Undergraduate Course: Communicative Methods for Design and Manufacture (EDUA08087)
Course Outline
| School |
Moray House School of Education |
College |
College of Humanities and Social Science |
| Course type |
Standard |
Availability |
Not available to visiting students |
| Credit level (Normal year taken) |
SCQF Level 8 (Year 1 Undergraduate) |
Credits |
20 |
| Home subject area |
Education |
Other subject area |
None |
| Course website |
None
|
Taught in Gaelic? |
No |
| Course description |
The course supports the development of and essential skill of any designer, engineer, technologist or artisan, and teacher $ú the ability to communicate through accurate visual representations, ideas, concepts, assemblies and solutions to problems.
Communicating by means of graphical methods is an internationally recognised skill and language. It permeates many disciplines and is not limited to engineering and design. This course aims to enable and empower the student with an informed knowledge and understanding of the language and skill set for their personal design growth as well as being aptly prepared to teach Design and Technology education in school or further education colleges.
This half course develops knowledge, understanding and skills in a range of communicative methods for design and manufacture and in supporting aspects of Design and Technology Education including spatial thinking and visual literacy.
Communicative Methods for Design and Manufacture assumes that students will have basic school based understanding of drawing and communication techniques and will develop these to a significantly higher level. It explores and examines the broad range of techniques, practices and applications of graphic methods used in design, manufacturing and commercial environments. This course seeks to develop a range of skills, knowledge and avenues of application using both manual and computer aided methods.
The ability to interpret the design ideas or manufacturing requirements of others is an important skill and readily transfers into other fields of learning and activity. Similarly the ability to present one&©s own ideas to others is of equally important and useful. Additionally, this course explicitly develops a working understanding of approaches and strategies for teaching and methods of assessing for improved learning. Links will be made to the core skills of literacy and numeracy e.g. through analysis of communication approaches required for designerly methods. This will include, for example, selection of communication method as suited to audience, place and purpose; listening and speaking; factual reporting; functional writing; framing questions; debate and structured discussion; interviews; using language and words as creative tools- analogies and metaphors.
The course will make explicit links with themes of Education 1 A (Lifespan, Socialisation and Learning) and Education 1B (Teaching and learning and the Social Context of Education) - specifically teaching and learning strategies, classroom interactions, learning by conversation, challenging inequality, deployment of ICT and debate. |
Entry Requirements
| Pre-requisites |
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Co-requisites |
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| Prohibited Combinations |
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Other requirements |
None
|
| Additional Costs |
Assorted graphic media and folio |
Course Delivery Information
| Not being delivered |
Summary of Intended Learning Outcomes
By the end of the course the student will be able to:
1. Display sound knowledge and understanding of the range, purpose and function of communicative methods as used in design and technological professional and learning environments.
2. Demonstrate personal development in the skills, application, and interpretation of a variety of graphical and communicative methods as applied in design and technological environments and learning and teaching.
3. Select and apply communicative methods and justify using reference to appropriate research.
4. Demonstrate growing confidence and ability for teaching, managing and resourcing design and technology learning experiences for pupils.
6. Take account of the differing ways in which children learn and develop spatial thinking and visual literacy.
7. Recognise international standards and conventions relating to communicative methods.
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Assessment Information
There will be two forms of summative assessment used i.e.:
1. The production of a substantial portfolio which presents evidence of competence and personal progression in the skills, knowledge an application of a range of communicative and graphical methods appropriate to purpose and audience. 70%
2. An illustrated written report detailing the application of technological language and communication skills in design and technological environments and the student&©s interpretation of the issues for learning and teaching in this field, with reference to research and literature. 30% 1500 words
There will be formative assessment of peer group teaching - this will relate to the SITE (2006) benchmark statements.
Considered in the summative assessment process is:
a) The range, quality, accuracy and compliance of the work with purpose and audience.
b) A commitment to development of personal and professional skills demonstrated through folio work.
c) An understanding of the locus of graphical methods and activities as applied to design and technological environments demonstrated by selection of communication mode and media related to purpose.
d) An indication of professional growth in the ability to identify and resolve actual or potential issues and suggest possible strategies for learning and teaching.
e) Interpretation of appropriately selected research literature and references to readings. |
Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Not entered |
| Transferable skills |
Not entered |
| Reading list |
Research literature such as:
Anning, A. (1997) Drawing Out Ideas: Graphicacy and Young Children International Journal of Technology and Design Education 7, 3 219-239
Barlex, D & Welsh, M. (2000) Sketching: Friend or Foe to the Novice Designer? International Journal of Technology and Design Education 10.3.125-148
Chester, I (2007) Teaching for CAD expertise International Journal of Technology and Design Education 17. 1. 23-35
Chester, I. (2007) 3d-Cad: Modern Technology $ú Outdated Pedagogy? Design and Technology Education: An International Journal 12. 1. 7-9
Gustafson, B., MacDonald, D., and Gentilini, S. (2007) Using Talking and Drawing to Design: Elementary Children Collaborating With University Industrial Design Students Journal of Technology Education 19 . 1, 19-34
McCormick, R. (1999) Capability lost and found Journal of Design & Technology Education, 4.1
McLaren,S.V. (2008) Exploring perceptions and attitudes towards teaching and learning manual technical drawing in a digital age International Journal of Technology and Design Education 18.2. 167-188
Smith, J. (2001). The current and future role of odelling in design and technology. Journal of Design and Technology Education, 6:1, 5-15.
Smith, J., Brochocka, K., & Baynes, K. (2001). A pilot study into the value of 3D sketch odelling at Key Stage 3 Journal of Design and Technology Education, 6: 2, 125-138
Welsh, M. (1998) Students&© Use of Three-Dimensional Modelling While Designing and Making a Solution to a Technological Problem International Journal of Technology and Design Education 8.3. 241-260
Texts e.g.
Hope , G (2008) Thinking And Learning Through Drawing: In Primary Classrooms Sage Publications
Eissen, K. (2008) Sketching: Drawing Techniques for Product Designers Bis Publishers
Linton P. and Wood, M. (2002) Graphic communication Standard Grade course notes Leckie & Leckie
Linton, P. Smith, R. Urquhart, S. (2008) Higher Grade Graphic communication course notes Leckie & Leckie
Mulherin, J. (1988) Presentation techniques for the graphic artist: how to sell your ideas effectively Phaidon
Pickup, F. & Parker, M.A. (1976) Engineering drawing with worked examples London Hutchinson
Powell, D. (1987) Advance marker techniques Macdonald
Powell, D. ([1994], c1985.) Presentation techniques: a guide to drawing a presenting design ideas Boston : Little, Brown and Co.
Rhode, S. (1978) Basic engineering drawing Longman
Robbins, E. (1994). Why architects draw. Cambridge, MA: MIT Press.
Shepard, T. & Loft, A. (2001) Design & make it! : Graphic Products Cheltenham: Nelson Thornes
Tufnell, R. (1989) Design & Communication : GCSE & Standard Grade Hutchinson
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| Study Abroad |
Not entered |
| Study Pattern |
12 weeks 1 session per week |
| Keywords |
Design Graphics CAD Education Technology |
Contacts
| Course organiser |
Ms Susan Mclaren
Tel: (0131 6)50 2262
Email: Susan.McLaren@ed.ac.uk |
Course secretary |
Miss Julie Urquhart
Tel: (0131 6)51 6606
Email: julie.urquhart@ed.ac.uk |
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