Subscriber-only episode

Send me a message.

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 episode
Learning 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

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!

Send me a message.

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)

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!

Subscriber-only episode

Send me a message.

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)

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!

Send me a message.

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)

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!

Subscriber-only episode

Send me a message.

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)

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!

Subscriber-only episode

Send me a message.

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. 

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!

Send me a message.

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)

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!

Send me a message.

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 

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!

Subscriber-only episode

Send me a message.

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. 

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!

Send me a message.

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 online
Website

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).

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!