Unit Outline
EPR270
Design and Technologies
Semester 1, 2024
Jillian Brandsema
Faculty of Education
College of Arts, Law and Education
CRICOS Provider Code: 00586B
Unit Coordinator
Jillian Brandsema
Email: Jillian.Brandsema@utas.edu.au
 
What is the Unit About?
Unit Description
In this unit, you will examine the processes and pedagogy of design and applied learning. Information will be presented about the continuum of design and technology, opportunities for learning and problem solving through designing and making, investigating and devising solutions for better futures. The unit exposes you to teaching, learning and planning issues relating to the discipline of design, considering the way in which we can communicate with others through the items we create and the way we learn about ourselves, our interests and unique abilities through the objects we design and make.
Intended Learning Outcomes
As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.
On completion of this unit, you will be able to:
1.
Demonstrate basic technology skills by creating, manipulating and sharing drawn and digital files.
2.
Evaluate designed artefacts and demonstrate knowledge of the historical, cultural and social embeddedness of technologies through object selection and research.
3.
Identify a range of pedagogical approaches, and evaluate resources appropriate for design and technology teaching and learning.
4.
Consolidate understanding of integration of cross-curriculum components through the development of an integrated learning plan and design challenge.
Requisites
REQUISITE TYPE
REQUISITES
Pre-requisite
ESH102 or EDU102
Alterations as a result of student feedback
After student evaluate feedback, the following changes have been made to enhance student experiences and learning:
1. Revision of weekly assessment to maintain strong alignment with assessment
2. Addition of a roadmap document to assist students’ navigation and success in the unit.
3. Modification of Padlet pages to enhance student engagement. 
 
 
 
Teaching arrangements
ATTENDANCE MODE
TEACHING TYPE
LEARNING ACTIVITY
CONTACT HOURS
FREQUENCY
On Campus
Lecture (Online)
On campus students will have access to weekly content through MyLo and a weekly tutorial of a two-hour duration on campus.
2
Weekly
Online
Lecture (Online)
Online students will have access to weekly content on MyLo and a weekly zoom session.
2
Weekly
Attendance / engagement expectations
If your unit is offered On campus, it is expected that you will attend all on-campus and onsite learning activities. This is to support your own learning and the development of a learning community within the unit. If you are unable to attend regularly, please discuss the situation with your course coordinator and/or our UConnect support team.

If your unit is offered Online, it is expected you will engage in all those activities as indicated in the Unit Outline, including any self-directed learning.

If you miss a learning activity for a legitimate reason (e.g., illness, carer responsibilities) teaching staff will attempt to provide alternative activities (e.g., make up readings) where it is possible.
 
 
 
 
How will I be Assessed?
 
For more detailed assessment information please see MyLO.
Assessment schedule
ASSESSMENT TASK #
ASSESSMENT TASK NAME
DATE DUE
WEIGHT
LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:
Design Question Quiz
Week 6
10 %
LO2, LO3
Assessment Task 2:
Idea Proposal
Week 7
35 %
LO1, LO2, LO3, LO4
Assessment Task 3:
Multiple Choice Quiz
Week 13
10 %
LO1, LO2, LO3, LO4
Assessment Task 4:
Design Challenge Poster
Week 13
45 %
LO1, LO3, LO4
 
Assessment details
    
Assessment Task 1: Design Question Quiz
Task Description:
By answering quiz questions, you will demonstrate your understanding of:
(a) the components of a design question (context, open questions and authentic link).
(b) Pedagogical approaches that can be applied to the Australian Curriculum: Design and Technologies learning area and
(c) Design and Technologies in history, society and culture.
This quiz will be based on the weekly content presented, prescribed readings, including from both textbooks (Fleer, 2019 and online text Albion et al., 2017) and tutorial activities.

Submission details: This task is to be completed under the ‘Quizzes’ section in MyLO.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1

Task Length:
Equivalent to 250 words
Due Date:
Week 6
Weight:
10 %
 
CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
1
Correct responses to multiple choice and single answer questions
LO2, LO3
 
Assessment Task 2: Idea Proposal
Task Description:
In this task you will build on the knowledge you demonstrated in AT1. You will write a design question that is connected to a Sustainable Development Goal (SDG) and take into consideration a pedagogical approach suitable to undertaking a Design and Technologies activity with a small group of students in a learning environment.

Your idea proposal will outline your intentions on how this idea will be developed and you will present it in a PebblePad workbook.

Using the workbook in PebblePad you will need to complete each of the sections detailed below: (information on how to access and submit the workbook will be provided in MyLO).

Section One: Constructive feedback
a. Identify the peer you will be working on for this section.
b. Provide the peer’s full design question and curriculum links in the relevant boxes.
c. Structure and provide your constructive feedback regarding the design question and curriculum links after considering the guiding material provided in the unit.

