Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Loughborough Design School

Design Education Research Group

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Research students heading

Cheng Siew Beh

Siew's research seeks to establish principles behind the visual communication of technology, and with a focus on the visual communication of technical information. Traditional and multimedia resources used in teaching and learning environments for industrial and engineering design will be researched and links sought between the learning of technology through visual communication or with multimedia support and associated creativity and innovation.

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Xenia Danos

Xenia's research concerns visual communication (graphicacy), which is the creative development and conveyance of ideas and information in forms that can be read or looked upon. The power of images has wide possibilities and great potential for the enhancement of teaching and learning. I am going to identify and define what graphicacy is, investigate how it is used across secondary school curricula, how children engage with it and ultimately what effect is has on students' learning.

Rachael Hart

Rachael graduated from Loughborough University with a degree in Chemistry and Sports Science going on to study a secondary science postgraduate certificate in education (PGCE) at the same institute and is now teaching at William Farr C of E Comprehensive School in Lincolnshire.

Rachael has a particular interest in integrating new technologies within existing teaching schemes of work and as such her research is focused on utilising video podcasting within secondary science education, using both teacher and pupil directed video podcasts as teaching and learning tools in and out of the classroom. The podcasts are intended to be 2 to 3 minute informative clips designed to allow pupils to access scientific concepts and for specific use as revision aids in order to increase pupil attainment across Key Stages 3, 4 and 5.

Alexandros Mettas

Alexandros's research includes decision-making strategies used by children while engaging with design and technology activities. The studies focus on four areas: the identification of the sources of information that children aged 12-15 used as the basis for their decisions; the difficulties they faced during the decision-making process; their effectiveness in using decision criteria; and their ability to transfer their skills to other everyday activities.

Aede Hatib Musta'amal

A member staff of University Technology Malaysia, Aede is currently undertaking doctoral research on 'CAD/CAM and its relationship to creativity in designing'. As an academic with an engineering and technical educational background, Aede initiated an in-depth research programme on the concept of creativity and its association with the use of CAD/CAM. Creativity is interpreted in the context of design education perspectives and in particular when CAD/CAM is used as a designing tool.

Sarah Pulé

A member of staff at the University of Malta, Sarah is undertaking doctoral research on methodological issues in the teaching of electronics topics in Design and Technology. Understanding electronics for design may involve the combination of varied abilities including analytical, mathematical, intuitive and practical skills. Developing a holistic feel for the function of a circuit before it is actually implemented is considered important. This research therefore, aims to find methods with which qualitative and traditional quantitative methods may be combined in the teaching of electronics.

Peter Simmons

Peter's research concerns the effectiveness of sustainable design websites in influencing design decisions. His thesis reports the findings of action research undertaken with AS/A2 level students, undergraduates and design professionals. Peter currently is a partner in his own design consultancy, 5or6 (www.5or6.co.uk). Their consultancy's main work covers website design, graphic design and sustainable development implementation.

Christine Turner

Christine's action research concerns the effective use of ICT in improving teaching and learning. It engages with previous research with Virtual and Managed Learning Environments and Blended Learning and uses ICT sparingly and effectively in the classroom.

Imaginative resources are being created using only MS Office and a web browser and quantitative and qualitative evidence gathered which suggests that they have had a significant impact on teaching and my students' learning. Collaboration with other interested researchers is now being explored via online communities particularly in relation to Personalised Learning and Thinking Skills (PLTS) and Assessment for Learning (AfL).

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