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3.6 Explain knowledge that underpins a …….. outcome

3.6 Explain knowledge that underpins a …….. outcome. 3.6 Explain knowledge that underpins a …….. outcome. . 90678 Bio tech 90680 Electronic and Control 90682 Food Tech 90684 ICT 90686 Materials 90688 Structures and Mechanisms. Steps.

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3.6 Explain knowledge that underpins a …….. outcome

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  1. 3.6 Explain knowledge that underpins a …….. outcome

  2. 3.6 Explain knowledge that underpins a …….. outcome. • 90678 Bio tech • 90680 Electronic and Control • 90682 Food Tech • 90684 ICT • 90686 Materials • 90688 Structures and Mechanisms

  3. Steps • Select the professional technologist(s) and identify outcome they developed • Explain/discuss knowledge that underpinned the development of identified outcome - procedural and conceptual, link directly to standard entered for • Explain/discuss how knowledge and the way it was used supported the development of the outcome (for merit and excellence)

  4. Step 1

  5. Knowledge that guides development could be from the use of…. • Key resources (people, time, software, materials, components) • Knowledge of materials (fitness for purpose, availability, costing, sustainability, transformation) • Key procedures (use of jigs and templates, functional modelling, tests in-situ) • Key techniques (measuring, testing, processing, evaluating, communication, evaluating, finishing) • Knowledge from other disciplines • Codes of practice • Codes of ethics, legislation

  6. Activity • Choose one of the following case studies: • Secure Couture, Furnware or Gluten Free Cookies • On worksheet identify the knowledge that underpinned the development of the technological outcome • What information is missing, where could this be accessed from?

  7. Sentence enablers • Technologist A would have understood that…this would have led him to … • In order to proceed technologist A had to know… • Through testing… the technologist had to make a decision….

  8. Question for Analysing • Which events could not have happened? • If. ..happened, what might the ending have been? • How is...similar to...? • What do you see as other possible outcomes? • Why did...changes occur? • Can you explain what must have happened when...? • What are some or the problems of...? • Can you distinguish between...? • What were some of the motives behind..? • What was the turning point? • What was the problem with...? (Pohl, Learning to Think, Thinking to Learn, p. 13)

  9. Assessors Report 2010

  10. Achieved

  11. Achieved with Merit

  12. Achieved with Excellence

  13. Additional Notes

  14. Technology Scholarship Performance Standard • present a written reflective report based on their experiences in developing a technological outcome(s) along with a supporting portfolio. A portfolio is an organised collection of evidence of a candidate undertaking technological practice. • Candidate's submissions including the report should not exceed 60 A4 pages. • It is suggested that the written reflective report be no longer than 3000 words.

  15. Report • Report can be written or digitally presented DVD, CD, on line website, digital diary) • Graphic, audio, video, and/or digital media may be included and should be used to enhance or illustrate aspects of students' experiences shown in the report.

  16. Students technological practice • Authentic issue for a real client • Interact with a diverse range of stakeholders (also practicing technologists from a range of contexts) • Explain, justify own practice to resolve issue

  17. Solving complex problems • Allows students to extend and challenge their thinking • Allows them to seek a broader range of information to guide their own thinking and enhance their practice • From 2010 Scholarship report: http://www.nzqa.govt.nz/qualifications-standards/awards/scholarship/scholarship-subjects/scholarship-technology/

  18. Successful scholarship students demonstrated the following: • Portfolio of work plus reflective report • Authentic issue and context are explored thoroughly • Key and wider stakeholders identified and interacted with • Location is thoroughly analysed • Their tech practice throughout is critical analysed

  19. Brief and specifications continually tested to justify tech outcome has potential to resolve defined issue • Critically reflected on the practices of others and how this informed their development • Clearly documented own tech practice eg: • Functional modelling undertaken to test and trail design ideas • Reasons for conducting tests • Implications of the testing on development of ideas

  20. Credible and valid evidence: • Photographs, explanations, findings from testing/trialling design ideas, development of tech outcome through tech modelling • Tested prototype in situ that it was fit for purpose, or if not gave reasons why it was not and gave suggestions for improvements • Reflective report gave a logical justification for tech practice undertaken

  21. Terms explained

  22. A range of technological experiences may include • undertaking technological practice to develop technological outcomes • developing and critiquing case studies • debating technological issues • undertaking observations • using technology • generating new knowledge.

