Dr David Morrison-Love
- Lecturer in Technological Education with a focus on Employability (Culture, Literacies, Inclusion & Pedagogy)
Dr David Morrison-Love is a Lecturer in Technology Education within the School of Education at the University of Glasgow. His research involves both philosophical and empirical dimensions that centre on how learning, teaching and assessment practices are shaped by curriculum, educational policy, theory and evidence—particularly in design and technology subjects. His work currently focuses on learning progression, formative assessment and the development of Adaptive Subject Pedagogy as a new approach to deepening expertise and reasoning in subject pedagogy.
David graduated in 2001 with first-class honours from the University of Glasgow and received the TTA Medal before being awarded a PhD scholarship from the Underwood Trust. His thesis identified differences in school pupil’s use of cognitive processes and forms of knowledge during technological problem solving. Part of this work evolved into the idea of transformative epistemology, published in the Journal of Philosophy of Education, for which David received the Silvius-Wolansky Award for Outstanding Scholarly Publication from the ITEEA in 2019. His postgraduate studies were completed in tandem with his work as a secondary school teacher of Technology Education in Falkirk and he began as a Lecturer in Technology Education at the University of Glasgow in 2012. Since that time, David has taught across technology subjects including design, engineering materials and robotics, as well as curriculum, assessment and subject pedagogy. He was Programme Leader of the Bachelor of Technology Education degree programme and led the design of the first 5-year Integrated Masters Programme in Design & Technology Education in the UK.
David is currently Co-Director of the University of Glasgow Educational Assessment Network (UGEAN), a member of the Robert Owen Centre for Educational Change and the International Educational Assessment Network (IEAN). He is Principal Investigator (University of Glasgow) of the large-scale Camau i’r Dyfodol Project (2022-2025) designed to support the realisation of their new National Curriculum by co-develop new knowledge about learning progression with teachers and educational partners across Wales. He is also Principal Investigator of the Understanding Learning Progression Methods Project (2020-2022) and was Co-Investigator and Research Lead for the original CAMAU Project (2017-2020). This project explored the extent to which evidence-based progression frameworks could be developed across different areas of the Welsh Curriculum. As well as working closely with the Welsh Government and colleagues in Scotland, David collaborates internationally with researchers and policy makers from a range of countries including England, the United States, Northern Ireland, Canada, Slovenia, New Zealand, Iceland, and Norway.
David very much welcomes discussion with anyone who shares similar or related interests as well as applications for those interested in pursuing PhD research.
Orchid Identifier: http://orcid.org/0000-0002-9009-4738
David's research develops the theory and practice of pedagogy, assessment, curriculum and learning progression with a particular interest in Design, Technology and Engineering subjects. There are two drivers for this work:
- The learning, philosophy and practice of design, technology and engineering subjects and classrooms.
- Teacher expertise, professional practice and change processes at local and national levels in education.
Currently, David ‘s work focusses on the areas of: (i) curricula & learning progression, and (ii) subject pedagogy and pedagogical reasoning in Design & Technology. Understanding how research, theory, policy and practice are brought together is central to both.
Understanidng and Realising Learning Progression
David’s work on learning progression is taking place across several research projects including the Assessing for the Futures Project, the ULPM Project and the Camau i’r Dyfodol Project. Learning progression is a challenging and underdeveloped idea. This work seeks both to understand how we might assess and build a picture of pupil learning development over time and, through co-constructive research based upon the integrity model of change, understand how a progression-based curriculum might be understood and effectively realised for all schools and classrooms across a nation. This work considers fundamental questions about how we understand learning and how curriculum, assessment and pedagogy interact to support progress in pupil learning.
Adaptive Subject Pedagogy & Generative Thinking in Learning & Teaching
David is also developing the Adaptive Subject Pedagogy Model (Morrison-Love & Patrick). This enables ITE students in Design & Technology to deepen their expertise and reasoning of evidence-informed subject pedagogy. Building from the work of Stenhouse, Shulman, Biesta and others, this body of work directly challenges the tendency to conceptualise learning, teaching and assessment in instrumental, behaviourist and outcome-led ways. David argues that doing so can be both narrowing and de-professionalising. The ASPM instead promotes more generative, integrative and enriched ways of thinking, shaped by the epistemic and ontological nature of the subject being taught.
