Mubashar Sheikh
EDCURSEC640 Assignment 2
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Draft Standard Technology 1.3:
Demonstrate the use of design ideas to produce a conceptual design for an outcome
Resource reference: Technology 1.3
Resource title: Kāwhia – the coast with the most: Develop a conceptual design
Credits: 6
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Context setting
1. Introduction
The people of the great ocean going waka (canoe) Tainui, having traversed the mighty Pacific Ocean eventually settled Kāwhia in about 1350. The rich food resources offered by the sea, in the low bush covered hills and fertile lands could not be resisted in the past and these diverse food resources continue to draw many visitors to this area to this day.
Kāwhia is located on the north island of New Zealand's rugged west coast in about one hour drive south-west of Hamilton on state highway 31. Kāwhia offers scenic bush walks, historic sites of interest, fishing - either surf casting or charter boats, a nine hole golf course, Te Puia beach hot springs, safe inner harbour beaches for swimming, kayaking, horse trekking and the 'best' fish. Kāwhia has a long and colourful history of both Māori and European settlement.
2. Brief
The Kāwhia traditional Māori Kai Festival is Kāwhia's biggest day every year. Thousands of visitors flock for this annual festival celebrated on or around Waitangi weekend in early February. The organisers of the event asked the students of Year 12 to design and produce a website for Kāwhia Kai 2011 which will provide information about the festival and encourage local people and tourists to visit Kāwhia and engage in a dialogue. The whole project, as a result, involves four stages as detailed below:
2.1. Investigation of Māori Culture
2.2. Investigation of Māori Traditional Food
2.3. Publicity Material – print based
2.4. Interactive publicity space – web based
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Mubashar Sheikh / 1624026Technology Unit Plan - Year 12
Unit Title: Kāwhia Kai School:
Curriculum Level: 7 Duration: 4 Weeks
Values highlighted in this unit
þ Excellence – aiming high, perseveringo Innovation, enquiry and curiosity
þ Diversity – culture, language, heritage
þ Respect – for themselves and others
o Equity – fairness and social justice
þ Community and participation for the common good
o Ecological sustainability - Care for the environment
o Integrity – accountability, honesty, acting ethically / /
Key competencies highlighted in this unit
o Managing self – self-motivation, personal goals, appropriate behaviour, resourcefulness, sense of self and importance of heritageþ Relating to others – listen actively, recognise different points of view, negotiate, share ideas
o Participating and contributing – balancing rights, roles and responsibilities, and responding appropriately as a group member
þ Thinking – using creative, critical, meta-cognitive and reflective processes, drawing on personal knowledge and intuitions
þ Using language, symbols, and texts – interpreting language and symbols, using ICT, recognising how choices of language and symbol affect people’s understanding.
Technology Strands
Technological practice
þ Planning for practice
o Brief development
þ Outcome development and evaluation
Students able to develop a creative, innovative collage of images fully exploiting the design principles in order to represent their personality, interests etc / Technological knowledge
þ Technological modelling
þ Technological products
Students understand that the images used influences the final outcome with regard to its fitness for purpose (i.e. selected for a display or publication in the magazine)
o Technological systems / The Nature of Technology
o Characteristics of technology
o Characteristics of technological outcomes
Curriculum Area: Technology (ICT) Theme: Kāwhia Kai Festival 2011
Context setting: The broad objective of Kāwhia Kai is to create a website for this festival. Students will be learning about the background of this event, knowledge about Māori culture and traditional food. Students will research and collect resources and produce a website that reflects all aspects of the Māori food festival, the interests of the event and things/activities that are important to them.
Learning Focus: The following are the objectives of Kāwhia Kai:
a. Designing for a variety of audiences and needs
b. Problem solving that helps support multiple perspectives
c. Technical image manipulation and print publishing skills
d. The design process and effective communication
e. Peer evaluation in a collaborative environment
f. Soft skills such as interviewing and responding to feedback
Related technology areas of learning: Visual Design, Digital Media Design, Digital Technology, Computer Science
Focus strand: Technology Practice
OPPORTUNITIES FOR INTEGRATION WITH OTHER LEARNING AREAS
o Learning Languages
þ Mathematics (Statistical Investigations): the concepts discussed are around distance, perimeter, area, and other measurement tools to gather data from images.
þ Social Sciences (All objectives, Learning about another culture) / o Health and PE.
þ English (Speaking, Writing and Presenting – All objectives)
þ Arts
Cyber-Safety
There will be in-class discussions about Cyber Safety and Privacy issues in term of what is safe online practice particularly in the context of Facebook, Twitter and WikiSpaces.
