Final Reflection

Final Reflection for Assignment Task 1 Part A

As the design challenge comes to a close I have began to reflect on the design process and look at the process through a different lens to develop deeper thinking and understanding (Ayoubi, 2013). This process has been a time consuming task that has definitely pushed me to my limits and at times has been very frustrating. However, I can see the benefit for using this process in the classroom as it is very engaging and student led. 

I began with the investigation which assisted me in developing ideas for my design and deciding on a topic using a needs analysis. I think this process would be successful in the classroom to allow students to think of the design from a 'real-life' perspective however, this analysis would have to be modified to suit the year level. For example, in a year one class this may be a class discussion where students use their prior knowledge of a product to decide which needs are to be met with their design. For older students, a more complex process could be put in place as the students will be more autonomous. 

The ideation phase changed my attitude towards the design process as I had the opportunity to begin thinking about my design from a different perspective. Creating alternative designs ensured that my design met all of the needs for the design and in the classroom, this will encourage students to reflect on stage one of the design cycle and develop their design specifically to these needs. This phase would be particularly useful to younger students in a group discussion as well, as the students will be able to deepen their understanding of their design using ideas from their peers. The decision making process which led me to my final design was a concept that took me quite some time to get my head around and thus, for students will require quite a lot of modelling. As this is a maths concept, it could be incorporated into the mathematics curriculum. 


The production phase is the most hands on phase and I expect the most anticipated. I was very much looking forward to building my garden as my newest feature in the backyard, but unfortunately I was unable to sources a pallet and I was unable to consume the copious amounts of softdrink to have enough bottles. However, in the classroom with much more preparation (and around 24 more people to drink the softdrink) the resources for this design would be readily available. 

The last phase is the evaluation phase. I found this phase difficult to complete for my peer as I only had the information on the wiki to go from. I believe that for this stage to be successful there needs to be a discussion between the peers for this to be successful as there may be questions that have not been answered through the process - for example 'how the product will be marketed'. The product analysis prompt cards would be a successful way to implement this phase in the classroom as the students could pair up and have 1 minute per person to answer each slide. 

I have made the following considerations as to how the design process could be implemented in the classroom:

Ayoubi, J. (2013). The importance of reflection. Retrieved from http://www.trainingzone.co.uk/topic/coaching/importance-reflection/182144 

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Week 5

Futures Thinking 

Futures thinking promotes knowledge, skills and understanding that are needed to think creatively and critically about the future and this approach is important for educators. Students will begin to link their own lives in the present to the past and the future, understand social, political and cultural influences shaping perceptions of the future on a personal, local and global level, think about probable and preferable futures and work towards achieving a sustainable future where people and the planet are equally important. 

Preferred futures encourages students to learn skills in: 

Considerations for pedagogies

- Planning to serve needs not wants

- Ethic in goals - does this create a better world?

- Local and global design solutions for inclusivity 

- Look at traditional ways and innovate 

- Provide lesson designs enabling students to make links between their own lives and the past/future

- Increase understanding of economic, social, political and cultural influences

References 

Hicks, W. (n.d). A futures perspective. Retrived from http://www.teaching4abetterworld.co.uk/futures.html

http://mlab.uiah.fi/polut/Yhteiskunnalliset/lisatieto_ethics_primer.html

Week 4

The Production Phase

The last phase of the design challenge is the production phase. Here the final product/solution/prototype/design is presented with the following considerations: 

How did your thinking change with each step?

Each step in the design phase challenged my thinking towards my final product and this is evident in the ideation phase. 

What were the challenges?

My original idea for a sustainable garden to provide the tuckshop with fresh produce was challenged by my peer as the rate of fresh produce would not meet demands of the tuckshop. Space in the school then became an issue and it was necessary to adapt my design to suit a smaller space in the school. The last challenge I faced was in this current phase as I was unable to source a pallet to create my garden at such short notice. Instead of creating my whole garden I have experimented in my own garden at home with different types of plants that will grow enough in the timeline specified and whether they will be suitable for the small pots they will be placed in.  

Here is an idea of what my final product would have looked like if I could have obtained the pallet. 

Here is my step by step plan to build my prototype: 

Step 1: Assess the pallet for nails poking out etc and sand back until smooth.

Step 2: Paint the pallet

Step 3: Cut all of the softdrink/milk bottles in half and paint

Step 4: With the help of maintenance/parents each child will nail or screw each bottle onto the pallet

Step 5: Each child will plant their seeds/seedlings and fertilize appropriatelyStep 6: Maintenance will then help us to assemble our garden to a wall nearby the classroom

What are the take home lessons for your own classroom?

