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 more vocational subjects like woodwork and metalwork to a broader focus on design processes. The key aims of Design and Technology outlined are to enable students to creatively solve problems, understand new technologies, and participate in an increasingly technological society. The document also shares perspectives from industry on the importance of the subject and debates its general and vocational dimensions.
This document outlines a Design & Technology course for year 11 students in 2012, which focuses on gaining practical workshop experience to pursue careers in design fields through undertaking projects, developing skills in innovation, design, production, and safety, with example projects including a mini stereo cabinet, lingerie, games/coffee table, computer desk, and gaming chair. The course costs $60 in subject fees and is suited for students interested in apprenticeships or careers in fields like architecture, engineering, and graphic design.
This document outlines the design process skills taught in a technology class, including investigation, design, making, evaluation, and communication skills. It discusses what technology is and examples of careers that use design. The design process of investigating a problem, designing a solution, making a prototype, evaluating, and communicating results is described. Considerations for design like fitness for purpose, cost, safety, and aesthetics are also outlined. Later sections discuss mechanical systems and control, simple mechanisms like levers, and a project to design and build a hydraulic-powered rescue device model using levers.
Ricardo Mejia Sarmiento is an industrial and strategic design thinker with over 14 years of experience in product design, experience design, and user research. He has worked as an independent consultant, advisor for the government sector in Colombia, director of research and innovation departments, and lecturer at various universities. Currently, he is a PhD fellow at Delft University of Technology focused on developing future scenarios and concept products through design. His professional focus is on environmental and social responsibility.
1) Students are assigned a group project to interview professionals from the construction industry such as architects, developers, contractors, and engineers. They must conduct research, set up interviews, and create a 8-minute video presentation.
2) Additionally, each student must individually create a 6-page magazine/booklet demonstrating their understanding of the project topics.
3) The group video and individual magazine will be assessed based on general understanding of the task, thoroughness of content and research, and creativity in preparation and presentation.
The document summarizes the technology curriculum at MBAS school. It discusses the six technology subjects taught: fabric, digital, graphics and design, hard materials, home economics, and wood technology. It explains that each subject focuses on developing one of the eight technology curriculum components per year, such as planning, brief development, or evaluating outcomes. Examples are provided of projects students complete in each subject area to teach the focused component. The document aims to explain to parents what students are learning in technology classes.
Entrepreneurial Mindset as a "plus-and" to the T-shaped EngineerKEEN
From the 2016 KEEN Winter Conference: Ross Lee, professor at Villanova University explains how the entrepreneurial mindset is a "plus-and" to the "T-shaped" skillset. Learn more at www.EngineeringUnleashed.com/keen
This document outlines a Design & Technology course for year 11 students in 2012, which focuses on gaining practical workshop experience to pursue careers in design fields through undertaking projects, developing skills in innovation, design, production, and safety, with example projects including a mini stereo cabinet, lingerie, games/coffee table, computer desk, and gaming chair. The course costs $60 in subject fees and is suited for students interested in apprenticeships or careers in fields like architecture, engineering, and graphic design.
This document outlines the design process skills taught in a technology class, including investigation, design, making, evaluation, and communication skills. It discusses what technology is and examples of careers that use design. The design process of investigating a problem, designing a solution, making a prototype, evaluating, and communicating results is described. Considerations for design like fitness for purpose, cost, safety, and aesthetics are also outlined. Later sections discuss mechanical systems and control, simple mechanisms like levers, and a project to design and build a hydraulic-powered rescue device model using levers.
Ricardo Mejia Sarmiento is an industrial and strategic design thinker with over 14 years of experience in product design, experience design, and user research. He has worked as an independent consultant, advisor for the government sector in Colombia, director of research and innovation departments, and lecturer at various universities. Currently, he is a PhD fellow at Delft University of Technology focused on developing future scenarios and concept products through design. His professional focus is on environmental and social responsibility.
1) Students are assigned a group project to interview professionals from the construction industry such as architects, developers, contractors, and engineers. They must conduct research, set up interviews, and create a 8-minute video presentation.
2) Additionally, each student must individually create a 6-page magazine/booklet demonstrating their understanding of the project topics.
3) The group video and individual magazine will be assessed based on general understanding of the task, thoroughness of content and research, and creativity in preparation and presentation.
The document summarizes the technology curriculum at MBAS school. It discusses the six technology subjects taught: fabric, digital, graphics and design, hard materials, home economics, and wood technology. It explains that each subject focuses on developing one of the eight technology curriculum components per year, such as planning, brief development, or evaluating outcomes. Examples are provided of projects students complete in each subject area to teach the focused component. The document aims to explain to parents what students are learning in technology classes.
Entrepreneurial Mindset as a "plus-and" to the T-shaped EngineerKEEN
From the 2016 KEEN Winter Conference: Ross Lee, professor at Villanova University explains how the entrepreneurial mindset is a "plus-and" to the "T-shaped" skillset. Learn more at www.EngineeringUnleashed.com/keen
The document summarizes the results of a survey of 200 UX designers in Poland. It finds that while designers feel they can impact processes and product design, user research and testing are still not always conducted. Designs are often made without user data or testing before implementation. Information flow is also an issue, as designers lack information on product purpose and performance as well as technical limitations. The document provides advice on developing a UX strategy, including determining the company's maturity level, setting goals, and potential initiatives like user research standards, training, and testing practices.
