happened because people organised, pushed, and redesigned the rules.

Hopefully my chatter is practical and provocative: co‑design over token empathy, user research that doesn’t "other" people, modular solutions that embrace edge cases, and assessment that treats inclusion as a core quality attribute.

I also share what fell short—the exhibition book that couldn’t carry the feelings home.

If you care about design that serves everyone, and classrooms that teach students to lead with inclusion, you’ll find ideas here to test tomorrow.

Enjoyed the conversation? Subscribe, leave a review to help others find the show, and share it with your D&T community. Got thoughts or a story to add? Send a Speakpipe voice note or email—links in the show notes.

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Ever been told art and design and technology are basically the same because they share the word “design”? Let’s test that claim with real data and grounded classroom experience. In this episode I unpack how teachers and stakeholders describe the value of D&T and the value of art and design, then draw a clear map of where they overlap, where they diverge, and what leaders risk when they blur them into one.

First, I outline five widely reported value themes for D&T: transferable skills, careers and the economy, the human–technology relationship, making and creating, and creative and critical thinking. These insights come from a larger, validated body of research and speak to the discipline’s focus on users, systems, materials and evidence through iterative making. Then we contrast early qualitative findings for art and design: career preparation, societal impact, skills for life, and creativity and expression. Here, empathy, cultural awareness and personal voice take centre stage, with a strong link to creative industries, innovation and sustainability. The conversation surfaces a simple truth: both subjects champion creativity and problem solving, yet each serves a distinct purpose that deserves protection.

I share practical ways to collaborate without erasing identity: agree non‑negotiables for cross-teaching, and design joint projects where D&T’s functional rigour and art’s expressive depth enrich each other rather than compete. This is a toolkit for faculties, middle leaders and senior teams who want the benefits of a shared banner without collapsing two powerful traditions into one bland compromise. If your timetable or staffing model pushes subjects together, this guide helps you hold the line—respectfully, clearly and with evidence.

Got thoughts or examples from your school? Add your voice to the ongoing survey, share the episode with your faculty, and help us build a richer, more rigorous picture of what these subjects offer. If you find value here, subscribe, leave a review, and pass it on to colleagues who care about getting design and the arts right for young people.

Link to the survey: https://bit.ly/Valueofdesigned

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In this episode, I'm excited to share three brilliant opportunities for you to get involved in research that's shaping the future of design and technology education. First, I'll tell you about the Redesigning Design and Technology project I'm co-leading with Ciaran, Andrew, and Amanda. We've identified 18 contentious questions that divide our community and created a survey where you can share your views on these crucial debates. This research feels particularly timely with England's curriculum and assessment review underway, and I believe teacher voices need to be heard loud and clear in policy discussions.

I'll also discuss the evaluation I'm leading of the Design and Technology Association's Inspired by Industry resources. Working alongside Kay Stables and my colleagues at Nottingham Trent, we're examining how these resources impact pupils' progress in D&T. It's a fantastic opportunity for participating schools to gather rich data about their own practice whilst contributing to sector-wide understanding.

Finally, I'm launching an urgent call for contributors to a new podcast series addressing special educational needs and disabilities in D&T. This is such an under-researched area, yet absolutely vital to our practice. Whether you're facing challenges or have developed innovative approaches, I want to hear from you.

Each of these projects represents a chance to contribute to evidence-based practice in our subject. They're about empowering teachers to shape research rather than simply consuming it. The insights we gather will benefit the entire D&T community.

What conversations about D&T practice do you think we need to be having more openly in our schools and professional networks?

Take part in the Redesigning D&T survey: https://bit.ly/ReDandT_Phase3

Join the evaluation of the Inspired by Industry projects: https://bit.ly/IBIinterest

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Reconnecting with purpose is essential when facing professional challenges. In this reflective episode, I share my experience of an unsuccessful professorial application and how it prompted me to rediscover why I'm passionate about design and technology education in the first place.

The start of a new academic term offers the perfect opportunity to step back from the excitement and apprehension of returning to teaching and consider our fundamental values:

• What drives us to teach design and technology?
• Why do we advocate for this subject?

These questions matter because when we lose sight of our purpose, we risk becoming mechanical rather than inspirational in our practice.

Through conversations with colleagues working on the "Learning to Teach Design and Technology in Secondary School" book and planning a primary D&T podcast series, I've reconnected with what motivates me – developing children's ability to make design decisions that shape their world and fostering critical engagement with the made environment. This renewed clarity came unexpectedly from various sources, including a chance conversation with my young cousin who simply chose to study subjects she loves.

I challenge you to reflect on your own D&T values as you begin this academic year. Perhaps create a mind map, discuss with colleagues, or identify your "word of the year" for teaching design and technology. Where do you find refreshment and challenge that keeps you passionate about the subject?

Have you considered what values drive your teaching practice? Share your thoughts, subscribe to the podcast, and if you're using Inspired by Industry resources in your teaching this year, consider participating in our evaluation research project. Your voice matters in shaping the future of design and technology education.

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Recommended read:

Studio Properties: A field guide to design education (edited by Derek Jones , Elizabeth Boling, James Benedict Brown , James Corazzo, Colin M. Gray, Nicole Lotz)Derek Jones and Alice Hellard explore the concept of design studio as a transformative educational approach that extends beyond physical space to encompass social dynamics, extended cognition, and embodied knowledge.

• Design studio is not just a physical space but a collection of practices involving social interaction, extended cognition, and listening in
• Virtual design studios reveal important insights about how students learn through observation and "legitimate peripheral learning"
• The process of enculturation into design practices requires students to develop confidence in the language and methods of design
• Studio practice allows students to externalize thinking through models and drawings as part of the cognitive process
• Current assessment frameworks often fail to recognize or value the types of knowledge central to design practice
• Implementing aspects of studio practice in secondary schools faces challenges but offers opportunities for more authentic design education
• Students need opportunities to design without predetermined outcomes, though this creates tensions with traditional assessment models

If you want to support the podcast financially, you can become a patron. Links to SpeakPipe, Patreon and my website are in the show notes.

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Michelle Gregson, General Secretary and Chief Executive of NSEAD, discusses the relationship between art and design and design and technology education, exploring their distinctiveness while highlighting their shared values and challenges.

• NSEAD operates as a learned society, subject association, and specialist trade union for art and design education
• Both art and design and design and technology subjects face similar challenges of reduced curriculum time and resources
• Michelle describes a "spectrum of practice" where art and design focuses more on internal/artist expression while design and technology addresses external/user needs
• Curriculum "blurring" between subjects is often driven by budget constraints rather than pedagogical innovation
• Both subjects share dispositions like curiosity, critical thinking, and problem-solving but apply them with different intentions
• Creativity exists across both subjects but manifests differently depending on context
• Children lose authentic learning experiences when subjects are narrowed down to what can be taught cheaply
• Education should value children for who they are today, not just as "units of currency for the future"
• Both subjects uniquely give students opportunities to be in control of their learning

Find me at dralisonhardy.com where you can connect with me, support the podcast as a patron, or leave me a voice memo via SpeakPipe with your thoughts or ideas for future episodes.

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If you are interested in helping the Association evaluate their Inspired by Industry programme, sign up here: https://bit.ly/IBIinterest

What happens when we look beyond textbook projects and expose 11-14 year olds to real industry design challenges? Tony Ryan, Chief Executive of the Design and Technology Association, reveals how they're transforming technical education from the ground up through their ambitious "Inspired by Industry" programme.

Six years into his leadership role, Tony shares his passion for rebuilding design education with a fundamentally different approach: focusing on complex problem-solving rather than simply making products. "If we go to government and say, 'You need to back design and technology because we make stuff,' we're finished," he explains. Instead, they're creating resources that develop future innovators who can tackle "gnarly complex problems" with tenacity and creativity.

The Association has partnered with over 300 companies to create authentic, challenging design briefs that elevate student expectations. One example involves a professional designer's project creating dinosaur suits – not just costumes, but immersive experiences that teach ergonomics, materials science, and design thinking. These free resources include comprehensive teaching materials with videos featuring young professionals students can aspire to become.

Complementing this secondary focus is remarkable growth in primary school engagement, where 20% of English schools now hold membership. Through initiatives like "Projects on a Page" and equipment loan schemes for 3D printers and sewing machines, non-specialist teachers are gaining confidence in delivering high-quality technical education.

The work extends beyond resources to research and advocacy. A planned evaluation programme will measure outcomes, providing crucial evidence for lobbying efforts already yielding results – as seen in the recent House of Lords report calling for "urgent action" to address the decline in design education. As Tony puts it, their mission is creating a subject that's "design-driven" and produces students "not afraid of tackling complex problems and not just replicating what's been done before."

Explore how the Design and Technology Association is reimagining technical education for a generation that will change careers 16-17 times and interact with technology "at a pretty high level, whether they like it or not." The future of design education starts here.

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Max Pownall is a product design lecturer at Nottingham Trent University.

Find out more about Max and his work:

• Instagram (NTU Focussed)
• LinkedIn
• Uni profile
• Final Year Degree online degree show

Mentioned in this episode

Events with Alison Hardy

The Design Thinking Toolbox

https://www.worldofbooks.com/en-gb/books/michael-lewrick/design-thinking-toolbox/9781119629191

Tools from the book at - https://en.dt-toolbook.com/t

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Holistic, summative assessment is essential for properly evaluating design and technology capability, drawing on research by Richard Kimball and Kay Stables that predates the National Curriculum and has been tested across multiple countries and age groups.

• Effective capability assessment tasks allow pupils to demonstrate ability to respond to an unfamiliar design contex
• Assessment focuses on students' design capability, not their knowledge of the specific context
• Teachers should provide resources for rapid immersion in the context without predetermined solutions
• Real-time assessment is more authentic than extended assessments over weeks
• "Unpickled portfolios" are raw and produced in real time, unlike "pickled portfolios" which become formulaic and focused on presentation
• Successful capability assessment requires student ownership, allowing innovation and prototype testing
• Holistic judgment approaches like comparative assessment provide reliable evaluation methods
• Assessment should support curriculum aims rather than distort them

Resources and References from Episode 4: Holistic Evaluation: The True Measure of Design & Technology Capability

1. Research by Richard Kimbell and Kay Stables on holistic, summative assessment of design and technology capability
   • Pre-national curriculum research from 1992 onwards
   • Tested across different countries and age groups
   • Research on comparative judgment as a reliable method of assessment
2. STEM website where much of Kimbell and Stables' published work can be found
3. Current research and evaluation study mentioned:
   • Dr. Hardy working with Kay Stables and Sarah Davis
   • Using Kimbell and Stables' work on assessing D&T capability as a pre and post intervention test
4. Previous episodes in the assessment mini-series:
   • Episode 1: Overview of assessment in D&T
   • Episode 2: Assessing knowledge
   • Episode 3: Formative assessment, design crit and peer assessment

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

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Formative assessment in Design and Technology requires structured peer feedback approaches to be effective. Research shows a significant gap in assessing technological knowledge, with most studies focusing on design knowledge instead.

• Design crits from higher education can be adapted for classroom use through peer feedback
• Research from the Netherlands identifies convergent feedback (clarifying ideas) and divergent feedback (promoting creative responses)
• Teachers must model feedback techniques and provide clear criteria for students
• Effective sentence starters include "I notice your design solves the problem by..." and "Have you considered how your design might work if..."
• Using exemplars (WAGOLL) can limit creativity if not implemented carefully
• Structured peer feedback reduces teacher workload while ensuring all students receive input
• Andrew Halliwell is conducting new research on formative feedback to be presented in July 2025

Resources and References from Episode 3: Beyond the Design Crit: How Students Learn Through Giving and Receiving Feedback1. Research from the Netherlands on peer feedback in D&T education * Research focused on effective convergent and divergent feedback techniques * Research addressing how pupils struggle with receiving and giving useful feedback 2. Nuffield Key Stage 3 materials with sentence structures for convergent and divergent questions * Available on the D&T for D&T website 3. Chapter by Alice Shutt in the "Debates in Design and Technology" book about the Netherlands research

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

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Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

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How do we effectively assess knowledge in Design and Technology education? It's a question with surprisingly few research-backed answers, despite its critical importance to teaching practice.

I talk about this assessment gap in the second episode of my sub-series on D&T research. I remind listeners that D&T knowledge encompasses both conceptual understanding ("knowing what") and procedural application ("knowing how"), forming the foundation upon which capability is built.

The limited existing research highlights two common assessment approaches: identifying technological objects and materials with justification, and describing product functions while understanding the relationship between form and function. I illustrate this with a propelling pencil example, demonstrating how students need vocabulary to articulate the tension between physical characteristics and functional requirements.

Teacher expertise emerges as perhaps the most crucial factor in effective knowledge assessment. Research clearly shows that teachers must possess secure subject content knowledge to design meaningful tests—a challenge in today's educational landscape with fewer specialist D&T teachers. I extend this requirement beyond content knowledge to include pedagogical understanding of assessment methodologies and curricular knowledge about D&T's structure.

For classroom application, I explain that formative assessment can be integrated within larger assessments as targeted checkpoints, allowing teachers to identify misconceptions efficiently. Interestingly, research reveals no particular assessment format (multiple-choice, essays, flowcharts) proves superior to others—what matters most is purposeful design aligned with learning goals.

Considering your own teaching practice, how might targeted knowledge assessments enhance your students' overall learning? The limited research presents an opportunity for practitioners to contribute to our collective understanding. Share your effective assessment strategies and join the conversation about balancing knowledge assessment with capability development in D&T education.

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How do we measure what truly matters in Design and Technology education? The challenge lies in distinguishing between assessing individual knowledge components and evaluating the holistic capability that emerges when students apply their learning autonomously.

In this foundational episode, I introduce a new mini-series focused entirely on assessment in D&T education. Drawing from research literature, I establish the critical difference between two assessment targets: specific knowledge components (which can be tested through formative methods) and overall D&T capability (which requires summative, holistic evaluation). For assessment to serve its purpose effectively, it must be both reliable (consistently marked) and valid (measuring what we think it's measuring).

The complexities of D&T assessment stem from its unique nature - we're not just testing what students know, but also what they can do. This incorporates both conceptual understanding and procedural skills across a spectrum of design and technological knowledge. When students respond to design contexts, they independently choose which aspects of their knowledge and experience to apply, making predetermined assessment criteria challenging.

This episode sets the stage for deeper explorations in upcoming instalments, where I'll examine research-based approaches to assessing design knowledge, implementing effective formative assessment through peer feedback and design critiques, and developing valid measures of D&T capability. Whether you teach in primary or secondary settings, these insights will help you reflect on whether your current assessment practices truly capture what you intend them to measure.

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What makes for effective teaching in Design & Technology? Returning after a brief hiatus, I delve into the research-backed pedagogical approaches that can transform D&T education. This episode synthesizes my recent exploration of teaching strategies, clarifying the crucial distinction between curriculum (what we teach) and pedagogy (how we develop student capabilities).

At the heart of D&T education lies a persistent misconception I'm determined to challenge: there is no single, correct design process. Drawing on extensive research, I outline four foundational pedagogical approaches: the traditional design-and-make activity, mainly designing (where imagination isn't limited by technical constraints), mainly making (focused on skill development), and exploring technology in society. Throughout these approaches, teachers must navigate the spectrum between restrictive and expansive teaching choices, deciding when to provide structure and when to foster independent thinking.

Recording and documenting the design journey presents another pedagogical decision point. Are traditional booklets limiting student creativity? Could engineer's notebooks, digital portfolios, or multimedia approaches offer more authentic documentation? I examine how deliberate choices about design recording can either restrict or enhance student learning. This episode provides practical guidance for D&T educators committed to moving beyond ritualistic approaches while preparing for my upcoming episode on assessment strategies.

Links, References and Resources Mentioned

1. Kay Stables' chapter on signature pedagogies: You can find her chapter titled "Signature Pedagogies for Designing: A Speculative Framework for Supporting Learning and Teaching in Design and Technology Education" on SpringerLink.
2. Matt McLain's research on expansive and restrictive approaches in design and technology education: His work on this topic can be found in his thesis on the Liverpool John Moores University repository and in the International Journal of Technology and Design Education.
3. Design fiction as a methodology for designing in unfamiliar contexts: You can explore this methodology in the DRS Digital Library and the Nordes conference proceedings.
4. The Young Foresight Project (early 2000s): Information about this project is available on SpringerLink.
5. Todd Kelly's work on the engineer's notebook as a design assessment tool: His work is detailed in an article on Purdue University's website and on ERIC.

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In this episode of the Talking D&T podcast, I explore the pedagogical approach of product analysis, often known as IDEAS (Investigation, Disassembly, Evaluation, and Analysis). I examine how this signature pedagogy helps develop learners' understanding of technology in society—a core aim of the National Curriculum in England.

I discuss how product analysis bridges curriculum and pedagogy by teaching pupils to examine artefacts through multiple lenses. When handled thoughtfully, this approach enables young people to develop technological knowledge by understanding not just how products function, but why certain materials, components and manufacturing processes were selected.

My conversation highlights two particularly valuable aspects of product analysis:

Firstly, how physical interaction with products—handling a hair clip or observing people using a door—provides unique insights into design decisions and functionality that theoretical discussion alone cannot achieve.

Secondly, how examining products helps pupils recognise technological determinism—the reciprocal relationship between how technology shapes society and how society shapes technology.

Whether you're teaching primary or secondary D&T, this pedagogical approach offers rich opportunities to develop critical thinking and analytical skills. Consider how you might structure IDEAS activities with clear learning intentions: Are you focusing on materials selection, product evolution over time, or user experience?

Have you found effective ways to structure product analysis in your classroom? What impact have these approaches had on your pupils' design thinking and technological understanding? I'd love to hear your experiences.

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

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In this episode, I delve into the pedagogical approaches that exist beyond the traditional 'design and make' activities in Design and Technology education. Drawing on research literature and classroom practice, I explore how 'mainly designing' and 'mainly making' activities can be powerful pedagogical tools when used deliberately and appropriately.

I share insights from Bill Nichol's work on designing for future contexts, including how case studies and question cards can help pupils develop empathy and understanding for users they cannot directly access. I also examine Hilda Ruth Beaumont's contributions to the Young Foresight Project, which demonstrated how pupils can design with materials not yet available in classrooms.

The episode highlights how these approaches allow pupils to explore unfamiliar contexts—whether from different countries, time periods, or future scenarios—without being constrained by their current making skills. I discuss how focused practical tasks provide opportunities for pupils to develop material understanding and manufacturing skills without the cognitive overload that can accompany full design and make activities.

These pedagogical approaches aren't replacements for design and make activities but complementary strategies that enhance pupils' learning. By recognising when we're using 'mainly designing' or 'mainly making' approaches (rather than masquerading them as design and make activities), we can better structure learning experiences that build capability.

