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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Models and Modelling
Module Code DT08001
School 79
Module Co-ordinatorSemester 1: Charlotte Holland
Semester 2: Charlotte Holland
Autumn: Charlotte Holland
Module TeacherNo Teacher Assigned
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
As is the case for original assignments, a series of closed-ended problem-solving activities will form the basis of the repeat assessment tasks where students must demonstrate (1) the capacity to critically determine appropriate methods of modelling solutions and (2) the ability to generate an effective model relative to the problem at hand.

This module defines the foundational ways of thinking, learning and working in a technological environment. With an emphasis on “authentic” activity, students will use models and modelling to focus learning and manipulate creative insights, while ultimately using the learning experience as a basis for building their pedagogical attitudes, knowledge and skills. In this module, an emphasis will be placed on closed problems and convergent thinking. This module frames the nature of models and modelling and contextualises the selection of modes of representation for ideas relative to the function of models. Emphasis will be placed on mathematical and abstracted modelling, physical modelling, and digital modelling, as they apply to technological activity. A core learning aim is for students to develop a skillset around modelling selectivity - the capacity to reflect on the need for a model and to then choose an appropriate modelling medium. The module builds the foundational understanding of modelling and design and the relationship between models and modelling with respect to ‘design and society’ and ‘design and the future’ and 'design for sustainability'.

Learning Outcomes

1. Describe the utility of models and modelling as they apply to technological activity
2. Justify different modes of representation to support thinking, learning and working in technological environments
3. Select and create appropriate mathematical, physical, digital, and verbal models to gain insight and or predict associated outcomes while giving recognition to innate uncertainty and error
4. Appreciate the central role that modelling plays in the abstraction and manipulation of design and technology enquiry
5. Acknowledge the importance of modelling in ‘learning about design and technology’ and ‘learning to do design and technology’
6. Identify the potential of models and modelling through associated modes of representation in pedagogical practice
7. Design and develop models to support speculative, critical and predictive enquiry
8. Demonstrate exemplars of physical, mathematical, visual, and verbal models to support (sustainable) design and technological challenges

Workload Full-time hours per semester
Type Hours Description
Lecture24No Description
Tutorial24No Description
Independent Study77No Description
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Nature of models and modelling:
Representation of phenomenon and imagined realities, speculative models, modelling as a form of critique, modelling and behaviour, modelling as learning.

Utility of models and modelling in technology education:
Simplification or elaboration for emphasis/comprehension/interrogation/manipulation, informational, experimental, evaluative, or communicative purposes, codification and predictive capacity of models, uncertainty,

Modes of Representation
Physical: Prototype, craft and model making (card, foam, clay, etc.). Mathematical: Functions and graphs, linear equations, likelihood, probability, prediction. Visual: Ideations, representations, infographics, perspectives and orientations, form, form in space. Verbal: Analogy, metaphor, simile, story.

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
AssignmentModelling Assignment 130%n/a
AssignmentModelling Assignment 230%n/a
AssignmentModelling Assignment 340%n/a
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

  • Field, A.,: 2016, An Adventure in Statistics. Sage Publications Limited. ISBN 1446210456 ISBN-13 9781446210451,
  • Baynes, K.: 2013, DESIGN. Models of Change. ISBN 1909671002 ISBN-13 9781909671003,
  • Baynes, K., Norman, E.,: 2013, Design Education. ISBN 1909671037 ISBN-13 9781909671034,
  • Field, A., Miles, J., Field, ZO.: 2012, Discovering Statistics Using R. SAGE Publications. ISBN 9781446200469 ISBN-13 1446200469,
  • Shimizu, Y., Kojima, T., Masazo, T. & Matsuda, S.: 1991, Models and Prototypes, Clay, Plaster, Styrofoam, Paper. 1st Edition. Hutchinson.,
Other Resources

45522, Journal, 0, International Journal of Technology and Design Education (ISSN: 1573-1804), 45523, Journal, 0, Design and Technology Education: An International Journal (ISSN: 1360-1431), 45524, Journal, 0, Design Studies: An Interdisciplinary Journal of Design Research (ISSN: 0142-694X), 45525, Journal, 0, The Design Journal: An International Journal for All Aspects of Design (ISSN: 1460-6925),
Programme or List of Programmes
BEDTEGBachelor of Education - TEG Post Primary

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