The document summarizes a new Bachelor of Industrial Design Engineering program called "[Open] Innovator" starting in September 2010 at The Hague University of Applied Sciences. The 3-year program aims to educate professionals who can create sustainable solutions that value people, the planet and business. Students will learn to see challenges, imagine and create solutions, and bring them to market. The program emphasizes practical experience, sustainability, social impact, and preparing students for careers as innovators in corporate companies or as independent creative professionals.
This document is a personal statement from a Product Design Technology student currently completing an industrial placement and seeking a summer placement. It summarizes the student's education in Product Design Technology, current placements with MindSketch and OmniDynamics, skills in CAD modeling, mechanical engineering, and materials. It also lists English, Cantonese, and Mandarin language abilities as well as interests in origami, 3D printing, and references.
SEMESTER 1: Introduction to Construction Industry Project 2 Brief - Building ...University of Nottingham
This document outlines the project requirements for a class on the construction industry. It has two main parts:
1) A group project where students interview professionals from the construction industry like architects, contractors, and engineers. They must create an 8-minute video presentation summarizing their findings.
2) An individual project where each student writes a 6-page magazine article demonstrating their understanding of the construction industry elements covered in the group project.
It provides assessment criteria for both the group video presentation and individual magazine article focusing on general understanding, content, and creativity. The goal is for students to develop an understanding of the various roles in the construction industry and how to communicate their findings effectively.
1. The document outlines the project requirements for an introductory course on the construction industry.
2. Students are split into groups and assigned a type of construction professional to interview, such as an architect, contractor, or engineer. They must research the firm, interview an employee, and create an 8-minute video presentation.
3. Additionally, each student must individually write a 6-page magazine article demonstrating their understanding of the group's assigned professional. They will be assessed on content, creativity, and understanding of the construction industry.
The document provides a summary of Lawrence Charles Abrahamson's professional experience and qualifications. It outlines his 14 years of experience in strategic design and experience across various industries. It also lists some of his select projects, including work for clients such as Reebok, Memorial Sloan-Kettering, and Pokemon USA. The summary highlights his skills in design innovation methodologies, strategic planning, experience design, and collaborating with interdisciplinary teams.
Dtes1 session 8 design and technology 2015Alison Hardy
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.
This document provides an overview of the history and development of Design and Technology as a subject in the UK curriculum from 1970 to the present. It traces how initially separate subjects like woodwork, metalwork, and home economics evolved into an integrated subject called Design and Technology. The document also shares definitions of technology, rationales for including D&T in the curriculum, and how the subject and content standards have changed over time to emphasize problem-solving, creativity, and preparing students for an increasingly technological world.
This document provides an overview of teaching design technologies. It discusses key concepts like systems thinking, design thinking, and contexts. Engineering principles and systems, food and fibre production, food specializations, and materials technologies are presented as contexts. The design process of investigating problems, generating solutions, producing solutions, evaluating solutions, and collaborating is explained. Types of designed solutions like products, services, and environments are also summarized. Overall, the document outlines the main approaches and concepts used for teaching design technologies.
This document discusses design thinking and the design process in technologies education. It defines design thinking as using strategies to understand problems, generate creative ideas, and evaluate solutions. It outlines key concepts like contexts, design briefs, and types of designed solutions (products, services, environments). The design process involves investigating problems, generating solutions, producing a solution, evaluating it, and collaborating. Each step of the process is explained in more detail. The document also discusses engineering, food/fiber production, food specializations, and materials/technologies as contexts for design projects.
John Parker presented on using Trimble SketchUp, a 3D modeling program, in education. The presentation outlined the program's features and plugins, its alignment with pedagogical frameworks like the Australian Curriculum and ISTE standards, and how hands-on modeling can help students learn. Participants would then have time to experiment with SketchUp's tools and model objects themselves.
Project Based Learning Ppt For Oct 20 And 22ndragogli
The document discusses project-based learning and integrating 21st century skills. It outlines the rationale for using project-based learning, including allowing students to develop deep knowledge and critical thinking skills. It also describes common elements of effective projects, such as aligning them with standards and assessing students. The document then discusses instructional approaches for projects and outlines various 21st century skills, including learning and innovation skills, information/media/technology skills, and life and career skills.
The document provides information about the Australian Curriculum: Technologies. It discusses the two subjects that make up the Technologies learning area - Design and Technologies and Digital Technologies. It outlines the strands, sub-strands and content descriptors for each subject. It also discusses the timeline for implementation of the Australian Curriculum: Technologies and provides links to key websites for further information.
Australian Curriculum Capabilities and ICT Competencedigimuve
The document discusses the general capabilities included in the Australian Curriculum. It focuses on how literacy, numeracy, ICT capability, critical and creative thinking, personal and social capability, ethical behavior, and intercultural understanding are addressed in the technologies learning area. For each capability, it provides examples of how students can develop and apply that capability when learning technologies.
This is an overview of the West Australian Curriculum : Technologies adapted from the ACARA Australian Curriculum. iT provides timelines for implementation in WA
This document outlines both the ISTE standards for teachers and students regarding technology use. For teachers, there are 5 standards: 1) facilitate student learning, 2) design digital learning experiences, 3) model digital work and learning, 4) promote digital citizenship, and 5) engage in professional growth. The standards for students include being empowered learners, digital citizens, knowledge constructors, innovative designers, computational thinkers, creative communicators, and global collaborators. Examples are given for how teachers can implement the standards and how students can demonstrate them.