I use predominantly qualitative approaches, philosophical analysis, participatory research methods in close-to-practice contexts, observation/discourse/digital media analysis.
Project Title: Camau i’r Dyfodol (Partnership with University of Wales Trinty Saint David - PI: Dr Sonny Singh)
Project Staff (University of Glasgow): Morrison-Love, D. (PI), Makara, K. (PI), Patrick, F., Farrar, J., Vadera-Gil, F., Haward, L., Chapman, C., Wiseman-Orr, L., Borquez Sanchez, E. (RA), Sheckleton, L.
Project Description: The Camau i’r Dyfodol project (Steps to the Future) is a 3-year joint project of the University of Wales Trinity Saint David and the University of Glasgow in collaboration with Welsh Government. The project is designed to develop new knowledge and support the realisation of Curriculum for Wales by working with teachers and educational partners across the system to co-construct project outputs that will advance practical understandings of learning progression. Change led by those at the heart of the system provides the best opportunity for sharing expertise, building confidence, fostering coherence across the system and for supporting the different people and organisations who matter in education in Wales.
Awarding Body: Welsh Government
Project Title: Understanding Learning Progression Methods Project (ULPM)
Project Staff: Morrison-Love, D. (PI), Makara, K. (Co-I), and Borquez Sanchez, E. (RA).
Project Description: The project is funded by the Carnegie Trust, Research Incentive Grant RIG009335. This project addresses the problem of limited evidence about the substantive nature of pupils' learning as they progress through national curricula areas with specified progression steps, and the factors affecting this learning. We will develop a new methodological approach, set of data-gathering instruments, and guiding principles for adaptation, using a combination of methodologies and teacher expertise, to investigate learning progression where no prototypical method currently exists.
The project is guided by the following objectives:
- Develop a method for gathering high quality and longitudinal evidence of pupils’ learning progression to be gathered as they move through different areas of a national curriculum.
- Develop a set of associated data gathering instruments that elicit data/evidence from teachers, pupils and learning activities in Mathematics, Humanities and Science & Technology. This data should be of a form that allows a composite representation of learning progression to be constructed in a more extensive study commencing in the future.
- Piloting of data gathering instruments with pupils, teachers and learning activities in selected curricular areas.
Awarding Body: The Carnegie Trust for the Univesrities of Scotland
Project Title: Assessing for the Future (Curriculum for Wales)
Project Staff: Hayward, L. MacBride, G., Makara, K., Morrison-Love, D., Spencer, E., Vadera-Gil, F., Farrer, J., Borquez Sanchez, E. Wiseman-Orr, L., Hutchinson, C.
Project Description: The Welsh Government has published guidance for all practitioners employed in all Welsh maintained schools and funded non-maintained nursery education on the Curriculum for Wales introduced last year. This includes guidance on the principles and approaches which will underpin assessment practice designed to support learning progression for all learners aged 3 to 16 in all aspects of the curriculum.
This Welsh Government funded project involves educational researchers from the University of Glasgow, with colleagues from the University of Wales Trinity Saint David, collaborating with practitioners and policy makers to co-construct a resource which will support schools and practitioners both to engage with and develop their understanding of the concepts which underpin assessment practice aligned with curricular policy and guidance and to make use of these concepts as they develop school and classroom practice aligned with Curriculum for Wales.
Awarding Body: The Welsh Government
Further Information & Project Updates
Project Title: Curriculum for Wales - Principles of Progression Think Piece
Project Staff: Hayward, L. MacBride, G., Makara, K., Morrison-Love, D., Spencer, E. and Vadera-Gill, F.
Project Description: Since the publication of the Curriculum for Wales Framework, (January 2020) the Covid19 pandemic has dominated all planning and response. Consequently, we have received limited feedback in relation to how it has been received by practitioners. The purpose of this brief is therefore to commission a report, an over-arching think piece that explores the following:
- Reflect how coherent is the approach to progression in the Curriculum for Wales based on the guidance?
