Technological modelling

1. Technological modelling NCEA level 1, 2 and 3 Lesley Pearce Team Solutions The Auckland University

2. Planning for • Use of resources from NZQA and TKI • Triangulation of key documents schedule, standard, assessment report • Begin with the end in mind- embed the learning for this standard in your programme of work with the integration of key concepts throughout the teaching and learning programme • Students must interact and demonstrate their own understanding in the context of the AO. Cannot use large amounts of downloaded material • Explore tools for students to use to gather their evidence as they progress throughout the year e.g. blogging, e-portfolios • Use referencing and a judicious amount of quoting • Students need to practice literacy in context and learn how to critique their own work and the work of others using clear criteria

3. Technological ModellingPractices used to enhance technological development Achievement Objective • Understand that functional models are used to represent reality and test design concepts and that prototypes are used to test Technological outcomes Learning Intention • I am learning... that technologists use technological modelling to help them with their design ideas and products.

4. Technological Modelling Functional Reasoning/Modelling • Allows for ongoing testing of design concepts for yet to be realised technological outcomes • Testing and trailing ideas How to make it happen How it is happening • A tool to support informed projections into probable future impacts. • Takes into account specifications,, materials, techniques suitability, existing products, socio-cultural factors. • Test parts of a design as well as complete conceptual design. Practical Reasoning/Prototyping • Allows for the evaluation of the fitness for purpose of the technological outcome • First realised outcome and tested insitu (both social and physical environment) • Shows fitness for purpose. • Should it be happening? • Social acceptance Seeks to gather information on its acceptability in implementation or the need for further development. Allows for testing against impacts on people, physical, social environment in which it will be situated.

6. What is functional modelling? • Anything that is used to ‘test’ in order to determine if an idea has the potential to be 'fit for purpose'. •  -used to test the potential ‘fitness for purpose’ of a design idea/concept design.   For example: EARLY STAGES: • Technologist thinking through ideas • Discussing ideas with other technologists to test suitability of ideas: talking with primary & secondary stakeholders, critical friend review, market research, existing product analysis. • Drawing on paper: annotation • Formal written and/or diagrammatic explanations

7. Technological Modelling can be….. • Talking to others • Concept sketches • A toile • Questionnaires • Survey • Mock-ups • Models • Looking at and analysing existing products • Mood boards Patterns Templates Tests and trials Circuit diagrams CAD Google sketch up 3D models Sensory evaluation Test batches (food)

8. Talking and thinking about your ideas

9. Drawing and sketching your ideas

10. Patterns and templates Surfboard template, dressmaking pattern, recipe layout

11. Testing and trialling

12. Taste testing

13. Circuit diagrams and drawings

14. Toiles

15. Mock-ups

17. C.A.D. computer assisted design

18. 3D models and mock-ups

20. Prototypes

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23. Teaching and Learning • What is the pre-teaching that the students will require around this standard? • before we even think about looking at the practice of a technologist?

24. Activity Instructions • Class discussion; What is a model/modelling? What is technological modelling? 2. Look at a product – e.g. a pack of yogurt... What do you think the food technologist did to help them make this yogurt? 3. Go through each of the images of the different forms of modelling (below) Each group has a product/image of a product Which forms of modelling might have been used? What would it have told them? 4. Class discussion; What forms of technological modelling have you done for your outcome?

25. Assessment

26. Level 1: Technology 91048 • Demonstrate understanding of how technological modelling supports decision making Level 2: Technology 91358 • Demonstrate understanding of how technological modelling supports risk management Level 3: Technology 91612 • Demonstrate understanding of how technological modelling supports technological development and implementation

27. Step ups Technological Modelling

28. AS’s Step ups from level 1 to 2

29. Step-ups 1.5 Demonstrate understanding of how technological modelling supports decision-making • Risk mentioned at excellence • Evidence obtained from different forms of modelling 2.5 Demonstrate understanding of how technological modelling supports risk management • All about why different forms of modelling are used to manage risk at A,M,E • Why different forms of modelling are used with different stakeholder groups 3.5 Demonstrate how technological modelling supports technological development and implementation • Understanding the role technological modelling has in making informed and defensible decisions • Analysis of technological modelling practices used to address a range of competing and/or contesting factors • Critical analysis of the role technological modelling has had in the development and implementation of an outcome

30. The external standard Achievement Standard 1.5 (91048) Demonstrate understanding of how technological modelling supports decision making. (Discussion points) What does this mean– supports decision making? What is technological modelling? Discuss & brainstorm different types of modelling Highlight the types you have used

31. Decision making • How do I show how modelling supports decision making? • How can I show that…… • technological outcomes (products) are the results of design decisions. • good or bad decisions lead to good or bad outcomes. • good decisions are often made as the result of using modelling tools • why the evidence gained enabled decisions to be made about ‘what could happen’ and ‘what should happen’ for the technological outcome. • discussing how technological modelling identifies risk to support decision making.