21st century skills: Preparing Students for their futuresyasyifa
This document discusses 21st century skills and how science, technology, engineering, and math (STEM) education relates to and fosters these skills. It defines key 21st century skills like critical thinking, problem solving, communication and collaboration. It explains that STEM education naturally incorporates these skills through cross-curricular, project-based learning centered around real-world problems. Students develop skills in creativity, innovation, information literacy and more by working together on STEM investigations and communicating their solutions. The document advocates for instructional changes that focus on applying knowledge through student-led inquiry and collaborative learning using technology.
Digital learners in the 21st century require new skills such as creativity, communication, collaboration, information management, career/life skills, cultural awareness, and information/media/technology literacy. Teachers must adapt by being visionaries who see potential in new tools, collaborators who leverage tools to engage students, risk-takers willing to try new approaches, lifelong learners, good communicators, models of desired behaviors, and leaders with clear goals. Instruction should incorporate varied activities, appropriate technology, project/problem-based learning, cross-curricular connections, student-led investigations, and collaborative environments both in and beyond the classroom.
This document outlines a unit plan for an 8-week digital storytelling unit for grade 8 technology students. The unit focuses on how technological tools and techniques can affect, innovate, or reinvent storytelling. Students will create a digital version of an original short story by applying multimedia tools and techniques learned in class. Formative assessments include individual exercises in storyboarding, photo narration, animation, and video editing to help students acquire skills for their summative project of transforming a written story into a digital format. The unit aims to develop skills in investigation, design, planning, creation, and evaluation while emphasizing the learner profiles of inquirers, thinkers, communicators, and reflective learners.
The document outlines the draft Australian curriculum for technologies which includes two strands: design and technologies, and digital technologies. It discusses the curriculum development process, aims, structure, general capabilities, and organization of the technologies curriculum. The curriculum is being developed for F-10 and senior secondary years, and includes two strands from F-8 that can be integrated, and two subject choices for years 9-12.
The criteria implied are:
- Students find digital tools and resources appropriate for each of Gardner's multiple intelligences in their content area.
- The tools and resources are previously unknown to the student.
- Students customize and personalize learning by selecting tools that address diverse learning styles, strategies, and abilities.
- Students manage their project by searching for, evaluating, and selecting appropriate tools and resources.
- Students produce results by submitting their findings using the online form.
The document outlines technology standards for both teachers and students as defined by ISTE. For teachers, the standards define the skills needed to teach and learn in the digital age, such as facilitating student learning through digital tools, designing technology-enhanced learning environments, and modeling digital citizenship. For students, the standards are designed to empower student voice and ensure learning remains student-driven through exploration and discovery using technology, for example by students taking an active role in their learning, acting safely and ethically as digital citizens, and collaborating globally.
The document summarizes the results of a survey of 200 UX designers in Poland. It finds that while designers feel they can impact processes and product design, user research and testing are still not always conducted. Designs are often made without user data or testing before implementation. Information flow is also an issue, as designers lack information on product purpose and performance as well as technical limitations. The document provides advice on developing a UX strategy, including determining the company's maturity level, setting goals, and potential initiatives like user research standards, training, and testing practices.
The document summarizes a new Bachelor of Industrial Design Engineering program called "[Open] Innovator" starting in September 2010 at The Hague University of Applied Sciences. The 3-year program aims to educate professionals who can create sustainable solutions that value people, the planet and business. Students will learn to see challenges, imagine and create solutions, and bring them to market. The program emphasizes practical experience, sustainability, social impact, and preparing students for careers as innovators in corporate companies or as independent creative professionals.
This document is a personal statement from a Product Design Technology student currently completing an industrial placement and seeking a summer placement. It summarizes the student's education in Product Design Technology, current placements with MindSketch and OmniDynamics, skills in CAD modeling, mechanical engineering, and materials. It also lists English, Cantonese, and Mandarin language abilities as well as interests in origami, 3D printing, and references.
SEMESTER 1: Introduction to Construction Industry Project 2 Brief - Building ...University of Nottingham
This document outlines the project requirements for a class on the construction industry. It has two main parts:
1) A group project where students interview professionals from the construction industry like architects, contractors, and engineers. They must create an 8-minute video presentation summarizing their findings.
2) An individual project where each student writes a 6-page magazine article demonstrating their understanding of the construction industry elements covered in the group project.
It provides assessment criteria for both the group video presentation and individual magazine article focusing on general understanding, content, and creativity. The goal is for students to develop an understanding of the various roles in the construction industry and how to communicate their findings effectively.
1. The document outlines the project requirements for an introductory course on the construction industry.
2. Students are split into groups and assigned a type of construction professional to interview, such as an architect, contractor, or engineer. They must research the firm, interview an employee, and create an 8-minute video presentation.
3. Additionally, each student must individually write a 6-page magazine article demonstrating their understanding of the group's assigned professional. They will be assessed on content, creativity, and understanding of the construction industry.
The document provides a summary of Lawrence Charles Abrahamson's professional experience and qualifications. It outlines his 14 years of experience in strategic design and experience across various industries. It also lists some of his select projects, including work for clients such as Reebok, Memorial Sloan-Kettering, and Pokemon USA. The summary highlights his skills in design innovation methodologies, strategic planning, experience design, and collaborating with interdisciplinary teams.
Dtes1 session 8 design and technology 2015Alison Hardy
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.
