VOL 28.1 | AUGUST 2019 TECH NOTES JOURNAL

In this issue

STEM programs for students: Model Solar Boat Challenge, VEX Robotics, and SolarBuddy Teacher professional learning: Design thinking Community: TOM: Makeathon at FAB9

ISSN 2206-3331

Contents

Welcome to Technotes, August 2019 A message from Joanne Heide, President of DATTA Vic 5 Letter to the editor An extract from the response to the Victorian Auditor-General’s report on teacher professional learning, given on behalf of the Council of Professional Teachers’ Associations of (CPTAV) by President Dr Deb Hull on 27 February 2019 6 Updates: news briefs So You Think You Can Design 9 Victorian Premier’s Design Award 9 NGV Contemporary 10 NGV forthcoming exhibitions 10 STEM programs for students Model Solar Vehicle Challenge 11 VEX Robotics World Champs from Templestowe College 14 Celebrating a successful partnership: Akorn Educational Services working with Robogals to promote an understanding of engineering 17 SolarBuddy 20 Teacher professional learning Design thinking 21 The Future of Design and Technology Education 24 The Design and Technology Teachers’ Association and International Research Conference (DATTArc) 2018 26 Top Designs Exhibition 2019 Product Design and Technology SAT – Medication/tablet retriever 28 Systems Engineering SAT – Fully automated mop 30 Systems Engineering SAT – Remote controlled crane 32 Don’t be regular be BOLD (Fashion) – republished from BOLD magazine 35 Community Meet Mat Bowtell, engineer and assistive devices innovator 40 The 2019 TOM: Melbourne Makeathon 44 FAB9 makerspace 46 DATTA Vic Educator of the Year Awards 50 Book reviews The Universal Methods of Design: 100 Ways to Research Complex Problems, Develop Innovative Ideas, and Design Effective Solutions 53 100 Ideas that Changed Design 53 Technologies Education for the Primary Years 54 BONUS OFFER BUY 4 SETS GET 1 SET FREE SAVE $$$$$$$$$$

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Freecall: 1800 684 068 [email protected] www.mooreed.com.au Technotes: Vol 28 No 1 2019 DATTA Vic – ABN: 97 353 363 318 ARN: A00145751G The Dream Factory, Level 2, 90 Maribyrnong Street, Footscray 3011 Technotes is a membership service of Design and Technology Teachers’ Association (DATTA Vic) Phone: (03) 9349 5809 (Executive/Education Officer) and (03) 9349 1538 (Office Administration) Website: www.datta.vic.edu.au Email: [email protected] (workshop, conference and general enquiries) or [email protected] (admin, membership and finance enquiries) ISSN: 2206-3331 Contributions, including letters to the editor, articles and resources are welcomed and should be sent to the editor at DATTA Vic. While every care is taken, we accept no responsibility for the accuracy of the statements, opinions or advice contained in the text and advertisements. The information contained in this journal is in no way associated with or endorsed by the Victorian Curriculum and Assessment Authority (VCAA) or the Department of Education and Training (DET). Suggested approaches to VCE assessment and the implementation of VCE study designs contained in this journal are the opinions of the authors only. While every effort has been made to trace the copyright holders of all articles, in some cases this may not have been possible. The editor would be pleased to hear from rightful owners in such cases to redress this. Material presented in this publication is presented for the benefit of DATTA Vic members and newsletter subscribers. Therefore, the editor does not enforce copyright on most of the materials provided within schools, institutions or associations where the members/subscribers work. From time to time, material is represented which has copyright limitations clearly indicated. Reprinting of such material can only be done with due regard to the current legislation relevant to copyright. DATTA Board President: Joanne Heide Vice Presidents: Jill Livett and Michael Essex Secretary: David Fletcher Treasurer: Travis Burroughs General committee members Jacinta O’Leary, Rohan Bevan, Zowie Moselen, Peter Murphy, Michael Slinger, Tony Herceg DATTA Vic staff Executive/Education Officer: Laura Murphy Office Administrator: Hannah Lewincamp Editor: Lorraine Tran Graphic design: Kim Daly Cover photo: 2018 International Champions of the Model Solar Open Boat Challenge from Mt Monica’s College, Epping: Paris Mascetti, Ross Alexopoulos and Natalie Straube proudly display their trophy, model solar boat and certificate. Image supplied. DATTA Vic acknowledges Aboriginal and Torres Strait Islander people as the Traditional Owners of the land and pays respect to their Elders past, present and emerging. Welcome to Technotes, August 2019 A message from Joanne Heide, President of DATTA Vic

Welcome to the 2019 edition of DATTA Vic’s journal, Technotes. Student exhibitors in Top Designs 2019 discuss their VCE Product Thank you to all those who contributed to this edition by sharing Design and Technology and Systems Engineering products information about their organisations, programs and projects, along with comments from their teachers. We are most grateful ideas and experiences. to BOLD magazine and headspace Mildura for allowing us to reproduce an article about the design process and fashion garment Lorraine Tran, the Technotes content manager and editor again produced by Grayce Norton, from St Joseph’s College, Mildura. took on the role of contacting teachers, students and others in the community to source a variety of articles and images of interest In the ‘Community’ section read about how design and technology to Design and Technology and Systems Engineering teachers. is being used for social good including a heartwarming story by multiple award winner Mat Bowtell about how he developed In this issue, you can read CPTAV’s response to the his charity, Free 3D Hands following the closure of Toyota, where Auditor‑General’s report on teacher professional learning. he was employed as an engineer. Learn about a new facility FAB9 Find out the latest news about So You Think You Can Design, – a makerspace that has opened at the Dream Factory in Footscray the Premier’s Design Award and from the NGV. There is a report and the 2019 TOM: Melbourne Makeathon for Assistive by Associate Professor Dr Kurt Seemann about the proceedings Technologies that was held there recently. and latest research being done from the Design and Technology Teachers’ Association and International Research Conference Meet the dedicated and innovative DATTA Vic Award recipients (DATTArc) held in December 2018 along with the main points of the Primary and Secondary Educators of the Year Award, from Peter Murphy’s keynote presentation on the Future of Design and the New to Teaching Award. and Technology Education at the conference. I attended and Thanks to Laura Murphy at DATTA Vic and Jill Livett, DATTA Vic have provided an article on a Design Thinking Masterclass Vice President, for their guidance and support in helping to bring conducted at earlier in the year. this issue of Technotes to fruition. There are some great STEM focused programs being conducted We hope you enjoy reading the articles and viewing the images in schools that you may be interested in learning more about. in this edition. If you have any ideas for articles for future editions In our cover story, St Monica’s College Epping students who gained that you’d like to share with your colleagues, we’d love to hear first place in the Australian International Model Solar Challenge about them! Please contact Laura at DATTA Vic if you’d like 2018 in the Model Solar Open Boat Challenge section, along more information. with their teacher, tell us about their boat and experiences in the competition. An all-girls team from Templestowe College recently Happy reading and all the best for the remainder of 2019. competed in Kentucky and won the World Championship of the VEX Robotics Competition. Their teacher, Rianne Burroughs Joanne Heide tells us about their amazing victory. Also included are reports President, DATTA Vic on Robogals, a program that encourages female students to learn more about engineering. Participants in the SolarBuddy program learn about energy poverty, renewable energy, global citizenship and make a solar light to donate to a child in a remote community.

