July 27

Reflective Blog Task 1

  • describe a problem space that is not serving the purpose it could do, for learning (80 words);

Semester 2, 2014 sees my Year 8 Multimedia Elective class split between two teachers, with only three lessons over the two week cycle between us; of which some lessons are not timetabled into a computing laboratory.

The teaching and learning space is actually a two pronged problem between the ‘physical and virtual spaces’. Physical space – is not conducive to accessing the Multimedia computing curriculum; and the NSW DER Lenovo laptops are not conducive to in-school Server access, detract from the 55 minute lesson timeframes and are prone to errors. Virtual space – is not conducive to design thinking, creativity, anywhere / anytime access is not a user-centred learning environment.

  • describe the changes, however small, you make to that space as a result, in order  to attempt to create a better space for learning (up to 200 words); and,

Being the computing and majority teacher I have designed a virtual classroom that takes the place of the in-school Server for document access purposes. Within school, students still log on to the computer systems, however, they now access our ‘Multimedia virtual documents’ instead of the in-school ‘Student Data’ and ‘My Documents’.

Within the ‘8Mult.B2’ directory, my colleague teacher and I have access to all teaching and learning documents; whilst the students have access to their own ‘GDocuments (Google Documents)’ and ‘Resources’ anywhere / anytime – a concept based approach rather than merely knowledge based.

Online Learning Space Re-Designed

  • explain, using some of the suggested reading, why that space might benefit from some thinking on its design (200 words);
    • What are the core reasons for which we need a design process?

    A Design Process is a method of solving-problems – of solving known unknown collaboratively through “design thinking”. In terms of my learning space changes, the problem to be solved is the development of a student-centred learning environment. An environment where students feel comfortable and are able to think, rather than follow instructions.

    • How have the challenges in space design changed over recent decades?

    ‘Designers’ were once seen as a ‘design thinkers’ – educators were once seen as ‘teachers’; i.e. distinctly separate roles. From around the 1960s design became known as a ‘science’ – a scientific methodology or process.

    • What are the core capacities anyone requires to begin thinking like a designer?
      • create and develop visual responses to problems;
      • solve problems through – identification, researching, analysis, solution generation, prototyping, user testing, evaluation;
      • understand factors affecting design; i.e. cognitive, social, cultural, technological, economic.
      • respond to user / audience contexts; i.e. physical, cognitive, cultural human factors;
      • utilise tools and technology;
      • flexible and dynamic practice;
      • communicator;
      • sustainability.
  • leave a comment on at least three other students’ blog posts, with a suggestion for an improvement, based on your reading (provide reference(s)).
  • post a link to each of your feedback comments under your own post.
July 20

Designed for a Purpose

Cafe Sketch Dale Mate

Certainly a practical task, I just had to ‘sketch’ the floor space of my favourite Rutherford Cafe’ – Cupp Joes. For Module 1.3 Designed for a Purpose, I used the Note S Application on my Galaxy Note Pro, then uploaded to GDrive as an image.

What I observe about this floor space is:

  • wide, open and inviting entrance;
  • menus at entrance, easily accessible;
  • clear walkway into the inner Cafe’;
  • private customer area;
  • easy staff accessibility to customers;
  • orders taken at entrance to Cafe’;
  • light, airy and inviting Cafe’, with large windows looking onto Shopping Centre (I forgot to add this to the sketch).
July 7


Good evening Ewan, Judy, past and present colleagues,

A secondary TAS / Computing teacher within NSW, I am continuing from ETL523 and INF530. Thus far an absolutely mind opening, practical experience.

My 7 – 12 school was constructed in 1985 and currently has a student cohort of around 1160, predominantly of low socio-economic status. A contemporary design for traditional classes, our Technology High School is technically not a ‘Technology’ school after all – well not gazetted anyway. Our school may seem to be ‘relatively new’ however, it has been left wanting financially for a long time. We’re on the verge of a $15 Million upgrade, which has been approved, apparently.

A simple teacher, I am wanting to improve my practice through enhancing and reflecting on the design of my online pedagogies and curriculum.

DaleM (etam).