This document provides an overview of the history and development of Design and Technology as a subject in the UK curriculum from 1970 to the present. It traces how initially separate subjects like woodwork, metalwork, and home economics evolved into an integrated subject called Design and Technology. The document also shares definitions of technology, rationales for including D&T in the curriculum, and how the subject and content standards have changed over time to emphasize problem-solving, creativity, and preparing students for an increasingly technological world.
This document provides an overview of teaching design technologies. It discusses key concepts like systems thinking, design thinking, and contexts. Engineering principles and systems, food and fibre production, food specializations, and materials technologies are presented as contexts. The design process of investigating problems, generating solutions, producing solutions, evaluating solutions, and collaborating is explained. Types of designed solutions like products, services, and environments are also summarized. Overall, the document outlines the main approaches and concepts used for teaching design technologies.
This document discusses design thinking and the design process in technologies education. It defines design thinking as using strategies to understand problems, generate creative ideas, and evaluate solutions. It outlines key concepts like contexts, design briefs, and types of designed solutions (products, services, environments). The design process involves investigating problems, generating solutions, producing a solution, evaluating it, and collaborating. Each step of the process is explained in more detail. The document also discusses engineering, food/fiber production, food specializations, and materials/technologies as contexts for design projects.
John Parker presented on using Trimble SketchUp, a 3D modeling program, in education. The presentation outlined the program's features and plugins, its alignment with pedagogical frameworks like the Australian Curriculum and ISTE standards, and how hands-on modeling can help students learn. Participants would then have time to experiment with SketchUp's tools and model objects themselves.
Project Based Learning Ppt For Oct 20 And 22ndragogli
The document discusses project-based learning and integrating 21st century skills. It outlines the rationale for using project-based learning, including allowing students to develop deep knowledge and critical thinking skills. It also describes common elements of effective projects, such as aligning them with standards and assessing students. The document then discusses instructional approaches for projects and outlines various 21st century skills, including learning and innovation skills, information/media/technology skills, and life and career skills.
The document provides information about the Australian Curriculum: Technologies. It discusses the two subjects that make up the Technologies learning area - Design and Technologies and Digital Technologies. It outlines the strands, sub-strands and content descriptors for each subject. It also discusses the timeline for implementation of the Australian Curriculum: Technologies and provides links to key websites for further information.
Australian Curriculum Capabilities and ICT Competencedigimuve
The document discusses the general capabilities included in the Australian Curriculum. It focuses on how literacy, numeracy, ICT capability, critical and creative thinking, personal and social capability, ethical behavior, and intercultural understanding are addressed in the technologies learning area. For each capability, it provides examples of how students can develop and apply that capability when learning technologies.
This is an overview of the West Australian Curriculum : Technologies adapted from the ACARA Australian Curriculum. iT provides timelines for implementation in WA
This document outlines both the ISTE standards for teachers and students regarding technology use. For teachers, there are 5 standards: 1) facilitate student learning, 2) design digital learning experiences, 3) model digital work and learning, 4) promote digital citizenship, and 5) engage in professional growth. The standards for students include being empowered learners, digital citizens, knowledge constructors, innovative designers, computational thinkers, creative communicators, and global collaborators. Examples are given for how teachers can implement the standards and how students can demonstrate them.
21st century skills: Preparing Students for their futuresyasyifa
This document discusses 21st century skills and how science, technology, engineering, and math (STEM) education relates to and fosters these skills. It defines key 21st century skills like critical thinking, problem solving, communication and collaboration. It explains that STEM education naturally incorporates these skills through cross-curricular, project-based learning centered around real-world problems. Students develop skills in creativity, innovation, information literacy and more by working together on STEM investigations and communicating their solutions. The document advocates for instructional changes that focus on applying knowledge through student-led inquiry and collaborative learning using technology.
Digital learners in the 21st century require new skills such as creativity, communication, collaboration, information management, career/life skills, cultural awareness, and information/media/technology literacy. Teachers must adapt by being visionaries who see potential in new tools, collaborators who leverage tools to engage students, risk-takers willing to try new approaches, lifelong learners, good communicators, models of desired behaviors, and leaders with clear goals. Instruction should incorporate varied activities, appropriate technology, project/problem-based learning, cross-curricular connections, student-led investigations, and collaborative environments both in and beyond the classroom.
This document outlines a unit plan for an 8-week digital storytelling unit for grade 8 technology students. The unit focuses on how technological tools and techniques can affect, innovate, or reinvent storytelling. Students will create a digital version of an original short story by applying multimedia tools and techniques learned in class. Formative assessments include individual exercises in storyboarding, photo narration, animation, and video editing to help students acquire skills for their summative project of transforming a written story into a digital format. The unit aims to develop skills in investigation, design, planning, creation, and evaluation while emphasizing the learner profiles of inquirers, thinkers, communicators, and reflective learners.
The document outlines the draft Australian curriculum for technologies which includes two strands: design and technologies, and digital technologies. It discusses the curriculum development process, aims, structure, general capabilities, and organization of the technologies curriculum. The curriculum is being developed for F-10 and senior secondary years, and includes two strands from F-8 that can be integrated, and two subject choices for years 9-12.
The criteria implied are:
- Students find digital tools and resources appropriate for each of Gardner's multiple intelligences in their content area.
- The tools and resources are previously unknown to the student.
- Students customize and personalize learning by selecting tools that address diverse learning styles, strategies, and abilities.
- Students manage their project by searching for, evaluating, and selecting appropriate tools and resources.
- Students produce results by submitting their findings using the online form.
