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  • Technological knowledge and practice is growing exponentially (Moore's Law)
  • As an area of knowledge it is far bigger, more complex and more sophisticated than what most people can comprehend, ....

But that's not all, the complexity is also in the tiny end of technology, where rules of design change again!

Welcome!

Key Learning Questions In Design and Technology

Universal Areas of Assessment:

A living site: http://www.technacy.com/

Kurt Seemann

The question is....

How can we scaffold the learner

And the teacher

So that both can better organise any past, present and future technological knowledge so assessment of knowhow can be more reliable?

For the most part, school projects in technology target the human scale of hands on understanding ...

But the scale of technologies

have added complexity

..and are more

incomprehensible.

We design, make and build a world that is also increasingly smaller than we can comprehend. We may be OK with making clocks at school, but the majority made world of technologies are much more complex now.

For slightly smaller scale products, we are starting to see new materials and off shore virtual manufacturing systems that test the teaching methods and scaffolds conventionally offered to students like in textiles...

Rules for design change

at extreme scales

How ought we now scaffold our teaching and assessment for the majority world of smaller made objects? For exmaple, how do we guide the learner through a critical study of these technologies so that the conceptual framework they use is universal between them, yet adaptive for the variations of context and purpose in their design and use?

The people whose hands made this couldn't see the end product. They

were lucky if they got to see updated photos!

The technologies to learn and be assessed against that are increasingly relevant are also incomprehensively small; using conventional conceptual frames of technical education assessment presents problems of depth and consistancy across both scale and classifications of technologies.

Like the huge scale of cities, we are now surrounded by nano-products that we rely upon .. in our phones, in our systems.. and here the rules of design change, ..even the usual rules of physics in construction!

we are connecting up like never before,

and this is a game changer!

We are now almost entirely an urbanised species; how we view the world is in part influenced by our environmental cues :

  • we design cities, but we can never get to hold them

Purpose and Applied Context Criteria Assessment:

  • ability to redress the task/project purpose by critically examining the key contingencies that must be accommodated in the outcome to make it WORK

Classification Assessment:

  • ability to identify the various genre of technologies being used or proposed
  • ability to recognise and demonstrate effective use of key genre metaphors: eg. work together, improvise, 'fractal like' dependencies

Genre Element Assessment:

  • Accurately describes the genre elements present in the project/task
  • Identifies the specific relationship of genre elements as a combined system
  • Critically considers the resources and constraints of the genre elements for meeting the project purpose and context parametres.

A living site: http://www.technacy.com/

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