How might your curriculum benefit from explicitly planning for 'mainly designing' and 'mainly making' activities? Could these approaches help you introduce pupils to emerging technologies or contexts beyond their immediate experience? Share your thoughts with colleagues and join the conversation about expanding our pedagogical repertoire in D&T education.

References, activities, and resources mentioned:

1. Donna Trebell's doctoral studies on "designing without making"
2. Young Foresight Project (late 1990s) - introducing children to new materials and processes not available in classrooms
3. Bill Nichol's work on question cards for exploring different users
4. "Designing Our Tomorrows" research by Bill Nichol, including hands-on kit
5. Bob McCormick's paper on "the ritual of the design project"
6. Matt McLain's and Sarah Davies' collaborative work with me on "mainly designing" and "mainly making" terminology
7. Nuffield resources for focused practical tasks (available on "dandtfordant" website)
8. IDEO cards (mentioned in context of exploring different functions and uses of objects)

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners.

Support the show

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In this episode of Talking D&T, I explore the complex nature of design and make activities in design and technology education. Drawing on research from Richard Kimball, David Perry, and Robert McCormick, I unpack the pedagogical approach of design and make that underpins our subject and challenge some common misconceptions about "the design process".

A key insight emerges around the balance between process and outcome in D&T education. When we become fixated on the final product, we risk compromising valuable learning opportunities along the way. I examine Matt McLain's framework of expansive versus restrictive approaches, questioning when it's appropriate to give pupils freedom to make decisions and when more structured guidance serves them better.

I also explore McCormick's notion of 'revelation and ritual' in design processes, highlighting the danger of following steps mechanistically without making learning explicit to pupils. This raises important considerations about how we develop pupils' design and technology capability rather than simply guiding them through predetermined steps.

For D&T teachers, this episode offers a chance to reflect on your own practice. How do you balance the focus on outcomes with the development of skills and knowledge? Where in your projects do pupils have genuine opportunities to make decisions, experience failure, and justify their choices?

Whether you're teaching in a primary or secondary setting, these considerations are crucial for developing authentic design and technology capability in your pupils. How might you adapt your planning to create a more balanced approach to design and make activities in your classroom?

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

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Drawing a clear line between how we teach and what we teach seems straightforward—until you step into a Design & Technology classroom. In this thought-provoking exploration of pedagogy in D&T education, I unpack why teachers often blur the boundaries between teaching methods and curriculum content, sometimes without realising it.

The heart of effective D&T education lies in developing students' design and technology capability, but this requires navigating complex terrain. When we structure lessons around design processes without explicitly highlighting those processes as strategies students can adopt independently, we risk creating what researcher Bob McCormick calls "the ritual of the design project." Students follow prescribed steps without developing true capability—they complete the activities without gaining the metacognitive awareness needed to transfer these approaches to new contexts.

Through practical examples like the 6-3-5 collaborative design technique and tool demonstrations, I illustrate the difference between clear pedagogical separation (when demonstrating cutting techniques) and problematic blending (when teaching design processes). This distinction matters profoundly: when students don't recognise a design strategy as a transferable tool they can apply independently, their development as designers is limited. They become dependent on teacher-led frameworks rather than developing autonomous design thinking.

For D&T educators, this episode offers an opportunity to reflect on your teaching practice. Are you explicitly highlighting design strategies as transferable tools? Do your students recognise when they're learning processes they can apply independently? How might restructuring your lessons enhance students' ability to develop genuine capability rather than just following teacher-led frameworks?

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Mentioned in the show

1. Andrew Pollard's text about pedagogy - the reflective teaching book
2. Bob McCormick's paper about "the ritual of the design project"
3. Reference to Non-examined assessment (NEA) - coursework in England
4. Matt McClain's work on demonstrations as a teaching approach
5. The 6-3-5 technique of designing (design strategy where students fold A3 paper into six boxes and take turns creating designs in three-minute intervals)

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Knowledge frameworks matter profoundly in Design and Technology education, yet teachers often struggle to distinguish between what students need to know for a specific project versus what builds lasting capability. This episode tackles that challenge head-on.

In this episode, I explore the concept of knowledge frameworks in design and technology education, continuing my series on what research tells us about D&T. I delve into two types of knowledge that I believe are particularly relevant to our subject: residual knowledge and fingertip/situated knowledge.

Drawing from Christine Counsell's work in history education, I explain how these frameworks can help D&T teachers distinguish between knowledge that serves an immediate design context and knowledge that builds lasting capability. Using a biodiversity garden project as an example, I illustrate how certain knowledge (like specific materials properties) serves the immediate task, while other understanding contributes to transferable skills students carry forward.

This distinction is crucial for curriculum planning. When teaching about materials like chicken wire or bamboo, facts about cutting techniques might be context-specific, but understanding material selection represents residual knowledge that contributes to enduring D&T capability. This framework helps teachers make intentional decisions about what deserves emphasis and retrieval practice.

I also explore the importance of authentic contexts, warning against tokenistic project scenarios while emphasising that engagement remains crucial for effective learning. D&T educators must draw on their understanding of local environments and student interests, adapting resources to create meaningful learning experiences.

For teachers developing units of work, this episode offers both theoretical clarity and practical guidance to navigate the tension between project-based learning and building transferable knowledge. How might this framework transform your approach to curriculum planning and help you build students' D&T capability more effectively?

Links and Resources Mentioned

1. Christine Counsell's work on residual knowledge and fingertip knowledge in history education
2. McCormick's 2004 paper on situated knowledge in design contexts
3. Kay Stables' work on authentic contexts in D&T education
4. Unit of work about biodiversity in school gardens created by Alison Hardy and Sarah Davies
5. Ofsted research reviews published on their website

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

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In this episode of Talking D&T, I explore the complex role of values in design and technology education. Drawing on research from influential scholars like David Layton, Mike Martin and Rhoda Trimingham, I unpack how values aren't merely peripheral to D&T but are, as Layton puts it, "the engine of design and technology."

I examine two key perspectives: values within design (how values influence design decisions) and values developed through design and technology (how students develop values as they become technologically literate). Particularly fascinating is Trimingham's research observing designers in practice, revealing how both internal and external values shape design decisions, often unconsciously.

We explore how early curriculum frameworks categorised values as technical, economic, aesthetic, and moral—frameworks that remain relevant despite their absence from the current National Curriculum. This raises important questions about how we as educators bring our own value systems into our teaching, potentially modelling these unconsciously to our pupils.

For D&T teachers, this episode offers an opportunity to reflect on how we might make values more explicit in our teaching, helping pupils understand not just how to design, but how their values influence those designs. Whether you're teaching in England or internationally, considering the role of values adds depth to design education and helps students develop critical awareness of design decisions.

How might you bring conversations about values more explicitly into your D&T classroom? Could examining values help your students make more thoughtful design decisions? Let's continue this important dialogue with colleagues about preserving these vital aspects of our subject.

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

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In this episode, I delve deeper into the forms of knowledge that underpin design and technology education. Building on McCormick's conceptual and procedural knowledge framework, I propose a more nuanced approach that considers design knowledge and technological knowledge as existing on a spectrum.

I explore how these knowledge types can be visualised as intersecting axes, creating four quadrants that help teachers plan their curriculum more effectively. This framework isn't meant for pupils but serves as a planning tool for teachers to develop knowledge systematically over time.

Drawing on Vincenti's work on engineering knowledge, I highlight the importance of design criteria and design instrumentalities – the tools and procedures used when designing. These elements are crucial for pupils to build their repertoire of skills and understanding as outlined in the National Curriculum.

The reality of diminishing teaching time for D&T presents significant challenges for delivering the curriculum comprehensively. This framework offers a way to make informed decisions about what to include and exclude whilst ensuring pupils' design and technology capability continues to develop.

How might you use this knowledge framework to review your current planning? Could mapping your curriculum against these knowledge types reveal gaps or opportunities for deeper learning? Join the conversation and share your thoughts on how we might better structure D&T knowledge in our teaching.

Look out for the next episode where I'll be discussing the often-overlooked but central role of values in design and technology education.

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

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In this episode, I explore what research tells us about knowledge in Design & Technology education. Understanding the nature of knowledge in D&T is crucial for effective teaching and curriculum planning, so I examine both procedural and conceptual knowledge, exploring how they connect and what this means for our practice.

Following our previous discussion on D&T capability, I analyse the relationship between these knowledge types, drawing from Bob McCormick's 1997 paper and wider literature. Through examples from textiles and materials, I demonstrate how procedural knowledge extends beyond following steps to understanding interconnected processes. Looking at tasks like using a sewing machine, I discuss how teachers can build pupils' procedural knowledge over time, helping them develop both technical competence and the ability to select appropriate processes.

I challenge some common approaches to teaching theory and discuss how conceptual knowledge encompasses categories and relationships rather than just facts. Using examples from my teaching - including a memorable lesson about bronze - I consider how we might better structure our teaching of materials and their properties.

For D&T teachers, this discussion offers insights for curriculum planning and sequencing. Whether you're developing schemes of work or considering progression, these ideas could reshape how you approach building pupils' knowledge and capability.

What's your take on knowledge in D&T? How do you balance procedural and conceptual understanding in your teaching?

• Examining the importance of knowledge in D&T education
• Differentiating between procedural and conceptual knowledge
• Discussing the interconnected nature of different teaching procedures
• Highlighting the role of literature in shaping understanding
• Challenging traditional views on skills vs knowledge in D&T
• Illustrating practical examples of knowledge in action
• Reflecting on the implications for effective curriculum planning

Mentioned in the show

Hurrell, D., 2021. Conceptual knowledge or procedural knowledge or conceptual knowledge and procedural knowledge: Why the conjunction is important to teachers. Australian Journal of Teacher Education (Online), 46 (2), 57–71.

McCormick, R., 1997. Conceptual and Procedural Knowledge. International Journal of Technology and Design Education, 7 (1), 141–159.

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on my research, thinking and direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

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In this episode, I delve into the fundamental purpose of the design and technology curriculum, focusing on the concept of D&T capability. Drawing from seminal research by Richard Kimball and Kay Stables, I explore how this capability encompasses creative and critical thinking, problem-solving, and solution creation within authentic contexts.

I unpack how D&T capability isn't something that simply emerges through teaching knowledge and practical skills – it requires careful, structured curriculum planning. The episode highlights two particularly fascinating aspects: the role of iterative design (which, contrary to popular belief, isn't a new concept from the 2013 National Curriculum), and the importance of authentic learning contexts that can extend into unknown future scenarios.

For D&T teachers, this episode offers valuable insights into curriculum planning that deliberately develops pupils' capacity for creative and critical thinking over time. Whether you're teaching in primary or secondary, you'll find practical considerations for building what I call pupils' 'growing toolbox' of technical skills, strategic thinking, and designerly strategies.

This exploration of D&T capability is particularly relevant as schools continue to shape their curriculum intent. How do you structure your curriculum to develop these capabilities? Are you planning for progression from Year 1 through to GCSE and beyond?

Connect with me through Speakpipe or email to share your thoughts on developing D&T capability in your context. Links are in the show notes, and if you find the podcast valuable, consider becoming a patron to support this work.

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

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In this episode, I'm sharing some exciting developments in design and technology education, starting with insights from a recent policy event I led at Nottingham Trent University. The day brought together D&T teachers and university lecturers in design education to envision the future of our subject, using an innovative co-navigator approach from Denmark.

I discuss the growing collaboration between schools and universities in design education, highlighted by lightning talks from key figures including Tony Ryan from the D&T Association and Michelle Gregson from the National Society for Education in Art and Design. The event demonstrated how breaking down barriers between educational sectors can enrich our understanding of design education's progression from primary through to higher education.

Looking ahead, I preview an upcoming series about pedagogy in D&T, where we'll be taking a fresh look at familiar teaching approaches like demonstrations, WAGGOLLs, and frameworks such as ACCESS FM. Working with Sarah Davies and Alice Hellard, we'll be exploring what research tells us about these techniques and how we might enhance their use in our classrooms.

For those interested in connecting with other D&T practitioners, I introduce the Archer Exchange Network, a new platform for sharing ideas and research in our field.

As you reflect on your own teaching approaches, what aspects of D&T pedagogy would you like to examine more deeply? Whether you're teaching in the UK or internationally, I'd love to hear your thoughts on how we can build stronger connections between research and classroom practice.

Subscribe to stay updated on these discussions and join our growing community of design educators.

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In this reflective end-of-year episode, I take stock of Talking D&T's journey through 2024 and share plans for the future. With 52 episodes published this year - including 27 interviews spanning two major series, PATT40 and Shaping D&T - it's been my most prolific year yet, reaching listeners through nearly 8,000 downloads.

I reflect on how the podcast has evolved from its origins as a way to make design and technology research more accessible to teachers, into a platform for, what I hope is, meaningful dialogue about D&T education. The conversations this year have ranged from classroom experiences to curriculum development, featuring voices from across the D&T community - from undergraduate students to international colleagues.

A golden thread throughout has been the value of teacher-led research and curriculum development, highlighted through our Redesigning D&T project interviews. The podcast has also opened up important discussions about the future of D&T education, bringing policy-level conversations directly to practitioners through the Shaping D&T series.

For those interested in supporting the podcast's continued development, I discuss the various ways to engage, from subscribing to sharing feedback. This collaborative approach helps ensure the podcast remains an independent voice for the D&T community while covering its modest running costs.

As we look toward 2025, how might you contribute to these ongoing conversations about D&T education? What topics would you like to explore in future episodes?

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

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In this episode of Talking D&T, I chat with Simone Norman, a D&T teacher at Sutton High School in South London who also leads on equality, diversity and inclusion. Our conversation examines a fascinating paper from the PAT40 conference about conversation analysis and variation theory in technical education, which particularly resonated with Simone's teaching experience.

We explore how teachers plan and deliver technical demonstrations, examining the intricate interplay between verbal and non-verbal communication in the workshop. Simone shares compelling insights about the evolution of student-teacher conversations, from directing year 7 pupils to engaging in collaborative dialogue with year 13s about their design decisions.

One particularly fascinating thread emerges around the role of sensory learning in D&T - how sound, smell, and touch become crucial indicators of process success or failure. We discuss how teachers can deliberately plan for and use these elements in their demonstrations to deepen student understanding.

For D&T educators, this episode offers fresh perspectives on teaching technical processes and skills. Consider how you might more explicitly incorporate sensory awareness into your demonstrations, or how you could use planned 'failures' as powerful teaching moments. The discussion challenges us to think beyond just the end product and consider the rich learning opportunities within the technical processes themselves.

Whether you're teaching in England or following D&T education developments internationally, this conversation prompts important questions about pedagogical approaches in our subject. How might you apply conversation analysis principles to enhance your technical demonstrations? Let's continue exploring these ideas together!

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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In this reflective episode of Talking D&T, I explore the key themes and insights that emerged from my 26-part series on shaping design and technology education. Drawing from my conversations with educators, researchers, and industry experts throughout 2024, I examine the ongoing debate between evolution versus revolution in D&T education.

One fascinating thread running through many of my discussions was the crucial role of teacher voice in curriculum development. From my conversations with Amanda Mason and Ciaran Ellis about the Redesigning D&T project to discussions with international colleagues about different approaches worldwide, it's clear that teachers must be at the heart of shaping the subject's future.

I examine how the shift from local authority support to multi-academy trusts has transformed teacher collaboration and professional development. This transition raises important questions about how we support and empower D&T teachers to conduct research, share insights, and contribute to the subject's development.

For D&T educators, this episode offers a chance to reflect on the broader conversations shaping our subject. Whether you're teaching in a primary classroom or leading a department, these discussions about curriculum evolution, assessment methods, and the balance between traditional skills and new technologies directly impact your practice.

As I look ahead, I encourage you to consider your role in shaping D&T education. How might you contribute to these ongoing discussions within your own setting? What changes would you like to see in the subject, and how can we work together to achieve them?

I'd love to hear your thoughts on how we can collectively strengthen D&T education while maintaining its core purpose of developing creative, technical, and practical expertise in our learners.

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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In this episode, I'm joined by Michele Gregson, General Secretary and Chief Executive of the National Society for Education in Art and Design (NSEAD). With over 30 years of experience across education, Michele brings valuable insights into the relationship between art & design and design & technology education.

We explore the complex interplay between these two subjects, discussing both the common ground and distinctive characteristics that make each unique. Our conversation delves into how curriculum pressures and resource constraints are reshaping both subjects, sometimes leading to what Michele thoughtfully describes as 'blurring' rather than meaningful collaboration.

Two particularly fascinating threads emerge: firstly, the concept of a 'spectrum of practice' that spans from purely artistic self-expression to tightly constrained technical design, and secondly, the nature of creativity across both subjects. Michele challenges traditional assumptions about where creativity resides in the curriculum, prompting important questions about how we conceptualise and teach creative practices.

For D&T educators, this discussion offers fresh perspectives on curriculum planning and subject identity. Consider how you might articulate the distinctive value of D&T while acknowledging productive overlaps with art & design. What opportunities exist in your setting for meaningful collaboration that enhances rather than diminishes subject integrity?

This conversation comes at a crucial time as we shape the future of design education. How might we maintain subject distinctiveness while fostering genuine cross-disciplinary learning? Share your thoughts and experiences - let's continue this vital dialogue about preserving and evolving our subjects for today's learners.

Let me know what resonates with your experience - I'd love to hear your perspective on this ongoing conversation about subject identity and integrity.

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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In this episode of the Talking D&T podcast, I describe the recent curriculum and assessment review panel meeting I attended in Cambridgeshire. I explore the ongoing call for evidence and its implications for design and technology education.

One key insight from the meeting was the emphasis on evolution, not revolution, in curriculum changes. This approach considers the financial constraints and the current strain on the teaching workforce. Another significant point was the focus on social justice, highlighting the need to address barriers faced by disadvantaged students and those with special educational needs.

We also discussed the potential impact of making the national curriculum mandatory for all schools, including academies. This could standardise educational aims and content, ensuring a more cohesive approach across the country.

For D&T teachers, this episode offers valuable reflections on how these changes might affect your practice. Consider how you can contribute to the call for evidence by identifying specific pinch points in the curriculum that impact your students. Reflect on what works well in your teaching and what could be improved, and think about how these insights can inform your responses.

Listeners, especially those in the UK, will find this episode particularly relevant, but I encourage our international audience to tune in as well. The themes of equity and effective curriculum design are universal.

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

• Event for those involved in teaching design and technology in primary and secondary schools (6th November). Registration closes on 4th November.
• TeacherTapp
• Podcast Episodes mentioned:
  • Interview with Michelle Gregson, General Secretary from NSEAD.
  • Previous episode with Tony Ryan discussing the place of design and technology in the curriculum.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

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If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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In this episode, I chat with Kevin Spurr and Becky Forshaw from Kitronik, a company supplying D&T resources to schools. Kevin, a co-founder with 20 years of experience, and Becky, a former primary teacher, offer unique perspectives on the evolving landscape of D&T education.