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Mubashar Sheikh / 1624026======
Draft Standard Technology 1.3:
Demonstrate the use of design ideas to produce a conceptual design for an outcome
Resource reference: Technology 1.3
Resource title: Kāwhia – the coast with the most: Develop a conceptual design
Credits: 6
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Student instructions sheet
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Achievement / Achievement with Merit / Achievement with ExcellenceDemonstrate the use of design ideas to produce a conceptual design for an outcome. / Demonstrate the use of informed design ideas to produce a conceptual design for an outcome. / Demonstrate the use of refined design ideas to produce a conceptual design to for an outcome.
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Phase 1 (Week 1): Brainstorm design ideas and research
Achievement Objectives / Learning Intentions / ResourcesTask 1
The teacher will lead the students through the basics of the Internet. Different components such as Internet, WWW and URL’s will be discussed. At the end of this lesson the students will take an online quiz on the information covered.
Task 2
At the end of this lesson allow the students to begin searching for web sites they find appealing. Have them list these out and identify the good design elements of the websites. At the end of the discussion on design the students will be pointed to several web sites and encouraged to discuss these sites from a design perspective.
Students will be taught Design Principles in detail. / How Internet works?
Web pages and web servers.
(Who invented WWW and how it works?)
URL tutorial
Comparitive analysis of three websites of similar theme
http://www.quizyourfriends.com/
Design Principles Template
Assessment: The teacher will judge progress by the students online test results. Two quizzes are provided for this lesson. Have the students print their quizzes, if a printer is available, or discuss the answers as a group. In addition the teacher should have the students turn in the list of URL’s they found, with the parts identified.
Achievement Objectives / Learning Intentions / Resources
Task
1. Ask the students what they know about Kawhia Kai. Write their answers on the board.
2. Introduce the festival and its purpose.
3. How might we use technological practice to help Kawhia Kai Festival 2011?
4. Before proceeding, provide children with A3 sheet with the following question written in the middle. Ask them to draw or write any ideas, in ‘web’ or ‘mindmap’ style. If they have none then get them to write a question. Explain that if they don’t know it yet, this is good because it gives us an idea of where to start the learning.
5. Maps (including weather maps) / http://www.kawhiakaifestival.co.nz/
http://www.kawhiaharbour.co.nz/maori-kai-festival.html
http://www.kingcountry.co.nz/map.html
Template -Simple interviews / reports
Students will be shown some basic features of Adobe Dreamweaver to create a website and Adobe photoshop to manipulate their images.
Assessment: Students will create a simple front page of the festival’s website and use their researched contents and images. Students will be asked to consider all the Design Principles and identify them on a separate piece of paper.
Phase 2 (Week 2): Testing and evaluation
Achievement Objectives / Learning Intentions / ResourcesTask
Students will demonstrate their understanding of the brief by preparing a presentation of the tour package (on PowerPoint or poster) that suits international tourists visiting Kawhia. Create a poster or power-point presentationthat compares the products, prices, activities, and attractions. Use graphics, photos, illustrations and statistics. Comparisons could be made about the level of marketing material available as well.
· Describe all kinds of food available and fun activities
· Highlight how the package suits each family member and how it demonstrates the principles of culturally and environmentally sensitive tourism.
Note: Use some ‘catch phrase’ for the tourists to dispose their rubbish wisely and be environmentally friendly.
· Historic background of the festival / http://www.kawhiaharbour.co.nz/
http://prezi.com/
Students will be given a Gantt chart to maintain the key stages of their project.
Students will create concepts and development documents with the help of teacher.
The teacher will judge progress by simple web pages created by the students and the feedback given by the peers.
Phase 3 (Week 3 & 4): Conceptual design
Achievement Objectives / Learning Intentions / ResourcesTask
The teacher will lead the students through the sections on Web Page Design. In Web Page Design, the following topics will be covered:
· What are some good design elements?
· Charting the flow (Linear vs. Hiearchial design issues).
· What is the Purpose of the Page?
· Compliance with the event’s theme.
· In the Responsible Webbing section, issues of copyright and acceptable use (profanity and pornography in Web pages) will be discussed.
Students will begin to create simple design flow charts for their pages.
Task
The teacher will lead the students through the basics of HTML code. The following topics will be covered: What every page should have:
· Body Building
· Using Images
· Hyper links
As the tutorial progresses the students will be creating a simple web page by keying in the HTML. Attached are paper copies of what they will be keying if the teacher feels this would assist in the process.
Task
Choose a design that is realistic.
Choose fonts that are available in HTML format and end users do not have to scroll.
Position of the images. Make sure it is not a difficult place where you have decided to place your image. The best time to think is now when you are creating a sketch of your website.
· Font choice
· Font size
· Spacing
· Line length
· Color
· Paragraphing
Usability:
Alignment:
Students must have completed at least one concept drawings and explained their reasons for choosing the particular thumbnails. / Students will be asked to explore other festival websites and identify the effective design principles.
