Project requirements

This project will form the basis for the majority of the assessment (64%) in the course. In the project you will respond to a design brief by designing, developing, reviewing, and sharing resources to support implementation of the Australian Curriculum: Technologies in primary school classrooms. The four phases in the project are intended to provide structure and guidance to enhance your opportunities for success and the quality of the resources developed and shared by you and your colleagues.

Phase 1 Develop a proposal outlining your plan for the project to be submitted for assessment as Task 1.
Phase 2 Develop your project using your plan from Task 1 and related feedback for guidance, with additional input from your professional learning network.
Phase 3 Submit complete drafts of your resources for review by peers and provide peer reviews of draft resources submitted by your peers. Feedback from the peer reviews will be used to guide your completion of quality assured resources for submission in your final assignment. The reviews you provide for your peers will also contribute to your assessment.
Phase 4 Complete your resources, share them with colleagues, and submit them with your report on the process and copies of the reviews you provided to peers as your assignment.

Creating preferred futures, project management, systems thinking, design thinking, and computational thinking are key ideas within the Australian Curriculum: Technologies and will be significant in the project that you will plan and develop for your major assignment. These ideas, and others from the curriculum, will be explored throughout the course. Consistent with the importance of design in understanding technologies, the project is presented here in the form of a design brief. This page also provides additional advice about the process. There are additional pages with samples of resources developed by students in previous offers of the course and details of the peer review process.

Design brief
Context Effective teaching is supported by resources matched to the curriculum and the needs of the learners. Hence teachers at all stages in their careers are interested in locating and adopting or adapting appropriate resources. That is especially true when the curriculum changes and for teachers beginning their career or changing contexts. The Australian Curriculum: Technologies (ACARA, 2015) is new and includes some material that may be unfamiliar to many teachers. As a consequence, resources will be needed by both beginning and experienced teachers. You can help yourself, class colleagues, and the wider profession by developing and sharing high quality resources.
Challenge Develop and share, with your cohort and the wider profession, two quality assured resources to support classroom implementation of the Australian Curriculum: Technologies, one resource for an assigned content description from each of the two subjects, Design and Technologies and Digital Technologies.
Parameters

Each of the two subjects, Design and Technologies and Digital Technologies, in the Australian Curriculum: Technologies is presented through two strands, knowledge and understanding and processes and production skills. The curriculum notes that teachers can select content from the knowledge and understanding strand and provide students with opportunities to apply skills from the processes and production skills strand to that content.

To ensure coverage of the curriculum by the collection of resources to be developed by the class, you will be assigned a content description from one of the strands in each subject. Most students should be assigned a knowledge and understanding content description from one subject and a processes and production skills content description from the other. For each subject you will select a complementary content description from the other strand to provide the basis for planning your resource. If you are assigned a content description from the knowledge and understanding strand then you should select your complementary content description from the processes and production skills and vice versa. It will be helpful to consider the elaborations from each of your selected content descriptions when planning your resource.

Your response to this design brief will be submitted in two parts. The first (Task 1) will be a proposal describing how you intend to complete your response to the brief through your assignment. The second (Assignment) will include your developed resources, copies of your reviews of resources developed by colleagues, and a report describing your design and development process, learning accomplished through the project, and reflection on the effects of professional engagement. The table summarises parameters for the parts.

Proposal (Task 1)Resources (Assignment)Report (Assignment)
describes two resources, one from each subject, identifying the relevant content descriptions, and initial sources of content and design ideas are suitable for addressing identified content descriptions from each subject and address broader goals of curriculum and pedagogy reports reviews of drafts of resources developed by colleagues
describes the major steps in the design and development process, sources of support and method(s) for sharing work in progress include design features to enhance flexibility and utility reports design decisions about content and format of resources
reasons for selection of complementary content descriptions, sources, format of resources and method(s) for sharing work in progress   reports personal learning relevant to curriculum, course, and profession
  reports effects of professional engagement on outcomes

Note that you may chose to work individually or in a small group for this project. In either case your individual responsibility is two (2) resources, one for an assigned content description from each subject matched with a complementary content description selected from the other strand. If you work in a group then the group should collectively develop two (2) resources per member on the same basis. Groups might work on a set of related content descriptions for different bands (F-2, 3-4, 5-6) or a set across a single band.