We explore how Kitronik develops products and resources balancing engagement, affordability, and curriculum relevance. Kevin shares insights into their manufacturing process and adapting to changing technologies, while Becky discusses creating flexible teacher resources.

We discuss the shift in electronics teaching in secondary schools and Kitronik's new 'Crafting Code' project for primary schools, blending coding with hands-on making.

This conversation highlights the interplay between curriculum, resources, and teacher expertise in shaping D&T education. It raises questions about supporting teachers' subject knowledge and adapting to technological changes while maintaining D&T's essence.

For educators, this episode offers insights on resource selection, curriculum planning, and professional development. How might you balance practical skills with conceptual understanding? How can we ensure D&T remains relevant and engaging for all students?

Connect with Kitronik

• Social media: @kitronik (X, Facebook, YouTube, Instagram, TikTok)
• Website: www.kitronik.co.uk

Products and resources mentioned:

1. Craft and Code (pre-launch info)
2. Drag Racer: Product
3. Drag Racer: Resources
4. Electro-Fashion resources

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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In this episode of Talking D&T, I break down the curriculum and assessment review for England. As a researcher in design and technology education, I highlight key sections relevant to D&T teachers and stakeholders.

I walk you through the review's nine sections, focusing on areas like social justice, curriculum content, and assessment. You'll learn how to approach your response and understand the importance of providing specific examples.

We explore D&T's place in the curriculum and discuss maintaining a broad, balanced offering in schools. I share thoughts on addressing the decline in D&T uptake and the need for creative subjects.

This episode is useful for D&T teachers in England, but international listeners will find value in understanding curriculum reviews. I provide advice on crafting your response and invite you to a 6th November online event.

How might your perspective shape D&T education? Let's ensure our subject's vital role is recognised!

Mentioned in the show1. Curriculum and assessment review call for evidence document
2. EPI report commissioned by the Design and Technology Association
3. "Debates in Design and Technology Education" book
4. Previous podcast episode on empathy in design and technology
5. Paper by Alison Hardy on the impact of Progress 8 on children's access to design and technology post-14
6. Online event on 6th November at 4:00 PM GMT to discuss the curriculum review response

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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In this episode of Talking D&T, I'm delighted to chat with Venessa Lourdes Silveira, a PhD student in Educational Theory and Practice with a fascinating background in design and technology education. We dive into Venessa's action research project on promoting creativity in secondary D&T classrooms through biomimicry.

Our conversation explores how nature-inspired design methods can spark student engagement and innovative thinking. Venessa shares insights from her collaborative work with classroom teacher Paul Maburu, revealing how outdoor learning experiences and carefully crafted prompts can transform students' design processes.

We discuss the challenges and rewards of implementing biomimicry in D&T lessons, touching on its potential to address wider issues like climate change and mental health in education. Venessa's approach offers a fresh perspective on moving beyond design fixation and embracing local knowledge and resources.

For D&T educators, this episode provides practical strategies for incorporating biomimicry into your teaching practice. We consider how cross-curricular collaboration, particularly with science colleagues, can enrich design projects and deepen students' understanding of the natural world.

Whether you're teaching in the UK or internationally, Venessa's research offers valuable insights into fostering creativity and environmental awareness through D&T. As you listen, consider how you might adapt these ideas to your own classroom context.

How might biomimicry reshape your approach to design challenges? Share your thoughts with colleagues and join the conversation about the future of D&T education.

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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How can the design and layout of a D&T classroom shape students' creativity and comfort in the space?

In this episode of Talking D&T, I continue the discussion from my recent chat with Alice Hellard and Derek Jones about design studio pedagogy. Their ideas got me thinking about the important role of physical space in design and technology education.

I consider how the D&T classroom can either welcome or intimidate students, especially as they move from primary to secondary school. Drawing on my own experiences and observations, I question whether starting with strict health and safety rules might work against the creative atmosphere we want to create.

I explore the link between our values as educators and the learning spaces we design. I talk about the importance of classroom layout, sharing stories about moving furniture around to encourage teamwork and the potential of flexible learning areas.

Key points include the idea of 'collaborative competition' in design education and finding a balance between safety and creating an environment where students feel free to experiment and take risks.

For D&T teachers and other interested listeners, this episode offers plenty to think about regarding how to match our physical spaces with our teaching philosophies. International listeners might find interesting comparisons with their own educational settings.

I suggest taking a fresh look at your teaching spaces. How do they show what you believe about design and technology education? More importantly, how do your students see and use these spaces? Chat with your colleagues about this – you could even take a photo of your classroom and discuss how it supports your teaching approach.

What small change could you make to your D&T space to better reflect your values as an educator?

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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In this episode of Talking D&T, I chat with Alice Hellard, Programme Lead for Design and Technology PGCE at Goldsmiths University, and Derek Jones, senior lecturer in sustainable design at the Open University. We talk about design studios and their potential impact on D&T education.

Our conversation explores how studio practices can shape learning experiences, from primary classrooms to higher education. Alice shares insights from her teaching background, while Derek offers a unique perspective on virtual studios and they both discuss extended cognition in design.

We tackle some a range of topics, including the challenges of assessment in D&T, the importance of dialogue in the design process, and how to foster a studio mindset in secondary schools. One key takeaway is the value of creating spaces where students can experiment without predetermined outcomes – a concept that might seem daunting but could revolutionise some teachers' approach to D&T education.

As we discuss the various types of knowledge in design, from explicit facts to tacit understanding, I reflect of the complexity of our subject. This episode will challenge you to reflect on your own teaching practices and consider how elements of design studio pedagogy might enhance your students' learning experiences.

Details about Alice and DerekAlice on Linkedin

Goldsmiths

Email: derek.jones@open.ac.uk

Derek on LinkedIn

Distance Design Education website

Derek's academic publications

Design Research Society Pedagogy SIG

Radzikowska, M., Ruecker, S., & Roberst-Smith, J. (2019). Forget to Clean-Up When You’re Done. Proceedings of DRS Learn X Design 2019, 361–374. https://doi.org/10.21606/learnxdesign.2019.09071

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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In this thought-provoking episode of Talking D&T, I dive into the controversial topic of assessment in design and technology education, particularly focusing on the Non-Examined Assessment (NEA) at GCSE level in England. Drawing from my recent conversation with Louise and ongoing discussions in the field, I challenge the status quo and present what some might consider a radical view: that the current NEA structure may be wasting precious teaching time.

I explore the potential for shorter, more effective assessments, backed by research dating back to the late 80s and international practices. Highlighting the curriculum and assessment review led by Professor Becky Francis, I discuss the opportunity to revolutionize how we evaluate D&T capability.

Key points include:

1. Questioning the time allocated to NEAs in our already tight timetables
2. Examining alternative assessment methods that could better capture students' skills
3. The importance of clearly defined curriculum objectives in exam specifications

For D&T educators, this episode offers a fresh perspective on assessment practices and curriculum design. How might reducing formal assessment time impact your teaching and students' learning? Could we achieve more meaningful evaluations with less time?

Whether you're based in England or part of our growing international audience, this conversation encourages us to rethink our approach to D&T education. How can we ensure our assessments truly reflect the aims of D&T while maximizing learning time?

Let's keep this important dialogue going! Share your thoughts with colleagues and join the conversation about shaping the future of D&T assessment.

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Curious about how exam boards shape design and technology education? In this episode of Talking D&T, I sit down with Louise Attwood, Subject Support Lead for D&T at AQA. With eight years at the exam board and a background in teaching, Louise offers unique insights into the world of D&T qualifications.

We explore the intricate process of curriculum development and assessment, uncovering how AQA works with the Department for Education, Ofqual, and teachers to shape D&T education. Louise reveals the challenges of balancing content breadth with depth, and how recent reforms have impacted the subject.

A key takeaway is the importance of teacher involvement in qualification development. Louise shares multiple avenues for educators to contribute, from focus groups to feedback forms. We also discuss the delicate balance between political agendas and educational needs in curriculum design.

For D&T teachers in England and beyond, this episode offers valuable understanding of the forces shaping our subject. As you listen, consider how you might engage more actively in these processes. How could your experiences inform future curriculum changes?

Whether you're crafting lessons or influencing policy, this conversation will enrich your perspective on D&T education. Share your thoughts with colleagues and consider reaching out to exam boards or Ofqual with your insights.

Let's keep this important dialogue going! How will you contribute to shaping the future of D&T education?

Acknowledgement:
Some of the supplementary content for this episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

1. AQA
2. Department for Education (DfE)
3. Ofqual (Office of Qualifications and Examinations Regulation)
4. Link to register interest in discussing the future of AQA D&T specifications
5. AQA Professional Development page

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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In this episode of Talking D&T, I reflect on my recent conversation with Dawn, a textile specialist making significant contributions to design and technology education. I consider the insights gained from our engaging discussion about Dawn's journey from the textile industry to her current role in shaping D&T curriculum and practice.

I examine Dawn's evolving perspective on textiles within D&T education, noting her shift from advocating for a standalone GCSE qualification to recognising the value of integrating textiles more holistically into the broader D&T curriculum. This prompts me to consider the importance of being open to changing our views as educators and professionals.

Drawing from our chat, I highlight the nuances of textile design and its unique challenges, emphasizing the need for curriculum designers and policymakers to truly understand the materials and processes involved. I share how Dawn's insights reveal potential pitfalls when there's a lack of specialist knowledge in curriculum development.

Throughout my analysis, I return to a crucial question: What's the true aim of D&T education? I consider how we can best develop students' D&T capability and their ability to engage critically with the made world.

For both experienced D&T teachers and those new to the field, this episode offers valuable perspectives. How might we apply these ideas to our own practice and advocacy for the subject? How can we ensure that all aspects of D&T, including textiles, are properly represented and understood in curriculum development?

Let's continue this important dialogue. How have your own views on D&T education evolved over time, and what's sparked those changes?

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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In this episode of Talking D&T, I chat with Dawn Foxall, founder of the Textile Skills Centre. Dawn's fascinating journey from knitwear designer to opera singer, and finally to textiles education advocate, sets the stage for our wide-ranging conversation.

We delve into the current state of textiles education within D&T, exploring the challenges faced by teachers and the need for a more comprehensive approach. Dawn shares insights from her recent research, revealing surprising findings about teachers' preferences for textiles within D&T versus art and design.

One key takeaway is the importance of broadening our perception of textiles beyond fashion. We discuss how textiles intersect with various industries, from automotive to medical, highlighting the subject's relevance and potential to engage a diverse range of students.

The conversation also touches on the crucial role of assessment and curriculum design in shaping D&T education. We consider how exam boards and chief examiners influence the subject's direction and discuss the need for more up-to-date, relevant content in specifications.

For D&T teachers, this episode offers food for thought on how to present textiles as a versatile, technology-driven field. Consider how you might incorporate examples from diverse industries to showcase the breadth of textiles applications. How can we collectively work to ensure that textiles remains a vital part of D&T education? Let's keep this important dialogue going!

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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In this episode of Talking D&T, I chat with Dr Bethan Gordon, Dean of Cardiff School of Art and Design at Cardiff Metropolitan University. Bethan, a human-centred designer by training, has been deeply involved in developing the new curriculum for Wales.

We dive into the fascinating world of curriculum reform, exploring how Wales is revolutionising its approach to education. Bethan shares insights on their focus on developing both the curriculum and the teachers themselves, introducing the concept of 'teachers as inquirers'.

Two key points really caught my attention: firstly, the emphasis on empowering teachers to critically examine their practice and make evidence-informed decisions. Secondly, the integration of design thinking into the science and technology area of learning, while also promoting creativity and problem-solving across all subjects.

For D&T teachers, this episode offers a treasure trove of ideas to reflect on. How might an inquiry-based approach enhance your teaching? Could the Welsh model of positioning D&T skills across the curriculum offer fresh perspectives for your school?

Whether you're teaching in England, Wales, or further afield, there's plenty here to ponder and discuss with colleagues. It's intriguing to see how different education systems are evolving, and I'm keen to hear your thoughts on how these ideas might shape the future of D&T education.

This conversation with Bethan certainly gave me food for thought about curriculum development and teacher empowerment. What aspects resonate with your experience? Let's keep this important dialogue going!

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

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In this episode of Talking D&T, I had the pleasure of interviewing Scott Bartholemew, a professor of technology and engineering studies at Brigham Young University in Utah, USA. We explored the landscape of design and technology education in America, which is known there as technology and engineering education.

Scott provided fascinating insights into the complex structure of technology education in the US, explaining how it varies significantly between states. He described the historical split between generalist technology education and career-focused technical education, represented by two main organisations: ITEEA and ACTE.

We discussed how the subject is taught at different levels, with a focus on broad exposure to various technologies in middle schools. Scott also highlighted an interesting development where school librarians have unexpectedly become key technology educators in primary schools.

A significant challenge Scott mentioned is the public's lack of understanding about what technology and engineering education entails. This often leads to oversimplification when explaining the subject.

Throughout our conversation, we drew parallels between the American system and the British D&T curriculum, noting both similarities and differences. It was refreshing to learn that despite the different terminology and structures, we face many similar challenges in promoting and developing our subject.

Overall, this international perspective provided valuable insights into how design and technology education is approached in another part of the world.
(Text generated by AI, edited by Alison Hardy)

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In this episode of Talking D&T, I dive into the recently announced curriculum review for England and what it means for design and technology education. As someone who's been part of discussions shaping D&T's future, I share my thoughts on how teachers can get involved and influence government policy.

I explore the review's terms of reference, highlighting the emphasis on a 'broader curriculum' and what this could mean for D&T. Drawing on my experience, I suggest focusing on D&T's unique contribution to a broad education, rather than generic skills development.

I discuss the potential challenges and opportunities this review presents, considering teacher workload, budget constraints, and the need for evolution rather than revolution in our subject. I offer practical advice for teachers wanting to make their voices heard, from engaging with school leaders to participating in initiatives like the Redesigning D&T project.

Throughout, I emphasise the importance of evidence-based arguments and the need to balance the essence of D&T with practical considerations. Whether you're a primary or secondary teacher, or simply passionate about D&T's future, this episode provides food for thought on how we can collectively shape our subject.

So, colleagues, how will you contribute to this crucial conversation about D&T's place in the curriculum? Let's ensure our subject's voice is heard loud and clear in this review!

Links

1. Design Council Policy Document: A collaborative report outlining recommendations for design education, launched in June 2024.
2. Curriculum Review Terms of Reference: The government's outline for the review, focusing on core subjects and a broader curriculum.
3. Redesigning D&T Project: An initiative led by Ciaran Ellis, Amanda Mason, and Andy Halliwell to gather teachers' views on contentious questions in D&T.
4. Ofsted Curriculum Research Review for D&T: An upcoming publication expected to provide evidence on what makes D&T unique.
5. Archer Exchange Network: A soon-to-be-launched platform where experts from Nottingham Trent University will share insights on D&T policies and classroom practice.

AcknowledgementSome of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collabor

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In this episode of Talking D&T, I chat with David Houston, team leader for schools and colleges at the V&A South Kensington. David shares his passion for design education and the pivotal role museums play in inspiring young minds.

We delve into the V&A's innovative programmes, including DesignLab Nation and V&A Innovate, which bring design thinking to schools across the UK. David's insights on creating 'eureka moments' for students and the importance of hands-on experiences with objects are particularly fascinating.

Our conversation explores how museums can complement classroom learning, offering fresh perspectives and igniting creativity. David's anecdotes about students finding their voice in museum settings are inspiring.

We discuss the challenges facing D&T education and how museums can support teachers in delivering rich, engaging content. The V&A's teacher twilight sessions and resources emerge as useful tools for professional development.

This episode offers ideas for D&T teachers looking to enhance their practice. Consider how you might incorporate museum visits or object-based learning into your teaching. Could you collaborate with local museums to create similar opportunities for your students?

As we reflect on the cultural, social, and democratic aspects of design education, I encourage you to think about how these ideas align with your own teaching philosophy. How might you foster those 'gasping for air' moments of learning in your classroom?

Let's keep this important dialogue going! How can we, as D&T educators, build stronger bridges between schools and cultural institutions to enrich our students' learning experiences?

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

Support the Show.

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

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In this episode of Talking D&T, I explore the nuanced role of craft in design and technology education. I reflect on a recent conversation with Nicky Dewer, which prompted me to examine the complexities surrounding hands-on learning in our subject.

I argue against the notion of teaching high-level craft skills in schools, as we simply haven't the time to develop true craftspersonship. Instead, I propose that we focus on providing pupils with opportunities to engage in hands-on making as a means of developing their understanding of materials, processes, and embodied learning.

I discuss the benefits of incorporating craft-like activities, including fostering resilience, appreciation for handmade objects, and insight into the therapeutic nature of making. However, I also address the challenges we face, such as time constraints and limited resources.

I emphasise the importance of thoughtful planning, suggesting that teachers carefully consider the essential learning outcomes when incorporating hands-on activities. I also question the appropriateness of assessing practical skills in D&T, given the subject's broader aims.

Finally, I highlight how craft-based activities can be used to promote sustainability and environmental awareness, teaching pupils about responsible material use and product life cycles.

Throughout the episode, I aim to provoke thought and encourage D&T teachers to reconsider how they integrate practical skills into their lessons, moving away from the idea of separate 'theory lessons' and towards a more holistic approach that aligns with the subject's aims.

(Text generated by AI, edited by Alison Hardy)

Link to the Big D&T meet https://www.stem.org.uk/cpd/533748/big-dt-meet-national-conference

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In this episode of Talking D&T, I sit down with Amanda Mason and Ciaran Ellis to discuss their involvement in the Redesigning D&T project. We explore their motivations for joining the initiative and the valuable insights they've gained along the way.

Amanda, a secondary school teacher in the Northeast of England, shares how the project has deepened her understanding of the subject and its varied interpretations across schools. Ciaran, head of design technology in the Northwest, describes it as the best CPD he's ever had, empowering him to engage more confidently in academic discussions about the subject.

We examine the benefits of teachers participating in curriculum research, from personal growth to influencing policy. Both Amanda and Ciaran highlight the unexpected opportunities that have arisen from their involvement, including presenting at conferences and writing articles.

The conversation touches on the challenges of stimulating debate within the D&T community, particularly around contentious questions posed by the project. We discuss the importance of articulating our thinking about the subject, both within and outside the D&T community, to strengthen its profile and influence.

Finally, we consider why it's crucial for teachers to be involved in shaping the D&T curriculum through research. As Amanda aptly puts it, "Who's better informed about teaching design and technology than the teachers themselves?"

This episode offers a compelling look at how teachers can contribute to and benefit from curriculum research, potentially shaping the future of D&T education.

(Text generated by AI, edited by Alison Hardy)

Link to the Big D&T meet https://www.stem.org.uk/cpd/533748/big-dt-meet-national-conference

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In this episode of Talking D&T, I sat down with Jim Dale, Head of Product Design at Nottingham Trent University, to explore the evolving landscape of design education. Jim shared fascinating insights into how university courses are adapting to prepare students for the diverse world of modern product design.