TECHNOTES | 5 I am quoting here from the report: ‘This audit did not examine Letter to the editor the efficacy of a specific initiative, rather, we evaluated whether VIT and DET have a clear and accurate understanding of the professional learning that occurs in government schools, including its planning, cost, and impact.’ Despite this, the Auditor-General did refer to conferences and seminars. Twice in the whole report. Briefly. Firstly: ‘Research suggests that traditional professional learning activities, such as conferences and seminars, have limited long‑term effectiveness because they passively convey information with minimal follow-up. These once-off, generic events often occur outside the classroom and have limited capacity to explore the diverse needs of every teacher.’ An extract from the response to the Victorian There was no reference provided for this research, so there is Auditor‑General’s report on teacher professional no way to assess whether it is relevant or applicable to all types learning, given on behalf of the Council of of conferences and seminars, or whether the methodology or the Professional Teachers’ Associations of Victoria research questions addressed the kind of professional learning (CPTAV) by President Dr Deb Hull on 27 February 2019. we deliver. In the second instance, the report notes that government The Victorian Auditor-General did not school expenditure on conferences, courses and seminars ‘find’ that conferences are not effective was $107 million over three years. The Auditor-General said: ‘This expenditure represents a sizable portion of schools’ I would like to start with some thoughts about a recent article in funding—particularly considering the consensus that The Age which suggested that the Victorian Auditor-General had attendance at conferences is the least effective form found that conferences and seminars were an ineffective form of professional learning. We encourage DET to develop of professional learning for teachers.1 guidance that helps schools to invest in activities known to have the greatest impact on teachers’ practices, such as This is a big issue for us as the providers of Victoria’s the development of in-school professional learning programs discipline‑specific conferences for teachers. that are teacher led and classroom based.’ Firstly, the Auditor-General’s report on Professional Learning for One might reasonably infer, given this level of investment from School Teachers did not examine the effectiveness of professional cash-strapped schools and busy teachers, that the ‘consensus’ learning for teachers, it examined whether the Department about the effectiveness of this kind of learning is not as widespread of Education and Training (DET) and the Victorian Institute of as the Auditor-General was led to believe. Teaching (VIT) had sufficient data to understand the professional learning that teachers are currently undertaking, and whether Despite the rather strange media coverage of it, the they are in a position to appropriately advise the Minister on these Auditor‑General’s report is really worth reading. It lays out matters. In compiling the report, the Auditor-General consulted the steps that the DET has taken in recent years to discourage with the DET and VIT. individual government school teachers from identifying and pursuing their own professional learning choices. Mechanisms are being introduced that push teachers to use their VIT-mandated professional learning hours, and the professional practice days set aside for them in their 2017 employment agreement with the DET and VIT, to advance the current, overarching change goals of the school.

1 www.theage.com.au/national/victoria/conferences-waste-teachers- time-and-our-money-auditorgeneral-claims-20190220-p50z0w.html

6 | TECHNOTES In 2017 the Department included a professional learning and The assumption built into this thinking is that a teacher cannot development section in schools’ Annual Improvement Plans (AIPs). be trusted to identify the professional learning that they most Schools were required to show that the professional learning need, and that the whole-school learning which is arranged by that teachers were undertaking was linked to the goals in the AIP their employer will be sufficient to meet all teachers’ most pressing which – one might expect – are usually focused on whole-school needs. This is not a differentiated learning approach.3 improvement strategies rather than the extension of teachers’ So, if the Auditor-General’s report says but did not find that discipline-specific knowledge and pedagogy. conferences are ineffective, what did the report find? In 2018 the Department introduced the Performance and Among other things, the Auditor-General found that: Development Guidelines for the Teacher Class. While requiring ‘Currently, DET has limited assurance that the budgets principals to support teachers to engage in collaborative practices provided to schools sufficiently support them to participate such as mentoring and inquiry-based research – which we would in professional learning. It is important for DET to increase all agree is an excellent step – the guidelines also note that its understanding of professional learning costs, as failure to teachers’ Performance and Development Plans (PDPs) should appropriately budget for this activity could compromise the explicitly link to the activities and milestones outlined in their ability of schools to realise DET’s reform objectives. In 2018, schools’ AIPs. ‘The link between individual and group priorities DET increased schools’ total student per capita funding by is pivotal to the Education State’s reform agenda, as firmly an average of 1.44 per cent to cover the costs associated with embedding professional learning into schools’ day-to-day routines implementing the Victorian Government Schools Agreement requires a concentrated, collective effort from DET, principals, 2017 (VGSA) professional practice days. These costs could and teachers.’ include the employment of Casual Relief Teachers (CRTs) to Perhaps most concerning, the Auditor-General found that ensure continuity for students. However, without an accurate ‘DET has minimal insight into how each school’s improvement understanding of schools’ use of CRTs to facilitate both on-site priorities align with the goals of their individual teachers. and off-site professional learning activities, DET has limited This is because the targets outlined in School Strategic assurance that this is a commensurate funding increase.’ Plans (SSPs) and AIPs do not prepopulate in teachers’ PDPs, The Auditor-General also found that: and DET does not conduct any aggregate analysis of the latter’s content.’ As though it would be a good thing if schools wrote ‘VIT does not routinely collect information from teachers the professional development plans for their teachers, though about the focus or impact of their annual professional learning the 2017 employment agreement covering government school activities—it only scrutinises the number of completed hours teachers puts the choice of professional learning in the hands as opposed to their quality or effectiveness. This hinders of the teacher.2 VIT’s ability to inform the Minister for Education of teachers’ developmental needs—a legislated requirement under the Education and Training Reform Act.’ Professional teachers’ associations provide conferences, and also a range of other professional learning activities, programs, reading and resources. These are not aimed at whole-school improvement, they are aimed at improving the knowledge and skills of individual teachers and teams – of making them more expert in and better teachers of their disciplines.

2 ‘(12) (a) From the commencement of the 2018 school year each teacher is entitled to one day per term (four days per year) release from their scheduled duties, including teaching, to focus on the improved delivery of high quality teaching and learning. These days are in addition to existing pupil free days and pro‑rata for a teacher employed part-time. (b) The work undertaken on these days will be consistent with Departmental and school priorities and selected from the following areas: planning, preparation, assessment of student learning, collaboration, curriculum development, relevant professional development and peer observation including feedback and reflection. (c) The timing and focus of each day for each teacher will be 3 ‘When designing professional learning opportunities, it is important nominated by the teacher and be agreed in consultation with to consider teachers’ prior knowledge of curriculum and assessment… the principal. Teachers also have very diverse professional learning needs arising (d) Where the timing and/or focus are not agreed the timing will from the specific demands that their particular students place on be determined by the principal and the focus of the day will be their teaching skills.’ Teacher Professional Learning and Development, determined by the teacher and will be consistent with the focus International Bureau of Education, p.11 www.ibe.unesco.org/fileadmin/ areas set out in sub clause 12(b).’ user_upload/Publications/Educational_Practices/EdPractices_18.pdf

