David Morrison-Love is a Lecturer in Technology Education and Employability within the School of Education and recipient of the 2019 Silvius-Wolansky Award for Outstanding Scholarly Publication.  He is a member of the University of Glasgow Educational Assessment Network (UGEAN) and the associated International Educational Assessment Network (IEAN).  He is a Research Co-Ordinator in the CAMAU Project and is Joint Programme Leader for the Design & Technology ITE Programme at the University of Glasgow.  He has a keen interest in helping to shape and understand learning, teaching, assessment and curriculum in the areas of Design, Technology and Engineering, both philosophically and empirically.  

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David graduated in 2001 with a first class honours degree from the University of Glasgow for which he received the TTA Medal and was offered a scholarship to undertake post graduate studies from the Underwood Trust, also at the University of Glasgow. He undertook his PhD in Technology Education which was ultimately completed in tandem with his work as a secondary school teacher of Technology Education in Falkirk Council. He was successful in securing the post of Lecturer in Technology Education within the College of Social Sciences in 2012. 

David recently received the 2019 Silvius-Wolansky Award for Outstanding Scholarly Publication in Technology and Engineering Education.  This is an international award for his paper entitled: ‘Towards A Transformative Epistemology for Technology Education’ which was published in Volume 51, Issue 1 of the Journal of Philosophy of Education.  The paper theorises the development of technological solutions by pupils as a shift in ontological states that can contribute to how we understand and communicate the nature of Design and Technology as a subject area.  Following his nomination onto the 21st Century Leadership Academy (21CLA), David has been recognised as a 21st Century Fellow with the International Technology and Engineering Educators Association.  David explores how technology and engineering subjects are understood and conceptualised, how this relates to assessment, pedagogy, pupil learning progression and wider aspects of STEM Education.  He very much welcomes discussion with anyone who shares similar or related interests. 

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See also: ResearchGate | LinkedIn | SlideShare | Academia.edu 

Twitter: @dmorrisonlove

Contact David via Skype (Username: dmlove80)

Orchid Identifier: http://orcid.org/0000-0002-9009-4738

Research Interests

My research explores aspects of curriculum, learning progression, assessment and pedagogy in Design, Technology, Engineering and associated areas of learning.  There are three drivers for this work:

1. The conceptual and philosophical dimensions of design, technology and engineering in the context of curriculum and subject.
2. Assessment and learning progression within and across different areas and stages of learning.
3. The interaction and alignment between research, policy and practice in systems of Education at national and international levels.

My work seeks to: (i) the improvement of classroom approaches to teaching and learning, (ii) understand the ways in which subjects are theoretically and practically understood and conceptualised as part of learning, teaching and policy development at local and international levels.  In the context of research, policy and practice, I also explore ways of supporting research-informed approaches by those within the education profession to improve pupil outcomes.

Methodological Approaches

Predominantly qualitative approaches, philosophical analysis, participatory research methods, observation/discourse/digital media analysis.

List by: Type | Date

Project Title: CAMAU: Learning Progression for Wales

Project Staff: Hayward, L.,  Jones, D. E., Waters, J., Makara, K., Morrison-Love, D., Spencer, E., Barnes, J., Davies, H., Hughes, S., Jones, C., Nelson, S., Ryder, N., Stacey, D., Wallis, R., Baxter, J., MacBride, G., Bendall, R., Brooks, S., Cooze, A., Davies, L., Denny, H., Donaldson, P., Hughes, S., Lewis, I., Lloyd, P., Maitra, S., Morgan, C, Pellew James, S., Samuel-Thomas, S., Sharpling, E., Southern, A., Stewart, S., Valdera-Gil, F., Wardle, G.

Project Description: The CAMAU project was established with funding from UWTSD and the Welsh Government to work with teachers and policy makers to develop progression frameworks for all areas of the curriculum. These descriptions of progression in learning are evidence-informed and supportive of assessment practices that are consistent with the ‘spirit’ rather than the ‘letter’ of assessment for learning.

Awarding Body: University of Wales Trinity St David, Welsh Government (£39,948 of £399,482 awarded)

Duration: Ongoing

Further Information & Project Updates: CAMAU Research Report

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Project Title: Access to Impact

Project Staff: Dr David Morrison-Love, 

Project Description: This project explores ways of supporting professional dialogue between teachers and authors of published research to enhance outcomes for learners as well as provide more direct insights into the impact of published research.

Awarding Body: ITEEA (£16,060 in kind support).