We delved into the transition students face when moving from school to university, discussing how Jim's department helps broaden their understanding of design beyond physical objects to include digital products, systems, and services. Jim emphasised the importance of creating an environment where students feel comfortable exploring ideas and even failing, which contrasts with the often high-pressure atmosphere in schools.

Our conversation took an unexpected turn as we explored the potential role of language skills, particularly poetry, in enhancing students' ability to use AI tools in design. This led to a broader discussion on the importance of communication skills for designers, including the ability to articulate ideas verbally and visually.

Jim also shared his thoughts on how design and technology education in schools could be improved, suggesting a greater focus on rewarding exploration and risk-taking, alongside maintaining core skills like drawing and making.

Throughout our chat, it became clear that design education is a complex and rapidly evolving field. Jim's perspectives offered valuable food for thought on how we can better prepare students for the multifaceted world of design, from school through to university and beyond.

(Text generated by AI, edited by Alison Hardy)

Link to the Big D&T meet https://www.stem.org.uk/cpd/533748/big-dt-meet-national-conference

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In this episode of Talking D&T, I had the pleasure of interviewing Ryan Ball from the D&T Association. Our conversation centred around the current state of the design and technology teaching workforce in England. Ryan shared his insights from visiting numerous schools across the country, highlighting the enthusiasm of primary school teachers and the challenges faced by secondary school teachers.

We discussed the shift in demographics, with younger teachers bringing fresh ideas and skills in areas such as CAD and rapid prototyping. However, we also noted the increasing number of non-specialist teachers in D&T, which can impact the quality of teaching and the subject's perception. The D&T Association is addressing this issue by offering courses for non-specialist teachers and advocating for the subject with the government.

Ryan emphasised the importance of subject-specific CPD, adequate funding for resources, and support for teachers to maintain their passion and confidence in teaching D&T. We also touched upon the need for teachers to promote the subject effectively within their schools, considering the diverse needs of students in different locations.

Throughout our conversation, Ryan's enthusiasm for D&T shone through, and we both agreed that by working together as a community, we could continue to support teachers and promote the value of the subject. I left the interview feeling optimistic about the future of D&T education in England.

(Text generated by AI, edited by Alison Hardy)

D&T Association

House of Commons Evidence Select Committee Report, pub

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In this episode of Talking D&T, I spoke with Holly Maxwell, a curriculum advisor for the Leigh Academy Trust, and Harkit Janagel, head of design and food at Strood Academy, about the differences between GCSE Design & Technology and GCSE 3D Design. We delved into the challenges teachers face when choosing between these qualifications and the reasons why some schools opt for 3D Design over D&T.

Holly and Harkit shared their experiences and insights, discussing the emphasis on theoretical knowledge in the current D&T GCSE and how 3D Design allows students to focus more on practical skills and creativity. We also touched upon the importance of language in shaping the identity and perception of the subject, as well as the role of teachers' specialisms and backgrounds in influencing their approach to teaching.

Throughout the conversation, I challenged some of the assumptions and beliefs surrounding the two qualifications, questioning whether the end goal and purpose of D&T and 3D Design are fundamentally different. We also explored the content overload in the current D&T GCSE and the need for a more concept-driven approach that moves away from material-specific identities.

This engaging discussion highlighted the complexities and ongoing debates within the D&T community, as teachers strive to provide the best educational experiences for their students while navigating the constraints and expectations of the education system.

(Text generated by AI, edited by Alison Hardy)

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

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In this episode of Talking D&T, I interview Milly Kearns, a final year Product Design student at Nottingham Trent University. Milly shares her experiences studying Design and Technology (D&T) in school and how that led her to pursue product design at university. We discuss the differences and similarities between D&T at school versus university, including the focus on collaboration, presentation skills, and the application of theoretical knowledge.

Milly offers insightful advice for D&T teachers, suggesting they continue encouraging students to explore multiple ideas rather than fixating on their first concept. She also recommends moving away from the practice of cramming process documents with unnecessary information and instead focus on the quality and relevance of the content. Additionally, Milly advocates for more collaborative studio-style learning in D&T classrooms to better prepare students for real-world design practices.

We also touch upon Milly's dissertation research on creative education and her final project, which involves designing a system to support people diagnosed with arthritis through clay classes and holistic therapies. As the episode concludes, Milly shares her aspirations to become a D&T teacher and help shape the next generation of designers.

(Text generated by AI, edited by Alison Hardy)

Mentioned in the podcast - detailed links are only available to subscribers

Nottingham Trent University's Product Design programme

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In this episode of the Talking D&T podcast, I interviewed Janine Pavlis, a lecturer at St Mary's University in Twickenham, London, who specialises in primary design and technology education. We discussed the current state of D&T in primary schools, including the statutory requirements, the typical structure of lessons, and the importance of creativity and problem-solving skills.

Janine shared examples of good practice she has observed, such as the integration of computing skills and the use of real-world problems. However, she also highlighted the challenges faced by primary school teachers, including the need for ongoing professional development, the lack of resources, and the pressure to buy into pre-made schemes of work.

We explored the importance of considering primary education when shaping the future of D&T and the need for more research on inclusive practices within the subject. Janine expressed her concern that primary school teachers are not being consulted enough when it comes to making decisions about the D&T curriculum.

Throughout our conversation, we emphasised the significance of aligning teaching with the values and aims of the subject, ensuring that children understand the purpose behind their learning. We also discussed the potential for further research into teachers' motivations and experiences in teaching D&T at the primary level.

(Text generated by AI, edited by Alison Hardy)

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

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In this episode of the Talking D&T podcast, I had the pleasure of interviewing Nicky Dewar, the Director of Learning and Skills at the Crafts Council. We discussed the importance of craft in design and technology education and the challenges faced by schools in incorporating hands-on making experiences for students.

Nicky shared her insights on how the craft element in both art and design and design technology has been slowly eroding over time. She emphasized the significance of engaging children and young people with materials, allowing them to understand how different materials react and how they can be used to tell stories or respond to challenges.

We also talked about the mental health benefits of craft and how it can help students feel calm and release feel-good hormones. Nicky highlighted the need for supporting teachers through specialist training and encouraging them to take advantage of the rich offerings available from organizations like the Crafts Council.

Throughout our conversation, Nicky stressed the importance of recognizing the value of craft in education and how it can make a significant difference in various aspects of life, from economic value to community well-being. She also shared details about the Crafts Council's initiatives, such as Craft School and Material World, which aim to inspire and support teachers in delivering engaging craft activities in their classrooms.

Links

• Craft School - a free programme for teachers which has CPD and resources around teaching craft in schools
• Instagram - @craftscouncil
• Material World - the current Craft School challenge in partnership with the Eden Project, focusing on sustainability and environmental responsibility (registration deadline for this year is February 14, 2024, but it will run again from September 2024 onwards)

Other links to things mentioned in the show are only available to subscribers

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

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In this episode of Talking D&T, I reflect on the conversation published earlier this week with Tony Ryan about the various industry contexts developed by the Design and Technology Association for Key Stage 3 pupils in England. I explore the complexities that teachers face when designing a unit of work, particularly in the realm of design and technology.

Drawing from the "Inspired by Industry" work discussed by Tony, I emphasise the importance of selecting contexts that engage and motivate young learners. However, I also acknowledge that not all contexts will appeal to every pupil, as engagement is subjective and dependent on individual interests.

I discuss the role of teacher stereotypes and the need for awareness when choosing design contexts. Using the example of dinosaurs, I explain how teachers might assume certain topics will appeal to specific age groups or genders, and I encourage listeners to question these assumptions by referring to Ulrika Sultan's work on gender stereotyping.

Also, I stress the importance of considering pupil progression when planning units of work. I argue that the context itself is not the primary driver for learning but rather a motivator for interest and enjoyment. Teachers must think about how the unit builds upon previous knowledge, introduces new concepts, and prepares pupils for future learning. By doing so, they can help children move from surface-level understanding to deep knowledge retention.

(Text generated by AI, edited by Alison Hardy)

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

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Early this year I had the pleasure of interviewing Tony Ryan, the Chief Executive of the Design and Technology Association. In this episode, Tony shared exciting updates about the association's initiatives to support and advance design and technology education in the UK.

We discussed the "Reimagined" program, which focuses on developing a design-driven, problem-solving approach to the subject at Key Stage 3. The association has created 12 units of work, with plans to release up to 30, inspired by real-world challenges provided by over 300 industry partners. These units aim to engage students in iterative design, CAD, and 3D printing while fostering essential skills like tenacity and collaboration.

Tony also highlighted the Association's efforts in primary education, with the popular "Projects on a Page" resources and plans to digitize them for interactive classroom use. We touched upon the lobbying efforts to ensure design and technology remains a valued subject in the curriculum and the need for evidence-based research to support these initiatives.

Throughout our conversation, Tony's passion for the subject and dedication to creating innovative, accessible resources shone through. I'm excited to see the impact these projects will have on students and teachers alike.

(Text generated by AI, edited by Alison Hardy)

From the Design and Technology AssociationRe-imagining report

Inspired by Industry: www.inspiredbyindustry.org.uk, including the dinosaur unit (click on the 'promotional displays' button).

Projects on a Page is sold separately, it is better value purchased with primary school membership

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

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In this episode of Talking D&T, I wanted to delve into the topic of collaboration, support, and networks for design and technology teachers. Drawing inspiration from the successful model of the Food Teachers Centre, I discussed the importance of creating spaces where teachers can collaborate and share ideas while maintaining clear standards and boundaries around the subject.

I reflected on how the shift from local authorities to multi-academy trusts has impacted the support and collaboration available to D&T teachers. The Food Teachers Centre has stepped in to fill this gap, providing a moderated space where teachers can come together, share understanding, and challenge each other to maintain high standards in the subject.

I emphasised the need for similar moderated spaces in design and technology, where teachers can be nurtured, mentored, and held accountable for their practice. These networks serve as marketing tools, showcasing the best practices in D&T education, while also providing a platform for teachers to develop and grow.

Looking forward, I shared my plans to launch a moderated space for D&T teachers through the Archer Exchange at Nottingham Trent University. I invite listeners to join the beta version and provide feedback to help shape this new collaborative network. By creating and nurturing these spaces, we can ensure that design and technology education continues to thrive and evolve in the years to come.

(Text generated by AI, edited by Alison Hardy)

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

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In this episode of Talking D&T, I sit down with Dave Parry, Design and Technology Advisor at CLEAPSS, to discuss the current state of D&T education in England and explore potential ways to shape its future. Dave shares his insights from visiting numerous schools and highlights some of the main challenges the subject faces, including a shortage of trained staff, difficulties in recruiting and retaining teachers, and limited access to professional development opportunities.

We delve into the importance of fostering collaboration among stakeholders, such as awarding bodies, to create a shared understanding of the subject's goals and constraints. Dave emphasizes the need for teachers to embrace their agency and professionalism in designing engaging and relevant D&T curricula, while also considering sustainability and environmental issues.

Throughout our conversation, we explore practical strategies for reimagining D&T education, such as focusing on problem-solving rather than take-home projects, utilizing reusable materials and components, and leveraging community resources and partnerships. We also discuss the potential impact of the upcoming Ofsted subject review and the need for effective moderation in online teacher communities.

As we conclude our discussion, I invite listeners to engage with the ideas presented and share their thoughts on shaping the future of D&T education. Together, we can work towards a more collaborative, creative, and sustainable approach to teaching and learning in this vital subject area.

(Text generated by AI, edited by Alison Hardy)

Links to things mentioned in the show are only available to subscribers.

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

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In this episode of Talking D&T, I reflect on my thought-provoking conversation with David Spendlove from Tuesday's episode. David's radical ideas about design and technology education, particularly his challenge to move away from unsustainable consumerism and embed critical thinking about values and politics, got me thinking about what this might look like in practice for D&T teachers.

I explore how we can reimagine D&T lessons to put values and sustainability at the heart, moving away from designing and making products that may end up in the bin. I suggest reframing design projects to focus on systemic solutions, emphasizing design for longevity, repair, and reuse, and encouraging critical discussions about the ethics of design.

For younger children, I propose using storytelling, imaginative play, and hands-on material collections to explore sustainability and empathy. I also highlight the importance of setting design challenges within children's own experiences and concerns while pushing them to understand others' perspectives.

Throughout the episode, I offer practical strategies and ideas for teachers to incorporate these principles into their classrooms. I conclude by inviting listeners to consider whether we need a radical rethink of D&T education or if opportunities for change already exist within the current curriculum framework.

(Text generated by AI, edited by Alison Hardy)

Links to things mentioned in the show are only available to subscribers.

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

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In this episode, I interview David Spendlove, a professor at the University of Manchester, about his radical thinking on design and technology education. Spendlove reintroduces his concept of "Design and Technology 2.0," which aims to create a new conceptual space for rethinking the subject without the baggage of its current form.

David argues that the current model of D&T education, driven by materialistic outcomes and consumerist ideologies, may be doing more harm than good in today's context of sustainability and climate change concerns. He suggests that D&T education should move away from its focus on product creation and instead empower students to question assumptions and engage with the complexity of values involved in design decisions.

The discussion delves into the political nature of D&T education, its historical context, and the challenges it faces in the current educational landscape. David emphasises the need for a critical examination of the subject's underlying ideologies and the importance of considering an "Earth-centred" approach rather than just focusing on human needs and wants.

The podcast concludes with thoughts on the future of D&T education, the role of academia in provoking new ideas, and the necessity of creating space for teachers to rethink the subject. David and I highlight the potential for D&T to be a powerful and transformative subject on the curriculum if it can evolve to address the pressing issues of our time.

(Text generated by AI, edited by Alison Hardy)

Links to things mentioned in the show are only available to subscribers.

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

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In this episode of Talking D&T, I dive into the aims of the Design and Technology National Curriculum in England. I discuss the four main aims as they are currently written, analyzing what each one entails and how they contribute to the overall purpose of the subject.

I explore the first aim, which focuses on developing creative, technical, and practical expertise to participate in a technological world. The second aim is about building a repertoire of knowledge, understanding, and skills to design and make high-quality prototypes and products. I question the wording and phrasing of this aim, pondering if it could be streamlined for clarity.

The third aim revolves around critiquing, evaluating, and testing ideas, products, and the work of others. I highlight the importance of distinguishing between critiquing one's own work versus the work of peers or professionals. Lastly, I touch on the fourth aim concerning nutrition and cooking.

Throughout the episode, I emphasize the significance of having clear aims to guide lesson planning and measure the success of the subject. I argue that well-defined aims provide a cohesive big picture and prevent the subject content from feeling disjointed.

While I generally agree with the aims, I point out some issues with their phrasing and offer insights on how teachers and curriculum planners can interpret and apply them effectively in the classroom. I hope this episode helps listeners better understand the intentions behind the Design and Technology curriculum.

(Text generated by AI, edited by Alison Hardy)

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

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This week’s episode is part of the Shaping D&T series, running from April to August 2024, where i interview a variety of people and discuss the current state and future of design and technology (D&T) education. This week it’s just me exploring the current national curriculum for D&T in England, which has undergone several iterations, with the current version established in 2013-2014, making it the longest-standing iteration. The curriculum’s development involved expert review, led by Tim Oates, with a particular emphasis on aligning it with educational philosophies of figures like ED Hirsch and Daniel Willingham. However, the lack of a clear epistemology for D&T led to debates and criticisms, resulting in a revised curriculum that lacks external consultation. This has caused confusion and dissatisfaction within the D&T community.

The curriculum aims to develop students’ creative, technical, and practical expertise, preparing them for an increasingly technological world. However, concerns arise regarding the integration of cooking and nutrition, which was previously embedded in D&T but now exists as a separate entity, causing confusion and diluting the subject’s integrity. Despite flaws, the curriculum provides a foundation for teaching and learning, with opportunities for evolution rather than dramatic overhaul. Future episodes will explore various perspectives on the curriculum and propose potential changes to address its shortcomings.

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

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In this episode of Talking D&T, I delve into the historical context and the reasons behind my decision to start the "Shaping Design and Technology Education" series. I reflect on the conversations and committees formed to discuss the state and future of D&T education in England, drawing parallels to the development of the national curriculum in 1990 and 2013. I express my concerns about the representation and balance of stakeholders in these committees, emphasizing the importance of power, legitimacy, and urgency in shaping the curriculum.

I also discuss my contribution to a Festschrift in honor of Professor Mark De Vries, where I propose a new approach to developing the D&T curriculum. Instead of writing a new curriculum, I suggest a framework for evaluating proposed changes and identifying the appropriate stakeholder group. This framework consists of seven criteria, including the subject's epistemology, aims, inclusivity, values, real-world relevance, and feasibility across educational settings.

Throughout the episode, I emphasize the need to view the development of the D&T curriculum as a design project, with each iteration being a resolution relevant to its time. I also highlight the importance of involving teachers at the micro-level, as they have the greatest power, legitimacy, and urgency in delivering the curriculum.

Mentioned in this episodeDocuments from the 1990s government directive on the D&T curriculum
Bob McCormick's paper on designing the D&T curriculum by committee
The 2013 D&T curriculum - the first version
Abstract of Alison Hardy's book chapter for the Festschrift in honor of Professor Mark De Vries
Information about the "Redesigning D&T" project

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

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If you want to support me by becoming a Patron click here.

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In this introductory episode of the second series of my Talking D&T podcast for 2024, I discuss the focus of the upcoming series on shaping design and technology education in England. The series, running from April to August 2024, will feature international speakers sharing their perspectives on the subject in their respective countries.

I explain the catalysts behind the series, including the decline in the number of pupils studying GCSE design and technology and proposals for transforming the curriculum. I have been attending various national meetings about the subject's current state and future development, hosted by organizations such as the Design Council. My podcast aims to bring these conversations to a wider audience and engage them in the discussion.

I have divided the series into three parts, focusing on design and technology's current status in England, what people think about this, and what is being done to address the issues. I have invited a diverse range of guests, including representatives from exam boards, subject associations, and international voices. I hope that listeners will find the series engaging and encourage them to get involved in the conversation by sharing their ideas and opinions. The first public episode will be released on April 16th, 2024, with a subscription-only episode available on April 11th for teachers and other subscribers to prompt further thinking based on the context of shaping design and technology education.

Mentioned in the episodeDesign Council: An independent charity and the government's advisor on design. Matilda Agace will discuss the organisation's role in shaping D&T education.

Design and Technology Association, the only professional association for D&T education in the UK, actively involved in conversations about the subject's future.

Crafts Council: The national charity for craft in the UK. Nikki Dewar will discuss their perspective on D&T education and the role of craft.

Pearson's proposal, put forward by this education company, has served as a catalyst for current conversations and meetings surrounding the future of D&T education in England.