TECHNOTES | 7 Yet we do believe that this is a project which profoundly benefits 92% of evaluation survey respondents from the History Teachers’ schools, teachers and students across Victoria. If you are a teacher Association of Victoria’s (HTAV) last conference said they would who is struggling to understand how to implement the VCE recommend it to other history teachers… we receive feedback Unit 1 study design in Ancient History in a year when your school like ‘I signed up to learn how to navigate the curriculum. But what is focused on the introduction of restorative justice practices, I received was so much more’ and ‘More information provided and you are the school’s only VCE History teacher, then in-school re curriculum and lesson planning in 3 hours than in 1.5 years collaborative professional learning probably isn’t going to be the of my Masters course.’ only thing you need. If you are one of the 40% of people currently HTAV is unlikely to be the only professional teachers’ association teaching geography in Australian schools who does not have a receiving feedback like this. We have been piloting, implementing background in geography, or the 14% of English, 25% of history, and refining our professional learning offerings for years in 25% of languages, or 21% of maths teachers who are teaching response to what teachers have told us they find useful and out‑of‑field, the school’s annual improvement plan might not relevant. We know how difficult it is for teachers to get out of the include a specific focus on what you need.4 classroom and so we are intensely focused on providing value for There is a place for in-school, team-based professional learning money and time. In light of this, it is truly mystifying and sometimes – of course there is! It is the only mechanism that will create demoralising to be told that the teachers are mistaken to value some of the whole-school, student-focused changes we need it, and that we have all somehow got hold of the wrong end to see. But there is also a place for high quality, out-of-school of the stick. professional learning that meets the needs of individual teachers I would like to finish with a case study from the Auditor-General’s in diverse disciplines, and that simultaneously connects them report about another professional learning pilot. with expert practitioners and helps them network with valuable, beyond‑their‑school communities of learning. Without it, in‑school The DET recently piloted the Professional Learning Communities professional learning becomes a closed loop. A balanced approach initiative. Professional Learning Communities are in-school would include both. teacher teams that work together to achieve a common goal, led by ‘Instructional Leaders’ who are exemplary teachers with To be fair, the Department acknowledges this in its Professional an aptitude for leadership. (This team‑based professional learning Learning in Effective Schools guide when it states that: is an important concept, and it offers the potential to create ‘Attending seminars and workshops or participating in collective and transparent teaching practices, and to foster daily courses is also necessary when teachers need to learn specific or weekly professional learning moments in schools.) knowledge and skills, such as deepening their understanding of key subject‑matter concepts. In cases where teachers 64 schools were given $60,000 grants to participate in the pilot. attend external learning activities there should be an explicit, That’s almost $4 million before the costs of delivering the program school‑based process for feeding those learnings back into are factored in. It included four modules of off-site training over the school and the practice of teachers.’ four days for school leaders, and five modules of off-site training over five days plus three modules of school-based activities over three days for the identified Instructional Leaders in each school. All attendance costs including CRT were covered by the Department. However, in the evaluation at the end of the pilot, the evaluation survey was said to have returned ‘fairly positive’ results. While the pilot schools did report an increase in regular time set aside for professional learning, only 33% of teachers responding to the evaluation survey reported receiving ‘useful’ feedback 4 The definition of an ‘in-field’ teacher that is used here is that they either from their school and Instructional Leaders. This result was not have one semester of study in the subject at second-year tertiary level considered a reflection on the program. It was instead attributed OR studied teaching methodology in the subject. Out-of-field teaching to the fact that ‘most schools lack a strong culture of trust in Australian secondary schools, Paul R Weldon, ACER. https://research.acer.edu.au/policyinsights/6 and reflection’. ‘The SiAS survey collected some data on professional development; Due to the success of the pilot, the Auditor-General reports, however, it is not possible to establish a clear sense of the extent DET allocated $32.3 million to implement the initiative across to which teachers who are formally out-of-field in a subject – defined in terms of the lack of specific tertiary subject or teaching 800 government schools. methodology specialisation – have undertaken further study in that subject. It may be that some teachers with many years of experience Dr Deb Hull in an out‑of‑field subject have had considerable professional Executive Officer, HTAV development in the area.’ p.7 President, CPTAV ‘… Early career teachers are put in the position of having to teach outside their subject specialisations considerably more often than their more experienced colleagues. More than one-third of all teachers in their first two years of teaching are teaching out-of-field A note from the editor at Years 7–10 at least some of the time, compared to one-quarter of The Victorian Auditor-General’s Report on Professional Learning teachers who have more than five years of teaching experience.’ p.9 for School Teachers is available at www.audit.vic.gov.au/ ‘The extent of out-of-field teaching increases with distance from report/professional-learning-school-teachers metropolitan locations.’ p.11 ‘the incidence of out-of-field teaching tends to be slightly higher in schools serving communities with a lower SES.’ p.11.

8 | TECHNOTES Updates: news briefs Victorian Premier’s Design Award Peter Murphy

2018 marked the first ever Premier’s VCE Product Design Student Award, a unique and highly prestigious award in VCE education. Premier Daniel Andrews stated that: ‘This year, the inaugural VCE Product Design Student Award underscores the importance of design to Victoria’s future, while inspiring the next generation of designers, creators and innovators.’ – The Hon Daniel Andrews MP, Premier of Victoria A panel of judges selected five finalists from the Top Designs exhibition at Melbourne Museum. This annual event is part of the So You Think You Can Design VCE Season of Excellence and showcases some of the best work Peter Murphy, committee member of DATTA Vic by VCE design students in Victoria. and President of DATTA From the outstanding work of these young people, one winner was chosen – Megan Grimshaw with her product ‘Reinventing Welcome to the fifth year of So You Think You Can Design in Victoria. Plastic Waste’ – a stunning outfit that used recycled ocean plastic, It has been a tremendous pleasure to see all of the fantastic work exploring the impact we have on the environment and the need that your students have produced as part of this increasingly for us to address this issue. popular competition. The standard has increased every year! Megan said of her award: It is also the third year that this competition has been open to ‘It was such a privilege to be able to receive this award students in every state and territory. It is well established now as alongside outstanding designers and business men and one of the largest student design competitions in Australia. We are women, who had created innovative design solutions to many also currently in talks with the UK and to make it an social challenges. I believe in celebrating design particularly international competition – fingers crossed. at secondary school level as it is important to foster and The design brief is simple, inclusive of all Design and Technologies encourage the importance of creative thinking.’ specialist areas and focused on making the world a better place. – Megan Grimshaw In keeping with the language in VCE Product Design and Please make all of your students aware of this fantastic opportunity Technology the students are asked to ‘design a product and we are looking forward to congratulating the winner of the that attempts to solve a personal, local or global problem’. 2019 Premier’s Product Design Student Award. This is a fantastic opportunity for your students to showcase the challenging and exciting work they are engaged in and to demonstrate how our learning area engages young people in complex problem solving in a range of areas. Last year’s winners included designs for temporary shelters for homeless people and refugees, a smart bicycle seat and an exhaust emission collection module. What problems will your students tackle this year? How will their solutions make the world a better place? We can’t wait to find out. For more information visit www.datta.vic.edu.au

TECHNOTES | 9 NGV Contemporary NGV forthcoming exhibitions

A new purpose built gallery – NGV Contemporary is in the For Design and Technologies and VCE Product Design and planning stages and will display local, national and international Technology – Fashion and Textiles teachers, the Collecting Comme contemporary art and design. The new landmark building that exhibition will be a highlight and is sure to inspire creative forms part of the reimagined Melbourne Arts Precinct will be folio development. located at 77 Southbank Boulevard on the former Carlton and KAWS would make an interesting case study for students United Breweries site (behind the NGV). The new gallery will of product design – the junction between art, culture allow visitors to experience the NGV’s collection of contemporary and product development. art and design along with major contemporary exhibitions of global significance. NGV is working with the MPavilion team to develop programs and resources that investigate the NGV Architecture Commission, The new gallery is expected to be completed by 2025. the MPavilion and the built environment. These projects are great For more information about NGV Contemporary go to examples of impermanent structures built to meet a specific brief. www.ngv.vic.gov.au/ngv-contemporary-announcement and For more information about school programs go to https://creative.vic.gov.au/news/2018/once-in-a-generation- www.ngv.vic.gov.au/learn/student-learning-programs/ transformation-for-melbourne-arts-precinct ngv‑schools-programs-2019

“Blink and you’ll

miss it”

If you are looking for a great Design and Technology project – consider CO2 Dragsters

The purpose of the CO2 DRAGSTER competition is to provide a means for students to demonstrate their ability using Design Make Appraise (DMA) principles to draw, design and then build a dragster within a set of specifications. Dragsters are then tested on a 20-meter track for speed to determine the fastest dragster. For further information regarding the Co2 Dragsters, Supplies and Competition Rules