Duration: Ongoing

Further Information & Project Updates: Available here.

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Project Title: Mathematics Revision Resources for Students in the School of Education.

Project Staff: Dr David Morrison-Love, Dr Sue Milne, Mr Lee Dunn & Mr Naill Barr.

Project Description: This project will provide diagnostic testing facilities for students in the School of Education, with feedback linked to revision resources, including sustainable formative assessment. This builds on the work of several Jisc-funded projects led by the University, and an existing first year module already running for BTechEd. It will also provide tools and training to enable staff to create feedback-rich assessment resources for their students.

Awarding Body: Learning & Teaching Development Fund, University of Glasgow (£2,400)

Duration: August 2014 - July 2015

Further Information & Project Updates: Link to follow.

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Project Title: LITUP (Learning through the Integration of Technology in a University Partnership)

Project Staff: Prof Vivienne Baumfield, Prof Nigel Leask, Prof Jyoti Sharma, Dr David Morrison-Love.

Project Description: This project supports the development of technology enhanced learning in shared modules in English Literature between two Higher Education Institutions. This will involve the development of a framework and model to guide the design and implementation of pedagogical and instructional design that can be utilised in other subject areas.

Awarding Body: British Council: Knowledge Economy Partnerships (£9,500)

Duration: April 2014 - April 2015

Further Information & Project Updates: Link to follow.

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Project Title: Thinking with Things

Project Staff: Dr David Morrison-Love, Miss Olesya Nedvetskaya (Research Assistant)

Project Description: Exploring ways in which S2 pupil interaction with a range of tools and materials to generate design ideas can be represented as a system of distributed thinking. As a pilot project, this is exploratory in nature and seeks to ascertain areas of interest that could be further explored through a larger grant application.

Awarding Body: Adam Smith Research Foundation, University of Glasgow (<£1000).

Duration: November 2013 - November 2014

Further Information & Project Updates: Link to follow.

Post-Graduate Research

David currently supervises the following post-graduate research students: 

• Maged Saad O Almadi: Lesson Study as Teacher Development Strategy: A Case Study of Primary Schools in Riyadh/Saudi Arabia.
• Omar Abdullah Omar Alshehri: Examining the existing reality of using social media as e-learning tools at an emerging university in Saudi Arabia from the viewpoint of tutors and students.
• Badi Shara F Aldossry: The effectiveness of iPad in enhancing instruction in Mathematics Teaching and Learning for Secondary School in Saudi Arabia.
• Nzube Cyril Muoghalu: Critical Assessment of Technology Changes in Auto Electrical Technology as a Component of Technical Vocational Education in Nigeria (Beginning October 2019).

David is interested in hearing from those who may wish to pursue PhD research in the following (and related) areas:

• Curriculum, assessment and pedagogy in technology, engineering & vocational education
• Assessment and Learning Progression
• Classroom and technology enhanced assessment practices
• Learning, problem solving and design thinking in Technological and Engineering
• Professional learning and teacher education.

Taught Masters

David has undertaken masters supervision for students undertaking the MSc in Education.

Undergraduate

David supervises undergraduate students who have investigated, and developed resources for, a range of areas and issues in Technology Education at both Primary and Secondary level including:

• Understanding Materials Through Technology in Primary Schools
• Enhancing Pupil Engagement with 3D Modelling Software
• The Design of a Teaching Resource to Enhance Pupils' Skills in Justifying Design Choices
• A Comparative Study of Approaches to ACfE
• How does Technology Education provide Young People with the Skills that Employers look for? A Stakeholder's Analysis.
• As a Teacher, How can I best Support a Pupil with Down Syndrome in Practical Craft Skills, at National 4/5 level?
• Cognitive fixation effects in design thinking.           

• Al Madi, Maged Saad O
  Lesson Study as Teacher Development Strategy: A Case Study of Primary School in Riyadh/Saudi Arabia.
• Aldossry, Badi Shara F
  The effectiveness of iPad in enhancing instruction in Mathematics Teaching and Learning for Secondary School in Saudi Arabia
• ALHARBI, OMRAN
  The role of E-learning in higher education in Saudi Arabia from the perspective of administrators, students and Faculty members (Case study of Hail and Al-Jouf University)
• Alshehri, Omar
  To Examine the Usage of Social Media as Tools in E-learning at Bisha University In Saudi Arabia.