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

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In this follow-up episode to my conversation with Phil Jones about Remke's paper on intrinsic motivation, I delve deeper into the concepts of motivation and expectancy, drawing from my doctoral research and my chapter in the "Learning to Teach Design and Technology" book. I explore the distinction between intrinsic and extrinsic motivation, emphasising that intrinsic motivation comes from within the pupils, such as the satisfaction of mastering complex tasks or learning something new, while extrinsic motivation stems from external rewards like passing exams or pursuing a particular career.

I argue that teachers should consider both short-term and long-term relevance when planning lessons, as well as the cost-benefit balance for pupils in terms of stress, effort, and hard work. Using personal examples from my own schooling experience, I illustrate how a teacher's intervention and support can help students overcome challenges and develop their skills within their zone of proximal development.

Throughout the episode, I stress the importance of teachers conducting research in their classrooms to challenge assumptions and understand pupils' motivations better. By being aware of the complexities surrounding intrinsic and extrinsic motivation, teachers can create more engaging and effective learning experiences in design and technology. I invite listeners to share their thoughts on the conversation with Phil, and Remke's paper, and how it may have influenced their understanding of motivation in the classroom.

(Text generated by AI, edited by Alison Hardy)

Mentioned in this episodeLearning to Teach Design and Technology
Klapwijk, R. (2023). Secondary Students Intrinsic Motivation during Multidisciplinary STEAM projects : A quantitative study on the influence of competence, autonomy and relatedness in secondary Dutch classrooms. The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1(October). Retrieved from https://openjournals.ljmu.ac.uk/PATT40/article/view/997

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

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In this episode of Talking D&T, I interview Phil Jones, a full-time D&T teacher and subject leader at a school in Merseyside, who is also a part-time doctoral student at Liverpool John Moores University. Phil shares his experience as part of the organizing committee for the PATT (Pupils' Attitude Towards Technology) conference and discusses a paper that grabbed his attention during the event.

The paper, authored by Remke Klapwijk from the Netherlands, explores secondary students' intrinsic motivation during multidisciplinary STEAM projects. Phil and I delve into the study's findings, which surprisingly showed no significant effect on motivation despite the initial hypothesis. We also discuss the implications of these results for teaching practice and the importance of challenging assumptions about the impact of multidisciplinary projects on student motivation.

Phil also provides insights into his own doctoral research, which focuses on design thinking at Key Stage 3 D&T and the relationship between skills and knowledge. He explains his data collection methods, including using validated instruments, portfolios, presentations, student field notes, and focus groups. We discuss the value of pursuing postgraduate studies as a D&T teacher and the importance of research in providing an evidence base for the subject's impact. Finally, we reflect on the benefits of presenting at conferences, such as receiving valuable feedback and engaging with the wider D&T community.

(Text generated by AI, edited by Alison Hardy)

Mentioned in the show

• Phil on LinkedIn
• Work Upton School
• Klapwijk, R. (2023). Secondary Students Intrinsic Motivation during Multidisciplinary STEAM projects : A quantitative study on the influence of competence, autonomy and relatedness in secondary Dutch classrooms.
• Learning to Teach Design and Technology
• Technasium
• Intrinsic Motivation Inventory (IMI)

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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In this episode of Talking D&T, I delve into the complex topic of teaching children to understand and articulate the agency and values inherent in designed objects. Inspired by my recent conversation with Alice about object agency, I reflect on the challenges and importance of equipping students with the knowledge and language necessary to critically examine the technological world around them.

Throughout the episode, I explore the limitations of simplistic frameworks like Access FM and emphasise the need for teachers to strategically select content that builds students' knowledge base over time. I introduce David Layton's list of values as a potentially powerful tool for structuring lessons around technical, economic, aesthetic, social, environmental, moral and spiritual dimensions of objects. However, I argue that such frameworks are only effective if students have the requisite understanding of materials, processes, and terminology to engage in meaningful analysis.

As I grapple with the complexity of teaching design and technology, I emphasize the importance of spiraling knowledge development and providing opportunities for students to practice applying their understanding to decode the implicit and explicit values embedded in designed objects.

Ultimately, I position the ability to critically examine object agency and values as a crucial aspect of design and technology education. I challenge teachers to move beyond superficial engagement with frameworks and to instead focus on equipping students with the rich knowledge and language needed to participate successfully in a complex designed world. My insights highlight the thought and care required to effectively support students in navigating an increasingly technological landscape.

(Text generated by AI, edited by Alison Hardy)

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

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If you want to support me by becoming a Patron click here.

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In this episode, Alice Hellard and I explore the impact of design on our lives and society. Alice's work highlights the importance of design education in navigating modern complexities, emphasising student agency and the dynamic relationship between humans and their environment.

We talk about how objects like smartphones influence behaviors and interactions, prompting a shift in educational focus towards process over outcomes. Everyday objects are also examined as a means of exploring personal values and political expression - hear me get very excited talking about the Memphis design movement!

Some of the topics we discuss are challenging to us both and maybe to listeners as well. We talk about ethical considerations in design education as we reflect on aesthetics, materials, and socio-political contexts plus we explore cultural biases in museums and classrooms, and other social issues such as gender inequality.

Overall, we hope the episode offers an insightful exploration of the ethical dimensions of design, encouraging active engagement and reflection.

(Text generated by AI, edited by Alison Hardy)

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

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Have you ever walked into a corporate foyer and felt as though you've stepped into a modern-day cathedral, with its grandeur either welcoming you or intimidating you? Now imagine that as a learning space for D&T...

Join Alison in this episode as she explores that potential connections between space, values, and D&T education. Reflecting on personal experiences and professional insights, Alison examines the impact physical environments could have on pupils' learning, from corporate offices to renowned museums.

Alison talks about how design choices communicate inclusivity or exclusivity, and how teachers can use these choices as learning points with pupils.

(Text generated by AI, edited by Alison Hardy)

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

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In this podcast episode, Alison discusses inclusive research practices and the significance of diversity within design and technology (D&T) education. Drawing from her conversation with Sarah Davies, Alison emphasises the inclusion of children as active participants and the importance of their work as valuable data in research. Additionally, she underscores the need to consider ethnicity, gender, and other aspects of diversity in research to ensure representation and inclusivity.

Alison also promotes building research networks, providing practical tips for collaboration and knowledge sharing.

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

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This is the first part of a conversation with Alice Hellard from Goldsmiths. We unravel the complexities of agency, design and objects agency in museum settings. Alice's research, presented at PATT40, looks at the often-overlooked emotional and philosophical connections we form with objects, and how these relationships are shaped by historical practices and curatorial decisions. Her research underscores the importance of bridging the gap between students and the items they study, challenging the conventional wisdom of design and technology education to foster a more profound understanding amongst students.

Throughout our conversation, we dissect the nuanced power dynamics of museum displays, using examples like nude heels and the globalization of fashion to illustrate the limitations of current curatorial practices and their impact on cultural representation. We share our personal stories with iconic design pieces that evoke deep emotional responses, emphasizing their significance in our lives. Alice champions a future where museums not only exhibit objects but also facilitate immersive experiences that democratize design comprehension. By the end of this episode, you'll be inspired to think differently about the role of design in our lives and the potential it has to shape our relationship with the world.

(Text generated by AI, edited by Alison Hardy)

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

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Are you a D&T teacher or researcher navigating the complex world of academic writing and conferences?

Unlock the mysteries of academic publishing as I sit down with Sarah Davies, the editor-in-chief of the PATT40 conference. This week's episode explores the layers of the paper submission process, offering a comprehensive look at the journey from abstract to publication. We dissect the peer review system, emphasising its crucial role in fostering equality, diversity, and inclusion. If you're interested in what happens when you submit a paper, tune in to gain a deeper understanding of the supportive framework that upholds the integrity of educational research, and the collaborative efforts that ensure a manageable flow of contributions .

Concluding with a nod to the power of research, we examine the themes that came from the PATT40 conference: teaching methods, curriculum design, and assessment strategies , with a special focus on how D&T classroom studies can influence broader educational conversations

In our conversation, Sarah reveals the confidence and empowerment that arise when teachers actively participate in research, arming them with the tools to challenge conventional wisdom and advocate for subject-specific teaching approaches. This episode is a testament to the collective wisdom of the D&T teaching community and a "how-to" for those poised to make a difference through their research.

(Text generated by AI, edited, a little, by Alison Hardy)

Links
Home - Camtree website supporting close-to-practice research for teachers
Researching D&T website
Masculinities and Femininities in the Design and Technology Classroom
Promoting Creativity in the Secondary Design and Technology Classroom in England

Find Sarah
Threads

LinkedIn

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

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Could your curiosity be the key to unlocking new frontiers in design and technology education?
This episode is a celebration, not just of the rigorous academic process, but of the spirit of learning that's at the heart of teaching. I talk about how Alex's approach to research, his refreshing transparency, and the significant topic of 'non-academic intelligences' gives a new way of thinking about research.

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

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This week I'm talking with Alex, artist and lecturer in environmental design, and Sam, the design and technology curriculum lead at Oak National Academy.

Alex's research, presented at PATT40, is the starting point of the conversation. He focuses on the often-overlooked non-verbal intelligences and offers a fresh perspective on how we might better assess different cognitive strengths.

(Text generated by AI, edited by Alison Hardy)

Find Alex online

Website

LinkedIn

Find Sam onlineWebsite

LinkedIn

Greenhalgh, A. A. (2023) “‘If D&T wasn’t so easy, I wouldn’t be so good at it’: Nonverbal Ability and Confidence”, The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1(October). Available at: https://openjournals.ljmu.ac.uk/PATT40/article/view/1731 (Accessed: 5 February 2024).

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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In this week's subscription episode, I unpack the complexities of assessing design and technology capability, emphasising the significance of real-time assessments. Using published literature, I question England's current non-examined assessment (NEAs - coursework) approach

Listen in and be inspired to rethink how we evaluate our students' grasp of design and technological knowledge.

(Text generated by AI, edited by Alison Hardy)

Links/ Mentioned in the episode

R Kimbell, & K Stables, Researching design learning: issues and findings from two decades of research and development. Springer, 2008.

R. Kimbell, Examining the reliability of Adaptive Comparative Judgement (ACJ) as an assessment tool in educational settings. International Journal of Technology and Design Education, Volume 32, pages 1515 to1529.

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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This week I chat with Neil Wright, whose unique path from the electronics industry to education brings a fresh perspective to his students at William Farr School. He talks with me about his attendance at the PATT-40 conference, sponsored by WF Education Group, where he had the opportunity to learn from and talk with D&T educational thought leaders.

In today's conversation, we delve into the world of Adaptive Comparative Judgment using RM Compare software.

The episode culminates with me encouraging Neil to do some research on his own practice to share with other teachers. We also consider the sharing of research within the D&T educational community.

(Text generated by AI, edited by Alison Hardy)

Links

• Work webpage: William Farr C of E Comprehensive School - Home
• LinkedIn: Neil Wright
• Got Feedback: https://feedback.gotlearning.com
• WF Education group/ Technology Supplies
• RM Compare

Paper

Buckley, J., Seery, N. and Kimbell, R. (2023) “Modelling approaches to combining and comparing independent adaptive comparative judgement ranks”, The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1(October). Available at: https://openjournals.ljmu.ac.uk/PATT40/article/view/1570 (Accessed: 25 January 2024).

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

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If you want to support me by becoming a Patron click here.

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I discuss AI in D&T education with insights from my recent chat with Joanne Taylor. I explore in more depth the paper from the PATT 40 conference that probes the dual nature of AI as both a creative catalyst and a potential disruptor for future creativity. In this episode I take a deep dive into the use of AI for generating images from text and the implications of teaching such technology in schools.

Joanne's observations on Tuesday set the stage for an exploration of AI's role within the classroom and beyond, showcasing how it can serve as a design strategy on par with traditional methods like brainstorming. I'll share how AI is not just another tool but a piece of conceptual knowledge.

Links

Ringvold, T. A., Strand, I., Haakonsen, P. and Saasen Strand, K. (2023) “AI Text-to-Image Generation in Art and Design Teacher Education: A Creative Tool or a Hindrance to Future Creativity?”, The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1(October). Available at: https://openjournals.ljmu.ac.uk/PATT40/article/view/1350 (Accessed: 16 January 2024).
Learning to Teach Design and Technology

(Text generated by AI, edited by Alison Hardy)

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Prepare to have your perspective on art and design education challenged as I sit down with Joanne Taylor, after the PATT 40 conference. She's here to share her thoughts on research from Oslo Metropolitan University on how AI text-to-image generators like Mid-journey, Dali-E, and Stable Diffusion are revolutionising the field. We dissect the conference highlights and reflect on the importance of staying abreast with academic research, you'll discover the keys to nurturing evidence-based learning in our ever-evolving educational landscape.

This week's discussion goes beyond mere tools, probing into the ethical terrain where technology meets education. We're tackling topics like combating bias, fostering originality, and ensuring that our students' innovation is expressed with clarity and depth. With Joanne's take on the ethical implications of AI in design and the importance of traditional skills in harmonising with new technologies, we share some thoughts about how AI can be used to guide your students into the future.

(Text generated by AI, edited by Alison Hardy)

Ringvold, T. A., Strand, I., Haakonsen, P., & Saasen Strand, K. (2023). AI Text-to-Image Generation in Art and Design Teacher Education: A Creative Tool or a Hindrance to Future Creativity?. The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1(October). Retrieved from https://openjournals.ljmu.ac.uk/PATT40/article/view/1350

Links
Dall-E
Stable Diffusion
Midjourney
Paul Russell at Loughborough University

To connect with Joanne:
LinkedIn

jtdesignandtechnology.com

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Subscriber-only episode

In this episode I explore how teachers can enhance their classrooms through research and writing. Using the example of design fiction to spark students' imagination, I explain how reflective, research practice can be a powerful tool for professional development. I explain the steps D&T teachers can take to incorporate research into their teaching strategies, creating an environment where creativity flourishes and success criteria are clear.

Discover how engaging with published research can provide significant benefits for design and technology teachers. I explain the importance of community contributions like the PATT40 conference papers and offer advice on navigating academic papers with ease, using resources like the Researching D&T website.

My aim is to build a collective knowledge base that not only enriches D&T teaching practice but also boosts the reputation of D&T.

Links
Researching D&T website

Learning to Teach Design and Technology: Chapter 17 by Professor Stephanie Atkinson

Action Research

PATT40 papers

Design Fiction paper

Roberts, P. (2001). Aspects of research concerning design education. Paper presented at the Idater, 10-30.

Related podcast episodes23 Where do I find D&T research?

45 Why D&T teachers will benefit from doing a masters (IMO)

49 Getting started with writing about D&T

65 Talking lockdown and ethics with Daniela Schillaci Rowland

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Step into the world of the PATT 40 conference with Dr. Matt McLain, who shares his insights and experiences from this groundbreaking event. As the conference chair, Matt explains the conference's aim to unite design and technology research, and classroom practice in a meaningful symphony. In this episode we talk about the conference's emphasis on diversity, its aim to incorporate teachers in research, and the celebration of plurality within D&T education. The PATT conference is the international space for sharing D&T research and the dedication to making academic research not just accessible but actionable for educators on the front lines.

We discuss the personal triumphs and collective achievements of the recent PATT40 conference.

The expertise of three teachers, who I'm working with, brought a co-authored paper to life, as an example of how the conference was committed to teacher-involved research.

The Liverpool PATT conference was a landmark as the first completely face to face meeting since the COVID pandemic. As we close the episode, Matt and mine's thoughts turn to the future—pondering a position that beckons with the potential to further academic and teaching aspirations.

(Text generated by AI, edited by Alison Hardy)

Links
PATT40 papers
PATT40 website
EdD at Nottingham Trent University

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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This episode is unusual in that there is also a video that goes alongside it where you can see me and Ciaran talking as I am live editing his debate that he's submitted as an example of a response to one of the contentious questions.

Link to the video: https://youtu.be/QrBNYNC7fo8

Episode transcript

Mentioned in this episode:

Link to the video: https://youtu.be/QrBNYNC7fo8

Find out more about the project and how to get involved:

Guidance for responding: 'Have Your Say'

18 questions

How to respond to the questions: use this link to upload your responses: https://ntupsychology.eu.qualtrics.com/jfe/form/SV_e3uA5bBcRdmPD5s

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Subscriber-only episode

This is a follow on from Tuesday's episode with more detail about why I made the suggestions I did to the Design Council event about what can be done to develop and improve D&T in England.

Episode transcript

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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A few weeks ago I attended an event hosted by the Design Council with a broad group of people who were pulling together thoughts to be used to lobby the UK government about funding some developments in D&T.

I was asked to share thoughts about what could be done. In this episode I read out my notes, with some extra bits, about my ideas. As usual, I"m open to feedback and comments!

There is more to follow in the next episode which is only available to subscribers and Creator Patreons.

Episode transcript

Mentioned in the episode
https://cls.ucl.ac.uk/cls-studies/millennium-cohort-study/

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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This week it's a pod takeover from Amanda, Ciaran and Andy. They are launching the project (re)designing D&T inviting you to answer the 18 contentious questions.

Episode transcript

Mentioned in this episodeProject overview Guidance for responding: 'Have Your Say'

18 questions

How to respond to the questions: use this link to upload your responses: https://ntupsychology.eu.qualtrics.com/jfe/form/SV_e3uA5bBcRdmPD5sHalliwell, A., Mason, A., Hardy, A., & Ellis, C. (2023). A DEVELOPING PROJECT: INVESTIGATING FUTURE FORMS OF DESIGN AND TECHNOLOGY EDUCATION. The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1(October). Retrieved from https://openjournals.ljmu.ac.uk/PATT40/article/view/1627

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you want to ask a question or leave me a message, you can do this on Speakpipe.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Its been a while since its just been me on there, but this week I'm giving an update on what's been happening, some additions to the podcast and plans for the future.

Episode transcript

Mentioned in this episodeRedesigning D&T project:

18 contentious questions

Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?

What do you think? Join the conversation over on LinkedIn and let us know what you think.

Support the show

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to support me by becoming a Patron click here.

If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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I'm joined this week by a former student of mine, Sam Reynolds. As I taught him I felt more entitled than normal to ask difficult questions (spoiler alert - he handled them very well 😉)

You can find Sam on Twitter: MrReynoldsDT

School Webpage - https://www.st-pauls.org.uk/

Episode transcript

Mentioned in this episode

6 Material Areas

• Woods, Metals and Plastics
• Graphics, Cards and Boards
• Engineering
• CAD/CAM
• Food Preparation and Nutrition
• Fashion and Textiles

The St Paul's Learning Talents that we've interwoven throughout the Design and Technology curriculum

• Thought Process - "Working it out! Applying what you know."
• Academic Articulation - "Communicating like a scholar."
• Linking Learning - "Making and using connections"
• Evaluation - "Asking .... To what extent? Would it be better if?"
• Necessary Knowledge - "Being curious to know."
• Tenacity - "Independence in and beyond the classroom."
• Strategic Approach - "Knowing the best approaches to get the best outcomes"

The 5 categories that we've split into 'technical principles' knowledge

• "The materials around us"
• "DT and our world"
• "Confidence in Drawing"
• "How things work"
• "Food Preparation and Nutrition"

Students revisit these categories each year in KS3. We assess students understanding in each of these areas, as well their progress in "design and make" projects.

