Rael Futermans presentation on Digital Industrial Design stories


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Rael Futermans presentation on Digital Industrial Design stories

  1. 1. Tall Tales from Industrial Design Veronica Barnes and Rael Futerman
  2. 2. Tall Tales from Industrial Design Student response Motivation Project requirements Student movies Assessment
  3. 3. Motivation <ul><li>Technology 1 </li></ul><ul><li>an introduction to materials and processes used in Industrial Design. </li></ul><ul><li>a combination of theory and practical application </li></ul>
  4. 4. Motivation Desperation.
  5. 5. Students’ lack of academic writing skills Motivation
  6. 6. Too much time spent marking Motivation
  7. 7. Too many referencing problems AAAAAAAAARGH! Motivation
  8. 8. Project requirements <ul><li>Solution: Movie </li></ul><ul><li>Experimental </li></ul><ul><li>Peer to peer learning </li></ul><ul><li>Build a library of resources </li></ul>
  9. 9. Project requirements <ul><li>Content </li></ul><ul><li>Allocated topics </li></ul><ul><li>Concise notes for class distribution (referenced) </li></ul><ul><li>Short (2-3 mins) movie </li></ul>
  10. 10. Project requirements <ul><li>Group work </li></ul><ul><li>Distribution of digital skills </li></ul><ul><li>Peer to peer learning </li></ul><ul><li>May need actors </li></ul>
  11. 11. Project requirements <ul><li>Student centred </li></ul><ul><li>Choice of digital programmes/ camera/ tools </li></ul><ul><li>Choice of how to communicate information: acting/ diagrams/scale models/ interviews/ any combination </li></ul><ul><li>Project management </li></ul>
  12. 12. Assessment <ul><li>Assessment: Movie & Notes </li></ul><ul><li>Marked on the day </li></ul><ul><li>Tight, well designed rubric </li></ul><ul><li>Movie: categories include logic and sequencing, content and visual impact </li></ul><ul><li>Notes: content and referencing </li></ul>
  13. 13. Assessment Student Names: Subject: Introduction HIGHLY COMPETANT/ MERIT COMPETANT/ CREDIT BORDERLINE NOT YET COMPETANT/ FAIL Introduction to the Movie / 5 4 + 3 2 1 - Excellent, concise, relevant introduction. Introduced the topic and group in a clear, confident way. Mostly relevant, clear introduction. Introduced the topic and group. There is an introduction. Introduction is barely audible, intelligible or irrelevant. May have Introduced the group. Unacceptable. No introduction or the speaker was inaudible/ irrelevant. No introduction of the group. MOVIE : Visual impact / 10 7 + 6 5 4 - Very creative, inspirational film. Keeps the audience interest for its length. Creative, interesting film. Mostly holds the interest of the audience. A hint of creativity, not very interesting film. Barely holds the interest of the audience. Uncreative, uninteresting film. Does not inspire or hold the interest of the audience in the topic. Boring. MOVIE: Logic and sequencing / 10 7 + 6 5 4 - Well ordered presentation of information. Excellent continuity. Logical presentation of content. Good, ordered presentation of information. Reasonable continuity. Mostly logical presentation of content. There is some order of information. Some continuity. Almost logical presentation of content. There is little/ no order of information. Little/ no continuity. Unordered presentation of content/ chaos. MOVIE: Content / 20 14 + 12 10 9 - Excellent coverage of the topic, including examples. Has included additional, relevant information. Good coverage of the topic, including some examples. May have additional relevant information. Minimal coverage of the topic, including few examples. May include irrelevant information. Lack of coverage of the topic, no examples included. Includes content that may be irrelevant.
  14. 14. Assessment <ul><li>Assessment: Movie </li></ul><ul><li>Introduction by movie team </li></ul><ul><li>Oscars awarded for Best Movie, Best Actor, Best Actress, & Special Effects </li></ul>
  15. 15. Student Response <ul><li>Happy surprises – for us </li></ul><ul><li>Results far exceeded expectations </li></ul><ul><li>Student voice/ presence/ humour evident </li></ul><ul><li>Much deeper learning/ subject understanding </li></ul>
  16. 16. Student Response <ul><li>Students are adaptable </li></ul><ul><li>Limitations re student protests </li></ul><ul><li>Team members living far apart </li></ul><ul><li>Creative solutions </li></ul>
  17. 17. Student Response <ul><li>Happy surprises – for students </li></ul><ul><li>Unlimited creativity and freedom </li></ul><ul><li>Good to get to know other students, and learn about their strengths/ skills </li></ul><ul><li>Peer acknowledgement </li></ul><ul><li>Much more fun than expected! </li></ul>
  18. 18. Student Response <ul><li>Future movies </li></ul><ul><li>Some basic editing training, including sound </li></ul><ul><li>groups of mixed skills </li></ul>
  19. 19. Natural Seasoning - A. Bubb, M. Monteiro, C. Von Ribbeck
  20. 20. Artificial Seasoning – S. Crawley, L. Ndiki, B. Crawford
  21. 21. Timber Defects– B-M. Meintjies, E. Tsiroukis
  22. 22. Timber Joints– L. Goddard, C. Raymond, B. Siebert
  23. 23. Timber Conversion– G. Bosman, S. Bosman
  24. 24. Timber Defects– D. Parsons, D. Feyt, S. Nortje