List of events:
http://www.newzealand.com/travel/sights-activities/events-calendar/new-zealand-events-calendar-home.cfm
At the end of the discussion on design principles, the students will be pointed to several web sites and encouraged to discuss these sites from a design perspective.
http://www.netsafe.org.nz/
Assessment: The teacher will judge progress by the web pages created by the students and give feedback to each student. Students will record the reasons for choosing a particular thumbnail such as, chosen font, its size and a certain image.
Achievement Objectives / Learning Intentions / Resources
Task
Show students how to manipulate images in Photoshop to get the desired effects.
The students will learn advanced features of Adobe Dreamweaver and Photoshop including how to import their Photoshop concept design in Dreamweaver.
Allow them time to complete the design of their page and research for materials (pictures, etc.) that they would like to include on their page. Encourage them to use a variety of resources (i.e. - the Internet or books) in their research. Encourage them to modify clipart or a scanned image using a paint type program, or to create an original drawing with such a program.
Task
The teacher will allow the students to continue work on their web pages during these sessions. Point out to them they can reference the tutorial at any point for help. Encourage them to problem solve, help each other and use given resources as much as possible.
The students will work with Adobe Dreamweaver and Photoshop. / In-class demonstration of Photoshop features.
Show students ‘Slicing’ in Photoshop.
Evaluation of your website
Students will create a “Stakeholder’s Feedback” document.
Assessment: Students will be provided with an evaluation document to make sure that they are correctly following the process to create an effective website.
Meanwhile teacher will work with students and assist them in their website’s technical or design issues.
Phase 4 (Week 5 & 6): Fitness for purpose
Task
Students will assess their website according to the given brief and critically assess its fitness of purpose.
Students will be asked to keep their Gantt chart up to date and remember the key dates.
Students will be reminded to meet the deadlines.
At this stage students must have completed two concept designs of their website and they all have chosen one.
In this week, students should have completed a draft version of their website.
In the beginning of the last week, students are expected to review their websites before submitting to the teacher. Their folders must be up to date and they must reflect the technological process they followed to achieve the outcome. / In any project, “fitness of purpose” or compliance with the stakeholders need is an ongoing and a crucial process.
Students will be asked to maintain an individual Blog and clearly describe their practice to meet the fitness of purpose of their technological outcome.
Other students will be encouraged to have a read of each other’s blogs and add an improved idea, If any.
This process will improve students’ “shared learning”.
Assessment: The teacher will give feedback on student’s chosen concept design and assist students to resolve the technical difficulties.
Students will show their up to date Gantt chart.
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Mubashar Sheikh / 1624026Assessment schedule: Technology 1.3
Evidence/Judgments for achievement / Evidence/Judgments for achievement with merit / Evidence/Judgments for achievement with excellenceResearch & Planning
· Evidence of some planning in visual diary
· Resource ideas included
· Difference of the web designs identified
· Some references are recorded. / · Planning is well-informed and evaluation is ongoing and each modification is noted
· There is clear evidence of resource ideas
· Difference of the web designs discussed
· Contents are referenced. / · Planning is comprehensive and evaluation is complete and each modification is noted
· There is ample evidence of resource ideas
· Difference of the web designs elaborated
· Research methods are clearly recorded and resources are referenced.
Concept Mapping
· Evidence of research of resourced ideas
· Included thumbnail sketches
· Indications of the size and shape of images and the layout / · Evidence of research of resourced ideas
· Each idea is evaluated in some way
· Written comments provided on ideas
· Indications of the size and shape of images and the layout / · Evidence of research of resourced ideas
· Each idea is evaluated with at least two points made, + or -
· Written clear comments provided on each idea
· Clear record of the size and shape of images and the layout
Conceptual Design
Make use of some relevant images and manipulate them to use in the website. / Creates original images that employ good image composition and elements of visual design. / Creates original images with a point of view, clearly employing good image composition and elements of visual design.
Evaluation
Manipulate the images successfully by applying different Photoshop features. / · Correctly uses colour correction, selection tools, and retouching tools to manipulate images.
· Alterations to the image support the original meaning of the image. / · Correct and appropriate use of colours corrections, selection tools, and retouching tools to manipulate images and focus the composition on the subject.
· Alterations to the image support the original meaning of the image.
· The website is fit for purpose
· The website is easy to navigate
· All link are working
· Contents are all relevant / · The website is fit for purpose
· Website navigation is simple
· The website is fully functional
· The website complies with all the design principles / · A record of stakeholder’s periodic feedback to make sure that the website is fit for purpose
· Some advanced coding and features are evident
· The website is tested on different browsers and fully functional
· How well website files are maintained for an easy update
· How easily this website can be searched over the internet? Is Meta data set correctly?
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