Section Two: Your design question.
a. Create and provide your proposed design question for a nominated design question, broken down into three sections:
1. Context
2. Design question
3. Authentic link
b. Make connections to the following elements:
1. One Sustainable Development Goal (SDG) – nominate one goal with target.
2. The Australian Curriculum Design and Technologies.
3. The cross-curriculum priority of Sustainability.

Section Three: Household item
a. Select a household item to reuse/recycle or repurpose as one of the possible materials to be used in the making phase of your design challenge. Take a photo of your item and upload it into the nominated section.
b. Describe the historical, cultural, and social embeddedness of the household item. This could be achieved by discussing either:
1. the materials, processes and systems involved in manufacturing, distribution, and marketing the product or 2. the importance of how the selected item impacted history, culture, and society in day-to-day life – positive or negative.

Section Four: Mini Presentation
Upload/embed a short multi-media presentation into PebblePad workbook (no more than 3 mins) which:
1. Identify two students and their specific learning needs.
2. Provide three teaching pedagogies (not teacher actions) for each student which considers their learning needs and enhances their engagement and learning.
3. Only one of these approaches may be connected to trauma or holistic wellbeing outcomes.
Standard descriptors for these criteria below are included in the assessment rubric, located at the end of the assessment section/unit outline/in the Assignment description in MyLO.

Submission details: This task is to be completed in PebblePad.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 2.3, 2.6 and 3.2

Task Length:
Equivalent to 1500 words
Due Date:
Week 7
Weight:
35 %
 
 
CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
1
Provide constructive feedback to a peer with suggestions for improvement of practice
LO4
2
Create an appropriate design challenge question and apply it to a suitable context, linking to an authentic learning experience (all of which connects to a nominated age group)
LO2, LO3
3
Clearly connect your design proposal to the Australian Design and Technologies curriculum or the Early Years Learning Framework.
LO4
4
Identify your household item and evaluate and justify your choice regarding historical, cultural, and social embeddedness of technologies. Apply appropriate writing conventions.
LO2
5
Construct a multimedia presentation (max 3 min) informing of three suitable pedagogical approaches that could be used in conjunction with the design process. Must identify nominated year level/age group.
LO1
 
Assessment Task 3: Multiple Choice Quiz
Task Description:
By answering quiz questions, you will demonstrate your understanding of:
(a) design and technologies concepts such as pedagogy and curriculum.
(b) the importance of historical, cultural, and social embeddedness of technologies and
(c) basic technology and computer skills.
This quiz will be based on the weekly content presented, prescribed readings, including from both textbooks (Fleer, 2019 and online text Albion et al., 2018) and tutorial activities

Submission details: This task is to be completed under the ‘Quizzes’ section in MyLO.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 2.3

Task Length:
Equivalent to 250 words
Due Date:
Week 13
Weight:
10 %
 
CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
1
Correct responses to multiple choice and single answer questions
LO1, LO2, LO3, LO4
 
Assessment Task 4: Design Challenge Poster
Task Description:
Create a design challenge for a selected small group of students (P-6). You have already decided on your theme and overarching question and have expanded and justified your ideas in AT2, now you are going to create a classroom ready design challenge poster (AT3) utilising the information from AT2 and the feedback that has been provided.

Complete the sections in the PebblePad workbook:

Section one: Set the Scene
Provide:
a. A catchy title for your poster which will spark students’ interest.
b. Your nominated year level.
c. Your design question with context and authentic link, focusing on encouraging students’ innovation and creativity.

Section two: Choose your destination Select two content descriptors from the Australian Curriculum: Design and Technologies and complete the 2-column table in PebblePad including information under each of the following headings.
a. Nominated year level
b. Sustainable development goal (SDG)
c. Links to the Australian curriculum cross curriculum priority of Sustainability
d. Robust links to the Australian Curriculum Design and Technologies
e. A learning outcome for each content descriptor. A clear, concise learning outcome, “By the end of this learning session students will be able to …”.
f. Artefact – what will you choose to assess students’ problem solving, i.e., the object/activity that will be assessed.
g. Type of Assessment – identify which type of assessment will be used for each task.
h. Assessment tool - Identify the tool to be used to record and differentiate the task for reporting purposes.
i. Brief explanation of how the nominated tool will help you differentiate tasks.

Section three: Chart a course (One A3 page in poster format).
Create an electronic design challenge on an A3 page that could be used in the classroom with a small group of your nominated aged students. This interactive multi-media poster will serve as an age-appropriate communication tool between you (the teacher), and your target student audience (students) so all information required to motivate, teach, guide, and instruct the students in and through the design process must be on the poster (the design process must be evident on the poster). The poster should be an interactive tool which could be used to teach online, using iPad/laptops or with an interactive whiteboard. Remember to use Design and Technologies vocabulary suitable to your nominated age/year group.

