Presentation given to support my paper at the DRS//Cumulus 2013 Design Education Conference in Oslo, May 2013

1. Fostering deep learning in
respect to the social aspects of
sustainable product design
Matthew Watkins
Senior Lecturer Product Design
Nottingham Trent University
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2. Context
• Doctoral study
• Effective methods for the teaching of the social
aspects of SPD in HE within the UK & Ireland
• Repeatability of findings
– 5 universities in the UK & Ireland
– London South Bank, Nottingham
Trent, Northampton, Cardiff Metropolitan in Wales &
University of Limerick in Ireland
– 150 product design students in total
• Incorporated findings of prior research
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3. Why Deep Learning?
Deep understanding
is important for a
true grasp of
sustainability
– Complex
– Holistic
– Interdisciplinary
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4. Deep Learning
“Deep learning involves paying attention to underlying
meaning. It is associated with the use of analytical
skills, cross-referencing, imaginative reconstruction and
independent thinking (Warburton 2003)”
• Deep learning – Result of internal motivation
• Surface learning – result of external
requirement
– Irrelevance
– Anxiety & Threat
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5. Deep Learning - Motivation
Increasing relevance
• Real life application
• Format of the teaching
– Accommodating the learning preferences of students
– Link between teaching material and students interests
– Opportunities for learning by discovery and problem
solving.
– Social context and collaborative learning.
– Choice of study materials.
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6. Net Generation
• Typically born after 1982
• Technological immersion/experience
• Grown up with the internet with digital media
• Distinctly different learning preferences to
previous Generation X
• Applicable to vast majority of students in HE
today.
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7. Net Generation - Preferences
• Autonomous – prefer learning by discovery
– Exploratory style encourages retention
– Preference for structure
• Socially Orientated
– Prefer social interaction
– Peer to peer leaning and teamwork activities
• Visual – prefer image rich environments to text
– Retain 30% of what they see, only 10% of what they read
– Enhanced visual literacy
• Multitasking
– Deal with information in non linear ways
– Lack of attention disrupts ability to reflect and think
critically
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8. Rethinking Design Series
• 3 workshops were developed
• A/V introductions
– Photographs and music
– Indirect experience/personalise
content
– Observational research
• Group based mind mapping
– Critical reflection (Discussion/debate)
– Contextualised (Personal
reflection/attitudes)
– Deep learning (Empathic UCD research,
design thinking service based solutions)
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9. Methodology
• Modules in Sustainability, mixture of project and
contextual studies
• Qualitative using coding and clustering
techniques
• Questionnaires conducted prior to and after
workshops – assess differences in understanding
and attitudes.
• Group interactions audio recorded and
transcribed, mind maps photographed and coded
• Reflective diaries analysed
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10. A/V introductions response
Images described as:
“Powerful” “Emotional”
“Shocking” “Striking”
“it was the wonderful selection of photos that made me
stop and think”
“The first images we were presented with, elderly,
disabled, disadvantaged areas presented us with a new
kind of design brief. One where a product would be
based mainly on its function and need, not aesthetics
or modernity”
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11. A/V introductions response
Music effected understanding:
“Lyrics of the song – take a step in my
world, this suggests living in one of these
peoples shoes for a day”.
Described as a video despite being only a slideshow:
“I like the video. The activities help with
designing the product for this project.”
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12. Response to workshops
“Overall I thought the workshop was very
beneficial as it opened my mind to looking
beyond the obvious problem and look deeper
into the situation to come up with a good
solution.”
„I felt this workshop was interesting because it
made me think about these issues from a
designer‟s perspective.‟
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13. Findings – Group work
“I felt that the group discussion was an excellent
approach to the learning outcomes. It is in my
opinion that students learn more from each
other if they carry out projects in groups.”
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“We then broke off into groups and discussed what
we thought of the videos. We had to group with
people we don’t normally group with which was
quite good because we saw different opinions”

14. Findings - Reflection
• Begun to question macro themes, such as
globalisation :
“So maybe it is fair to ask if there is a need to mass
produce items on such a large scale with such
negative outcomes.” (students concluding diary
remark)
“Technology is getting more and more sophisticated
with every day that goes by but as we improve
technology are we complicating things for different
people in society.”
• Evidence of students personalising content.
©Desriee Halpern
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15. Findings - Reflection
• Students considered their responsibilities both as
designers and consumers:
“It showed me that as a designer I have an obligation to
use the talent and career that I have been given to help
others”.
• Data collection techniques also elicited reflection:
“After watching the video and discussing the topics, we all
had to complete a second survey individually….. I believe
that this was an excellent way to end the workshop. It
showed how much we learned from the presentation and
the difference from what we knew at the start.”
©Desriee Halpern
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16. Findings – Design Thinking
• Design thinking occurred in the workshops
• Students considering solutions outside of their
traditional discipline boundaries
– Labelling to track the manufacture transport and
ethical history of goods.
– Corporate transparency
– Need for redesign at a systems level
• Recognising service based approaches
• Experiential research and reflection through mind
maps approach agrees with literature.
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17. Conclusions
• Students demonstrated Deep Learning
– Overcoming single discipline specific limitation
described in literature
– Workshops lead to a transformational learning
experience
– Through personalisation and critical thinking
– Evidenced deep understanding and grappled with
complex themes
– Adopted new approaches outside of discipline
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18. Conclusions
• Workshops
– Style was relevant and effective in engaging and
motivating students
– Encouraged reflection which went beyond the
activity
– Encouraged students to explore the social aspects
of sustainability holistically
– Represent a container of the key elements
required rather than a fixed solution
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19. Thank you
matthew.watkins@ntu.ac.uk
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