- What are the next steps to support practitioners understanding and application of progression, and its relationship with assessment?
- How will professionals build a shared understanding of progression in all areas of the curriculum?
Awarding Body: The Welsh Government
Project Title: Decision Trees: Improving the Impact of Research on Policy and Practice
Project Staff: Hayward, L. MacBride, G., Makara, K. Morrison-Love, D. and Spencer, E.
Project Description: UofG researchers developed a Decision Tree Toolkit to align research, policy and practice in education, leading to evidence-informed decision-making and sustainable change. This approach addresses the challenge of policy development that is deeply rooted in evidence and ensuring a close relationship between policy and classroom practice. This project further develops this Toolkit with international academic and policy partners in a wide range of policy contexts.
Awarding Body: ESRC Impact Acceleration Account Award
Project Title: Methods for Understanding Learning Progression
Project Staff: Morrison-Love, D. and Makara, K.
Project Description: This project is developing methodological approaches and data gathering instruments that can be used to explore the nature of pupil learning progression in a national curriculum. The project focusses upon three distinct curricular areas: (i) Mathematics, (ii) Humanities and (iii) Science & Technology and will develop approaches and guiding principles that can be more widely applied to better understand pupil learning, classroom assessment and pedagogy.
Awarding Body: Carnegie Trust for the Universities of Scotland
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
Project Title: Access to Impact
Project Staff: David Morrison-Love, Dawne Irving-Bell, Dave Wooff, Matt McLain.
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).
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
Duration: August 2014 - July 2015
Further Information & Project Updates: Link to follow.
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
Duration: April 2014 - April 2015
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
Duration: November 2013 - November 2014
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.
- Akbar, Muhammad Naveed
Students' study habits, collaboration, and the role of of technology enhancement in the quality of learning
David has undertaken masters supervision for students undertaking the MSc in Education.
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.
I practice evidence and research informed teaching, course design and innovation
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)
- 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.
Professional activities & recognition
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
- Top Presentations Award at PATT 38 Conference, 27-30 April 2021, University of Turku, Finland for presentation entitled: 'The Adaptive Subject Pedagogy Model: Empowering Student Teachers of Design & Technology Education to Create their own Pedagogy'
- 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.
Professional Memberships & Organisations
- 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
- 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)
- International Journal of Technology & Design Education
- 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 & Development Projects
Project Title: Redeveloping Courses for Online Learning
Project Staff: Dr David Morrison-Love and Dr Fiona Patrick
Project Description: The Covid-19 pandemic rapidly required academics and teachers to re-think and re-configure face-to-face teaching for online delivery. The two-fold challenge in doing this is to maintain the educational integrity and quality for learners, but with courses that were not originally designed to be delivered online. This project undertook a rapid review of the evidence-base around online learning and teaching. From this, a set of guiding principles and practical considerations were developed to support the process of translating existing face-to-face courses into effective models of online delivery. These principles and considerations were applied to the redevelopment of a number of courses across the BTechEd and MDTechEd Initial Teacher Education degree programmes.
Further Information & Project Updates:
Project Title: Adaptive Subject Pedagogy: A New Model for Generating and Mediating Approaches to Subject Learning
Project Staff: Dr David Morrison-Love and Dr Fiona Patrick
Project Description: Begun in 2018 and ongoing, this project has developed a new andragogical model to support Design & Technology Education students to integrate theories and research evidence with their practitioner reflections on learning and teaching. The aim is to support students to generate evidence-informed subject pedagogies. The model directly addresses the insufficiency of generic pedagogical approaches for Design & Technology as well as the theory-practice divide in teacher education. The model draws on research in the fields of: content and pedagogical knowledge for teaching; reflective practice; learning progressions; and learning transformations. It is also informed 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 us to shape and refine this model.
Further Information & Project Updates:
The Adaptive Subject Pedagogy Model: Empowering Student Teachers of Design & Technology Education to Create their own Pedagogy (PATT38 Conference, April 2021) [Conference Abstract] [Conference Presentation]