Section four: Take the journey (Two A4 pages maximum)
1. Test and document the design poster challenge by asking one or more students or adults to undertake the journey. Arrange for a family member/friend/neighbour or peer to complete each step in the design poster. This is a test of how well each step is communicated, presented and accessible on your design poster. You may complete the journey alone if unable to gain assistance, however, it is not recommended as a way of providing evidence of how well you have created the interactive poster.
2. Record this journey using photos, images, etc. and document using concise written descriptions (including Design and Technologies vocabulary) alongside the images to connect them to how the design process has been enacted by the participants during the journey.

Section five: Evaluate your design challenge
1. Complete a written evaluation and utilise relevant teaching and learning theory to support your position.
a. Explain what (if anything) you would change about the design challenge as a result of your “trial” journey.
b. Evaluate the suitability of multimedia design brief poster elements.
c. Evaluate the suitability of pedagogical and assessment strategies that the “test” illustrated when the participants followed the steps in the design process.
d. Indicate why the design brief worked well if no changes are necessary.
2. Explain how your design challenge fits into a broader learning sequence (e.g., how did your design challenge assist in solving the original problem/situation? Describe the prior and post learning connected to your challenge).
3. Explain how your design challenge could link to the wider school community and/or the broader community.
*Before submission ensure that all images are compressed to facilitate upload to PebblePad.
Standard descriptors for these criteria below are included in the assessment rubric, located at the end of the assessment section/unit outline/in the Assignment description in MyLO.

Submission details: This task is to be completed in PebblePad.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 2.3, 2.6, 3.2

Task Length:
Equivalent to 2000 words
Due Date:
Week 13
Weight:
45 %
 
CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
1
Create a suitable design question that includes all the necessary elements while connecting to a relevant age/year level
LO3
2
Create an assessment strategy
LO4
3
Compile a design brief by arranging and manipulating visual modes of communication and demonstrate the application of knowledge regarding design and technology vocabulary.
LO1, LO4
4
Apply the design process through the composition and presentation of elements in a documented design journey
LO3
5
Apply appropriate writing conventions, evaluate, and justify how learning links to prior or further learning, and to the wider school context
LO3, LO4
 
 
 
How your final result is determined
To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.
 
Submission of assignments
Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.
 
Requests for extensions
If you are unable to submit an assessment task by the due date, you should apply for an extension.
 
A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.
 
The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.
Late penalties
Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.
 
Review of results and appeals
You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.
 
 
 
Required Resources
Required reading materials
Fleer, M. (2019). Technologies for children (2nd ed). Cambridge.
 
Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website.
 
Recommended reading materials
These materials will be useful to your developing knowledge and understanding of the content in this unit, but you are not required to purchase them. When seeking sources of evidence to support your assignment work, you will find these a useful starting point. These materials are available for a limited loan period from the University Library collection.

Albion, P., Campbell, C. & Jobling, W. (2017). Technologies education for the primary years. Cengage
Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2008). Programming and planning in early childhood settings (4th ed.). Harcourt Brace.
Banks, F. (Ed.). (1994). Teaching technology. Routledge.
Benson, C., & Lunt, J. (2011). We’re creative on a Friday afternoon: Investigating children’s perceptions of their experience of design & technology in relation to creativity. Journal of Science Education and Technology, 20, 679-687. https://doi.org/10.1007/s10956-011-9304-5.
Blythe, T. (1998). The teaching for understanding guide. Jossey-Bass.
Carter Ching, C., Wang, X. C., Shih, M., & Kedem, Y. (2006). Digital photograph and journals in a kindergarten-first-grade classroom: Toward meaningful technology integration in early childhood education. Early Education and Development 17(3), 347-371.
Herrington, J., Reeves, T. C., & Oliver, R (2014). What is an authentic learning environment? In J. M. Spector, Handbook of research on educational communications and technology (pp. 68-77). Springer. Gilbert, R. (2017). Teaching humanities & social sciences: History, geography, economics and citizenship in the Australian curriculum. Cengage Learning,
Honey, M., & Kanter, D. E. (Eds.). (2013). Design, make, play: Growing the next generation of STEM innovators. Routledge.
Hytti, U., & O’Gorman, C, (2004). What is “enterprise education”? An analysis of the objectives and methods of enterprise education programmes in four European countries. Education and Training 46(1), 11-23.
Livett, J., & O’Leary, J. (2007). Design and technology. Social Science Press.
Murdoch, K. (2015). The power of inquiry. Seastar Education
University of Tasmania (2015). APA. In Referencing and assignment writing. Retrieved from https://utas.libguides.com/referencing/APA7th
Volman, M., van Eck, E., Heemskerk, I., & Kuiper, E. (2005). New technologies, new differences. Gender and ethnic differences in pupils' use of ICT in primary and secondary education. Computers and Education, 45(1), 35-55.
Williams, J., & Williams, A. (Eds.) (1996). Technology education for teachers. Macmillan
 
Other required resources