David is currently responsible for teaching on the Bachelor of Technological Education degree programme and delivers the following courses:

• Design & Integrating Technology T3 (20 Credits)
• Integrating Technology T1 (10 Credits)
• Sustainable Resources & the Environment T4 (20 Credits)
• Materials & Processes T3 (10 Credits)
• Teacher Education (technology) 1 (10 Credits)
• Teacher Education (technology) 2 (10 Credits)
• Teacher Education (technology) 3 (10 Credits)
• Engineering Systems & Robotics T4 (20 Credits)
• Final Year UG Dissertation
• Educational Research Methods

Previously, he has also been responsible for delivering courses in Electronics and Technology & Society.

As a secondary school teacher of Technology Education, David has experience delivering a range of subjects and courses including Curriculum for Excellence Technology Courses, Craft & Design, Graphic Communication, Technological Studies and Practical Craft Skills. 

Prizes, awards & distinctions

• 2019: Sylvius-Wolansky Award for Outstanding Publication in the Field of Technology and Engineering Education (Council on Technology & Engineering Teacher Education & the G. Harold Silvius Foundation)
• 2017: 21st Century Fellow of the ITEEA (International Technology and Engineering Educators Association)
• 2016: 21st Century Leadership Award (International Technology and Engineering Educators Association)

Awards, Recognition & Roles

• Recipient of the 2019 Sylvius-Wolansky Award for Outstanding Publication in the Field of Technology and Engineering Education (awarded for paper entitled: 'Towards a Transformative Epistemology of Technology Education' published in the Journal of Philosophy of Education, 2017, Vol. 51, Issue 1: https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9752.12226).
• CAMAU Project: Finalists in the 2019 University of Glasgow Knowledge Exchange and Public Engagement Awards
• Session Chair at the Nisbet Summit and Inaugural Meeting of the International Educational Assessment Network, Glasgow, May 2018.
• 21st Century Fellow with the International Technology & Engineering Education Association.
• Invited Session Chair for The 11th International Conference on Technology Education for the Asia-Pacific Region. Hong Kong Polytechnic University, Hong Kong, 2015.
• Shortlisted for the 2016 Student Teaching Awards under the Category of 'Best Feedback'.
• GTCS Professional Recognition for Technology Education.
• GTCS Professional Recognition for Assessment.
• GTCS Professional Recognition for Mentoring.
• Underwood Trust Scholarship for Post-Graduate Studies.
• Scottish Technology Teachers' Association Undergraduate Medal Winner.

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Professional Memberships & Organisations

David currently holds the following:

• Member of the International Technology and Engineering Education Association
• Member of the University of Glasgow Educational Assessment Network
• Member of the Council on Technology & Engineering Teacher Education
• Member of the International Educational Assessment Network.
• Member of the Philosophy of Education Society of Great Britain
• Fellowship of the Higher Education Academy
• Registered Expert with the European Commission & UNESCO.
• Member of the National Technologies Forum, Education Scotland.
• Membership of the Alliance for Useful Evidence.  
• Senate Seat as a Representative for the College of Social Science, University of Glasgow (2014-2017).
• Member of the University of Glasgow Senate Conduct Committee (2014-2017).

Review Panel Membership (past & present)

• Reviewer for the Council on Technology Teacher Education Research Monograph Series
• European Journal of Engineering Education
• European Journal of Teacher Education
• The Global Education Review
• Technology, Pedagogy & Education
• The Carnegie Trust for the Universities of Scotland‌ (Grant Application Review)

Scholarship Projects

Project Title: Adaptive Subject Pedagogy: A New Model for Generating and Mediating Approaches to Subject Learning

Project Staff: Dr David Morrison-Love, Dr Fiona Patrick

Project Description: Development of a new integrative andragogical model to support ITE students of Design & Technology Education in explicitly integrating key areas of their own learning and reflection to generate evidence-informed subject pedagogies.  The model directly addresses the insufficiency of generic pedagogical approaches in Design & Technology, and supports students to explicitly integrating the particular forms of knowledge required for effective teaching - where this integration can be easily assumed to take place when it often does not.  The model draws upon work in the fields of content knowledge for teaching, reflection and learning transfer and is strongly influenced by the work the CAMAU Project and the University of Glasgow Assessment Network.  ITE students on the Design & Technology Education programme at the University of Glasgow are working collaboratively with Dr Morrison-Love and Dr Patrick to shape and refine this model.

Awarding Body: N/A

Duration: Ongoing

Further Information & Project Updates: Link to follow.

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