Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

2139EPS Lecture 2


Published on

2007 Sem2 2139EPS Lecture

Jason Zagami

Griffith University

Published in: Business, Education
  • Be the first to comment

  • Be the first to like this

2139EPS Lecture 2

  1. 1. 2139EPS Technology Education Lecture 2
  2. 2. Teachers Teachers Paint their minds And guide their thoughts Share their achievements and advise their faults Inspire a Love Of knowledge and truth As you light the path Which leads our youth For our future brightens With each lesson you teach Each smile you lengthen Each goal you help reach For the dawn of each poet Each philosopher and king Begins with a Teacher And the wisdom they bring. By Kevin William Huff.
  3. 6. <ul><li>K X C E J O </li></ul>
  4. 8. <ul><li>K X C E J O </li></ul>
  5. 9. <ul><li>Z Q E C T B U </li></ul><ul><li>T M N R V G </li></ul><ul><li>I E Z B T G E </li></ul>
  6. 11. <ul><li>Z Q E C T B U </li></ul><ul><li>T M N R V G </li></ul><ul><li>I E Z B T G E </li></ul>
  7. 12. <ul><li>I B M N B C </li></ul><ul><li>A B C S B S </li></ul><ul><li>M S N I C Q </li></ul>
  8. 13. Relationship between sense and meaning Is Sense Present? No Yes
  9. 14. Design challenges
  10. 15. WHAT IS A DESIGN CHALLENGE? A design challenge is a situation, problem or task that provides a meaningful context in which students can ‘work technologically’ to demonstrate learning outcomes in Technology.
  11. 16. Closed design challenge Open design challenge <ul><li>narrow choices </li></ul><ul><li>many restrictions </li></ul><ul><li>more contrived </li></ul><ul><li>requires less creativity and thought </li></ul><ul><li>wide range of choices </li></ul><ul><li>few restrictions </li></ul><ul><li>more realistic </li></ul><ul><li>requires more creativity and thought </li></ul>
  12. 17. Design a wooden four-legged table that is 40 cm by 60 cm ….. Investigate a problem or situation at home and design a solution. Closed Open
  13. 18. Open design challenges offer fewer constraints and more opportunities for students to use creative problem solving and decision making to create appropriate products.
  14. 19. The interests and abilities of students and the learning outcomes to be demonstrated should be considered when planning design challenges.
  15. 20. Starting points for design challenges <ul><li>Curriculum needs </li></ul><ul><li>specific knowledge, skills or activity </li></ul><ul><li>Literature </li></ul><ul><li>providing a context for cross-curricular links </li></ul><ul><li>Real-life situations </li></ul><ul><li>school camp </li></ul><ul><li>current events </li></ul><ul><li>fete </li></ul><ul><li>home </li></ul><ul><li>Others’ needs </li></ul><ul><li>designing for a client </li></ul><ul><li>commercial opportunity </li></ul><ul><li>Children’s interests and needs </li></ul><ul><li>leading to a design opportunity </li></ul><ul><li>Open investigation </li></ul><ul><li>deconstruction and evaluation of existing technologies </li></ul>
  16. 21. <ul><li>an environmental scan </li></ul><ul><li>a problem or situation audit — things that could be done differently or better </li></ul><ul><li>design a product for someone else </li></ul><ul><li>pose a problem — emphasis on students solving it </li></ul><ul><li>work with a professional — audit of parent skills </li></ul><ul><li>select a topic through brainstorming </li></ul>Other starters
  17. 22. Mathematics English The Arts SOSE HPE LOTE Science Key Learning Areas – KLA’s
  18. 23. The four strands of Technology
  19. 24. Syllabus structure — Strands <ul><li>Technology Practice </li></ul><ul><li>Information </li></ul><ul><li>Materials </li></ul><ul><li>Systems </li></ul>Six levels of core learning outcomes <ul><li>Plus </li></ul><ul><li>Foundation Level </li></ul><ul><li>Beyond Level 6 </li></ul>
  20. 26. Investigation <ul><li>Key concept </li></ul><ul><li>Investigation is carried out to gather and use knowledge, ideas and data to meet design challenges. </li></ul>
  21. 27. Investigation <ul><li>Students identify and analyse needs, wants, opportunities, possibilities and challenges. </li></ul>
  22. 28. Investigation <ul><li>Looking through books and conducting research </li></ul>
  23. 29. Investigation <ul><li>Searching the Internet and consulting online ‘experts’ </li></ul>
  24. 30. Investigation <ul><li>Investigating similar products developed by others </li></ul>
  25. 31. Ideation <ul><li>Key concept </li></ul><ul><li>Ideation is undertaken to generate, communicate and justify the selection of ideas to meet design challenges. </li></ul>
  26. 32. Ideation <ul><li>Plans provide a concept drawing of the product to be created. </li></ul><ul><li>Design proposals document the processes involved in creating a product. </li></ul>
  27. 33. Ideation <ul><li>Sharing ideas, working in teams, collaboratively designing. </li></ul>
  28. 34. Production <ul><li>Key concept </li></ul><ul><li>Production procedures can be identified, described and managed to make products that meet design challenges. </li></ul>
  29. 35. Production <ul><li>Managing the production process. </li></ul><ul><li>Working collaboratively. </li></ul><ul><li>Working with materials, information and systems. </li></ul>
  30. 36. Evaluation <ul><li>Key concept </li></ul><ul><li>Evaluation is undertaken to make judgments about the appropriateness of design ideas, processes and products when meeting design challenges. </li></ul>
  31. 37. Evaluation <ul><li>Comparing design ideas and the products created. </li></ul><ul><li>Evaluating and reflecting on products during construction. </li></ul>
  32. 38. Evaluation <ul><li>Testing and </li></ul><ul><li>trialing designs. </li></ul><ul><li>Sharing ideas about design challenges and considering the potential impacts of solutions. </li></ul>
  33. 39. Information Key concept (nature) Information originates from different sources, exists in various forms and can be used for different purposes.
  34. 40. Information Key concept ( techniques) Information can be manipulated, presented and managed in different ways for different purposes.
  35. 41. Materials Key concept (nature) Materials have characteristics that affect their selection and use in products.
  36. 42. Materials Key concept (techniques) Equipment and techniques can be used to manipulate and process materials.
  37. 43. Systems Key concept (nature) Systems are comprised of interactive components and have inputs, processes and outputs that can be controlled in logical ways based on certain principles.
  38. 44. Systems Key concept (techniques) Systems can be developed, refined and optimised by organising their components.
  39. 46.