Technological modelling
NCEA level 1, 2
and 3
Lesley Pearce
Team Solutions
The Auckland
University
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
Technological Modelling
Practices used to enhance technological development
Achievement Objective
Learning Intention
• Understand that functional
models are used to
represent reality and test
design concepts and that
prototypes are used to test
Technological outcomes
• I am learning... that
technologists use
technological modelling to
help them with their design
ideas and products.
Technological Modelling
Functional
Reasoning/Modelling
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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.
•
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
Technological Modelling can be…..
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Talking to others
Concept sketches
A toile
Questionnaires
Survey
Mock-ups
Models
Looking at and analysing
existing products
Mood boards
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Patterns
Templates
Tests and trials
Circuit diagrams
CAD
Google sketch up
3D models
Sensory evaluation
Test batches (food)
Talking and thinking about your ideas
Drawing and sketching your ideas
Patterns and templates
• Surfboard template, dressmaking pattern,
recipe layout
Testing and trialling
Taste testing
Circuit diagrams and drawings
Toiles
Mock-ups
C.A.D. computer assisted design
3D models and mock-ups
Prototypes
Vosges Chocolate
Bacon Bar
In a mood for the ultimate salty/sweet
treat? Try a milk or dark chocolate bar
with applewood smoked bacon and alder
wood smoked salt, from the boutique
chocolate emporium Vosges.
Or..
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?
Activity Instructions
1. 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?
Assessment
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
Step ups Technological Modelling
Level 1 How
modelling is used
Level 2 The use of modelling and its
nature
Level 3
Identify modelling,
information
gained, aspects of
technical feasibility
and social
acceptability
How modelling
informed
development and
decisions
Identify risks and
how they are
managed through
modelling
Explain why different forms of
modelling are used to manage risks.
Why different forms are used with
different stakeholders
Describing the forms used to decide
what should and could be done
Validity and reliability of evidence
from the modelling
Identification of risk , its implications
and its likelihood of occurring
explaining how functional modelling is
used to test competing and/or
contestable factors and inform
decisions during the development of a
technological outcome
explaining how prototyping is used to
inform decisions for implementation of
a technological outcome.
explaining how evidence regarding
competing and/or contestable factors is
gained from different forms of
modelling to justify decisions made
during the development and
implementation of a technological
outcome.
discussing how modelling enables
informed, responsive and defensible
decision making during the
development and implementation of a
technological outcome
AS’s Step ups from level 1 to 2
Level 3
Level 1
Level 2
Evidence
obtained from
different forms
of modelling
All about why
different forms of
modelling are used
to manage risk at
A,M,E
Risk mentioned
at excellence
Why different
forms of modelling
are used with
different
stakeholder groups
How functional
modelling is used
to test competing
and/or contestable
factors at both
development and
prototype stages
Also how
modelling enables
informed,
responsive and
defensible(excellen
ce) decision
making
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
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
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.
2.5
Demonstrate understanding of how
technological modelling supports
risk management
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.
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.
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.
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.
Existing modelling
behind a product
OR
Students own
modelling within
technological
practice
Identify different forms of modelling (functional to
prototype). Why was the modelling selected? What
information was required from the modelling at different
stages of practice? Should and could happen.
What modelling was used with different stakeholders?
How did the modelling and feedback from stakeholders
provide valid/reliable evidence?
How did the modelling mange risk (reduce the potential
of malfunction or increase the level of success of the
tech outcomes? Did the modelling identify type, severity
and probability of risk during the development stages?
Let’s define Risk
• Mitigating Risk: For Digital Technology Outcomes. The
concept of risk relates to reducing instances of
malfunctioning of technological outcomes, and/or
increasing levels of outcomes robustness.
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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
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
Does this format hinder students?
Assessment Schedule NZQA
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.
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
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.
3.5 Activity: word definitions
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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
First to Third Definition Activity
Competing
Contestable
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
Contestable factors examples
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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
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.
Competing factors
- Competing factors could include such things as:
differing stakeholder views and their influence on
decisions, 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 etc.
