Final Reflection

Did I really finish blogging? Well maybe for this subject, however, not for future learning. Throughout this course i have taken in so much more raw material for the classroom. Since this is my final year, I have completed many courses about digital design, however, I have not witnessed one, which was more in-depth then the one this course provided. It has been hard to maintain a blog and of course I was not up to date with mine. For this assessment piece I have had to rely on skills, which have been taught by other courses and this one, my knowledge of today's modern classroom and my forever battles I have when it comes to using technology.

Throughout this course I have provided my knowledge about concept making and the Technology Design Cycle, Matrix for Design, understanding sustainability and the future of technology. 
 Now, I am still going back and making adjustments to all my tools and blogs, because I keep learning to do so much more. I'm not going to lie, but I'm still having difficulties in using some of the tools introduced this term, but I'm generally learning and thinking how it can be incorporated into my classroom.

Another adjustment I am contributing to is my constant battle with my design challenge. It is true that i have completed all the tasks asked for me to complete in assessment part A, however, there is always this little function in my mind that changes and assess everything I complete. I am sure if I was to complete my design challenge in the classroom, i would still be reflecting on my work. I also never knew the complexity of Design technologies in a classroom. I thought I always knew the complete topic and the depth, however, I found out I only knew the top layer of how complex and in-depth Technology Design is.

I enjoyed working with my group and our Wikipage. My group seemed well on task and had the most extravagant ideas I have ever seen with a design challenge. I also enjoyed how helpful they were, when i did not understand the task. Plus, I enjoy the whole idea of peer evaluation and how much it can help when it comes to completing an assessment task, definitely, something i can incorporate into my own classroom. Thanks to Odie, I was able to be evaluated and peer assessed about my end reslut. The end result saw me completeing the task and contributing Risk assesment, design matrix, curriclum links, needs analyse, decision charts, production plan, design specification and a mind map into my Wikipage.

Week 5: Readings

This week's readings contained information about the future thinking. Through out history many people have made predictions and theories about what technology will look and function in the future, for example, someone from the sixties predicted that people in 2015 will be traveling from a Hoover car.

Future Thinking provides information for students and teachers, to help them inticipate the future. According to Future Thinking (2015) "Thinking about future can be considered in both spatial and temporal dimensions, both of which can be developmentally nurtured in students as they process through studies in the Technology learning area."

It's important for students to enjoy future learning because they will be living in that environment. For future study, students are able to extend their thinking and eyed their thought process to a larger audience. "It is as vital for children to understand the temporal interrelationships between past, present and future as the spatial interrelationships between local, national and global. Yet, if all education is a preparation for the future when and where are pupils given the opportunity to explore the futures that they would like to see come about?" (Hicks, 2006-2012). 

Abling students to understand the future of technology and the importance their design can make for their economy and environment for the future is important. This reflects on the Technology Design cycle in Evaluation. The students are constantly examining and analysing their product to understand the sustainability of their created product. They can also use the step of the design cycle, of Evaluation to make sure they are comparing and reflecting the sustainability of their product, and testing to see if it fits the criteria of a mainstream society. Students will understand and reflect on their products Content, Appropriateness and Management, so that it benefical for future reproduction and usage.  




Referencing:
FutureThinking. (2015). Teaching for a better world: leading for sustainability. Retrieved from http://www.teaching4abetterworld.co.uk/futures.html

Hicks, D. (2006) Lessons for the Future: The missing dimension in education. Victoria BC: Trafford Publishing. 

Hicks, D. (2012) Developing a futures perspective in the classroom in: S. Ward (ed) A Student’s Guide to Education Studies. 3rd edition. Routledge

Week 4: Wiki Evaluation

My technology design process is starting to become difficult. I have created barriers for myself and my group because I have. To been on task, therefore, I have not evaluated or contributed to my wiki page. Honestly, it is because of my poor time management and the assumption of the amount of time needed to an assignment piece.

I'm starting to get back into this assignment piece and there is a few more critics to my design process I need to contribute. I'm still thinking of the criteria to my piece, I forgot that as human beings we could wear up to three different outfits a day. I though that people could have a gym, casual and formal outfit, but then which one of these do I have the students to create and of course, the students would call them, play outfit, going out outfit and day outfit. I'm on the lines of making them a play based outfit, however, I'm thinking I should get the students the freedom.

I have received my final evaluation from Odie and I have to say I am pleased with the outcome. I was a bit hesitant in thinking if I followed the Technology Design Cycle to a point and if my lesson was the correct outcome and structure to use in a classroom. 

Week 4: Understanding sustainability

Sustainability determine the change made for the future of the living environment. " Education of sustainability develops the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living." (ACARA, 2015).
Many people seem to be aware of the environment and the processes of creating a more environmental way of life. Therefore, as consumers, society is looking for environmentally friendly products. Sustainably amongst consumers are represented through the example of the assumption that many consumers understand and are witnessed to Reuse, Recovery, Recycle and Manufacturer. Consumers identify this sustainability method because of certain marketing techniques created by a promoter. I fact, many student's technology assessments reflect on sustainability and products that can be reproduced and remodeled to be more economical. "For each cross-curriculum priority, a set of organising ideas reflects the essential knowledge, understandings and skills for the priority. The organising ideas are embedded in the content descriptions and elaborations of each learning area as appropriate."