Please contact: Velocity Technology School Supplies

Email [email protected] Web site http://www.vtss1.com.au 10 | TECHNOTES

STEM programs for students

Model Solar Vehicle Challenge

Like to find out more about the Model Solar Vehicle Participants have to use specific materials and components; Challenge (MSVC), last year’s winners and how your they are determined by the MSV organisers each year. At St Monica’s school can get involved? we have built on our program resources. In recent years we have been fortunate to obtain sponsorship from businesses in the form A team of students from St Monica’s College Epping of electrical components, lightweight aluminium and high-density last year won the Australian International Model foam etc. The MSVC has recommended outlets for purchase of components including solar panels, bearings, gears, electrical Solar Challenge with their solar powered boat. components and standard mechanical items on their website. The solar boat was entered into the Model Solar “Blink and you’ll If the participating students have an appropriate level of ability Open Boat Challenge and won the event. The student they can make parts and components using lathes, 3D printers team of Paris Mascetti, Ross Alexopoulos and Natalie or cutting/forming materials to suit. Straube designed and built the solar boat within a strict set of rules and guidelines, taking on all The three challenges open to students are: miss it” comers to be crowned the International Champions. • Junior and Advanced boat The team was managed by Mr Chris Macnaughtan, • Student designed solar car VET Automotive and Technology teacher. • Sheridan kit car. If you are looking for a great Design The recommendation I’d make if teachers wish to participate in In this article, Chris and the students tell us about the MSVC is to start using the Sheridan kit car or do the Junior solar and Technology project – consider their experiences. boat challenge first. This certainly gives students the opportunity to pursue their St Monica’s College has participated for the past ten years in the interests in a competitive learning environment. I would certainly MSVC. The MSVC program provides great learning opportunities recommend that any school/teacher/student get involved in CO2 Dragsters and for that reason it was introduced to the school. this program. There is so much valuable learning for participants Participating students in the MSVC are from Years 9–12, with more including electrical, mechanical and design principles. Students The purpose of the CO2 DRAGSTER competition is to provide a means for students to demonstrate senior students involved due to the complexity of the challenge are exposed to solar panels and how they work and investigate and time frame needed to construct and complete the model solar renewable energy sources. I’ve found that when students work their ability using Design Make Appraise (DMA) principles to draw, design and then build a dragster vehicles. As this is an extra curricular program, students who are in collaborative learning groups to build their vehicles they achieve within a set of specifications. Dragsters are then tested on a 20-meter track for speed to interested become involved. Workshops are generally run during the best possible outcomes. determine the fastest dragster. lunch times and after school. Chris Macnaughtan Over the years we’ve been involved, there has been a significant For further information regarding the Co2 Dragsters, Supplies and Competition Rules increase in the number of schools participating in this program. VET Automotive and Technology teacher Many schools have multiple entries. More details can be found on Please contact: Velocity Technology School Supplies the Model Solar Victoria (MSV) website at https://sites.google.com/ view/modelsolar Email [email protected] Web site http://www.vtss1.com.au TECHNOTES | 11

St Monica’s students Paris Mascetti, Ross Alexopoulos Q: What scientific principals or knowledge did you use when you and Natalie Straube were the 2018 International were designing/planning and making your solar boat? Champions of the Model Solar Open Boat Challenge. A: We had to think about wind resistance and follow the principles They responded to our questions about their of aerodynamics so the boat would be efficient as it moved through experience of participating in the challenge. the air. We made the front of our boat a sharp point so it would cut through the air. Around the bottom we smoothed and rounded out the boat so it would glide on the water and reduce resistance. Q: Firstly, congratulations on being crowned the International We also had to think about how the electronics would need Champions of the Model Solar Open Boat Challenge! This award to be positioned so as not to create drag. The metal can being is a fantastic achievement for each of you as members of the a cylindrical object, was pushed into the boat sideways so the air winning team! would fly over it. The panel was set up on yellow rods to keep it up Can you please explain how you went about designing/planning flat to reduce any drag. The electronics were hidden behind the can and making your model solar boat? in a carved out part of our boat. We also used aerodynamic wires A: The first thing we did was pull out a piece of paper and pencil which cause less air resistance than normal wires when leading and started discussing ideas. We first thought about the theme. up to the panel. While one member wanted a plain theme, the other wanted a We used our knowledge of basic circuitry to work out how WWI boat. We agreed on a shark theme because we had to make our circuit would be created, using a switch, two leads from a boat and both go in the water. We then started drawing a basic the motor and four separate leads to the solar panel, two positive, shape which we then worked on from there, rubbing out unneeded two negative. The motor was connected in series and parallel parts, drawing out where the motor and solar panel would go to work in different weather conditions. and at what angle our propeller shaft would be. Once our plan was drawn up we allocated jobs to each other. Natalie was to make the hull of the boat. Paris was to put the electronics together. Ross was to write down what we did, take photos and make the poster for the boat.

12 | TECHNOTES Q: What did you learn about renewable energy whilst working Q: Do you have any plans for the future that may have been on this challenge? influenced by your participation in the challenge? A: We learnt that renewable energy sources come from plants A: We plan to participate in the race again for our second time (biomas), sunlight (solar), wind and water (tidal, waves). The main as a group. When we reattempt the race we plan on testing out thing we learnt about was solar energy as we used a solar panel several different boat designs prior to the race in order to select in our boat. Solar panels are used to generate electricity by the one that is the fastest. In these boat designs we will use transforming the light energy into electrical energy. The panel itself different materials and electronics in each, as well as different is made out of photovoltaic cells which is the part that converts panels. This is all to see which boat works the best. light to electricity. Solar panels whilst using a renewable source of energy come with their own problems. The panels will only work when the sun is out. When it is dark or very cloudy no energy is being transformed, meaning you would have to store some energy whilst the sun is shining. Solar panels are not very efficient We also learnt that by using renewable and more than 20 panels are usually needed to produce enough power for a family home. We also learnt that by using renewable energy, we help reduce the levels energy, we help reduce the levels of pollution from coal factories of pollution from coal factories so so renewable energy is also clean energy. renewable energy is also clean energy. Q: What are some of the rules and guidelines you had to follow when designing and making your model solar boat? Q: Do you have any advice for students (and their teachers) A: There were several rules we had to follow to make our boat who may be thinking of taking on the model solar challenge eligible to enter. One of them was the size of the boat. The boat in the future? could not be taller than 30cm and we had to have adjustable A: Sign up and join the race because it is a good learning hooked poles on our boat up to 35cm so it would sit on the experience and is fun. We would also suggest making the boat’s directing string. The boat could not be bigger than 55 x 30cm design as aerodynamic as possible, prioritising function over style. and its width could not be less than 12cm. Another rule was having It is also recommended to test out the boat and time it before an empty, unaltered can somewhere on our boat. We were also the race to ensure that it is fast. The race is a really fun experience meant to have a crew, one figurine for each member of the team. and you learn more about how to improve your boat or car based They were not allowed to be paper and could not be smaller than on other entries. a LEGO man, so we made tissue people with candy heads. DATTA Vic would like to congratulate the students and teacher Q: What was the most difficult part of the challenge? How did you from St Monica’s and wish them every success with their 2019 entry! overcome the difficulty/difficulties? The 2019 Victorian Model Solar Vehicle State Challenge will be A: The most difficult part of the race was keeping our solar panel held on 19 and 20 October at Scienceworks Museum in Spotswood. cool in between races. We were lucky enough to have tissues and Organisations/schools and teams must be registered by water on us so we were able to put damp tissues over the panel, 9 September. Registration fees are payable. keeping it cool in between races. This was important because if the solar panel was too hot, it did not perform to its full potential. Find out more at https://sites.google.com/view/modelsolar We had another problem with our propeller shaft. It didn’t have enough grip to the motor and wouldn’t spin as fast, making our boat really slow. This was fixed when we put zip ties on the connector of the motor and propeller shaft which made the boat go at flying speeds.

Q: How did you present your solar boat? What did you learn from doing this presentation? A: We didn’t make a video because it wasn’t necessary for the boat race but we made a poster instead. If we were going to do a video, we would have included how we made the boat, how we went about planning it, our struggles and accomplishments.

Q: What did you personally gain from participating in the challenge? A: What we personally gained from the challenge was the knowledge of how to build an efficient boat with a solar panel attached. We also had a fun experience to remember the thrill Opposite left: The St Monica’s solar boat entry and certificate. of competing with what we had created. We made a few new Opposite top: Student competitors at the 2018 Model Solar Challenge. acquaintances at the race as well, talking about how each of Opposite bottom: 2018 International Champions of the Model Solar us made our boats and sharing tips on how we could improve. Open Boat Challenge, Paris Mascetti, Ross Alexopoulos and Natalie Straube proudly display their trophy, model solar boat and certificate. Images supplied.