• 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
A student example
At level 8, students will:
• use critical analysis to judge/determine the role that
technological modelling had in the development and
implementation of a technological outcome. This can
be demonstrated by students doing a retrospective
reflection on their own technological practice or
analysing a case study, or undertaking an investigation
into the technological modelling applied in someone
else’s practice
• The technological outcome has to have been
implemented, placed in situ and tested, that is,
developed to the prototype stage
Sentence starters…
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This case study focuses on..
This modelling was used to interact with... (stakeholder)
The feedback showed…if they had not listened to the stakeholders then
This modelling allowed the identification of… probable risk… type of risk.. The
severity of the risk..
This type of modelling allowed… and this information/evidence identified…
ensuring…
This modelling showed what should be done..
I think this evidence…and this allowed them to…
The …model was used to discover what should happen and then the evidence
was used to help decide how to make it happen
…..this tested technical feasibility/social acceptability
The modelling allowed… which meant a significant change (or refinement) to
the design/use of material
Real/perceived risks were identified so they trialled/tested…..
Imperatives - commands
3.5
Describe
3.6
3.7
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3.10
3.40
3.44
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Explain
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Discuss
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Justify
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Evaluate
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Explain
Means to give a reason or reasons – an explanation answers the question
"why?" or "how does that work?" If the text includes "because" or "so
that", it will be to explain something. Answers the question why? Or how
does it work? If the text includes “because” or “so that” it will explain
something. Makes links make links, explain further, because, WHY
Discuss
Means to examine something in detail so as to reach a decision. This
usually means that more than one perspective is put forward and actively
considered. So as part of discussions we may get "compare and contrast".
Make a number of links, consider, use other examples, WHY & HOW
list with examples and reason (how and why); Substantiate- examples,
reasons and evidence, evaluation that implies judgement and a reasoned
selection or argument; analysis and critical examination of facts and
drawing conclusions based on these.
Justify
To prove or show to be just, right, or reasonable
give a good reason for. To provide an explanation or rationale for
something to make it seem OK or to prove it is correct or OK
Evaluate
To examine and judge carefully; appraise
determine relevance, significance, making an informed judgement
Managing the process
• The student work and evidence evolves throughout the
teaching and learning programme
• Use of formative feedback to ensure students are
demonstrating understanding and are editing and clarifying
their work as they collect evidence for the report writing
• Use the schedule to give feedback to students
• Ensure during feedback the authenticity of student work
• Use the Principals nominee to address nay issues of nonauthentic work and plagiarism
• Do not leave until the end of the year- students should be
collecting evidence of their understanding throughout the
year programme and teaching and learning experiences
• Refer to tools such as www.plagscan.com if necessary
Strategies for Teaching
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Use key questions and the criteria to support students
understanding of real issues
Explore things such as online forms, email lists and websites
Grouping the work into manageable and teachable moments, e.g.
using blogging as a tool to collect evidence for their report
Use student life experiences to enrich their understanding of the
AO/LO objectives
Being digitally literate AND language/ technology literate
Contextualise and mediate information so that students can build
their knowledge and understanding of an example and enable
them to write about their understanding
Being language and technology literate
Contextualise and mediate information so that students can build
their knowledge and understanding of an example and enable
them to write about their understanding
3.5
AS91612
Demonstrate understanding of how
technological modelling supports technological
development (and Implementation)
Step ups Technological Modelling
Level 1 How
modelling is used
Level 2 The use of modelling and its
nature
Level 3
Identify modelling,
information
gained, aspects of
technical feasibility
and social
acceptability
How modelling
informed
development and
decisions
Identify risks and
how they are
managed through
modelling
Explain why different forms of
modelling are used to manage risks.
Why different forms are used with
different stakeholders
Describing the forms used to decide
what should and could be done
Validity and reliability of evidence
from the modelling
Identification of risk , its implications
and its likelihood of occurring
explaining how functional modelling is
used to test competing and/or
contestable factors and inform
decisions during the development of a
technological outcome
explaining how prototyping is used to
inform decisions for implementation of
a technological outcome.
explaining how evidence regarding
competing and/or contestable factors is
gained from different forms of
modelling to justify decisions made
during the development and
implementation of a technological
outcome.
discussing how modelling enables
informed, responsive and defensible
decision making during the
development and implementation of a
technological outcome