Roger Bateman | Sheffield Hallam University (original) (raw)
Papers by Roger Bateman
The Biochair is designed to be manufactured from byproducts and waste from the forestry industry.... more The Biochair is designed to be manufactured from byproducts and waste from the forestry industry. The project began in early 2009, a collaboration between Unitec and the Government-owned Crown Research Institute Scion. The idea of combing wood with natural bio-based polymers in the design of an exportable commercial furniture product offers, says designer Roger Batemen, an opportunity to combine "the 'naturalness' of New Zealand with industrial design, creating an original product that can express a new contemporary country brand".
Living in the Anthropocene, with its accelerating human agency impacting on the planet, we have t... more Living in the Anthropocene, with its accelerating human agency impacting on the planet, we have to open our eyes to the ever increasing signs that the relationship between design(ers) and nature is more often than not disastrous. And although designers hold a great deal of power to influence our relationship with our environment, it is questionable whether young designers feel like they themselves have any of this power or are aware that their training equips them with agency beyond the artifactual context. This research explores whether and how speculative, future oriented design briefs can make design students aware of their agency in social and environmental contexts beyond the micro-environment of their immediate design discipline or disciplinary industrial context. The project focused on ‘Design Futuring the City’, an international cohort of MA Students from a cross-disciplinary design programme were asked to imagine futures for their home cities, developed from a wide range of...
In this period of accelerating human agency in the world, in the Anthropocene, with ever increasi... more In this period of accelerating human agency in the world, in the Anthropocene, with ever increasing signs of the relationship between design(ers) and nature turning into disasters. One could argue that designers hold a great deal of power in contemporary society, how many young designers feel like they have any of this power or are aware that their training has equipped them with agency beyond the artifactual context? This research explores whether and how speculative, future oriented design briefs can make design students aware of their agency to be socially responsible. And how using visual methods to create and document these concepts supports this? The project ‘Design Futuring the City’, an international cohort of MA Students from a cross-disciplinary design programme were asked to imagine futures for their home cities, developed from a wide range of futurologist predictions. Part of the students exploration was to give consideration whether their ‘visions’ of this future were u...
Research informed teaching is very much at the core of the MA Design Programme at Sheffield Halla... more Research informed teaching is very much at the core of the MA Design Programme at Sheffield Hallam University. Students are in the first instance able to learn about research findings specific to their subject area (research led teaching). Students learn about research methodologies and processes (research orientated) and finally students are offered the opportunity to engage in real-world research projects. This is illustrated in a first semester module which uses the theme of socially responsible design. The overall SRD project strategy focused upon enabling students to participate in socially responsible design practice with a particular focus on developing collaborative interdisciplinary student-generated responses to working in partnership with people with dementia and the UK open knowledge sharing platform Fixpert.com The inter-disciplinary make-up of the teaching team, drawing on expertise from health and research (engaging with staff from the interdisciplinary research clust...
An investigation of surface decoration and tailoring techniques: Exploring the use of ‘Biotex’ an... more An investigation of surface decoration and tailoring techniques: Exploring the use of ‘Biotex’ and other materials in the design of products and accessories. Building on the previous investigative projects; ‘IMPUMFAID’ and ‘Biofurniture’ this research project will look at how surface pattern, tailoring techniques and low-cost consolidation methods may be applied to the material ‘Biotex’ and how the resulting developments may be exploited via the designing of fashion products and accessories. ‘Green to Gold’ is broken into 3 work packages: Developing multiple surface pattern options for ‘Biotex’ and other fabric composite materials Exploring the use of CNC pattern cutting techniques as a method for cutting successive layers of ‘Biotex’ allowing more complex shapes to be achieved than current processing allows for. Exploring low-cost ‘localised’ consolidation techniques that negate the need for large expensive tool making
Social design is the use of the design process to bring about social change. In this session, sta... more Social design is the use of the design process to bring about social change. In this session, staff and students share their experiences of participating in a pioneering interdisciplinary approach to social design at Sheffield Hallam University. Key learning will be highlighted including: how can learning and teaching practices be socially situated, what makes a holistic learning and teaching experience and what happens when learning and teaching moves beyond the classroom to bring transformation to real world issues.