Support the showIf you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.

If you want to ask a question or leave me a message, you can do this on Speakpipe.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here.
Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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This was a new topic for me - outdoor learning in D&T. Sue Taplin talks about her work as a forest schools leader and her EdD

Episode transcript

Mentioned in this episode

Support the showIf you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you want to ask a question or leave me a message, you can do this on Speakpipe.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here.
Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Amanda and I talk about Niekie Blom's fabulous chapter from the Debates in D&T book: Design cognition in design and technology classrooms.

Episode transcript

Mentioned in this episode

Debates in D&T Education, chapter 14.
Niekie Blom

Support the showIf you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you want to ask a question or leave me a message, you can do this on Speakpipe.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here.
Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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This week I'm talking with Russell Hill, award winning D&T teacher from Houlton School, about setting up a new KS3 curriculum.

Episode transcript

Mentioned in this episode
Houlton School

Twitter: @Mr_Hill_DT

Curriculum Overview - https://www.houltonschool.org.uk/curriculum-2/curriculum-overview/

Learning Journey (D&T - https://www.houltonschool.org.uk/assets/Documents/Letters/Learning-Journey-Design-Technology-v3.pdf

Support the showIf you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you want to ask a question or leave me a message, you can do this on Speakpipe.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here.
Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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We've sorted out the data and now we have 18 contentious questions that we think are up for debate.
Listen to me, Amanda and Ciaran talk about the next stage of the Redesigning D&T project and how you can get involved.

Episode transcript

Mentioned in this episode

Expressions of interest survey

18 contentious questions

Support the showIf you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you want to ask a question or leave me a message, you can do this on Speakpipe.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here.
Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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I'm joined by Georgia McLean and Claire Vickery to debate - does food fit in D&T?

Episode transcript

Mentioned in this episode
Debates in D&T book

Resources
Georgia has kindly shared some resources about her Trust's D&T curriculum. These are share under the Creative Commons licence: Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)Georgia McLean D&T curriculum

Support the showIf you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you want to ask a question or leave me a message, you can do this on Speakpipe.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here.
Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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I'm no expert on primary D&T at all, so I talked to someone who is. Janine Pavlis is a teacher educator at St Mary's University in London and we talk about how primary D&T teachers are training and some current research that Janine is just beginning. She'll be back to talk about this some more soon - I promise!

Episode transcript

You can find Janine and more about her work in these places:

Twitter: @JaninePavlisDT

Achieving for Children - https://www.achievingforchildren.org.uk/

St Mary's University - https://www.stmarys.ac.uk/home.aspx

PATT40 -

Support the showIf you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you want to ask a question or leave me a message, you can do this on Speakpipe.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here.
Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Scott Tweeddale shares how he is planning his secondary D&T curriculum at his school.

Episode transcript

You can find Scott on Twitter: @MrScott_T

Support the showIf you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you want to ask a question or leave me a message, you can do this on Speakpipe.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here.
Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Andy Marston has been teaching for 36 years, 27 in one school. Listen to him reflect on the developments and changes in D&T

Episode transcript

Summary

• Who is Andy Marston and what does he do? 0:01
• Does food fit into the design and technology curriculum? 3:07
• How the Pearson's proposals imply that there will be less opportunity for children to realise their designs. 9:36
• Relations between exam boards and school subjects. 14:59
• What is the essence of design and technology? 18:21
• The importance of understanding where the children are from. 23:41
• The importance of understanding what you’re doing. 32:09
• What’s the point of the GCSE? 35:35

Support the showIf you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you want to ask a question or leave me a message, you can do this on Speakpipe.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here.
Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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This week I'm critiquing some published work to give an insight into how anyone can look at research to hold it to account.
As teachers and school leaders are begin encouraged to be research informed I think we also need to be research literate, this involves being able to evaluate whether a piece of research is 'good'. In this episode I use four criteria to evaluate Pearson's published research to answer the question: is this a good research project?

The criteria used are:

1. What is the research question or aim?
2. What is the methodology and method?
3. Who are the participants?
4. Does the evidence justify the claims?

Episode transcript

Mentioned in this episode
Pearson unveils vision for future-proofed design education curriculum
The Future of Design Education
The Value of D&T on Zenodo
Redesigning D&T data on Zenodo

Support the showIf you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you want to ask a question or leave me a message, you can do this on Speakpipe.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here.
Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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I'm struggling to find blogs by D&T teachers who are sharing how they plan and teach D&T. In this episode I talk about why I want to read D&T teachers' blogs and why we need to hear about teachers' practice. If you want to start a blog I give some tips for how to get going.

Episode transcript

Mentioned in this episode

David and Torben for D&T
Researching D&T
D&T Teacher education

My blogposts:

• Should I stay or should I go (from Twitter)?
• Research capacity and engagement in Design & Technology education
• How do we do race in D & T?

Support the showIf you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you want to ask a question or leave me a message, you can do this on Speakpipe.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here.
Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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I have a new book out and I'm offering you a chance to win a copy. In other words, I'm shamelessly plugging it 😉
In all seriousness, I'm actually recommending it to read. There are 16 chapters written by different authors, so you get to hear lots of views about D&T.

Episode transcript

Mentioned in this episode

Buy the book from Routledge

Enter by 28th February 2023 to win a copy of the new Debates in D&T book by either (or do all 3!):

1. Signing up to my newsletter via my website
2. Leaving me a voice memo on Speakpipe
3. Writing a review on Apple Podcasts (use your real name so I can find you!)

The winner will be announced in March on my podcast, in my newsletter and on social media.

Support the showIf you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you want to ask a question or leave me a message, you can do this on Speakpipe.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here.
Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Dr Matt McLain is back and this time talking about PATT40, one of the best spaces to share your D&T practice. Listen to Matt and me reminisce about previous PATT conferences and explain how you can get involved in 2023.

Episode transcript

Mentioned in this episode

PATT40 website
Preparing to share your research

Support the showIf you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you want to ask a question or leave me a message, you can do this on Speakpipe.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here.
Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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When is the right time to teach new knowledge in D&T? Maybe a better question is: is there a right time?
In this episode I talk about just-in-time teaching of knowledge.

Episode transcript

Mentioned in this episode

Design and technology in a knowledge economy

A framework for design decisions Hilda Beaumont (formerly David Barlex)

Support the showIf you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you want to ask a question or leave me a message, you can do this on Speakpipe.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here.
Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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When is the right time to teach pupils new knowledge in D&T? Well, I don't have an answer this week but I do have plenty of thoughts to share. There will be more in the next episode too!

Episode transcriptDebates in D&T Education
Redesigning D&T survey
Me on TikTok
Newsletter

Mentioned in this episode

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you want to ask a question or leave me a message, you can do this on Speakpipe.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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This is the third of 3 episodes launching the Redesigning D&T project.

Listen to all 3 and fill in the survey: Do you agree with the contentious questions?

You might find it helpful to download the discussion notes: Contentious questions

Episode transcript

Related episodes:TD&T18: How can design not be considered as central to engaging with the future?

TD&T22 What designers know and how they know it

TD&T28 Eddie and Alison talking about D&T and epistemology

TD&T31 Are there different ways of knowing?

The Kurt Seeman episodes: 33 - 34, 36 & 37

TD&T13: Talking design and/or technology 2.0 with David Spendlove

TD&T107 Talking about the rise and fall of D&T with Professor David Spendlove

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you want to ask a question or leave me a message, you can do this on Speakpipe.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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This is the second of 3 episodes launching the Redesigning D&T project.

Listen to all 3 and fill in the survey: Do you agree with the contentious questions?

You might find it helpful to download the discussion notes: Contentious questions

Episode transcript

Mentioned in this episode

TD&T13: Talking design and/or technology 2.0 with David Spendlove
Our book: Redesigning D&T

Related episodes:TD&T18: How can design not be considered as central to engaging with the future?

TD&T22 What designers know and how they know it

TD&T28 Eddie and Alison talking about D&T and epistemology

TD&T31 Are there different ways of knowing?

The Kurt Seeman episodes: 33 - 34, 36 & 37

TD&T13: Talking design and/or technology 2.0 with David Spendlove

TD&T107 Talking about the rise and fall of D&T with Professor David Spendlove

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you want to ask a question or leave me a message, you can do this on Speakpipe.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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This is the first of 3 episodes launching the Redesigning D&T project.

Listen to all 3 and fill in the survey: Do you agree with the contentious questions?

You might find it helpful to download the discussion notes: Contentious questions

Episode transcript

Mentioned in this episode

Related episodes:
TD&T18: How can design not be considered as central to engaging with the future?

TD&T22 What designers know and how they know it

TD&T28 Eddie and Alison talking about D&T and epistemology

TD&T31 Are there different ways of knowing?

The Kurt Seeman episodes: 33 - 34, 36 & 37

TD&T13: Talking design and/or technology 2.0 with David Spendlove

TD&T107 Talking about the rise and fall of D&T with Professor David Spendlove

Our book: Redesigning D&T
Phil Robert's paper: Aspects of research concerning design education
Delphi method

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you want to ask a question or leave me a message, you can do this on Speakpipe.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Drew Wicken is back, this time talking about a deep dive with Ofsted into his team's D&T curriculum.

Episode transcript

Mentioned in this episode

STEM Enthuse
Curriculum: keep it simple

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If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click herbuzze. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Recorded earlier this year, David and I reflect on the EPI report commissioned by the D&T Association and some of the wider issues that influenced D&T's status.

Mentioned in this episodeA spotlight on Design and Technology study in England

If you want to read David's chapter in the forthcoming Debates in D&T book, sign up for my newsletter or pre-order on the Routledge website.

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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An update from me after a holiday and break from podcasting.

Episode transcript

Mentioned in this episodeHow (and why) should we build research capacity and engagement in Design and Technology education?
Researching D&T podcast
https://www.researchingdandt.co.uk (nothing to see yet 😀)
PATT40

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you want to ask a question or leave me a message, you can do this on Speakpipe.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Guest host Liam Anderson talks with award winning teacher, Trudi Barrow, about her leadership of a D&T network and career in D&T.

Episode transcript

Mentioned in this episode

Link to Google Folder with the files Trudi talks about: Google Folder

@TrudiBarrow

@LiamTAnderson

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Mentioned in this episode
New podcast: Researching D&T education
PATT39

Episode transcript

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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After my episode about the EPI report (the state of D&T) I am delighted to be joined by Tony Ryan, chief exec of the Design and Technology Association. Listen to me ask him some awkward questions, his frank replies and honesty about how he feels about the report's findings, plus shares some news about what's next.

(Update - we recorded this a few weeks ago and D&TA are now in the middle of the events asking for views from head teachers, business and other organisations about D&T.)

Episode transcript

Mentioned in this episode
EPI report
Conversation article
Millenium Cohort Data
D&T Research Strategy Group
Speak up for Design and Technology: Teacher Consultations

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Yet again I'm talking about a book I've edited! This time I'm inviting you to join the debates - which chapters do you want to hear more about? Take a look at the contents page and let me know.

Episode transcript

Mentioned in this episode

Debates content page

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If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Wow! This was an amazing conversation with Derek Jones from The Open University about design education and design studios - I hope you enjoy it as much as I did.

We mooted the idea of recording a follow up with a live audience talking about design studios and design spaces - let me know if you're interested in this.

Episode transcript

Mentioned in this episode
EdSIG: https://www.designresearchsociety.org/cpages/design-pedagogy-sig

The Distance Design Education site is here: https://distancedesigneducation.com/

There is the Futures of Design Education discussion series (this has hosted a few early and K12 educators): https://www.youtube.com/playlist?list=PLjBkO1Ss6GoduO6Er4xz_8AAzg9Ay8e55

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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I made it and thank you for helping me reach this milestone.

In this episode I reflect on the previous 99, share some news about what's coming up and explain my D&T focus for the next 12-18 months.

Episode transcript

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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My first episode in a while thanks to Max Pownall's 3 guest episodes.

Episode transcript

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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The final episode from Max Pownall (you can hear Alison and Max chatting in episode 76).

This week Max talks with Suzie Hayes, a designer and lecturer from Nottingham Trent University.

Episode transcript

Where you can find Suzie:
NTU page
LinkedIn

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Another episode with a different voice! This week Max Pownall (you can hear Alison and Max chatting in episode 76) talks with Hannah Manley, a design PhD from Nottingham Trent University.

Episode transcriptYou can find Hannah:
ResearchGate
NTU page
Design Council

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Time for a different voice! This week Max Pownall (you can hear Alison and Max chatting in episode 76) talks with Emily Brook, a design lecturer from Nottingham Trent University.

Episode transcript

Where you can find Emily:
Emilly's NTU page
Linkedin

Mentioned in this epsiodeThe Guilty Feminist – The comedy podcast hosted by Deborah Frances-White

Unfinished Business

If you like the podcast, you can always buy me a coffee to say 'thanks!'

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If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Last week a new report was published by the Education Policy Institute 'A spotlight on Design and Technology study in England'. It tells us the glum picture of D&T entries at 16 and 18, plus some more about the pupils and where they are located. These are my thoughts on the the data, my analysis and thoughts about what we can do next.

Episode transcript

Mentioned in this episode

A spotlight on Design and Technology study in England
If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

Leave me a voicemail message on SpeakPipe

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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In this episode, Drew Wicken shares his experiences of doing an MA and what he discovered about D&T online learning

Episode transcript

Mentioned in this episode

Drew on Twitter

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Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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If you're interested in studying for a doctorate, want to explore more about your D&T practice, then listen to me and Verity chat in this week's episode about the how's and why's.

Episode transcript

Mentioned in this episode

Twitter: @VerityAiken
Emai: verity.aiken@ntu.ac.uk
Work webpage: https://www.ntu.ac.uk/staff-profiles/education/verity-aiken

Course webpage: https://www.ntu.ac.uk/course/education/res/this-year/doctor-of-education

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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How do teachers' value D&T? and do they agree? This week I'm sharing our preliminary data analysis exploring how people value D&T.

Episode transcript

Mentioned in this episode

PATT on the Edge: Technology, Innovation and Education (PATT39 Conference 2022)

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Finally wJames Bleach, Dave Bausor and me found a mutually convenient time, working across international time zones, to talk about empathy in D&T.

Episode transcript

Mentioned in this episode

Big Life Fix https://youtu.be/munVsXsqqSc

Jude Pullen https://www.youtube.com/c/JudePullen

PrintLab https://www.makeablechallenge.com

Empathy Toolkit https://www.ashoka.org/en/files/startempathytoolkitpdf

http://designonline.org.au/toolkit-empathy-toolkit/

E-Nable https://enablingthefuture.org

DOT – Bill Nichol - https://www.education.designingourtomorrow.com

Dave Bausor onlineTwitter @topbrum
Facebook TopBrumD&T
Instagram dave_bausor
Work webpage www.elycollege.com

James Bleach onlineInstagram –jambledandt
LinkedIn – James Bleach
Twitter - @Edu_jbleach and @jambledandt
Facebook – Group: JambleD&T
Website – www.jambledandt.com

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Helen is a national leader in sustainable fashion and brings this into the D&T curriculum and her teaching through her websites and programme.

Episode transcript

Mentioned in this episode

SustFashWales

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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If you're a D&T teacher, you're probably already doing some education research; this week I talk about how practitioner research aligns with design practice.

Episode transcript

Mentioned in this episode

PATT39
Writing programme for D&T teachers:
Keep Writing
How to write about your D&T practice

Roberts, P., 2001. Aspects of research concerning design education. Design and technology educational research and curriculum development: the emerging international research agenda, p.10.

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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I talk about the value of D&T, but what about how values are taught in and through D&T? This week I share thoughts from David Layton, Mike Martin and me about the importance of values in D&T.

Mentioned in this episode
Thinking Allowed

Layton, D., 1992, Values in Design and Technology. In: C. Budgett-Meakin, ed., Make the Future Work. Harlow, England: Longman, 1992, pp. 36-53.

Martin, M., 1999, Exploring values in design and technology. In: D. Lawton, J. Cairns and R. Gardner, eds., Values and the curriculum; the school context. London: Curriculum Studies Academic Group, 1999, pp. 199-207.

Hardy, A.L., 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), 10-21.

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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The final episode of 2021 and I've plans for taking things in a new direction for 2022.

Listen to previous episodes with the new guest hosts:

TD&T076 Talking about design education in schools and higher ed with Max PownallTD&T053 Talking gender and D&T with Ulrika SultanTD&T21 Talking with Liam Anderson

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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This week I'm inviting you to join my writing programme for D&T teachers. Its set up for those who will be presenting at the PATT39 conference in June 2022 but I want to invite more of you to come along and join my community of D&T writers.

Go to my Eventbrite page to find out more: Dr Alison Hardy

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

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This week I'm reaching out for some help. I'm applying for an Associate Professor position at Nottingham Trent University and as part of that I need evidence of how my work has impacted on you.

You can do this by either sending me an email or leaving a voice message on SpeakPipe. All you need to write or say is:

1. What work of mine has influenced you (book chapter, paper, presentation, event, conversation or podcast).

2. How has my work influenced you?

   1. Has it made you think differently about D&T or your practice?
   2. Do something differently at work, in your classroom, department or school?
   3. Change something?

   If you like the podcast, you can always buy me a coffee to say 'thanks!'

   Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

   If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here.

Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Paul Carney is back to talk about his new(ish) book Drawing to Learn. Like last time, we laughed, chatted and discussed some serious stuff.

Episode transcript

Links to Paul's work and the book can all be found at www.paulcarneyarts.com

Twitter @paulcarneyarts

If you like the podcast, you can always buy me a coffee to say 'thanks!'

This podcast is funded by consultancy work I do outside my full tiem job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

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Dr Brendan Anglim joins me to talk about his doctoral study exploring D&T teachers' perceptions of gender

Episode transcript

Mentioned in this episode

Brendan's thesis is available online: Design and Technology and STEM: teachers’ perceptions of gender

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This week I am excited to share an opportunity for five UK D&T teachers to share their research at the PATT39 conference.

Edge Foundation are covering the conference fees for 5 teachers to attend the conference online (sorry - we won't be flying to Newfoundland!)

If you are interested, you need to answer 'yes' to these questions:

1. Have you collected & analysed some data related to D&T education? (Ideally you will have or are I the process of writing this up.)
2. Are you available between June 21st & 24th 2022 to attend each day of the conference?
3. Do you have approval from your school to attend (currently there is no funding available for cover costs).