The document outlines technology standards for both teachers and students as defined by ISTE. For teachers, the standards define the skills needed to teach and learn in the digital age, such as facilitating student learning through digital tools, designing technology-enhanced learning environments, and modeling digital citizenship. For students, the standards are designed to empower student voice and ensure learning remains student-driven through exploration and discovery using technology, for example by students taking an active role in their learning, acting safely and ethically as digital citizens, and collaborating globally.
The document outlines the new National Educational Technology Standards (NETS) which will be introduced at the upcoming National Technology Conference. The NETS establish a framework for teacher development plans and cover 6 domains: creativity and innovation, communication and collaboration, research and information retrieval, critical thinking/problem-solving, digital citizenship, and technology operations/concepts. Each domain contains student learning objectives to demonstrate skills and understanding in the effective use of technology.
The document discusses the skills needed for the 21st century, including creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. It emphasizes integrating these skills with core content through authentic projects, collaboration, metacognition, technology use, problem-solving, and developing self-directed learners. To prepare students, instruction should incorporate varied activities, technology, project-based learning, cross-curricular connections, inquiry, collaborative environments, and visualization.
The document discusses the skills needed for the 21st century learner and describes how instruction should change to prepare students. It identifies 8 key skills: creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. Instruction should incorporate real-world problems, deep understanding, collaboration, visualization, formative assessment, and technology integration. The 21st century teacher is described as an adaptor, visionary, collaborator, risk-taker, learner, communicator, model, and leader who facilitates learning with resources, skills, and curriculum focused on 21st century skills.
The Application of Digital Technology in the Furniture Design and Education R...Siniša Prvanov
Furniture Design is devoted to harmonious development between man and nature. With the introduction of contemporary suitable scientific technology, as the "art of science", furniture design is bound to enter a new stage of development.
Nowadays, digital technology has been widely used in the world and various industries. Using the process that digital technology has boost the development of interior architecture industry as links, this presentation expounds the application object, function and basic operating software of digital technology in the furniture design courses which triggered the current situation of interior architecture education in the age of new technology and new ways of communication.
Presentation: UNESCO Mobile Learning Week 2018. Paris,France.
Siniša Prvanov PhD
Similar to Dtes1 session 6 design and technology 2014 (20)
Taking a psychometric approach to developing a tool for measuring values attr...Alison Hardy
The Subject Values Instrument for Design and Technology Education (SVA-D&T) is a 28 item (statements) tool for measuring the values people attribute to design and technology education (D&TE). In our presentation we will describe the mixed methods (qualitative and quantitative) validation processes involved in the develop of the SVA-D&T, alongside and some preliminary data. We will also explain why the SVA-D&T is needed by researchers and curriculum planners.
1. The document discusses a study that aimed to understand the values attributed to Design and Technology (D&T) by different groups including subject teachers, non-subject teachers, pupils, and school leaders.
2. The study involved interviews and focus groups with these participants to understand their perceptions of D&T's value, as well as surveys distributed to 163 respondents across 10 secondary schools.
3. The results of the study were analyzed using exploratory factor analysis to identify themes around the values associated with D&T by different stakeholders.
This document summarizes an induction presentation for a part-time MA/MSc Education program at Nottingham Institute of Education. The summary includes:
- The course is 180 credits earned through core modules like social justice in education and research skills, and optional modules on topics like leadership and special needs.
- Qualifications are awarded at 60 credits for a PG Certificate, 120 for a PG Diploma, and 180 for a MA/MSc degree.
- Assignment deadlines are provided for the first three terms.
- Support services for students are outlined, including IT services, the library, student support, and contacts for the course administrator and leader.
201920 MA Education (Full time) inductionAlison Hardy
This document provides information for students starting an MA Education course at Nottingham Institute of Education, including an overview of modules, assessment schedules, attendance policies, support services, and contacts. It discusses course structures, learning platforms, engagement dashboards, sustainability initiatives and encourages students to familiarize themselves with policies and procedures in the student handbook.
The questionnaire should take around fifteen minutes to complete. It asks for feedback on various aspects of the MA Education course, including quality of teaching, engagement, assessment and feedback, dissertation support, organisation, resources, skills development, and personal details. When completed, responses will be recorded on the PTES database. Your feedback is invaluable for improving the course experience.
Valuing design and technology education Alison Hardy
Selected slides from a presentation for colleagues at FHNW University of Applied Sciences and Arts Northwestern Switzerland on Monday 10th December.
My talk is in 3 parts:
the influence and origins of our values
the value of D&T education
design fiction as a response to an enduring value of D&T
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).
Session one Research Skills and Research in a Professional ContextAlison Hardy
This document provides an overview and guidance for two modules on educational research. It outlines the aims of the modules to extend students' knowledge of research strategies and techniques, develop critical analysis skills, and understand ethical issues. Students will gain practical research skills and learn to critically review other researchers' work. The document provides guidance on assignments, including section lengths and requirements. It defines educational research as the systematic and ethical process of answering education-related questions through collecting and analyzing relevant data to develop new understandings. Educational research is described as both scientific in seeking new knowledge and political in aiming to create change.
This document provides an overview of the MA Education FT course at Nottingham Institute of Education, including:
- An introduction to course expectations, learning outcomes, structure and assessments.
- Details on the course modules being offered in 2017-2018, including module leaders and scheduling.
- Information on qualifications obtained at different credit thresholds.
- Guidance on assessment deadlines and what to do if exceptional circumstances occur.
- Contact details for the course administrator and leader for any additional questions.