32. 2.5 Demonstrate understanding of how technological modelling supports risk management

33. Level 7 Curriculum Objective • Understand how the "should" and "could" decisions in technological modelling rely on an understanding of how evidence can change in value across contexts and how different tools are used to ascertain and mitigate risk.

34. Level 7 indicators Students can: • discuss examples to illustrate why the status of evidence gained from technological modelling might change across contexts • explain why different people accept different types of evidence as valid and how this impacts on technological modelling • explain the role of technological modelling in ascertaining and mitigating risk • describe examples to illustrate the strengths and weaknesses of technological modelling for risk mitigation.

35. Designers/technologists… • they sketch, make mock-ups and rudimentary functional models, which makes it possible for them to learn about the alternative design directions and anticipate forthcoming design possibilities and challenges in a designerly manner (Cross, 2006) • By becoming more familiar with the new project through design exploration, designers can identify project specific information needs, which give a focused agenda to the later process phases, which include meetings with the users.

36. Why modelling is important… • There are no rewards in life for being the first one with the wrong answer. Imagine spending years building a product, only to learn that it missed the needs of its intended market. History is littered with the carcasses of failed products and the companies that built them - product development is indeed a risky business.

37. Existing modelling behind a product Students own modelling within technological practice OR

38. Let’s define Risk • Mitigating Risk: For Digital Technology Outcomes. The concept of risk relates to reducinginstances of malfunctioning of technological outcomes, and/or increasing levels of outcomes robustness. • Increasing the Accessibility of the outcome • Increasing the Usability of the outcome • Increasing the Performance of the outcome • Increasing the Maintainability of the outcome • Increasing Accuracy and Reliability of information (data) • Insuring Appropriateness of material • Insuring Social Acceptance of outcome

39. Reflection on student practice • During tech modelling evidence is gathered to justify decision making • Prediction of possible and probable consequences of the proposed outcome • Functional reasoning focuses on “how to make it happen” and “how it is happening?” • Practical reasoning focuses on “should we make it happen” and “should it be happening?” • Decisions as a result of technological modelling may include the : termination of the development in the short or long term, continuation of the development as planned, or changing/refining the design concept and/or the nature of the technological outcome before proceeding

40. Does this format hinder students?

41. Assessment Schedule NZQA

42. Level 2 Technology 91358 (2.5)Common Assessment Guide • Your report should: • explain why different forms of modelling are used to manage risk • explain why different forms of modelling are used with different stakeholder groups • describe the different forms of modelling that were used to decide what ‘should’ and ‘could’ be done at different stages of technological practice. • explain how modelling enabled the identification of the type, severity and probability of risk during technological practice • explain why different forms of modelling were selected at different stages of technological practice to inform what ‘should’ and ‘could’ be done. • discuss how different forms of modelling can provide valid and reliable evidence from different stakeholder groups.

43. Level 3 Demonstrate understanding of how technological modelling supports technological devleopment and implementation • explaining how functional modelling is used to test competing and/or contestable factors and inform decisions during the development of a technological outcome

44. Level 8 AO Curriculum • Students will • understand the role of technological modelling as a key part of technological development, justifying its importance on moral, ethical, sustainable, cultural, political, economic, and historical grounds. Indicators Students will: • Explains the role of technological modelling in making informed, responsive and defensible design and development decisions • Explains the role of technological modelling in making informed, responsive and defensible manufacturing decisions • Discusses examples to illustrate a range of technological modelling practices that have been undertaken in situations with competing and contestable factors • Critiques examples of technological modelling practices in terms of how well they address underpinning factors.

45. 3.5 Activity: word definitions • Literacy: • Competing and contestable factors • What does this mean? • Competing and contestable factors arise from such things as differing moral, ethical, cultural and/or political views, and the way in which people adhere to and understand issues such as sustainability, globalization, democracy, and climate change

46. First to Third Definition Activity Competing Contestable

47. Competing and Contestable factors • competing- i.e. that one maybe put ahead of another • factors that are in direct opposition and only one can be accommodated e.g. renewable v non renewable • contestable - that this choice could be challenged as there is more than one view on this • Can be accommodated in a design together but the priority and importance are different e.g. Lightweight material and cost, which one takes preference in decision making

49. Contestable factors examples • innovation versus acceptance/continuation • time versus quality • majority acceptance versus acceptable to all • social versus environmental benefit; ethical versus legal compliance, appropriate practices vs ethically acceptable • the use of renewable versus non-renewable resources, • budget constraints versus the use of ideal materials • the use of resources of cultural significance in traditional versus contemporary contexts • differing stakeholder views and their influence on decisions

50. Competing priorities may include but are not limited to: • stakeholder view points • innovation versus social acceptance • expedient practices versus ethically acceptable practices • renewable versus non-renewable resources • budget constraints versus most suitable materials • resources of cultural significance; in traditional versus contemporary contexts.