If its a yes to these 3 questions, then send me an email alison@dralisonhardy.com. I will then invite you along to the fist writing session on Wednesday 24th November 7.30 - 9pm.

Not sure if you can answer yes? Then drop me an email to set up time for a chat.

Throughout the programme you will be invited to writing meetings where we work together to write your paper for the conference, and you will have an experienced mentor to support you.

Episode transcript

If you like the podcast, you can always buy me a coffee to say 'thanks!'

This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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How do I and you do race in D&T?
This is a question I've been thinking about for a while. Last year I recorded an episode from the heart about decolonising the D&T curriculum; this week I give an update on my progress and thinking since then and share news about some action a group of us are taking.

Episode transcript

Mentioned in this episode

TD&T30 Decolonising the D&T curriculum
If you like the podcast, you can always buy me a coffee to say 'thanks!'

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To help me keep the podcast free to listen, then please consider supporting via Patreon.

I will keep podcasting anyway, but your contribution will give me time to be creative.

As ever, thanks for listening and engaging with the podcast.

Episode transcript

Mentioned in this episode

My Patreon webpage: https://www.patreon.com/alisonhardy

If you like the podcast, you can always buy me a coffee to say 'thanks!'

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

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Claire Vickery talks this week bout her research exploring teachers' views of why the numbers of pupils studying GCSE D&T has declined.

This is her dissertation study for her MA at the University of Buckingham; Claire is looking for participants - do sign up (before the end of October 2021) using the links below.

There are three aims of Claire's research project:

1. To undertake a formative evaluation which seeks to diagnose factors which may have contributed to a decline in D&T GCSE entries within England.
2. To gain an insider’s perspective and to lear from the real-life experiences of D&T teachers within England.
3. To consider solutions which could be implemented to increase D&T GCSE entries at a local level.

Episode transcript

Twitter @teacherofdesign

Facebook Claire Louise | Facebook / Decline in D&T - Online Focus Group | Facebook

LinkedIn Claire (Smillie) Vickery | LinkedIn

Webpage Decline in D&T

Decline in D&T : Individual Interview Tickets, Multiple Dates | Eventbrite

Decline in D&T: Group Interview Tickets, Mon 11 Oct 2021 at 16:30 | Eventbrite

If you like the podcast, you can always buy me a coffee to say 'thanks!'

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In this episode Dr David Morrison-Love and I chat about how he and Dr Fiona Patrick are preparing their student D&T teachers for the classroom

Episode transcript

Mentioned in this episode

If you like the podcast, you can always buy me a coffee to say 'thanks!'

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In this episode, Professor Jonas Hallstrom talks about a research project he and colleagues from University of Linkoping are working on about authentic STEM education.

Episode transcript

You can find Jonas in these places:

LinkedIn 

Jonas at Linköping University

ResearchGate

Links to the published work Jonas mentioned

Position paper about authentic STEM education

PATT-paper with Piet

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Max Pownall is a product design lecturer at Nottingham Trent University.
Episode transcript
Find out more about Max and his work:

• Instagram (NTU Focussed)
• LinkedIn
• Uni profile
• Final Year Degree online degree show

Mentioned in this episode

Events with Alison Hardy

The Design Thinking Toolbox

https://www.worldofbooks.com/en-gb/books/michael-lewrick/design-thinking-toolbox/9781119629191

Tools from the book at - https://en.dt-toolbook.com/tools

Start Ugly – David DuChemin

https://www.worldofbooks.com/en-gb/books/david-duchemin/start-ugly/9780991755790#NLS9780991755790

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This week you can hear me talking with Kate Windle, who completed her training year in June and has just started her first year of teaching. We spoke in May, as she was finishing her studies.

Episode transcript

Mentioned in this episode:Learning to Teach D&T programme for student & new D&T teachers

There are 6 events, all take place on Wednesdays between 5 & 6pm (BST/GMT)
6th October 2021 What is D&T? Why are we here?
3rd November 2021 Lesson planning and pedagogy
19th January 2022 Planning for progression
9th March 2022 Subject knowledge
6th April 2022 Assessment and individuals
4th May 2022 What’s next

Sign up to get started with writing about your D&T practice. This takes place on Wednesday 13th October 2021.

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Back for a new term and academic year. This week I share my news and outline what's coming up in the next 4 episodes.

Episode transcript

Mentioned in this episode
Sign up to my newsletter

LinkedIn Group: Redesigning D&T

Debates in D&T book

Learning to Teach Design and Technology

Decolonising D&T

Programme for student D&T teachers

Free writing workshop

D&T Teacher education blog

If you like the podcast, you can always buy me a coffee to say 'thanks!'

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Its time for a podcast break from me. This week  I talk about future episodes that are in the pipeline and some of the projects I'll be working on whilst I'm on a break.

Whilst I'm away, send me your ideas for future episodes and guests plus take a moment to fill out my feedback survey.

See you soon!

Episode transcript

Mentioned in this episodeTD&T4: Talking art, drawing and design and technology with Paul Carney

Feedback on the podcast

Sign up for my newsletter to be the first to hear about events and projects that you can get involved in

If you like the podcast, you can always buy me a coffee to say 'thanks!'

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Sarah Davies talks about how D&T teachers make changes to their D&T curriculum when a new National Curriculum  and exam specifications arrive.

Episode transcript

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We have a new book out soon published by Loughborough Design Press.

Episode transcript

Mentioned in this episode

Loughborough Design Press

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This week Matt and I revisit our suggested visions for D&T education - what do you think?

Episode transcript

Mentioned in this episode

FutureMinds magazine from CLEAPS

Matt McLain
Liverpool John Moores University profile

Blog

ResearchGate

Twitter

Linkedin

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Exciting news - I'm in Finland this week! Well not quite. I'm there virtually for the next 4 days at the PATT38 conference.

The PATT conference has run since the mid-1980s. Its a conference all about technology eduction with speakers from across the globe.

Academics, teachers and researchers sharing ideas and work together.

Episode transcript

Mentioned in this episode

PATT38 conference
Programme conference
Previous PATT conference papers

Interact with the conference:

Twitter - https://twitter.com/PATT381
Facebook - https://www.facebook.com/patt38conference
Instagram - https://www.instagram.com/patt38conference/
and online - https://blogit.utu.fi/patt38

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Involved in D&T teacher education? Come and write a post for our new blog!

This week I talk about our new blog 'D&T Teacher Education' set up by me, Matt McLain, rose Sinclair, Sarah Davies and Torben Steeg.

If you're involved in D&T teacher ed, wherever you are and whatever your role, we'd love you to contribute to the blog.

Episode transcript
Mentioned in this episode
D&T Teacher Education blog

In these 3 podcasts I give some advice about writing about D&T:

1. TD&T049 Getting started with writing about D&T
2. TD&T052 What & why we need to write about D&T
3. TD&T056 How to write about D&T

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Mike talks about his work in America to develop a framework for engineering education - I ask some difficult questions!

Episode transcript

Mentioned in this episode

• Twitter: @GrubbsMG
• LinkedIn

Website (AE3 and AE3 Colleagues)

• Advancing Excellence in P-12 Engineering Education (AE3)
• Dr. Tanner Huffman
• Dr. Greg Strimel
• Dr. Jamie Gurganus

Additional Reads

• Framework for P-12 Engineering Learning
• Engineering Performance Matrices
• Grubbs, M., Strimel, G., & Kim, E. (2018). Examining design cognition coding schemes for P-12 engineering/technology education. International Journal of Technology and Design Education, 1–22.
• Grubbs, M. E., Strimel, G. J., & Huffman, T. J. (2018). Engineering education: A clear content base for standards. Technology and Engineering Teacher, 77(7), 32-38.
• Strimel, G. J., Grubbs, M. E., Huffman, T. J., & Bartholomew, S. (2018). Establishing progressions of learning in engineering for high school students. In 36th International Pupils’ Attitudes Towards Technology Conference (Vol. 394).

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We need your help: fill out our survey about the value of D&T

Episode transcript

Mentioned in this episode

What do you think is the value of D&T? SURVEY

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I had fun talking with Daniela about lockdown teaching and research ethics - hope you enjoy it to!

Twitter: @dschillaci82 

Websites to promote: https://ojs.lboro.ac.uk/DATE

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This is the fourth and final part of my series about my history of D&T, some personal and some  political.

Episode transcript

Mentioned in this episodeCurriculum Matters (1984-89)

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This is part 3 of my history of D&T.

Some questions for you to think about:

• In your context, who has the power, urgency and legitimacy to influence or change the value, purpose and nature of D&T education?
• If you don't have all 3 of these characteristics (power, urgency and legitimacy), who do you need to collaborate with?
• How are you sharing your D&T practitioner research with the wider education community?
• Who do you think has the power, urgency and legitimacy at national (macro), local (meso) and classroom (micro) level?

Episode transcript

Mentioned in this episode

Williams, P.J., 2007. Stakeholders in Technology Education. In: D. VRIES Marc J., R. CUSTER, and J.R. DAKERS, eds., Analyzing best practices in technology education. Rotterdam: Sense Publishers, pp. 179-190.

Hardy, A.L., 2017. Rhetoric and Interpretation: The Values Students and Special Interest Groups Attribute to Design & Technology. In: PATT34 (2017), July 10-14, 2017. Philadelphia: Millersville University, pp. 203-211.

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This week is about some of the events that were happening between 2004 and 2009  in D&T and for me.

I end the podcast with a few questions for you:

• What are the key moments in your D&T timeline that have shaped what you do, what you think and how you value D&T?
• Do you past experiences in D&T influence and shape what you believe to be the value of D&T?

Episode transcript

Mentioned in this episode

Why has the number of teenagers taking design and technology GCSE dropped?

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Part 1 of 4 where I share my history in D&T alongside key political (big and small P), curriculum changes, internal contradictions as a way of exploring how your experiences in D&T influence and shape your views of the value of D&T.

Episode transcript

Mentioned in this episode

Nuffield D&T Project
D&T Challenges
Professor Carrie Paechter

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This week's conversation came from recent chats I've been having with school senior leaders about what curriculum looks like in D&T.

Episode transcript

Mentioned in this episode

The Curriculum Theory and Practice by A V Kelly

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How did I forget to mention my research project in last week's episode???

Episode transcript

Mentioned in this episode:

Sign up to participate in my research

Previous episodes about this project:

• TD&T24 Understanding the value of D&T
• TD&T20: Designing a survey to understand how people value D&T
• TD&T043 Join our research project

If you want to say thanks for the podcast, you can by me a ko-fi.

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Reflecting back at 2020 at the start of 2021.

Episode transcript

Mentioned in this episode:

New website: Dralisonhardy.com
Survey - thoughts, comments and suggestions for the podcast

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In this week's episode I talk with Liz Allton about her D&T work and leading an ENTHUSE project and how she swiftly moved CPD online.

Episode transcript

To find out more about Liz and her work:

Twitter: @lizsaddler
Liz's D&T apartment on Twitter: @DandT_FP2
Follow #DTenthusED to hear about future CPD sessions
If are interested in running some online CPD with Liz in the future can contact her via Twitter or email: l.allton@finhampark2.co.uk

If you want more information about STEM enthuse partnerships to visit: https://www.stem.org.uk/employers/enthuse-partnerships

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Have something to write about D&T but don't know where to start? Listen to this episode for ideas
Episode transcript

Mentioned in this episode

How did the expert panel conclude that D&T should be moved to a basic curriculum? (chapter in Design Epistemology and Curriculum Planning

Review of Pedagogy for Technology Education in Secondary Schools

Related Talking D&T episodes

TD&T049 Getting started with writing about D&T
TD&T52 What & why we need to write about D&T

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Sarah Davies shares insights from her research about why changing the D&T curriculum is a challenge.

Episode transcript

Mentioned in this episode

What’s Wrong With DT? by John Miller
Kitronik website (Kitronik on Twitter)

Find more about Sarah Davies:

• Twitter - @sdsdavies
• Blog - https://sdsdavies.com/
• TES Resources for teaching Electronic Textiles
• Electronic Textiles Research Paper

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What makes you twitch when you hear others talking about D&T?

Episode transcript

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Ulrika Sultan and I share our thoughts about issues of gender in D&T.

Episode transcript

Mentioned in this episode:

• Celia Axell https://liu.se/en/employee/cecax27
• PATT conference porceedings https://www.iteea.org/39488.aspx
• OECD report Givord, P. (2020), "Do boys and girls have similar attitudes towards competition and failure?", PISA in Focus, No. 105, OECD Publishing, Paris, https://doi.org/10.1787/a8898906-en.

Where you can find Ulrika:

• Twitter @teknikpedagog
• LinkedIn www.linkedin.com/in/ulrika-sultan-513b9a195
• Work webpage https://liu.se/en/employee/ulrsu70

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In this episode I share some of my thoughts about why we need more teachers to write about their practice in D&T.

Episode transcript

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I'm piloting some events called 'Let's talk about D&T', where you can join me to talk about an aspect of D&T education.

Transcript

Video links:

• 02 November: Teaching D&T by Alison Hardy
• 09 November: Planning Lessons in D&T by Sarah Davies
• 16 November: Key Pedagogies in D&T by Matt McLain
• 23 November: Planning for Progression in D&T by Alison Hardy

Webinar on Tuesday 1st December 2020 @ 19.30 (GMT)

The event is aimed at beginning teachers (student teachers and NQTs) and you can register for one of the limited places at https://bit.ly/3lgWn6U.

Contribute to Talking and thinking about design and/or technology 2.0 by emailing me alison@alisonhardy.work

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This week I 'm chatting with Dave Parry from CLEAPSS about our future visions of D&T.

Episode transcript
How to contact/find Dave Parry:

Email: dt@cleapss.org.uk or dave.parry@cleapss.org.uk

Twitter: @CLEAPSS_DT

Website: http://dt.cleapss.org.uk/

Futureminds: http://dt.cleapss.org.uk/Resources/FutureMinds/

CLEAPSS podcasts: http://cleapss.podbean.com/

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If you want to write about D&T but don't know where to start, this week I give you some advice about getting writing.

Mentioned in this episode:
Advice from Dave Parry at CLEAPS
Comments from Willy Adams at D&TA:

• Articles are typically 900 or 1400 words over two or three pages, with plenty of good quality images to inform and support the text.
• We like to feature department profiles, showing readers what is taking place in different schools across the country; as well as case studies of projects that others might follow and take inspiration from.
• Other articles might feature particular viewpoints on aspects of D&T, such as the value of craft-based making skills vs computer aided pure design work, and the range of approaches that teachers use in interpreting the curriculum and its delivery.
• While Designing is largely focused on celebrating excellence in design and upon outcomes, D&T Practice is more concerned with processes and the delivery of teaching D&T in the classroom.
• The magazines go out at half term (Designing) and at the start of term (D&T Practice) with copy deadlines approximately two months prior to the publication dates. Further details can be obtained from willy.adam@data.org.uk

Episode transcript

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I love catching up with PGCE alumni, hearing how they are getting on. This week I talk with Sam, who's training year and first year of teaching, were disrupted by a global pandemic. Listen to her frank conversation about how its all gone.

Episode transcript

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I've been posting about my new book Learning to Teach Design and Technology (have I mentioned it before?), which got me thinking about the types of books I read that relate to D&T education. In this episode I talk about 3 categories of books for D&T teachers: design and technology, design, and education.

What are you reading?

Episode transcript

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Diana Choulerton, former Ofsted lead for D&T, is my guest this week. We cover a lot of topics, from creativity to making, curriculum to learning and everything in between. 

• David Layton
• Caroline Criado-Perez
• Ken Robinson - The Element: How Finding Your Passion Changes Everything (we recorded this episode before Sir Ken Robinson's death last month)

You can find Diana on

• LinkedIn
• Her website

Transcript.doc

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I know, it’s the start of term, and things are busy, but I wanted to share with you some thoughts about why doing a Masters could be good for you.

Mentioned in this episode:

MA Education: Dare to think differently
Transcript.doc

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Listen to Matt McLain talk about his research and thinking about D&T pedagogy. 

Mentioned in this episode:

Signature pedagogies

You can find Matt on:

THOUGHTS FROM A DESIGN AND TECHNOLOGY EDUCATOR

Twitter
Liverpool John Moore's website
Reserachgate
LinkedIn

Transcript.doc

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Are you a D&T teacher in a secondary school in England? Come and join our research project about the value of D&T

Mentioned in this episode:

Sign up for your school to take part in our pilot study

Do you agree with these statements about the value of D&T?

Sign up to take part in my D&T research

Chapter 2 in Mentoring Design and Technology Teachers in the Secondary School A Practical Guide

Transcript.doc

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Time for a summer break - but I'm talking about D&T!

Mentioned in this episode:
Podcasts with Eddie Norman:

1. TD&T12 How did we get here?
2. TD&T13: Talking design and/or technology 2.0 with David Spendlove
3. TD&T15: Do designers actually know anything?
4. TD&T18: How can design not be considered as central to engaging with the future?
5. TD&T22 What designers know and how they know it

Each month I send out a digest with an update on my D&T projects and research. Sign up to receive a copy.

Transcript.doc

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Defining or categorising D&T knowledge makes my brain hurt. This week Liam Anderson and I take about whether Christine Counsell's categories of substantive and disciplinary knowledge work for D&T.

Mentioned in this episode:
Let's talk about knowledge in D&T - event on 12th August

Christine Counsell’s definitions of substantive and disciplinary knowledge:

'Substantive knowledge is the content that teachers teach as established fact – whether common convention, concept or warranted account of reality.'

'Disciplinary knowledge, by contrast, is a curricular term for what pupils learn about how that knowledge was established, its degree of certainty and how it continues to be revised by scholars, artists or professional practice. It is that part of the subject where pupils understand each discipline as a tradition of enquiry with its own distinctive pursuit of truth.’

Quoted from: Counsell, C. 2018. Taking curriculum seriously. Impact Journal of the Chartered College of Teaching.

Marc de Vries’ book ‘Teaching about Technology: An Introduction to the Philosophy of Technology for Non-philosophers’ (ridiculously expensive!)

I mention Rittel and Weber - but I may have the wrong source!

A knowledge-led curriculum: pitfalls and possibilities- Michael Young

Other related podcast episodes:

TD&T11: Diving into the curriculum and D&T capability

TD&T15: Do designers actually know anything?

TD&T22 What designers know and how they know it

TD&T28 Eddie and Alison talking about D&T and epistemology

TD&T31 Are there different ways of knowing?

TD&T34 Kurt Seemann on classifying and organising D&T knowledge (Part 2)

Transcript.doc

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Drawing on my research about the value of D&T, I share some reasons why we think how we do about D&T and what this might mean for our relationships with people who don't agree with us.

Mentioned in this episode:

Register to find out more about 'Your values and Your D&T Teaching' programme coming in September 2020.

Transcript.doc

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This week I discuss  a question I often  ask student teachers: what's the point of this lesson?