This document provides an overview of the MA/MSc Education part-time course at Nottingham Institute of Education, including:
- Course learning outcomes focused on developing knowledge, skills, and attributes related to education research.
- A course structure requiring 180 credits including core modules in research skills and a dissertation, and optional topic modules.
- An assessment schedule with assignment deadlines in January and April, and dissertation deadlines in August or April.
- Contact information for course administration and the course leader.
Seminar for Baltimore County technology education teachersAlison Hardy
A lunchtime seminar for Baltimore County technology education teachers (Tuesday 18th July).
I gave an overview of D&T education in the UK, and discussed the value of D&T. We ran out of time for the design fiction section.
The visit was funded by the UCET Travel scholarship (http://www.ucet.ac.uk/scholarships).
Many thanks to the UK based D&T teachers who shared photos of their D&T classrooms.
Rhetoric and interpretation: values attributed to D&TAlison Hardy
This research compares special interest groups’ and students’ rhetoric about the value of Design & Technology (D&T) in England, specifically in relation to learning about technology, employment and creative endeavors.
Drawing upon the Design and Technology Association (D&TA) campaigns and interviews with students, I identify the values these two ascribe to D&T. These values will be compared with the values implied in the English National Curriculum for D&T: the current version (Department of Education, 2013b) and previous iterations since its inception into the National Curriculum in 1990.
Analysis of the two groups’ values demonstrates a disparity between the two groups’ views of the value of D&T. Whilst D&TA and students concur on some values, there are noticeable differences. Generally, students place greater emphasis on D&T’s value to their everyday lives, future employment, and personal fulfillment, whereas the D&TA campaigns focus on how D&T engenders both personal and national economic benefits; creativity is valued by both groups but in different ways. These findings imply a discord between them about the contribution D&T makes to an individual’s education and future life.
By comparing the values of these two stakeholder groups, who have no direct power to influence the enactment of government policy (Williams, 2007), this research provides an insight to some of the potential divergences that may occur as D&T teachers, who do have the power, interpret the National Curriculum using D&TA’s materials to advocate the value of D&T to their students. This research could help other special interest groups explore how D&T is valued and how they lobby government for future curriculum change.
The next stage to this study is to explore how the D&TA’s rhetoric about D&T, and the values discovered in this study, are enacted in classrooms.
Defending the marginalised school subjects - UCET2016 presentationAlison Hardy
Secondary school subjects that have been consigned to 'bucket 3' in the new school performance measures, such as D&T, music, art and design and PE, are noting a decline in GCSE numbers. Reasons for this decline can be attributed, in part, to the Ebacc and their exclusion from it (see http://www.baccforthefuture.com) but other reasons include new curricula and GCSE specifications, budget cuts and changes to teacher training.
In this presentation I will explore the potential impact of teacher training changes on one of these subjects, D&T. As school teachers have an increasing role to play in training the next generation of teachers - does it matter what value they place on their subject? what might be lost if university-based subject specialists have less involvement in teacher training? These questions are relevant to all marginalised subjects that need defending.
This presentation is for undergraduate students on BSc Design and Technology Education at Nottingham Trent University.
The session considers the philosophy of technology, where students learn about Carl Mitcham's different approaches to technology (artifacts, knowledge, processes and volition). Through learning about these four approaches they begin to think about consequences for their D&T teaching - realising that D&T is more than 'design and make'.
Following this session the students research an emerging technology (see www.dandtfordandt.wordpress.com for more details), using Mitchum's four approaches to critique how emerging technologies can be taught in schools.
Hardy Patt2016: An assortment box of D&T valuesAlison Hardy
This document summarizes research into perceptions of the purpose and structure of Design and Technology (D&T) as a school subject in England. Interviews with students and D&T teachers at two schools found differing views on D&T's unique identity and purpose. Some saw it as teaching vocational skills for careers, while others emphasized general life skills. Teachers viewed D&T as developing specialized design knowledge and skills, while national policy saw it as having insufficient coherence as an academic subject. There remains debate around D&T's role in the curriculum and what constitutes its core body of knowledge.
D&TA Summer School Teaching for the contextual challengeAlison Hardy
The document discusses teaching design and technology for contextual challenges at GCSE level. It provides an overview of the three phases of a contextual challenge: phase 1 involves exploring needs and wants, phase 2 focuses on meeting identified needs and wants, and phase 3 is evaluating outcomes. Examples of contextual challenges are provided from various exam boards as well as example student projects addressing challenges such as improving daily life, promoting health and wellbeing, and protecting people. The document aims to help teachers approach contextual challenges in their design and technology teaching.
This document discusses the context surrounding design and technology (D&T) as a school subject in the UK national curriculum. It outlines challenges like declining teacher training programs and the focus on subjects included in school performance measures. The document also summarizes previous research comparing the views of D&T academics, teachers, and trainees on the value of the subject. While there is agreement on many values, the groups also differed on some beliefs. The document concludes by calling for more collaboration between these stakeholders to support subject development and implementation of the new curriculum.
What do others think is the point of D&T? PATT29Alison Hardy
What do others think is the point of design and technology education?
As a result of a national curriculum review in England (Department for Education [DfE], 2011), a new curriculum for design and technology (D&T) is being taught in secondary schools from September 2014 (Department of Education [DoE], 2013a). This curriculum is compulsory for a decreasing number of schools; two potential consequences are the nature of D&T in secondary schools changing to reflect local perceptions of the subject and maybe D&T being removed from the curriculum completely. The pressure on D&T’s curriculum content is likely to come from different stakeholders such as senior school leaders, D&T teachers, and pupils. D&T school departments could respond to this pressure by adapting the curriculum to popularise the subject or produce high exam results with a consequence that much of the subject’s value is lost.