The Product Lifetimes and the Environment conference exhibition explores critical themes related ... more The Product Lifetimes and the Environment conference exhibition explores critical themes related to how long products last in contemporary society. Exemplar products from the Biofurniture and 'Green to Gold' projects that explore product lifetimes and biodegradability were selected by the conference organisers.
For purposes of the double-blind review, please note that all references to the author(s) in the ... more For purposes of the double-blind review, please note that all references to the author(s) in the body of the paper should be removed before submission.
m-ICTE2009, 2009
Based on three years of innovative pedagogical development and guided by a participatory action r... more Based on three years of innovative pedagogical development and guided by a participatory action research methodology, this paper outlines an approach to integrating mobile web 2.0 within a tertiary education course, based on a social constructivist pedagogy. The goal is to facilitate a student-centred, collaborative, flexible, context-bridging learning environment that empowers students as content producers and learning context generators, guided by lecturers who effectively model the use of the technology. We illustrate how the introduction of mobile web 2.0 has disrupted the underlying pedagogy of the course from a traditional Attelier model (face-to-face apprenticeship model), and has been successfully transformed into a context independent social constructivist model. Two mobile web 2.0 learning scenarios are outlined, including; a sustainable house design project (involving the collaboration of four departments in three faculties and three diverse groups of students), and the implementation of a weekly 'nomadic studio session'. Students and lecturers use the latest generation of smartphones to collaborate, communicate, capture and share critical and reflective learning events. Students and lecturers use mobile friendly web 2.0 tools to create this environment, including: blogs, social networks, location aware (geotagged) image and video sharing, instant messaging, microblogging etc… Feedback from students and lecturers has been extremely positive, and the course is being used as a model of implementing mobile web 2.0 throughout the institution.
All in-text references underlined in blue are linked to publications on ResearchGate, letting you... more All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately.
International Journal of Handheld Computing Research, 2012
This paper discusses six critical success factors for mobile Web 2.0 implementation identified th... more This paper discusses six critical success factors for mobile Web 2.0 implementation identified throughout fifteen mLearning action research projects (cycles) carried out and evaluated between 2006 and 2009. The paper briefly outlines the implications of each of the five learning contexts involved in the projects in light of these critical success factors. The resultant developments of strategies for future mLearning projects in 2010 and beyond are also briefly discussed.
ABSTRACT This chapter presents a mobile web 2.0 framework for pedagogical change based upon the i... more ABSTRACT This chapter presents a mobile web 2.0 framework for pedagogical change based upon the implementation of over thirty mlearning projects between 2006 and 2011. These projects explored the potential of mlearning as a catalyst for pedagogical change within Architecture, Product Design, Landscape Architecture, Contemporary Music, Computing, Graphics Design, Performing and Screen Arts, Accountancy Law and Finance, Civil Engineering, and Journalism. The projects utilized mobile devices for student-generated content and for enabling student-generated learning contexts bridging situated experiences with the formal classroom. Examples of the development and implementation of the framework are drawn from the context of the Bachelor of Product Design at Unitec in New Zealand. The framework is founded upon contemporary social learning theory and illustrates the potential of mobile web 2.0 tools to bridge pedagogically designed learning contexts between formal and informal learning and across international boundaries
ABSTRACT This paper explores the potential and challenges of collaborative mobile learning as a f... more ABSTRACT This paper explores the potential and challenges of collaborative mobile learning as a foundation for participatory curriculum development based on preliminary findings from a pilot phase of the iCollaborate project, which is an international collaborative project between university students and lecturers in four different countries. The project builds upon a heutagogical approach to m-learning integration (Cochrane & Rhodes, 2011) and serendipitous learning in social media (Buchem, 2011). The iCollaborate project incorporates international collaboration between groups of students in Germany (sociology of technology students at Beuth University of Applied Sciences Berlin), Spain (educational technology students at Universitat Rovira i Virgili), UK (design students at Sheffield University, audio production students at Salford University) and New Zealand (architecture students at Unitec), where participating lecturers have established partnerships aimed at exploring the potential of integration of collaborative m-learning in higher education. The focus of the project is on pedagogical strategies for cross-boundary, collaborative uses of mobile web for learning through the development of personal learning networks and user generated content. The paper reflects upon the potential and challenges related to international collaboration based on the application of mobile web 2.0 tools
International Journal of Mobile and Blended Learning, 2011
This paper provides a comparative analysis of five mlearning case studies involving 4 years of ac... more This paper provides a comparative analysis of five mlearning case studies involving 4 years of action research mlearning projects. The projects investigated the potential of mobile web 2.0 tools to facilitate social constructivist learning environments across multiple learning contexts. Highlighted are the design framework, identified critical success factors, and implementation strategy developed from the thirteen mlearning projects undertaken between 2007 and 2009, with an analysis of the eight 2009 projects and their subsequent adaptation in 2010. The projects illustrate the impact of mlearning supported by sustained interaction via communities of practice facilitating pedagogical shifts from teacher-directed to student-generated content and student-generated contexts.