Let's talk about D&T events

Transcript.doc

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In this episode I mention Professor Carrie Paechter's research about D&T at the start of the National Curriculum in England and Wales.

Follow the links below to read the abstracts for Carrie's papers. You will need to request access to the full versions using the link on the webpages (this is clear when you follow the links). Carrie is happy for you to contact her for the papers.

• Subcultural Retreat: negotiating the design and technology curriculum
• What Happens when a School Subject Undergoes a Sudden Change of Status?

Transcript.doc

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This is the final of four episodes with Kurt Seeman as the guest this week talking about technacy and technological knowledge.

Further reading about technacy

Foundation Papers:

2003: Basic Principles in Holistic Technology Education

1995: Technacy: towards a holistic understanding of technology teaching and learning among aboriginal Australians

Recent Papers by PhD teachers:

2020: Developing Computational Thinking in Children (Years 3 to 12) Through Programming using the Technacy Theory

Authors: Jayanti S Nayak, Therese Keane, & Kurt Seemann

Seemann, K., Cerovac, M, & Keane, T. (2019, in print) Understanding spatial inferential reasoning skills for Design Led STEM education, 1

Proceedings of the Technology Education New Zealand Conference, 1-3 October 2019 → Albany Senior High School, Albany, NZ.

Kurt also extends an invitation to all listeners to submit, participate, and present via webinar and recorded presentation tp the Dattarc.org conference:

• Design and technology Teachers Association Research Conference in 2-5 Dec 2020.
• Paper Themes and submissions
• Submit a paper
• Call for Papers Timeline

Transcript.doc

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

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This is the third of four episodes with Kurt Seeman as the guest this week talking about technacy and technological knowledge.

Further reading about technacy

Foundation Papers:

2003: Basic Principles in Holistic Technology Education

1995: Technacy: towards a holistic understanding of technology teaching and learning among aboriginal Australians

Recent Papers by PhD teachers:

2020: Developing Computational Thinking in Children (Years 3 to 12) Through Programming using the Technacy Theory

Authors: Jayanti S Nayak, Therese Keane, & Kurt Seemann

Seemann, K., Cerovac, M, & Keane, T. (2019, in print) Understanding spatial inferential reasoning skills for Design Led STEM education, 1

Proceedings of the Technology Education New Zealand Conference, 1-3 October 2019 → Albany Senior High School, Albany, NZ.

Kurt also extends an invitation to all listeners to submit, participate, and present via webinar and recorded presentation tp the Dattarc.org conference:

• Design and technology Teachers Association Research Conference in 2-5 Dec 2020.
• Paper Themes and submissions
• Submit a paper
• Call for Papers Timeline

Transcript.doc

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

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This week its an update on how you can talk with me and contribute to a book I am editing about D&T.

Mentioned in this episode:

Signing up to my newsletter
New edition of Learning to Teach D&T
Talking/Thinking about Design and/or Technology 2.0
Loughborough Design Press
Let's Talk about D&T - Eventbrite page

Transcript.doc

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

Talking D&T is a podcast about design and technology education. Join Alison Hardy as she shares ideas, news and views about D&T and interviews teachers and researchers from the D&T community.

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This is the second of four episodes with Kurt Seeman as the guest this week talking about technacy and technological knowledge.

Further reading about technacy

Foundation Papers:

2003: Basic Principles in Holistic Technology Education

1995: Technacy: towards a holistic understanding of technology teaching and learning among aboriginal Australians

Recent Papers by PhD teachers:

2020: Developing Computational Thinking in Children (Years 3 to 12) Through Programming using the Technacy Theory

Authors: Jayanti S Nayak, Therese Keane, & Kurt Seemann

Seemann, K., Cerovac, M, & Keane, T. (2019, in print) Understanding spatial inferential reasoning skills for Design Led STEM education, 1

Proceedings of the Technology Education New Zealand Conference, 1-3 October 2019 → Albany Senior High School, Albany, NZ.

Kurt also extends an invitation to all listeners to submit, participate, and present via webinar and recorded presentation tp the Dattarc.org conference:

• Design and technology Teachers Association Research Conference in 2-5 Dec 2020.
• Paper Themes and submissions
• Submit a paper
• Call for Papers Timeline

Transcript.doc

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

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This is the first of four episodes with Kurt Seeman as the guest this week talking about technacy and technological knowledge.

Further reading
Foundation Papers:

2003: Basic Principles in Holistic Technology Education

1995: Technacy: towards a holistic understanding of technology teaching and learning among aboriginal Australians

Recent Papers by PhD teachers:

2020: Developing Computational Thinking in Children (Years 3 to 12) Through Programming using the Technacy Theory

Authors: Jayanti S Nayak, Therese Keane, & Kurt Seemann

Seemann, K., Cerovac, M, & Keane, T. (2019, in print) Understanding spatial inferential reasoning skills for Design Led STEM education, 1

Proceedings of the Technology Education New Zealand Conference, 1-3 October 2019 → Albany Senior High School, Albany, NZ.

Kurt's team's PhD Research project site is here:

http://technacy.org

Technacy Posters created by a teacher

Kurt also extends an invitation to all listeners to submit, participate, and present via webinar and recorded presentation tp the Dattarc.org conference:

• Design and technology Teachers Association Research Conference in 2-5 Dec 2020.
• Paper Themes and submissions
• Submit a paper
• Call for Papers Timeline

Transcript.doc
Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

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This week I talk  about some recommended books for D&T teachers. These books are all about D&T education.

In this episode I mention:

Learning to Teach D&T in the Secondary School
Debates in D&T
Mentoring in D&T
Pedagogy for Technology Education in Secondary Schools
Paul Carney
Episode 30 Decolonizing the D&T Curriculum

Transcript.doc

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Eddie Norman is the guest this week, talking about ways of knowing in D&T. 

Sign up to the newsletter

Transcript.doc

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If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

Talking D&T is a podcast about design and technology education. Join Alison Hardy as she shares ideas, news and views about D&T and interviews teachers and researchers from the D&T community.

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This week I challenge myself to think about how people of colour and race are represented, included and excluded from D&T. This is something I know I need to think about and need some help to explore.

Transcript.doc

In this episode I mention:

Decolonising the curriculum - curating D&T curriculum resources
Dr Rebecca Harris's article

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I'm writing the proposal for the 2nd edition of Debates in D&T Education and asking for your ideas to shape the book.

Transcript.doc

In this episode I mention:

Debates in design and technology education (1st edition)

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

Talking D&T is a podcast about design and technology education. Join Alison Hardy as she shares ideas, news and views about D&T and interviews teachers and researchers from the D&T community.

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Listen to me and Eddie talk about design epistemology and knowledge in D&T. Its a challenging conversation but one that was long overdue.

Transcript.doc

Mentioned in this episode

Curriculum review 

Design Epistemology and Curriculum Planning (book)

My chapter: How did the expert panel conclude that D&T should be moved to the basic curriculum? 

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me. 

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This week I share some of my observations during lockdown tat  which subjects are the most important?

In this episode I mention:

Contribute to our understanding of the value of D&T by completing the survey (closes end of May 2020).

If you would like to be involved in my research, sign up via this form.

Transcript.doc

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What images do you use to represent the value and purpose of D&T?

Transcript.doc

In this episode I mention:

• Learning to Teach D&T in the Secondary School - available for pre-order
• Bill Nicholl

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This week I am talking about the power of making and philosophy of technology education with Dr Mike Martin

Transcript.doc

Show notes:

Dr Mike Martin

Society for the Philosophy of Technology

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Next stage of the research about the value of D&T - we need you to get involved!

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In this episode I mention:

Understanding the value of D&T survey
Sign up to take part in future D&T research

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Its not always easy to find current and relevant research about design and technology education. This week I introduce 4 D&T education journals.

Transcript.doc

Mentioned in this episode:

Design and Technology Education: An International Journal (https://ojs.lboro.ac.uk/DATE/index)

VAN DOOREN, Elise et al. Making the design process in design education explicit: two exploratory case studies. Design and Technology Education: an International Journal, [S.l.], v. 25, n. 1, p. 13-34, feb. 2020. ISSN 1360-1431. Available at: https://ojs.lboro.ac.uk/DATE/article/view/2657.

International Journal of Technology and Design Education (www.springer.com/education+&+language/learning+&+instruction/journal/10798)

78 open access papers

Güdel, K., Heitzmann, A. & Müller, A. Self-efficacy and (vocational) interest in technology and design: an empirical study in seventh and eighth-grade classrooms. Int J Technol Des Educ29, 1053–1081 (2019). https://doi.org/10.1007/s10798-018-9475-y

Journal of Technology Education (scholar.lib.vt.edu/ejournals/JTE/)

Volk, K. 2019. The Demise of Traditional Technology and Engineering Education Teacher Preparation Programs and a New Direction for the Profession https://doi.org/10.21061/jte.v31i1.a.1

Australasian Journal of Technology Education (www.ajte.org/index.php/AJTE/index)

Gorman, D., Hoermann,S., Lindeman, R.W. and Shahri B. 2020 Challenges in food-based education: Exploring the potential of solutions using virtual reality technology http://dx.doi.org/10.15663/ajte.v0i0.68

Old journals of interest:

Studies in Design Education Craft & Technology

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This is the third of four episodes from Eddie Norman. This week Eddie discusses what designers know and how they know it.

Transcript.doc

Mentioned in this episode:

• Expert panel report
• Design epistemology and Curriculum Planning
• Professor Eddie Norman on Researchgate
• Xenia Danos’ work on graphicacy.
• Danos, X. Curriculum Planning for the Development of Graphicacy. Design and Technology Education: An International Journal 18.2

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Talking D&T with Liam Anderson: curriculum changes, design challenges, and social media

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Mentioned in this episode:

• V&A National Schools Challenge
• V&A blog post about winners of this year's challenge
• Play All Day: Design for Children by Floyd Schulze
• D&T Association ‘Design Thinking Scenario Generator’
• Clips app
• Design skills

You can find Liam and his department on Instagram and Twitter:

• Instagram
• Twitter

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Its another week of news - I have funding to develop my PhD work into something useful!

Episode transcript

In this episode I mention:

Publications I have written about my research
Freedom to make mistakes audio

Sign up to:

Receive my monthly digest with updates on my D&T research projects

Take part in my research 

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I am excited and relieved this week - I've submitted the manuscript for the 4th edition of Learning to Teach Design and Technology. Here's an update about what's new in the book.
In this episode I mention:

Chapter abstracts

Transcript.doc

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This episode is part of the series about design and technology and knowledge. Eddie Norman is this week's guest contributor and asks How can design not be considered as central to engaging with the future?

Episode transcript

Mentioned in this episode:

Expert panel report

Design epistemology and Curriculum Planning

Professor David Spendlove

Professor Stephanie Atkinson

Professor Eddie Norman on Researchgate

Design and Technology Education: An International Journal

Design Models of Change: The Impact of Design Thinking on People's Lives and the Environment

Arthur Chan’s thesis 'Perspectives of academics and practitioners on design thinking'

Norman, E.W. 1998. The Nature of Technology for Design.International Journal of Technology and Design Education 8: 67. https://doi.org/10.1023/A:1008827820764

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This week I outline 5 big ideas about the value of D&T. Do your values of D&T match with any of these?

Mentioned in this episode:

Five themes:

1. D&T meets our economic and domestic needs
2. Generic and transferrable skills
3. Technological awareness
4. Create and recognise good design
5. Personal development and enjoyment

I talk in more detail about these values in chapter 2, Understanding yourself – beliefs, values and attitudes how your experiences influence your approaches to mentoring of the book Mentoring Design and Technology Teachers in the Secondary School

Transcript.doc

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In this episode I explain why I am interested in the different values people have of D&T.

Mentioned in this episode:

• Stephanie Atkinson’s paper 'Design and Technology in the United Kingdom'
• David Barlex’s John Eggleston Memorial Lecture 'Dear Minister, This is why design and technology is a very important subject in the school curriculum’
• My writing about the value of D&T and my research can be found on the ResearchGate website
• A brief overview of my research can be found in Chapter 2 of the book Mentoring Design and Technology Teachers in the Secondary School
• What’s D&T for? Gathering and comparing the values of design and technology academics and trainee teachers.

Transcript.doc

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This is the first of four episodes from Eddie Norman about design and knowledge.

Mentioned in this episode:

• The Art of the Engineer by Ken Baynes and Francis Pugh
• Loughborough Design School
• DesignMethods: Seeds of human futures by J Christopher Jones
• The continuum of design education for engineering by Professor Geoffrey Harrison
• iD cards that were developed by Dr Mark Evans from Dr Eujin Pei’s PhD research

Transcript.doc

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Listen to me exploring what warranted forms of reality are in design and technology (or more simply - is it true to say that every vac form mould must have a draft angle?)

In this episode I mention:

• Christine Counsell’s article ‘Taking curriculum seriously’
• Vacuum forming

Transcript.doc

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This week I talk with Professor David Spendlove about why he thinks its time for design and/or technology 2.0.

In this episode we mention:

• PhD design forum
• Don Norman
• Ken Friedman
• Nigel Cross
• IDEAS
• ‘We feel therefore we learn’: David’s keynote
• The locating of emotion within a creative, learning and product orientated design and technology experience: person, process, product Spendlove, D. Int J Technol Des Educ (2008) 18: 45.

Find out more about David on these sites:

• Twitter
• David’s blog
• David’s Uni of Manchester page

Transcript.doc

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Talking D&T is a podcast about design and technology education. Join Alison Hardy as she shares ideas, news and views about D&T and interviews teachers and researchers from the D&T community.

The Talking D&T podcast is for anyone interested in design and technology education, from student teachers to experienced teachers, plus colleagues in teacher education and research.

Transcripts and links to items talked about in each episode available via the podcast website.

New episodes will be available on Tuesday mornings, you can subscribe wherever you find your podcasts.

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The theme of this week's episode is how did we get here? The 'we' is design and technology and I focus on how did D&T in England decline in status and student numbers.

In this episode I mention:

• Eddie Norman
• Curriculum review
• Design Epistemology and Curriculum Planning
• My chapter: How did the expert panel conclude that D&T should be moved to the basic curriculum?
• Stephanie Atkinson’s chapter: ‘So what went wrong and why?’.
• Kurt Seemann
• Christine Counsell's Impact article: Taking Curriculum Seriously

Transcript.doc

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.

Talking D&T is a podcast about design and technology education. Join Alison Hardy as she shares ideas, news and views about D&T and interviews teachers and researchers from the D&T community.

The Talking D&T podcast is for anyone interested in design and technology education, from student teachers to experienced teachers, plus colleagues in teacher education and research.

New episodes will be available on Tuesday mornings, and you can subscribe wherever you find your podcasts.

Support the show (https://ko-fi.com/alisonhardy)

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I have pondered a while and here are my thoughts about Amanda Spielman's speech on Wednesday 10th July 2019 at the V&A museum in London. Instead of focussing on her deep dive questions about curriculum, I talk about design and technology capability and how it can be used in curriculum planning in D&T.

Transcript.doc

Mentioned in the episode:

Amanda Spielman's speech

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

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How D&T gives young people a sense of fulfilment, joy and purpose

The prompt for this episode came from reading a news item on the Sky website 'V&A director Tristram Hunt: Creative deficit is an education emergency that's undermining society' (thanks to Cal for posting this on the Facebook group 'Textiles Surgery').

In this episode I mention:

• Mentoring design and technology teachers in the secondary school edited by Suzanne Lawson and Susan Wood-Griffiths
• Free resources for my chapter in this book are available on my website 'Resources' page.

Transcript.doc

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Catching up with Polly Alden, NTU alumni from the PGCE D&T course 

In this episode we mention:

• Subject Knowledge Enhancement (SKE) in Design and Technology at Nottingham Trent University
• Alden, P. 2016. Can tinkering benefit pupils’ learning? The SteP Journal Vol 3(2)
• E-Textiles Tshirt Project Resources

Transcript.doc

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An editor's dilemmas when designing a book about design and technology

In this episode I mention:

• Archived podcasts episodes with book contributors
• Learning to Teach Design and Technology in the Secondary School
• Steve Keirl, Reader in Design Education at Goldsmiths, University of London
• Dr Mike Martin
• Professor Stephanie Atkinson

Transcript.doc

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D&T icon: someone who has affected or caused a change in the field of D&T

In this episode I mention:

• 50 Things that made the modern economy: Interchangeable parts
• David Barlex and Torbeen Steeg’s Disruptive Technologies Project
• Henry Maudslay

• DTchat on Twitter

Transcript.doc

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Talking with Gemma Taylor about STEM, projects, data and values

Mentioned in this episode

STEM Centre

The Smallpeice Trust

Women into Science and Engineering

Enthuse Partnership

D&T CPD at the STEM Centre

D&T Resources online

The ENTHUSE Celebration Awards

Engineering Habits of Mind

Episode transcript

You can find Gemma on Twitter at @GTaylorSTEM

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter@hardy_alison or by emailing me.

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My thoughts about Amanda Spielman's speech on Wednesday 10th July 2019. This is part one, part two will follow after I've pondered a while longer!

Transcript (pdf)

Mentioned in the episode:

Amanda Spielman's speech

Innovate project at the V&A

Meeting Technological Challenges (Ofsted 2011)

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Talking art, drawing and design and technology with Paul Carney

In this episode we mention:
David Bramston: Ideas Searching

Paul’s website

Drawing for Science, Invention & Discovery: Even if you can’t draw

The Idiot brain by Dean Burnett

You can find Paul:

• On Twitter: @PaulCarneyArts
• Via his blog Paulcarneyarts.wordpress.com

Episode transcript

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

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Niekie Blom talking about teacher education and technology teaching in South Africa

Episode transcript

In this episode we mention:
Linkography - the methodology Nieke used in his PhD

Niekie's page on ResearchGate

Niekie's published papers on Researchgate

• https://www.researchgate.net/publication/329326592_Using_Linkography_to_investigate_students'_thinking_and_information_use_during_a_STEM_task
• https://www.researchgate.net/publication/324597300_Naive_Designers'_Information_Use_during_the_Design_Process_in_a_Low-Resource_Classroom

Niekie's 2019 PATT paper

South Africa National Curriculum

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Interview with Rosie as she finishes her PGCE and takes up her first teaching post

In this episode we mention:

Subject Knowledge Enhancement at Nottingham Trent University
PGCE Secondary Education (Design and Technology)

Episode transcript

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Interview with Jennifer who is at the very start of her D&T teaching career.

In this episode we mention:

Industrial Design and Technology at Loughborough University

Subject Knowledge Enhancement at Nottingham Trent University

Episode transcript

Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @hardy_alison or by emailing me.

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In this episode I introduce Talking D&T and explain why I am doing it, who it is for and what it's about.

Please offer your feedback about the podcast or ideas for future episodes and topics by connecting with me on Twitter or by emailing me.

Transcript.doc

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