TECHNOTES | 13 VEX Robotics World Champs from Templestowe College

A group of girls from Templestowe College has won Having a classroom with a designated storage area for the robots the World VEX Robotics Competition in the United is really all any teacher/club needs. Depending on student interest, States. The team’s teacher Rianne Burroughs told one robot for every three to four students works great. I do have DATTA Vic about the experience. a field court in my classroom, but that is a bit frivolous. The real student motivator and attraction to robotics is the competitions. The first group of students who competed was so excited that they Q: Congratulations Rianne and your team of students for convinced other students to join and so the enthusiasm spread. winning the World VEX Robotics Competition. That’s an outstanding achievement! VEX robotics is split into two main categories. VEX IQ (www.vexrobotics.com/vexiq) is for students in Years 5–8 whilst Please first of all tell us about how and why your school the VEX Robotics Competition (VRC) is for students in Years 7–12. got involved in VEX Robotics? What expertise did you need Students in the VRC use Education Design Robots (EDR) in the as a teacher and what facilities/equipment were required competition. Universities compete in a different division. to get set up? What year levels use VEX Robotics and is it run as a compulsory or elective subject in the school (or as an Q: Can you please explain the levels (that is, Local, State, extra curricular activity)? National) of the competition that your team went through A: I am a new teacher to Templestowe College with international to finally make it to the World Championship? What were the experience in VEX Robotics. The principal of Templestowe College challenges they had to do at each level? at the time visited one of the robotic competitions I was running A: Robotic teams had to qualify and win an award in State through DATTA Vic. The principal was impressed with how engaged Championships to make it to Nationals. the students were and offered me a position at Templestowe At Nationals, teams that wanted to qualify for Worlds had to College. I first introduced one or two robots into my Geek Studies get the Tournament Champion, Excellence Award, Design Award class. Interest grew and with the support of the admin, a purely or Robot Skills. Though I had four teams make it to Nationals Robotics class was scheduled in second semester. (three of them in VRC), only my all-girls Year 7 team won a spot to My background in engineering is really helpful and besides Worlds. Of all the teams in my classes, they are also my only all-girls that, DATTA Vic holds some very informative professional learning team. The all‑girls team won the Robot Skills Challenge which sessions on VEX Robotics. Those sessions gave me contacts, means they scored the most points in autonomous programming resources and all the support I needed as a new teacher. and remote‑control driving skills. The robotics game is called Next Level 2017, which consists of hubs that need to be moved/carried into the scoring zone within 60 seconds. If the robot can stack the hubs in the scoring zone, they get higher points. The robot also needs to be able to hang itself clear off the ground from a pole; the higher, the more points. All the while the clock is ticking.

14 | TECHNOTES Q: We’d love to know about what the students actually had Q: How do you think the students will benefit from their to do at Kentucky and how the Templestowe College team had involvement in the competition? Are any of the girls interested the edge over the other teams in the tournament. Please tell in pursuing their studies in STEM as a result of their participation? us about this experience. A: The girls are all still young at this point, with the oldest having A: As expected, we were against the best of the best. The best just turned 14. Making decisions about careers is still too far off teams from each country came to compete against each other for them to think about. But they are all happy and excited in being in Kentucky. We got schooled. We had a lot of fun. It was a fantastic involved with robotics. The night of the World finals, VEX Robotics experience, given that it was our first time going to Worlds. does a big ‘reveal’, where they show the new year’s game pieces For some teams it was their fourth time. We learned a lot and and introduce the new rules. That night, one of the mums sent me with this experience behind us have high hopes again for next year. a photo of her daughter with her phone in her hand – she had fallen asleep with the new game rules on loop. As for careers, one of the dads invited all of us for a tour of Trajan, where he works. The girls, mums and I all got to see some of the robotic arms, wiring and automated programming. All the things The real student motivator and the students were related to what they were doing at school. attraction to robotics is the competitions. Without me pointing it out, one of the girls when asked what they The first group of students who competed thought about the tour said ‘I liked that everything they do here is what we do at school for fun, but they get paid for it.’ I couldn’t was so excited that they convinced be happier. other students to join and so the enthusiasm spread.

Q: What knowledge and skills did the students develop throughout the competition? A: As participants in the competition, the girls developed skills in design, engineering, programming, teamwork, leadership, perseverance and marketing/fundraising. Oh boy the marketing and fundraising aspect was a huge experience for me and the girls! Hats off to the parents who also jumped into the fundraising – throwing trivia night events together, coming to parent teacher interviews to sell hex-bots and artwork. The list never ended, and just when I thought we had exhausted ideas for fundraising, Above: Competitors from left to right, wearing their Worlds medals: someone would come up with another one. Estelle Roberts, Ruby Dunne and Grace Gooley. Image supplied.

TECHNOTES | 15 Q: Finally, do you have any advice for other teachers who may be thinking about using VEX Robotics at their school, or going into the competition? A: The best robotics teachers in my opinion are the ones who are enthusiastic about robotics. Enthusiasm and student ownership over the robotics program are far more important than teacher background knowledge and robotics understanding. Students learn more from coming to one competition than a term of general robotics classes. I have had students show up to a competition with no understanding or interest in programming, coming back to class, showing me what they learned and asking me how to program autonomous. For those teachers who are interested in learning more about robotics, come to a competition! All of the coaches there will provide priceless support. Thank you very much for letting me share my experience!

Rianne Burroughs

A note from the editor VEX Robotics was founded by Tony Norman, an electrical engineer and Bob Mimlitch, a mechanical engineer. Together, they mentored students on a local school robotics team. Their business started out of Tony’s garage in Greenville, Texas. Later they founded VEX Robotics to provide educational and competitive robotics products to schools, universities and robotics teams around the world. VEX Robotics encourages understanding of STEM using creativity, teamwork, leadership and problem solving. Projects can be customised to meet students’ abilities and inspire and prepare students as the STEM problem solvers of tomorrow. The following values make up the core of the VEX Robotics culture: Bold creativity – we believe everyone should push for the right solution, not settle for the easy solution. We emphasise creativity early in the problem solving process to challenge conventional knowledge and find exceptional solutions. Iteration – continuous improvement is a way of life here. Quick and dirty prototypes are crucial for a great design. More iteration and improvement cycles result in a better solution. We celebrate failures as opportunities for learning. Quality – we like it when things do what they’re supposed to do. We like the fact that VEX products ‘just work’. We want Top: Competitors Grace Gooley (middle) and Ruby Dunn (right) with their the VEX name to be a promise which says ‘this is something alliance team, successfully hanging their robot off the pole during a match! great’ and exceeds expectations, every time. Bottom: Outside the VEX Robotics Worlds Championships building between Source: www.vexrobotics.com accessed on 28 May 2019. matches. Wearing the medals for Worlds, teacher Rianne Burroughs (left) and competitor Estelle Roberts (right). Images supplied.

16 | TECHNOTES Georgene Bridgeman CEO of Akorn Educational Services, Celebrating a successful was fortunate to meet Marita shortly after she founded Robogals. partnership: Akorn Educational Since that time Akorn and Robogals have enjoyed working together more than 30 times to offer Robotic Workshops and Competitions Services working with Robogals with primary and middle years students from many schools to promote an understanding in Melbourne and a few in Sydney. of engineering Akorn advertises and coordinates these programs through the Melbourne chapter of Robogals to schools across the greater Melbourne area. Teams of students are selected to enjoy a day of discovering the world of engineering and robotics. During the interactive workshops students learn about the principles of engineering in a fun and creative way. The day also provides information about various disciplines of engineering and some of the many opportunities it offers. The day starts with an information Georgene Bridgeman, CEO of Akorn Educational session followed by a robotics workshop. The final segment of Services explains how the partnership between the day is a series of challenges with increasing levels of difficulty. Akorn and Robogals promotes understanding Students gain additional life skills such as communication, of engineering and STEM, with a particular focus collaboration and critical thinking. on female students, who are under-represented in the engineering workforce. Student participants, a teacher and Robogals program volunteers describe their experiences and involvement in Robogals. Teams of students are selected to Robogals was founded as a student club at the University enjoy a day of discovering the world of Melbourne in July 2008 by mechatronics engineering of engineering and robotics. During the undergraduate student Marita Cheng, together with software engineering student Mark Parncutt and three other engineering interactive workshops students learn and science students, Kelly Chiu, Ann Chee Lim and Vi Vu. about the principles of engineering in Marita had been challenged by one of her lecturers, Jamie Evans, a fun and creative way. to help assist in redressing the shortage of females studying and entering the field of engineering. Marita not only accepted the challenge but far exceeded any Georgene explains that we all understand that gender disparity in expectations. Today Robogals has chapters at 31 universities the STEM workforce as well as in higher education is an issue that across Australia, , the , the United States, must be addressed. Through this program, and others provided , , , New Zealand and the . by Akorn such as FULL STEaM AHEAD (see www.akorn.com.au/fsa) These chapters fall into three regions – Robogals Asia Pacific, we aim to provide opportunities for girls to redress this disparity. Robogals EMEA (Europe, Middle East and Africa) and Robogals North America. Furthermore, Marita was named the 2012 Young Australian of the Year.