Today's smartphones are mobile multimedia computers, in Nokia's words: "It's what computers have ... more Today's smartphones are mobile multimedia computers, in Nokia's words: "It's what computers have become". Smartphone manufacturers have seen the potential to partner with online social software (Web2.0) sites (e.g. Flickr, YouTube, Vox, Ovi etc…) to produce a mobile computing platform to capture and share our daily lives with friends and family, anywhere, anytime. These tools can be utilized within tertiary education to create context independent collaborative learning environments. Pedagogical design of learning experiences using mobile web2.0 allows a tutor to create rich learning environments for students beyond the classroom or lecture theatre. This paper illustrates this by analysing students responses to a third year Product Design project that transformed a traditionally paper-based learning journal into an interactive, collaborative, online eportfolio using mobile web2.0 technologies facilitating an explicit social constructivist pedagogy. Students were provided with a Nokia N95 smartphone, a bluetooth folding keyboard, and a 1GB 3G data account. They created an online eportfolio, and used the smartphones to capture and record learning events and ideas from a variety of contexts. The learning outcomes included the development of a far more media rich and critically reflective collaborative experience than was previously possible using traditional approaches.
The Biochair is designed to be manufactured from byproducts and waste from the forestry industry.... more The Biochair is designed to be manufactured from byproducts and waste from the forestry industry. The project began in early 2009, a collaboration between Unitec and the Government-owned Crown Research Institute Scion. The idea of combing wood with natural bio-based polymers in the design of an exportable commercial furniture product offers, says designer Roger Batemen, an opportunity to combine "the 'naturalness' of New Zealand with industrial design, creating an original product that can express a new contemporary country brand".
Living in the Anthropocene, with its accelerating human agency impacting on the planet, we have t... more Living in the Anthropocene, with its accelerating human agency impacting on the planet, we have to open our eyes to the ever increasing signs that the relationship between design(ers) and nature is more often than not disastrous. And although designers hold a great deal of power to influence our relationship with our environment, it is questionable whether young designers feel like they themselves have any of this power or are aware that their training equips them with agency beyond the artifactual context. This research explores whether and how speculative, future oriented design briefs can make design students aware of their agency in social and environmental contexts beyond the micro-environment of their immediate design discipline or disciplinary industrial context. The project focused on ‘Design Futuring the City’, an international cohort of MA Students from a cross-disciplinary design programme were asked to imagine futures for their home cities, developed from a wide range of...
In this period of accelerating human agency in the world, in the Anthropocene, with ever increasi... more In this period of accelerating human agency in the world, in the Anthropocene, with ever increasing signs of the relationship between design(ers) and nature turning into disasters. One could argue that designers hold a great deal of power in contemporary society, how many young designers feel like they have any of this power or are aware that their training has equipped them with agency beyond the artifactual context? This research explores whether and how speculative, future oriented design briefs can make design students aware of their agency to be socially responsible. And how using visual methods to create and document these concepts supports this? The project ‘Design Futuring the City’, an international cohort of MA Students from a cross-disciplinary design programme were asked to imagine futures for their home cities, developed from a wide range of futurologist predictions. Part of the students exploration was to give consideration whether their ‘visions’ of this future were u...