Evaluation Your performance on this design project will account for 64% of course assessment and will be assessed on the basis of your submissions for Task 1 (20%) and the Assignment (44%). See the marking guides for Task 1 and the Assignment for additional details.

Managing your project

This project has been designed so that, in addition to developing a shared collection of curriculum resources that will be useful to members of the class and more widely, it will provide you with experience of working through a technology process similar to what the curriculum envisions for learners in schools. Development of curriculum resources is a response to needs and wants of teachers and will contribute to creating preferred futures for your work in classrooms. Successful completion of the project will require that you engage in project management of time and other resources, exercise at least design thinking, and, depending on the particular resources you develop, possibly engage with systems and computational thinking as well. The project is intended to engage you in project-based learning as a pedagogy appropriate to technologies education.

As noted above, the project will involve a series of phases. The following outline of the phases is intended to assist you with planning your response to the design brief.

Phase 1

  1. Begin by accessing the Australian Curriculum: Technologies and familiarising yourself with its structure and content.
  2. Once you have your two assigned content descriptions, review the relevant sections of the curriculum, including the elaborations, and select complementary content descriptions from the other strand in each subject.
  3. Explore some possibilities for resources that you might develop and investigate the availability of content and design ideas that may be available. You may find it helpful to see some samples produced by previous students in the course.
  4. Decide on the resources you will develop and begin writing up the descriptions and explanations you will need for Task 1.
  5. Decide on how you will engage with your professional learning network as you develop your project and make necessary preparations, such as joining the course group in Mahara (eportfolio). Engage with your PLN for preliminary advice before submitting Task 1.
  6. Draft your plan for completing your project. List out the activities that you will need to complete and develop a draft schedule.
  7. Prepare your submission (800 - 1200 words) for Task 1 and submit it.

Phase 2

  1. Begin work on development of your resources. Engage with your PLN regularly for reactions and advice.
  2. Review feedback from Task 1 and adjust your plans as appropriate.
  3. Work consistently on resource development and avoid a last minute rush.

Phase 3

  1. Submit complete drafts of both resources in the peer review workshop space provided in Moodle.
  2. Complete your reviews of the resources assigned to you for review and retain copies for inclusion in your assignment.

Phase 4

  1. Use the feedback from the review process to guide final revisions of your resources.
  2. Share your completed resources with colleagues through the database in Moodle and by any other means of your choice.
  3. Prepare your report (1300 - 2000 words) for the assignment. It should address design decisions for the resources, and reflect on your learning through the project and the effects of engagement with peers and the wider profession. It should also include copies of the comments you wrote in your peer reviews of colleague's resources.
  4. Submit your assignment as required by the due date.

Sharing work with colleagues

Sharing with colleagues is an important aspect of the project that you will complete for your assessment (Task 1 & Assignment) in this course. The primary goal of that sharing is to enable students to complete the course with access to a collection of quality assured resources that may be used to support teaching in the future. It will also contribute to your learning in the course and will assist you to meet AITSL standards related to professional engagement.

Developing and maintaining an effective personal/professional learning network (PLN) is an important strategy for ongoing professional growth. A separate page has further information about personal/professional learning networks. It suggests ways in which you might use social networking services and other Internet tools to build and engage with a PLN.

A course group has been created in the USQ ePortfolio system (Mahara) to facilitate sharing and interaction throughout the course. That can be a useful addition to a social networking presence or, for those students who prefer not to engage with social networks, it could be a less comprehensive substitute. You will need to request membership of the Mahara group and then wait until you are added to the group.

References

ACARA. (2015). Australian Curriculum: Technologies. Sydney: Australian Curriculum, Assessment and Reporting Authority. Retrieved from http://www.australiancurriculum.edu.au/technologies/.

Lippett, T. (2011). Thumbs up for C2C ahead of Australian Curriculum. Brisbane: Department of Education and Training. Retrieved from http://education.qld.gov.au/projects/educationviews/news-views/2011/oct/united-in-pursuit-c2c.html