  23. Complexities of a situation… • In identifying and exploring the complexities of a situation, students will identify, analyse and integrate multiple variables, some of which conflict. Variables include such things as: • stakeholder issues • organisation and management issues • resource issues.

  24. That of others • With reference to that of others requires students to inform their own practice by analysing and critiquing the practice of other technologists, including their peers, within a range of contexts.

  25. Scholarship thinking

  26. Synthesis and integration and Critical reflection • Synthesis and integration refer to the ability to bring together knowledge, skills, ideas and methods from different sources to advance one’s practice  • Critical reflection requires students to undertake a comprehensive analysis that evaluates information, understandings and practices that affect the development of technological outcomes.

  27. Putting new information together to make predictions or solve problems • Seamlessly bringing together parts / ideas to form a coherent whole

  28. Synthesise and Critically Analyse • demonstrate that they can synthesise and critically analyse their technological experiences • explain the complexities of a situation(s) that has been identified and explored in the development of a technological outcome(s) through undertaking technological practice • provide justifications for the technological practices they used to develop a technological outcome(s), as well as evidence of the technological outcome(s) itself

  29. In short… • Synthesis and integration of knowledge, skills, ideas and methods into their technological practice. • Justification of the technological practice undertaken. • Critical reflection of the information, understandings and practices that affected the development of their technological outcome(s).

  30. Behaviour words

  31. Synthesise Questions • How does the data support…? • What predictions / generalisations can you make based on the data? • How would you investigate…? • How would you improve…? • What are possible solutions…? • Make connections between…

  32. Continued… • Breaking material or concepts into parts • Distinguish relevant from irrelevant • Organise – determine how elements fit or function within a structure • Find coherence • Use information to identify motives or causes and to draw conclusions

  33. Behaviour words

  34. Analyse Questions • How does…apply? • Why does…work? • How does…relate to…? • How would you group / classify? • How would you solve…? • List the parts of…? • What comparisons can you make between methods, results or solutions…? • What / where are the contrasts in…? • What factors contribute to…? • Explain what / how…? • Interpret facts and ideas

  35. Evaluate Questions • Is there a better solution to...? • Judge the value of... What do you think about...? • Can you defend your position about...? • Do you think...is a good or bad thing? • How would you have handled...? • What changes to.. would you recommend? • Do you believe...? How would you feel if. ..? • How effective are. ..? • What are the consequences..? • What influence will....have on our lives? • What are the pros and cons of....? • Why is ....of value? • What are the alternatives? • Who will gain & who will loose?  (Pohl, Learning to Think, Thinking to Learn, p. 14)

  36. Elegance • Elegance refers to such attributes as: ingenuity, simplicity, polish, and optimisation.

  37. RAK

  38. Originality • Originality refers to attributes such as: inventiveness, innovation, and unconventionality.

  39. SCAMPER (Michael Pohl)  S = Substitute Who else instead? What else instead? Can we substitute an ingredient, another material, another process, other power sources? • Can we substitute – this in another place or this approach with a different one? • Can we turn it backwards, upside down, inside out?

  40. C = Combine • Can we combine different materials, units or modules, uses or purposes, concepts or ideas? • Can you design a…to…? • Can you see a possible solution to….? • What would happen if….? • How many ways can you…? • Can you develop a proposal which would…?

  41. A = Adapt • Can we adapt this to be like some other object, idea, thing from the past? What could I copy and use elsewhere? • Who could I emulate?

  42. M = Modify • Change or exaggerate something – a new twist, change colour, change sound, shape, direction, smell, motion, different meaning.

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