Research informed teaching is very much at the core of the MA Design Programme at Sheffield Halla... more Research informed teaching is very much at the core of the MA Design Programme at Sheffield Hallam University. Students are in the first instance able to learn about research findings specific to their subject area (research led teaching). Students learn about research methodologies and processes (research orientated) and finally students are offered the opportunity to engage in real-world research projects. This is illustrated in a first semester module which uses the theme of socially responsible design. The overall SRD project strategy focused upon enabling students to participate in socially responsible design practice with a particular focus on developing collaborative interdisciplinary student-generated responses to working in partnership with people with dementia and the UK open knowledge sharing platform Fixpert.com The inter-disciplinary make-up of the teaching team, drawing on expertise from health and research (engaging with staff from the interdisciplinary research clust...
An investigation of surface decoration and tailoring techniques: Exploring the use of ‘Biotex’ an... more An investigation of surface decoration and tailoring techniques: Exploring the use of ‘Biotex’ and other materials in the design of products and accessories. Building on the previous investigative projects; ‘IMPUMFAID’ and ‘Biofurniture’ this research project will look at how surface pattern, tailoring techniques and low-cost consolidation methods may be applied to the material ‘Biotex’ and how the resulting developments may be exploited via the designing of fashion products and accessories. ‘Green to Gold’ is broken into 3 work packages: Developing multiple surface pattern options for ‘Biotex’ and other fabric composite materials Exploring the use of CNC pattern cutting techniques as a method for cutting successive layers of ‘Biotex’ allowing more complex shapes to be achieved than current processing allows for. Exploring low-cost ‘localised’ consolidation techniques that negate the need for large expensive tool making
Social design is the use of the design process to bring about social change. In this session, sta... more Social design is the use of the design process to bring about social change. In this session, staff and students share their experiences of participating in a pioneering interdisciplinary approach to social design at Sheffield Hallam University. Key learning will be highlighted including: how can learning and teaching practices be socially situated, what makes a holistic learning and teaching experience and what happens when learning and teaching moves beyond the classroom to bring transformation to real world issues.
The Product Lifetimes and the Environment conference exhibition explores critical themes related ... more The Product Lifetimes and the Environment conference exhibition explores critical themes related to how long products last in contemporary society. Exemplar products from the Biofurniture and 'Green to Gold' projects that explore product lifetimes and biodegradability were selected by the conference organisers.
For purposes of the double-blind review, please note that all references to the author(s) in the ... more For purposes of the double-blind review, please note that all references to the author(s) in the body of the paper should be removed before submission.
m-ICTE2009, 2009
Based on three years of innovative pedagogical development and guided by a participatory action r... more Based on three years of innovative pedagogical development and guided by a participatory action research methodology, this paper outlines an approach to integrating mobile web 2.0 within a tertiary education course, based on a social constructivist pedagogy. The goal is to facilitate a student-centred, collaborative, flexible, context-bridging learning environment that empowers students as content producers and learning context generators, guided by lecturers who effectively model the use of the technology. We illustrate how the introduction of mobile web 2.0 has disrupted the underlying pedagogy of the course from a traditional Attelier model (face-to-face apprenticeship model), and has been successfully transformed into a context independent social constructivist model. Two mobile web 2.0 learning scenarios are outlined, including; a sustainable house design project (involving the collaboration of four departments in three faculties and three diverse groups of students), and the implementation of a weekly 'nomadic studio session'. Students and lecturers use the latest generation of smartphones to collaborate, communicate, capture and share critical and reflective learning events. Students and lecturers use mobile friendly web 2.0 tools to create this environment, including: blogs, social networks, location aware (geotagged) image and video sharing, instant messaging, microblogging etc… Feedback from students and lecturers has been extremely positive, and the course is being used as a model of implementing mobile web 2.0 throughout the institution.
All in-text references underlined in blue are linked to publications on ResearchGate, letting you... more All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately.
International Journal of Handheld Computing Research, 2012
This paper discusses six critical success factors for mobile Web 2.0 implementation identified th... more This paper discusses six critical success factors for mobile Web 2.0 implementation identified throughout fifteen mLearning action research projects (cycles) carried out and evaluated between 2006 and 2009. The paper briefly outlines the implications of each of the five learning contexts involved in the projects in light of these critical success factors. The resultant developments of strategies for future mLearning projects in 2010 and beyond are also briefly discussed.