The Technology Design Cycle is incorporated into sustainability because the students are constantly Investigating and Evaluating their products. Many of these traits are reflected on the material specialisation and the engineering principles. Many of the students criteria asks for them to use sustainability into their design process, therefore students are in constant research of finding the most economical substitute for their design.   


Referencing:

ACARA. (2015). Sustainability. Retrieved from http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability

Week 3: Wiki Evaluation

Week 3: Wikispace Evaluation

Looking through my design process, I'm starting to restructure my design.  Thinking about recycling  other people's footwear is starting to make me determine if it is a ideal activity to have in a lesson amongst students.

I decide to research some ideas to see if there is is an alternative and economical way to disinfect shoes and to make sure they safe for students to handle. At this point, I can not see a process of cleaning shoes, which is not time consuming. Since there is a structure curriculum anytime is precious, having such a time consuming aspect will not fit into a structured time frame. I'm still mind mapping other solutions to replacing the shoes, either get students to bring their own shoes or disallowing shoes.

Making my matrix I'm thinking I'll have to go back and make some changes. I'm also considering constantly doing revision on the Technology Design Cycle. I'm out too sure if I am in constant reference to the technology design cycle, so far into the process. I'll allow myself and train myself to reference the technology design cycle more.

I need to also keep making reference back to the Technology Design Cycle, however, I keep thnking I am in a trance of repeating the cycle over and over again. a this point I am thinking that the design challenge will be stuck in the continuum of the Technology Design Cycle, mainly being the evaluation aspect that keeps me repeating. 

Week 2: wiki overview

Week 2: Wikispace Evaluation 

When I first looked into my technology design process aspect, I determined I wanted to do something with a financial aspect to the criteria. I decided that since I am having financial issues, making a topic that is close to me will allow me to relate to the task more. I first took a look around the environment and saw that clothing is very expensive for what you pay for, considering after a few months people do donate the clothes. Students get the idea that they need the next best thing and that includes the latest fashion sense. The first step to my technology and design was evaluating and researching the aspect. I observed that in Bundaberg there is many different stores that allow cheap, second hand clothing. Many of these clothing can be washed and worn. I also concluded that there will be many safety aspects to this design strategy, however, I feel it will be very beneficial in the end.  

Evaluation of the week: 

"I think the ages you've selected are very appropriate and the creativity of many older students would be an amazing design process. It is great that you've incorporated mathematical factors into your design plan as well as sustainability. I guess my question would be if you had students who didn't want to participate, what alternative strategies or plans would you have for them? (boys may find it too girlie-lol). I think this is a brilliant idea and can see how this would be an amazing, fun design to partake in. great work Jess." Odie Barton

Week 3: Matrix and Design Results

With my design challenge I wanted to create an outfit that showed appeal, comfort and was recycled and inexpensive. My design challenge is creating an outfit from clothes found at an op shop. this will show students the importance of money and how someones trash, can be another treasure.

My 3 designs showed outfits used at 3 different occasions. They all received top marks in recycling, but then other aspects were added. Two of my designs manged to get the same mark, however, Everyday design came on top with their cost price being fantastic.

My final matrix, which was presented onto my Wikipage, is presented bellow:

 

Week 2: Concept Making and Technology Design Cycle

“A concept map is a way that students can use on their own for schema construction and application because they are designed to help the reader clarify ambiguities of a text while at the same time revealing any misconceptions that may result from reading.” (Stanford University, n.a). Concept mapping is making a stance in classrooms, with its ability to extend students thinking and technical ability. Since the rise of technology and the software it brings, students are faced with technological aspects that impact their learning ability. “The use of concept maps to evaluate students' declarative knowledge structure is definitely alluring. A student's map construction directly reflects, to some degree, her or his understanding in a subject area.” (Stanford University, n.a). Using concept maps means students can identify and acknowledge the Technical Design Cycle. There are six aspects to the Technical Design Cycle, these include:

·      Identify a need.

o   Individuals find a problem that is affecting their community or themselves personally.

·      Research the Problem

o   Allowing time to us the web, scholarly articles, book, texts book and artifacts, which provide information about the identified problem they have chosen.

·      Formulate a Design Specification

o   Includes points of the design, such as, materials being used, the setting, characteristics of the product and much more.

·      Designing a Solution

o   Mapping concepts can be used to design a solution and thinking of

·      Building a Prototype

o   Making one of the design solutions.

·      Evaluation & Rethinking

o   Observing and investigating the prototypes and evaluating if the product is significant enough for the end result.

References:

Stanford University. (n.a). Concept- Mapping Software: How effective is the learning tool in an online learning environment? Retrieved from http://web.stanford.edu/dept/SUSE/projects/ireport/articles/concept_maps/ConceptMapsOnlineLearningEnvironment.pdf