Latest Module Specifications
Current Academic Year 2025 - 2026
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Description 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'. This module will be taught using authentic application cases that will use design tasks to engage students with the stages and functions of design. Lectures will unpack the theoretical underpinning of models and modelling and the relevance to technological activity. Graphic studio sessions will support the development of core modelling (physical, digital, mathematical and verbal) and graphics skills and peer critique. Activities will utilise the visual and tangible outputs to develop and refine technological models. Teaching and learning activities will centre on collaborative engagement. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Describe the utility of models and justify modelling to support thinking, learning and working through technological activities. 2. 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 3. Appreciate the central role that modelling plays in the abstraction and manipulation of design and technology enquiry 4. Acknowledge the importance of modelling in ‘learning about design and technology’ and ‘learning to do design and technology’ 5. Identify the potential of models and modelling through associated modes of representation in pedagogical practice 6. Demonstrate exemplars of physical, mathematical, visual, and verbal models to support (sustainable) design and technological challenges | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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 |
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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. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles: None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Other Resources
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