TECHNOTES | 17 In 2019, working with Robogals Melbourne, Akorn has on offer a Participating middle years’ students from the program total of four Robotic Workshop and Competition days. Two of these on 26 February shared their experiences as follows: were held in February and another are two are scheduled in July. ‘Robogals was a great opportunity that I got to participate The primary school day on 27 February saw 43 students from the in and I appreciated the opportunity. The day was great following primary schools participate in the Robotic Challenge: as we learnt about different types of engineering and got • Holy Saviour to use the skills you would need to code robots. I learnt • Our Lady Help of Christians how engineering is applied in our everyday lives and how • Our Lady’s School important it is. Engineering makes our world function better, • St Mary’s – Lancefield safer and makes our lives easier such as a bridge or a tunnel. Thanks to Robogals, I now have a different insight into • St Peter Julian Eymard how things work and how things are designed and made. • St Benedict’s After this experience I think engineering might be something • St Martin of Tours I would like to consider as a career option.’ • St Mary’s – Malvern East. – Emma Brunton, Siena College These participating primary students all enjoyed the experience ‘I absolutely loved my day at Robogals. I really enjoyed and provided the following feedback: learning about all of the aspects of engineering and how to • Keely tells us ‘That there are a lot of different types of code robots. Before Robogals, I didn’t know how many things engineering and that everyone can do it and that you can in our world today are included in an area of engineering, ask for help when you need it.’ and that really opened my mind up to all of the career paths • Annabella and Haley both shared that ‘Girls can be you can have as an engineer. I really liked using the ultrasonic engineers too!’ sensors, which sense objects in front of the robot, as it was • Madeline says that she ‘… learned a lot of programming skills.’ really cool to see robots navigate their way through obstacle • Aurora explained that she found out ‘How robotics are used courses. Overall, it was an amazing day and we all learnt lots in society and what you can learn from them, and about other about coding and engineering.’ subjects you need to learn in order to take up engineering – Jessica Higgins, Siena College as a career.’ • Caitlin said she now knows that ‘Coding doesn’t have to be boring – it can be fun, too!’

18 | TECHNOTES Assimina Semertjis, Head of Science at Siena College explained that: Akorn has enjoyed the support of Catholic Education Melbourne ‘Twelve of our Year 8 Siena students participated in the for several years in providing STEM based programs. The reason Robogals Middle School Robotics Workshop and Competition behind this is clarified by Shelley Waldon, Project Officer, Science accompanied by Ms Libby Moore and Ms Marianne De Luise and Innovation: on Wednesday 27 February at the . ‘Catholic Education Melbourne is willing to support schools The day began with the students learning about robotic participating in both primary and secondary Robogals engineering and then working in teams to engage in a friendly opportunities facilitated by Akorn Educational Services. competition. This event was designed to increase students’ We have found over time that the schools that participate awareness and knowledge of engineering, science and after being supported by a Science Partnership Grant or STEM technology, as well as developing skills in communication, Innovation Grant find the experience so valuable for their collaboration and critical thinking.’ students that they prioritise their own funding to continue to offer the experience for new groups biannually. As a strongly These programs are led by Robogals volunteers. When asked why scaffolded program, the girls work collaboratively, developing she participates in and gives her time to Robogals Emily Lok replied: new skills in both robotics and team work. For primary ‘Volunteering for Robogals is a fantastic opportunity to meet students and their accompanying teachers, the opportunity students, particularly young women, and introduce them empowers girls to act as STEM leaders on their return to to the possibilities of an engineering career. An engineer’s school and share their experience with others in their grades primary goal is to make life easier and more comfortable whilst enabling co-design of further related and integrated for others, and it is so important that we have people from STEM experiences.’ a broad range of backgrounds working towards this shared goal and solving problems with their unique perspectives. If there are any questions regarding the Robogals Workshop As it is, females are heavily under-represented in the and Competition Days as offered through Akorn, or any of the engineering field and in university courses as well. Robogals other STEM based Akorn programs, please contact Georgene: invites female students to bridge this gender gap through Mobile: 0412 339 553 pursuing a STEM career, creating a greater diversity of minds Email: [email protected] in a field that affects so many people.’ Information can also be found at www.akorn.com.au Further information about Robogals can be directed to: Email: [email protected] Check out their website at https://robogals.org An engineer’s primary goal is to make life easier and more comfortable for others, and it is so important that we have people from a broad range of backgrounds working towards this shared goal and solving problems with their unique perspectives.

‘Robogals runs day-long workshops in conjunction with Akorn, with various themes – the most recent one being the ‘Exploration of Space’. Through the workshops, the aim is to inspire curiosity and excitement for the students, in the hope that they will find their own motivations and goals for their Opposite left: Robogals (back row from left to right), Tica Ge (President), future careers. Being able to see the girls have fun with the Laura Simpson, Emily Lok, and Nhien Huynh; with students (front row) robotics activities and watch their confidence grow throughout from Our Ladies Catholic Primary School. the day makes all the effort the volunteers put in worth it.’ Opposite right: Students from St. Peter Julian Eymard Primary School proudly showing their completed robot. Images supplied.

TECHNOTES | 19 SolarBuddy

Australian charity SolarBuddy is inspiring The word ‘buddy’ is intentional, according to SolarBuddy students with its innovative education program, Education Manager Billie Murphy. ‘We want to connect students which combines learning with a creative solar light both in Australia and overseas so that they can all become assembly activity. ‘buddies’ and work together to do good in the world,’ she said. Ms Murphy added, ‘We also want the solar light to be a friend SolarBuddy launched in May 2016 and has since rolled out its and ‘buddy’ to the children who are receiving it.’ education program across 500 schools impacting 130,000 students. The program combines learning with a practical solution to the urgent problem of energy poverty which, according to the United Nations Foundation, ‘condemns billions to darkness, ill health, unfulfilled futures and repeated cycles of poverty’. … understand their place as a Through the program, students learn about energy poverty, global citizen, and their ability to have renewable energy and global citizenship. They learn how a simple a positive impact on the world by solution, like a solar light, can make a big difference on the health, wellbeing and education opportunities of children living in remote thinking creatively. off grid communities with no access to electricity. As part of their Science, Technology, Engineering and Math (STEM) The SolarBuddy education program can be conducted in schools studies, students assemble a solar light and write a personal letter in a two-hour session or over a period of 4–6 weeks. SolarBuddy to the recipient of the light. provides schools and teachers with all the resource material and support they need to conduct their lessons, and once the lights A recent study shows that students who receive a solar light are assembled, SolarBuddy collects them and sends them to their are studying 78% longer and families are also saving 80% of their expected destination. Schools can request a session facilitated income due to not having to spend this on firewood or other by the SolarBuddy team. lighting sources. The donation of a solar light will literally change the life of the child who receives it, enabling them to study longer, By the end of the program, each student will understand their place feel safer in their community and have a better quality of life after as a global citizen, and their ability to have a positive impact on the the sun sets. world by thinking creatively. For information about SolarBuddy go to https://solarbuddy.org In Victoria, over 90 schools have taken part in the program. If you would like to offer this program at your school, the dedicated team at SolarBuddy are happy to connect with you.