This paper reports on a small research project conducted in two secondary schools where stakeholder representatives were interviewed to identify their values of D&T. These different stakeholders were interviewed using the active interview method (Holstein & Gubrium, 1995), coded following Aurebach and Silverstein’s method (2003) and their values compared to Hardy’s values framework (Hardy, 2013b). Analysis shows most stakeholders believe a key value of D&T is to provide ‘practical life skills’ (Hardy, p.226), whilst only one recognizes that learning in D&T involves ‘identifying problems to be solved’.
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.
This paper is being presented at PATT29 on Friday 19th April 2015
The document provides guidance on conducting a literature review. It discusses the purpose of a literature review in demonstrating familiarity with a research field and contextualizing one's own research. It also covers developing a theoretical/contextual framework, critically analyzing sources, and structuring a literature review. Key aspects include justifying arguments, making comparisons, and demonstrating knowledge of a field through references. When reviewing sources, it is important to consider reliability, contradictions with other evidence, and identifying subjective language.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. Definitions: technology
‘The essence of technology lies in the
process of bringing about change or
exercising control over the environment.
This process is a particular form of
problem solving; of designing in order to
effect control.’
DES (1985). The curriculum from 5 to 16. London: HMSO
3. Design and Technology:
a rationale
The key aim of Design and Technology is to enable pupils to learn how to
contribute towards and intervene creatively and constructively to
improve the made world in a rapidly changing technological society. It
should enable pupils to become discriminating citizens and customers,
and to be able to contribute to their home, the community and industry;
by having a better understanding of products and the associated values;
by developing specific technological understanding; and by fostering the
design and manufacturing skills needed to produce quality practical
solutions to real problems.
The Design and Technology Association (1999). National Curriculum Review. DATA News, No.
10
4. Design and Technology
in the school curriculum
Design and technology prepares pupils to participate in tomorrow's
rapidly changing technologies. They learn to think and intervene
creatively to improve quality of life. The subject calls for pupils to
become autonomous and creative problem solvers, as individuals and
members of a team. They must look for needs, wants and opportunities
and respond to them by developing a range of ideas and making
products and systems. They combine practical skills with an
understanding of aesthetics, social and environmental issues, function
and industrial practices. As they do so, they reflect on and evaluate
present and past design and technology, its uses and effects. Through
design and technology, all pupils can become discriminating and
informed users of products, and become innovators.
Department for Education and Employment (1999). Design and Technology: The National
Curriculum for England. London: HMSO
5. A history of curriculum development
1970 1980 1990
Woodwork
Metalwork
Technical
Drawing
Needlework
Cookery
(Domestic
Science)
Craft, Design
and
Technology
(CDT)
Home
Economics
Design &
Realisation
Design &
Communication
Technology
Textiles
Food
Art & Design
Bus Studies
IT
DESIGN AND
TECHNOLOGY
6. Technology in the National Curriculum
• July 1987 The National Curriculum 5-16: a consultative document
• April 1988 Design and Technology Working Group
• 29 July 1988 Education Reform Act
• June 1989 DTWG Final Report
• Mar. 1990 Statutory Order
– Sept. 1990 Technology introduced in Y1, 3 & 7
• Dec 1992 DFE proposals: The revision of NC Design and Technology
• Sept. 1993 NCC Recommendations
Technology introduced in Y10
• Nov. 1994 DFE Draft Order
• Jan. 1995 Statutory Order (mark II)
• Sept. 1996 KS 4 requirements reduced; ‘short courses’ introduced
• Sept.1998 KS 1 & KS 2 requirements ‘relaxed’
• May 1999 QCA Consultation Report
• Sept. 2000 Statutory Order (mark III)
• Sept 2004 D&T ‘entitlement’ only at KS4
• Sept 2008 New KS3 Secondary Curriculum (mark IV)
• January 2011 Review of National Curriculum launched
• February 2013 Proposed programmes of study published
• Sept. 2013 New D&T programmes of study (mark V)
• Sept. 2014 New D&T curriculum being taught in schools
7. Industry’s view of D&T
Design and technology is important. The act of creatively using
your hands, together with your brain, is a vital part of education
and is immensely challenging. It is a socially inclusive and
cohesive activity which benefits all pupils whatever their
abilities, including the most academic and those who want to
concentrate on work-related learning. Design and technology is
rooted in the practices of industry, manufacturing and business.
What better background for a young innovator or entrepreneur?
James Dyson, 17th December 1999
8. What is Design and Technology for?
• What is it that pupils can learn from design and
technological activities which can be learnt in no
other way?
• If pupils did not experience Design and
Technology as part of their curriculum, in what
way would their education be incomplete?
• Which is most important: the ‘vocational’
dimension of Design and Technology (e.g. in
relation to future employment) or its general
dimension?
9. National Curriculum 2008
Design and Technology (KS3)
• In design and technology pupils combine practical and technological skills
with creative thinking to design and make products and systems that
meet human needs. They learn to use current technologies and consider
the impact of future technological developments. They learn to think
creatively and intervene to improve the quality of life, solving problems as
individuals and members of a team.
