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- Title
Less Generation Z, more Jumanji.
- Authors
Buck, Lyndon; Stables, Kay
- Abstract
Welcome to the second issue of the journal for 2021. As we enter what will hopefully be the final chapter of the current pandemic (although we seem to recall that we said exactly the same thing back in the last DATE editorial four months ago), this issue provides opportunities for sharing recent research alongside some speculation about how things might change, what lessons have been learned, and what future research may focus on. The issue includes five research articles, a reflection piece and a book review. The research articles fall broadly into two categories with the first two reporting on research into the implementation on digital technologies in design and technology classroom activities whilst the final three articles are more focused on pedagogy, with the final two articles focused on undergraduate industrial and product design learning and teaching approaches. The last year has shown us what living through a global pandemic is really like, and surprise, surprise it's not much like what Hollywood predicted. Gun toting virus infected monkeys (Dawn of the Planet of the Apes, 2014) and a zombie dodging Brad Pitt (World War Z, 2013) are nowhere to be seen, although London did look reminiscent of a scene straight from Danny Boyle's 2002 film 28 Days Later for most of 2020. What has been most people's reality, especially for those of us working in education, has been a year spent learning and applying new learning and teaching technologies, fighting for limited resources, and dealing with the inevitable and very real human issues, both our own and those of others around us. In this issue's reflection piece Deborah Winn compares the difficulties faced by teachers of practical subjects in the last year or so as like being in the rope bridge scene in the 2019 film Jumanji: The Next Level, having to move forward at all costs while being chased by psychotic monkeys. We are sure that we can all empathise with her. So while Hollywood may have got it wrong in their many depictions of post pandemic scenarios, we can perhaps all agree that there are some movie scenes that seem to fit the bill quite well, hence the title of this editorial (it does rhyme if you say it in an American accent, which we are sure you have all have done in your heads). Hopefully this issue will provide us with some food for thought and allow us to reflect on our own educational practices as we consider how best to approach the next stage of this saga. The first research article focuses on the use of augmented reality (AR) in practical classroom situations. In Using augmented reality (AR) in vocational education programs to teach occupational health and safety (OHS), Renk Hülagü and Önder Erkarslan from Izmir Institute of Technology, Turkey present research from a study into the teaching of occupational health and safety (OHS) in Turkey within secondary schools and universities, with a view to designing a new system of teaching OHS using AR to raise awareness of risk, make students more cautious and appreciative of the task at hand, and therefore hopefully reduce accidents. They discuss the need for students to experience risk in order to develop safe working methods in workshop activities and an appreciation of precautions and safety measures. The case study experiments.
- Subjects
GENERATION Z; COVID-19 pandemic; CLASSROOMS
- Publication
Design & Technology Education, 2021, Vol 26, Issue 2, p4
- ISSN
1360-1431
- Publication type
Article