Above: St Paul’s students using the SolarBuddy lights to learn about energy poverty. Image supplied.

20 | TECHNOTES Teacher professional learning

Design thinking

DATTA Vic President Joanne Heide recently According to Associate Professor Gene Bawden, Head of the Design attended a Design Thinking Masterclass at Monash Department at Monash University, design thinking involves: University’s Art Design & Architecture Department • discovery process that embraces an understanding of empathy conducted by Associate Professor Gene Bawden. and people-centredness Here’s what was explored during the masterclass • prototyping process, where ideas are generated collaboratively and how it relates to the curriculum. • demonstration and testing process where ideas are put to work. Dr Bawden runs a masterclass on design thinking for various groups The mindset needed for design thinking of people to support amongst other things the development of team building. In terms of a teaching context, his masterclass covers the essentials in design thinking with practical examples of how this can be applied in the classroom and taught to students.

Be optimistic According to Dr Bawden, the concept of design thinking was instigated by David Kelley, founder of IDEO and the Stanford d.school. Kelley believes it is a process now used in boardrooms Stay curious, Prepare yourself with C-level executives recognising creativity’s role in strategy. be inspired to be wrong An international IBM survey of over 1,500 CEOs from 60 countries and 33 industries found that executives believe Question successfully navigating an increasingly complex world everything, requires creativity. talk to everyone From Fortune 500 companies to universities, Kelley envisions a future where design thinking is a common part of company and school curriculums (www.ideou.com/blogs/inspiration/ What exactly is meant by design thinking? david-kelley-on-design-thinking): ‘Design thinking is not a linear path. It’s a big mass of looping Designing is about more than just aesthetics. It is also about back to different places in the process.’ designing things that make our world a better place. ‘In many ways, design thinking is about having a methodology Design thinking is about designing for people, as well as that helps you feel comfortable wading into the messy designing with people. By building on individual skill sets within a complexity of creating something new to the world. The better team of people to help shape simple solutions for complex issues, you get at it, the more you’ll build creative confidence to take outcomes should be better. on bigger challenges’. – David Kelley, Founder of IDEO and the Stanford d.school

TECHNOTES | 21 As teachers of Design and Technologies, Discover how can we apply a design thinking If we look back to Dr Bawden’s points on what design thinking approach to our teaching practice? involves, the first point mentions the discovery process that embraces an understanding of empathy and people-centredness. The discovery phase is where the most time is spent throughout the whole design thinking process and teams explore the who, what and why of their challenge. This is where empathy is important. The best way to develop empathy is to truly understand a problem that needs to be solved. Empathy forms and generates ideas and will intimately connect them with the end-user. We have five senses so what better way is there to develop students’ empathy than to encourage them to creatively explore a problem by stepping into the environment of the end‑user (shadowing). They can observe what is around them, note down their experiences and what they see, smell, touch, hear and discover what matters emotionally. Encourage students to gather as much information as they can and to discuss their Source: Associate Professor Gene Bawden, Interim Head, Department findings collaboratively. of Design, Monash Art Design & Architecture. Design, define and generate A key aspect of a design thinking classroom is one where students Dr Bawden’s second point about the prototyping process, where can come together, trust each other, and play. Teachers also need ideas are generated collaboratively, provides creative opportunities to see failure as a discovery. The nature of the design process will for practical classes. For example, as part of the Design Thinking recognise if things are not right. It is rare to get things right the first Masterclass, Dr Bawden forms teams of two or three people who time and students should realise that they can learn from failure as are then given a scenario that asks them to create a product that much as success. Ultimately design thinking is an agent of change. solves a problem. It is important to first define the problem and establish the associated need and what motivates the end-user without leaping to a solution. Generating ideas is about learning from others and taking risks. A range of materials and objects are provided for groups to sift through and select, trialling ideas Ultimately design thinking is an and discussing solutions, until a successful solution is found agent of change. by the team. Prototypes allow us to test designs before deciding on a final solution. Some solutions are rough and ready but that’s okay because it’s about the idea. The Victorian Curriculum Rationale states that through Design and The third and final point about the prototyping process made Technologies, students plan and manage projects from conception by Dr Bawden focuses on the demonstration and testing process to realisation. They apply design and systems thinking and where ideas are put to work. Teams test their ideas and finally design processes to investigate ideas, generate and refine present their solution to the others (an audience) by demonstrating ideas, plan and manage, produce and evaluate designed how they work. Critical feedback is sought with solutions critiqued solutions (https://victoriancurriculum.vcaa.vic.edu.au). In the and changed if necessary. ‘Learning in Design and Technologies’ section of the Victorian Curriculum on the Victorian Curriculum and Assessment Authority Dr Bawden also highlighted how we often overlook Australian (VCAA) website, design thinking is described as: ‘use of strategies success stories in favour of high profile success stories from for understanding design problems and opportunities, visualising overseas. Do you know the names of the Australians who designed and generating creative and innovative ideas, and analysing the following items: and evaluating those ideas that best meet the criteria for success • indigenous flag and planning’ (https://victoriancurriculum.vcaa.vic.edu.au/ • dual flush toilet technologies/design-and-technologies/introduction/learning- • flight box recorder in-design-and-technologies). This definition is closely aligned • Wi-Fi with that of one of the key ideas in the Australian Curriculum • polymer banknote? (https://www.australiancurriculum.edu.au/f-10-curriculum/ technologies/key-ideas).

Opposite: Alice Nelson, Lavalla Catholic College, with other Masterclass participants discuss a scenario that asks them to create a product to solve a problem. Image courtesy of Dr Julie Roberts, Monash Art Design & Architecture.

22 | TECHNOTES Design thinking is about spending more time on the discovery phase, gathering relevant information and empathising with the end-user. It is a process that can enrich and deepen the connection students make with their end-user when investigating, generating and refining ideas. Collaborative learning is encouraged, building on individual skill sets to help shape simple meaningful solutions for complex issues so outcomes are better. Prototyping of ideas means teams can critique each other’s solutions. Students can learn they don’t have to get it right the first time and realise they can learn from failure as much as success. Read about what the teachers from Glen Waverley Secondary College did at the Design Thinking Masterclass on Glen Waverley Secondary College’s Facebook page posted on 1 April, 2019 at www.facebook.com/glenwaverleysecondarycollege/photos/a.29 5826681034875/355624728388403/?type=3&theater

developing OCT creative 14 - 20 problem solvers Design and Technologies Week register plan celebrate share www.dattaaustralia.comTECHNOTES | 23 The Future of Design and Technology Education

Amongst the many challenges and concerns about Often, we consider the future of our learning area in the context the future of design and technology education, of state and national curricula, school timetables and the an emergency of concern to us all – including our ever‑growing shortage of appropriately qualified teachers. students begs for our attention. In this abbreviated We fight to make ourselves heard in STE(A)M conversations. version of his Design and Technology Teachers’ We work to ensure that our design-based approach to creative Association and International Research Conference problem solving is exactly what our students need to be successful (DATTArc) keynote paper, Peter Murphy, President of in the new gig economy and the 4th industrial revolution. DATTA Australia and committee member of DATTA Vic, But we now find ourselves in a new and far more serious context draws our attention to a new focus for problem – a climate emergency. This was recently defined and announced solving that the viability of our planet depends upon. by the UK government, an act that is sure to be followed by other countries, including Australia. ‘We’ve been forced into this’: Australia’s school climate strikes The majority of climate scientists agree that a climate emergency to go global (www.theguardian.com/environment/2019/mar/11/ is upon us. It is secondary school students that are actively leading weve-been-forced-into-this--school-climate-strikes- the charge to force politicians and corporations to tackle this issue to‑go-global) now through school climate strikes. ‘The UK has become the first country in the world to declare a Design and technologies often suffers from the perception national climate emergency following protests and acts of civil this it is a non-academic subject that is only suitable for learning disobedience from a grassroots environmental group that launched practical skills. D&T educators understand that our learning area in October.’ (www.abc.net.au/triplej/programs/hack/uk-becomes- has the unique opportunity to equip our students with the skills first-country-in-world-to-declare-climate-emergency/11074582) and knowledge they will need to take on the largest challenges that humanity has ever faced.