• Working in stimulating contexts that provide a range of opportunities and
draw on the local ethos, community and wider world, pupils identify needs
and opportunities. They respond with ideas, products and systems,
challenging expectations where appropriate. They combine practical and
intellectual skills with an understanding of aesthetic, technical, cultural,
health, social, emotional, economic, industrial and environmental issues.
As they do so, they evaluate present and past design and technology,
and its uses and effects. Through design and technology pupils develop
confidence in using practical skills and become discriminating users of
products. They apply their creative thinking and learn to innovate.
10. Key concepts
There are a number of key concepts that underpin the study
of design and technology. Pupils need to understand these
concepts in order to deepen and broaden their knowledge,
skills and understanding:
• Designing and making
• Cultural understanding
• Creativity
• Critical evaluation
11. Key processes
Pupils should be able to:
a) generate, develop, model and communicate ideas in a range of ways, using
appropriate strategies;
b) respond creatively to briefs, developing their own proposals and producing
specifications for products;
c) apply their knowledge and understanding of a range of materials, ingredients and
technologies to design and make their products;
d) use their understanding of others’ designing to inform their own;
e) plan and organise activities and then shape, form, mix, assemble and finish
materials, components or ingredients;
f) evaluate which hand and machine tools, equipment and computer-aided
design/manufacture (CAD/CAM) facilities are the most appropriate to use;
g) solve technical problems;
h) reflect critically when evaluating and modifying their ideas and proposals to
improve products throughout their development and manufacture.
12. Range and content
a) The curriculum should include resistant materials, systems and control
and at least one of food or textiles product areas. In each product area
the study of designing should include understanding of:
b) users’ needs and the problems arising from them;
c) the criteria used to judge the quality of products, including fitness for
purpose, the extent to which they meet a clear need and whether
resources have been used appropriately;
d) the impact of products beyond meeting their original purpose and how
to assess products in terms of sustainability;
e) aesthetic, technical, constructional and relevant wider issues that may
influence designing, selection of materials, making and product
development.
13. Curriculum opportunities
In ways appropriate to the product area, the curriculum should provide
opportunities for pupils to:
a) analyse products to learn how they function;
b) undertake focused tasks that develop knowledge, skills and
understanding in relation to design and make assignments;
c) engage in design and make assignments in different and progressively more
complex contexts, including for purposes and uses beyond the classroom;
d) work individually and in teams, taking on different roles and responsibilities;
e) work with designers and makers where possible to develop an
understanding of the product design process;
f) use ICT as appropriate for image capture and generation; data acquisition,
capture and handling; controlling; and product realisation;
g) make links between design and technology and other subjects and areas of the
curriculum.
14. Purpose of D&T (2013)
Design and technology is an inspiring, rigorous and practical
subject. Using creativity and imagination, pupils design and
make products that solve real and relevant problems within a
variety of contexts, considering their own and others’ needs,
wants and values. They acquire a broad range of subject
knowledge and draw on disciplines such as mathematics,
science, engineering, computing and art. Pupils learn how to
take risks, becoming resourceful, innovative, enterprising and
capable citizens. Through the evaluation of past and present
design and technology, they develop a critical understanding
of its impact on daily life and the wider world. High-quality
design and technology education makes an essential
contribution to the creativity, culture, wealth and well-being
of the nation.
15. Aims (2013)
• The national curriculum for design and technology aims to
ensure that all pupils:
• develop the creative, technical and practical expertise
needed to perform everyday tasks confidently and to
participate successfully in an increasingly technological
world
• build and apply a repertoire of knowledge, understanding
and skills in order to design and make high-quality
prototypes and products for a wide range of users
• critique, evaluate and test their ideas and products and the
work of others
• understand and apply the principles of nutrition and learn
how to cook
16. Key Stage 3 (2013)
Through a variety of creative and practical activities,
pupils should be taught the knowledge,
understanding and skills needed to engage in an
iterative process of designing and making. They
should work in a range of domestic and local
contexts [for example, the home, health, leisure
and culture] and industrial contexts [for example,
engineering, manufacturing, construction, food,
energy, agriculture (including horticulture) and
fashion].
More information on Department of Education website
17. Post-2004 KS4 D&T ‘entitlement’
Schools can fulfil the entitlement by providing access to
courses in the following areas:
• product design (including textiles technology, resistant
materials technology and graphic products) or manufacturing
• food technology or hospitality and catering/home economics
• systems and control, electronic products, electronics and
communication technology, industrial technology or
engineering.
[Schools are expected to offer courses in at least two of these
areas.]
18. GCSEs in Design and Technology
• Electronic Products
• Food Technology
• Graphic Products
• Product Design
• Resistant Materials Technology
• Systems and Control Technology
• Textiles Technology
http://www.aqa.org.uk/ http://www.edexcel.com
http://www.ocr.org.uk/
19. GCSEs in vocational subjects
The approved titles are:
– Applied Art and Design
– Applied Business
– Applied ICT
– Applied Science
– Engineering
– Health and Social Care
– Leisure and Tourism
– Manufacturing
20. Relevant A level subjects (examples)
• D&T: Product Design
– Graphics with Materials Technology
– Resistant Materials Technology
• D&T: Systems & Control Technology
• Electronics
• D&T: Food Technology
• Art and Design
– Graphic Design
– Textiles
– 3D Design
21. The future?
• Current consultations on the future of GCSE
and A level D&T:
– New subjects to be taught in 2016
– GCSE and A level reform
• Responses to the consultation:
– David Barlex & Torben Steeg
– D&TA (to follow)