ABSTRACT This chapter presents a mobile web 2.0 framework for pedagogical change based upon the i... more ABSTRACT This chapter presents a mobile web 2.0 framework for pedagogical change based upon the implementation of over thirty mlearning projects between 2006 and 2011. These projects explored the potential of mlearning as a catalyst for pedagogical change within Architecture, Product Design, Landscape Architecture, Contemporary Music, Computing, Graphics Design, Performing and Screen Arts, Accountancy Law and Finance, Civil Engineering, and Journalism. The projects utilized mobile devices for student-generated content and for enabling student-generated learning contexts bridging situated experiences with the formal classroom. Examples of the development and implementation of the framework are drawn from the context of the Bachelor of Product Design at Unitec in New Zealand. The framework is founded upon contemporary social learning theory and illustrates the potential of mobile web 2.0 tools to bridge pedagogically designed learning contexts between formal and informal learning and across international boundaries
ABSTRACT This paper explores the potential and challenges of collaborative mobile learning as a f... more ABSTRACT This paper explores the potential and challenges of collaborative mobile learning as a foundation for participatory curriculum development based on preliminary findings from a pilot phase of the iCollaborate project, which is an international collaborative project between university students and lecturers in four different countries. The project builds upon a heutagogical approach to m-learning integration (Cochrane & Rhodes, 2011) and serendipitous learning in social media (Buchem, 2011). The iCollaborate project incorporates international collaboration between groups of students in Germany (sociology of technology students at Beuth University of Applied Sciences Berlin), Spain (educational technology students at Universitat Rovira i Virgili), UK (design students at Sheffield University, audio production students at Salford University) and New Zealand (architecture students at Unitec), where participating lecturers have established partnerships aimed at exploring the potential of integration of collaborative m-learning in higher education. The focus of the project is on pedagogical strategies for cross-boundary, collaborative uses of mobile web for learning through the development of personal learning networks and user generated content. The paper reflects upon the potential and challenges related to international collaboration based on the application of mobile web 2.0 tools
International Journal of Mobile and Blended Learning, 2011
This paper provides a comparative analysis of five mlearning case studies involving 4 years of ac... more This paper provides a comparative analysis of five mlearning case studies involving 4 years of action research mlearning projects. The projects investigated the potential of mobile web 2.0 tools to facilitate social constructivist learning environments across multiple learning contexts. Highlighted are the design framework, identified critical success factors, and implementation strategy developed from the thirteen mlearning projects undertaken between 2007 and 2009, with an analysis of the eight 2009 projects and their subsequent adaptation in 2010. The projects illustrate the impact of mlearning supported by sustained interaction via communities of practice facilitating pedagogical shifts from teacher-directed to student-generated content and student-generated contexts.
Today's smartphones are mobile multimedia computers, in Nokia's words: "It's what computers have ... more Today's smartphones are mobile multimedia computers, in Nokia's words: "It's what computers have become". Smartphone manufacturers have seen the potential to partner with online social software (Web2.0) sites (e.g. Flickr, YouTube, Vox, Ovi etc…) to produce a mobile computing platform to capture and share our daily lives with friends and family, anywhere, anytime. These tools can be utilized within tertiary education to create context independent collaborative learning environments. Pedagogical design of learning experiences using mobile web2.0 allows a tutor to create rich learning environments for students beyond the classroom or lecture theatre. This paper illustrates this by analysing students responses to a third year Product Design project that transformed a traditionally paper-based learning journal into an interactive, collaborative, online eportfolio using mobile web2.0 technologies facilitating an explicit social constructivist pedagogy. Students were provided with a Nokia N95 smartphone, a bluetooth folding keyboard, and a 1GB 3G data account. They created an online eportfolio, and used the smartphones to capture and record learning events and ideas from a variety of contexts. The learning outcomes included the development of a far more media rich and critically reflective collaborative experience than was previously possible using traditional approaches.
Australasian Journal of Educational …, Jan 1, 2010