- Creativity - Visual Intelligence - Fun - Flow - COMMUNICATION
XENIA DANOS PhD
PAPERS IN PEER REVIEWED SCIENTIFIC JOURNALS
Danos X., Norman E. W. L., Barr R. E., Górska R. A. (2014), ‘Curriculum planning and the definition of graphicacy capability’, European Journal of Engineering Education (A collaborative journal paper resulting from a Plenary session at the 2012 ASEE Engineering Graphics Division at the University of Limerick.
Curriculum planning for graphicacy capability has not been systematically defined in general education to coincide with the graphicacy needs of human society. In higher education, graphicacy curricula have been developed to meet the needs of certain disciplines such as engineering. A framework for graphicacy curricula, anticipating the graphicacy needs in higher education, has yet to be strategically planned for general education. This is partly a result of a lack of research effort in this area, but also a result of a lack of systematic curriculum planning in general. This paper discusses these issues in the context of graphicacy curricula for engineering. The paper presents three case studies: an analysis of graphicacy within general education curricula; an analysis of graphicacy for engineering education in Europe, and an analysis of graphicacy for engineering education in the USA. These three papers were originally presented in a plenary session at the American Society for Engineering Education (ASEE), Engineering Design Graphics Division (EDGD) at the University of Limerick in November 2012. The case studies demonstrate the potential for strategic curriculum planning in regard to the development of graphicacy in general education, and also how the lack of a developed heoretical framework in this area undermines the case for the importance of graphics within engineering education.
Danos X., (2013), ‘Curriculum planning for the development of graphicacy’, Design and Technology Education: an international journal, 18(2), 32-49.
The paper describes the importance of graphicacy as a key communication tool in our everyday lives. The need to better understand the development of graphicacy and its use in the school curriculum is emphasised. The need for a new research tool is explained and the development of a new taxonomy of graphicacy is described. The use of this tool within a methodology researching the significance of graphicacy in the curriculum is introduced. An overview of prior research concerning how children deal with graphicacy is also provided. The paper then discusses the results reported in the context of this prior research. The paper illustrates how graphicacy can affect children’s learning; identifies cross-curricular links involving different areas of graphicacy and consequential transfer opportunities; illustrates how the implementation of a curriculum policy for graphicacy could influence students’ learning; demonstrates the magnitude of the research opportunities in relation to graphicacy within general education curricula and suggests the need for collaboration in order to effectively pursue these substantial research agendas.
keywords: graphicacy, curriculum, policy, strategy, development
Danos X., Constantinou P. C., Livitzis M., Avraam C., (2014), ‘Action research to develop a scheme of work to promote creativity and designerly thinking through play’, Design and Technology Education: An International Journal, 19(2), 17-29.
The paper reports on the progression and methodologies followed for the development of a Design and Technology Scheme of Work (SoW) that is facilitated by Engino assembly toys. Three initial case studies are described; one to assess the suitability of the age range for the Engino products; one to test the sequence of tasks designed for the action-research case study; and another to test if creativity can be promoted through the Engino products, which was conducted in a primary school. Two further action research case studies were then completed with secondary school students, during which the SoW was further developed and then finalised. The SoW was further validated during a dissemination seminar and workshop involving primary and secondary school teachers. Having the importance of play in mind for enthusiastic and creative learning, the SoW was designed to fulfil a number of requirements from the Cypriot National Curriculum, covering 6 of the 9 areas required. The paper concludes with a link towards an online picture gallery providing results from the studies.
keywords: Design and Technology, scheme of work, Engino.net, educational, assembly toys, action research
PEER REVIEWED CONFERENCE PROCEEDINGS
Danos X. and Norman E. W. L., (2013), ‘The validation of a research tool for the analysis of graphicacy across the curriculum and its potential for collaborative use’, Selected Readings of the International Visual Literacy Association, The International Visual Literacy Association.
Keywords:
Danos X. and Norman E. W. L., (2012), ‘Curriculum planning for the development of graphicacy’, ASEE Engineering Design Graphics Division, 67th Mid-Year Conference Universal Graphics Multiple Perspectives, University of Limerick, November 2012. http://eric.ed.gov/?id=EJ999222 Keywords: Curriculum Development, Science Curriculum, Visual Literacy, Foreign Countries
Danos X. and Norman E. W. L., (2011), ‘Graphicacy and students’ learning’, Selected Readings of the International Visual Literacy Association: Visual Literacy in the 21st Century: Trends, Demands, and Capacities, Maria Avgerinou et al (eds), The International Visual Literacy Association, 59-68. Keywords:
Danos X. and Norman E. W. L., (2011), ‘Continuity and progression in graphicacy’, IDATER Online Conference: Graphicacy and Modelling, Eddie Norman & Niall Seery (eds), Loughborough Design School, 103-120. Downloadable from: https://dspace.lboro.ac.uk/dspace-jspui/handle/2134/9015 Keywords:
Danos X. and Norman E. W. L., (2010), ’Identifying continuity and progression in the development of graphicacy’, International Visual Literacy Association Conference 'Visual Literacy in the 21st Century: Trends, Demands and Capacities, 29 September - 3 October, Nicos Valanides (ed), Limassol, Cyprus, 18. Keywords:
Danos X. and Norman E. W. L., Robson J., Storer I., (2010), ‘Identifying continuity and progression in the development of graphicacy’, D&T – Ideas worth sharing: The Design & Technology Association Education and International Research Conference, Dr David Spendlove and Professor Kay Stables (eds), The Design and Technology Association, Wellesbourne, July, 33-52.
keywords:
Danos X. and Norman E. W. L., (2009), ‘The development of a new taxonomy for graphicacy’, D&T - A Platform for Success: The Design and Technology Association Education and International Research Conference, Dr Eddie Norman and Dr David Spendlove (eds), The Design and Technology Association, Loughborough University, July, 69-84.
keywords: graphicacy, graphical literacy, visual communication, learning, ability test
Danos X. and Norman E.W.L., (2009), ‘The development of graphicacy in humans’, Contribution to a Panel presentation on Modelling and Design, 1st International Visual Methods Conference, Leeds University, September, 43-44. keywords:
Danos X. and Norman E. W. L., (2009), ‘An initial comparison of graphicacy within the curricula of two schools in Cyprus and the United States’, D&T - A Platform for Success: The Design and Technology Association Education and International Research Conference, Dr Eddie Norman and Dr David Spendlove (eds), The Design and Technology Association, Loughborough University, July, 115. keywords:
EDUCATIONAL MAGAZINES
Danos X., (2009) ‘Graphicacy in the curriculum’, Number 84, Autumn.
PhD THESIS
Danos X., (2012), Graphicacy within the secondary school curriculum, an exploration of continuity and progression of graphicacy in children aged 11 to 15. Ph.D thesis, Available from: Loughborough University Institutional Repository https://dspace.lboro.ac.uk/dspace-jspui/handle/2134/9652 [15 December 2014].