Souring the pallet for this design challenge will need to start as soon as possible. Hopefully the students may know someone who can provide one to the class. This is also a challenge that will take a lot of work after the design is completed. The students will need to foster a drive to complete the task and take care of their plants as required. 

How do the course materials on the design cycle relate to what I have learned?

The course readings provided me with guidance through this design process which was much appreciated. This course thus far has been a challenge in itself, however having useful readings has assisted the completion of my design challenge and provided me with new knowledge and pedagogies I will carry with me through to my classroom. 

How did my practical exploration contribute to my knowledge of the technology design cycle in place through my reading? 

How did the peer feedback assist my learning? 

The peer feedback provided was extremely valuable to my design challenge. The ideas presented from my peers encouraged me to think about my design in different ways and I believe my design is better from their input. 

Considerations for the classroom: 

- Keeping a journal/log throughout the design process 

- The design needs to be something the students are interested in 

- A design challenge is very time consuming and this must fit in with other curriculum

- Recyclable items will keep the costs down 

Sustainability

Sustainability was a great focus throughout my design challenge and encouraged the students to think in terms of how to create the design with minimal cost and the least amount of damage to our environment. This weeks readings explore sustainability and it's growing popularity among consumers. Sustainability as a cross-curricular begins to develop students knowledge, skills, values and world views that impact on their contribution to sustainable patterns of living and is future orientated. During my design challenge I will encourage the students to consider the future of their project and the impact this will have on the environment. For example, how will this design project positively effect the environment? What considerations will you need to make to ensure this project is sustainable? Once you are gone, who will continue to look after the plants? If they die, what impact will this have on the environment?. These considerations will encourage design thinking in terms of econmic, environmental and social impacts (ACARA).  

Sustainable Practice

Life cycle analysis:

- This is used to identify inputs (extraction, growth and processing of raw materials) to and outputs (consumer products - waste, landfill, heat and energy loss and emissions) from a product or process

- Information gathered assists in reducing carbon footprints 

- Analysis can be specific to what you need and the depth can also vary, however it must calculate both direct and indirect impacts

- Some applications align broadly to 'cradle-grave' and 'cradle-cradle' concepts 

Cradle to grave

- Assumes a product is made used and disposed of 

Below looks at how the Life cycle analysis looks in a scenario. It emphasises the process as a linear nature and significant potential for wasted resources, emissions and waste to landfill. 

Cradle to cradle

- Assumes that products are used but not disposed of and used in other ways

Reuse – using a product without change or remodeling, whether for the original or a different application 

Recovery – capturing or extracting elements of a product or process, for example, chemicals from computer parts or heat from a production process 

Recycle – processing a product or components into a changed form, usually for a different application Remanufacture –rebuilding a product to its original (or better) specifications; this goes beyond reconditioning or repairing to an acceptable working state.

Sustainability Product Features 

- Reduced carbon footprint

- improved energy efficiency 

- Lower running costs 

- Longevity of a product

Breakthrough sustainability innovations

- Low energy low carbon materials and products 

- New sources or better production of renewable energy 

- New applications for existing and recycled materials 

- Processes for decontaminating, remediating and rehabilitating water and soil 

- Energy recovery or cogeneration systems 

- Tools for measuring and calculating emissions 

- Production technologies that use less energy and generate less waste.

Clean vs Cleanup

This refers to the use of green products and cleaner production. Clean technologies such as waste prevention and source reduction are included in the clean technologies. Cleanup technologies include reuse, recycle, treatment and disposal. 

Eco Designer

This website provides links to unique and engaging resources on sustainability, innovation and design. I downloaded the Eco Innovators Sustainability Quiz which is a great way to incorporate technology into education on sustainability as it provides the students with new and old information relevant to them in a fun way. 

References 

ACARA. (2014). Cross Curricular priorities. Retrieved from http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability 

ACARA. (2014). Design and Digital technologies - Overview. Retrieved from http://www.australiancurriculum.edu.au/technologies/content-structure 

EcoDesigner. (2013). Sustainability Resources. Retreived from http://www.ecodesigner.com.au/#!resources/cmkm 

Manufacturing skills Australia. (2015). Sustainability in practice. Retrieved from http://sustainabilityskills.net.au/what-is-sustainability/sustainability-practice/design-and-technology/product-life-cycle/

Technological Choice. (n.d). Hierarchy of waste management strategies. Retrieved from http://www.uow.edu.au/~sharonb/STS300/technology/clean/cleanup.html