Design fiction
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Presentation given at D&TA East Midlands branch meeting on Monday 27th November. I introduce design fiction as a pedagogical approach to sue in D&T lessons teaching pupils about new and emerging technologies (such as robotics, AI, synthetic biology and additive manufacturing).
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The document provides an overview of the history and purpose of design and technology as a subject in the UK curriculum. It discusses how the subject has evolved over time from distinct subjects like woodwork and needlework to the integrated design and technology curriculum of today. The key aims are described as enabling students to creatively solve problems, develop technical skills, and participate responsibly in a changing technological world.
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The outcomes from the research are being used to support critically reflective conversations within both D&T departments (Zwozdiak-Myers, 2012) framing their evaluation of their local curriculum and making changes to their curriculum.
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This document discusses definitions of curriculum, views on the nature of knowledge, and curriculum frameworks. It introduces definitions of curriculum from Hayes, Jenkins and Shipman, and Stenhouse. It discusses postmodern perspectives that question whether science leads to more powerful explanations or the victory of one form of knowledge. It outlines curriculum frameworks having aims/purposes, content, pedagogy, and assessment. It poses questions about radically rethinking the traditional subject-based curriculum and what a new curriculum might include.
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This document discusses curriculum definitions, views of knowledge, and curriculum frameworks. It provides definitions of curriculum from Hayes, Jenkins and Shipman, and Stenhouse. It also discusses postmodern perspectives on knowledge and questions whether the traditional subject-based curriculum is outdated. Curriculum frameworks are introduced as having four components: aims and purposes, content, pedagogy, and assessment.
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The document discusses different types of thinking and thinking skills. It describes analytical, convergent, divergent, lateral, and creative thinking. Thinking skills include collecting and analyzing information, problem solving, decision making, and reflecting. The document discusses two approaches to teaching thinking skills: the skills method which directly teaches thinking processes and the infusion method which embeds these skills in the regular curriculum. It also discusses the importance of creativity, critical thinking, and using both critical and creative thinking in problem solving.
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The seminar explored the four views of conceptualising technology (as artefacts, as knowledge, as processes, and as volition) presented by Marc de Vries in his book 'Teaching about Technology.
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This document discusses different ways of conceptualizing technology from the perspectives of Marc de Vries. It summarizes his views that technology can be understood as artifacts, knowledge, processes, or an expression of human volition. Specifically, it outlines de Vries' taxonomy of technology knowledge, which includes knowledge of an artifact's physical nature, functional properties, and relationships between form and function. It also notes that he sees technology as processes that involve design, making, and using/assessing artifacts.
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
skeleton System.pdf (skeleton system wow)
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Design fiction
- 1. Design Fiction Alison Hardy Monday 27th November 2017
- 2. Design fiction is not science fiction Photo by Saksham Gangwar on Unsplash
- 3. An approach to design that speculates about new ideas through storytelling Photo by Mike Erskine on Unsplash
- 4. …and prototyping Photo by Kelly Sikkema on Unsplash
- 5. Design fictions are often presented through short films and artifacts that focus on creating the narrative.
- 6. Pupils discover whether society wouldn’t or shouldn’t let their design rather than whether it is technically feasible. Photo by Samantha Sophia on Unsplash
- 7. “Wouldn’t it be cool if…” Photo by NASA on Unsplash
- 8. Links • Design Fiction: the Next Big Design Framework • Three Good Examples of Design Fiction