Above: DATTA Vic committee member and DATTA Australia President, Peter Murphy delivering his presentation on The Future of Design and Technology Education at the Design and Technology Teachers’ Association and International Research Conference (DATTArc) at Swinburne University December 2018. Image courtesy of Associate Professor Dr Kurt Seemann.

24 | TECHNOTES Our students learn how to identify problems and use the design process/design thinking to create sustainable and innovative solutions. They discover where products and materials come D&T educators understand that our from and the cost that their recovery and use can have on the environment. We help them to develop their communication learning area has the unique opportunity and collaboration skills and show them how to harness powerful to equip our students with the skills new technologies that until recently were only in the reach of and knowledge they will need to take well‑funded industries. on the largest challenges that humanity We teach them that anything is possible. That they don’t need has ever faced. to wait for someone else to solve their problems. They can do it themselves. If we challenge ourselves and deliver the full potential of our learning area, we can re-establish our validity and begin to rebuild our teacher numbers. We can establish new connections with our educational colleagues and forge new perceptions, and we can empower our students to act in ways that could help to save the planet. There is no choice. We must do this to avoid extinction.

A note from the editor A range of sustainability resources is available on the DATTA Vic website at www.datta.vic.edu.au/content/ sustainability-resources

TECHNOTES | 25 Keynotes and guest speakers reminded us of new research, The Design and Technology and what we need to watch on our horizons. We kicked off the Teachers’ Association and conference with inspiration from Dr Eva Hartell. Eva walked us through her research on Assuring a future for design and technology International Research by embedding classroom formative assessment. The keynote Conference (DATTArc) 2018 outlined a range of hands-on strategies and how to understand formative learning and the role of affordance. Associate Professor Dr Kurt Seemann, DATTArc Convenor; Member of DATTA Associate Professor Dr Kurt Seemann, Founding Director of the Centre for Design Innovation at Swinburne, prosecuted the case Australia; Honorary lifetime member of that Applied Design Led Innovation is a key value proposition of DATTA Vic; Swinburne University of teaching STEM content, the means for the pupil to develop applied Technology, Hawthorn Victoria synthesis skills. He concluded that this core quality is Why D&T is the only subject that can deliver applied innovation.

Between the 5th and 8th of December 2018, and in collaboration We were enriched with detailed insights from Ms Maddison Miller, with the Centre for Design Innovation, Swinburne University a Darug Woman and archaeologist living in Melbourne. Maddy of Technology Hawthorn campus, the 10th Biennial International talked us through the depth of core Aboriginal knowledge in STEM. DATTA Research Conference (previously known as Technology Key is the notion to listen to Aboriginal voices and recognise the Education Research Conference – TERC) together with DATTA way they use the landscape, space and ways of life because it’s Australia/DATTA Vic delivered a comprehensive minds-on demonstrably applicable to today.* hands-on conference. The conference program comprised of a compelling array of keynotes, research talks presented by delegates from across the world, an engaging exhibition, and through the Swinburne Senior Secondary College, an awesome menu of hands‑on professional development workshops of teachers Australia’s technology education sectors teaching teachers new ideas in design led innovation and of researchers and teachers are quite STEM education tips and methods. The event was opened with a grounding welcome to country by Wurundjeri Land Council possibly the most robust in the world Elder, Uncle Dave Wandinwill, and an encouraging welcome and we ought not take this for granted. to Swinburne by Professor Hung Nguyen, Pro Vice Chancellor for the Faculty of Science, Engineering and Technology (think STEM). At the conference dinner we had the grace and wit of Professor Our Master of Ceremony, the ever calm and astute Professor P John David Spendlove of Manchester University, UK. While we learned Williams of Curtin University and Chair of the DATTArc academic of the humorous side of design and technology education review board, guided and navigated us through the four day jam research, Prof Spendlove also detailed the major challenges facing packed program. the subject in his country as a flag to be cautious for Australia’s The conference proved to be an enriching, engaging and well future if we allow it to follow their path. He concluded that he attended international event. Countries represented included thought Australia’s technology education sectors of researchers Japan, UK, Sweden, Africa, Canada and Ireland to name a few. and teachers are quite possibly the most robust in the world The combined contributions of the lead researchers and teachers and we ought not take this for granted. in this field, the depth of conversations that were had, and the In the spirit of innovation, we were well informed by Dr Leyla high motivation to ROAR have clearly produced a strong and Acaroglu, who presented her keynote on Designing Change. highly motivated community in applied design led innovation Passionate about sustainability, Leyla spoke to the wave of and technology education scholarship and practice. Disruptive Design, gamified toolkits, and unique educational experiences that help people make the status quo obsolete.

26 | TECHNOTES Steve Keirl, Reader at Goldsmiths, University of London was our research provocateur of international repute. Sitting in on many talks and workshops Steve both entertained us with his linguistic prowess, and his sharp insights to serious matters that we need to never lose sight of such as climate change, and democracy in D&T education. Peter Murphy, President of DATTA Australia, wrapped up the conference. Delivering the last conference keynote address, The Future of Design and Technology Education (see pp. 24–25) Peter provided a sobering and passionate range of issues affecting the subject area. The Industry Expo and secondary college workshops were major successes, as were the Factory of the Future Industry 4.0 tours at Swinburne. Such an exhausting and yet complete event could not have happened if not for a few key people and organisations. We thank Dr Eva Hartell, Assoc Prof Dr Kurt Seemann, Ms Maddison Miller, Dr Leyla Acaroglu, and Mr Peter Murphy. The DATTA Australia and DATTA Vic lead organisers, Ms Laura Murphy, Ms Hannah Lewincamp and Ms Charli Ellis to name a few. The academic members and staff of DATTArc: Chair of Review and MC, Prof P John Williams, dinner speaker, Prof David Spendlove, Provocateur, Reader Steve Keirl, Ms Fatma Mohamed, Mr Ryan Malcolm, and the Swinburne University volunteers. We thank also the many DATTA teacher workshop leaders, the Swinburne Senior Secondary College notably the generosity of the Principal, Mr Michael O’Brien, Swinburne University of Technology (security, OHS, Information Services, facilities, timetablers, and caterers) and of course the industry traders, Springer Publishing and many more. A note from the editor * An article about Maddison Miller was published in the 2018 Associate Professor Dr Kurt Seemann Technotes journal (pp. 16–17). The full list of research presentations can be found at this link: https://dattarc.org/index.php/conference/DATTARC2018/ DATTArc 2018 website: schedConf/schedule https://dattarc.org/index.php/conference/index/ Edited conference proceedings will soon be published schedConfs/archive for delegates. DATTArc 2020 will be held in the warmth of the beautiful beachside resort town and venue of Coffs Harbour Education Campus, hosted by Southern Cross University, 2–5 December 2020. Follow DATTArc 2020 details here: https://dattarc.org/index.php/conference/dattarc2020

Top: Associate Professor Dr Kurt Seemann, DATTArc Convenor (left) in discussion with Professor P John Williams (Master of Ceremony and Chair of the DATTArc academic review board) at DATTArc 2018. Bottom: Industry Expo display at the conference. Images courtesy of Associate Professor Dr Kurt Seemann.

TECHNOTES | 27 Top Designs Exhibition 2019

VCE Product Design and Technology – Medication/tablet retriever

Student: Edward (Ned) Astbury Teacher: Rohan Bevan School: Northcote High School

From the student… Description of the product My end-user/s in a broad sense was the arthritic and the elderly who have problems retrieving small tablets and other miscellaneous medication from the floor when they are spilt. However, I primarily utilised my grandfather as the end-user from whom I could acquire the appropriate data and insights into his predicament. Most importantly I was able to develop a viable solution with frequent end-user feedback and critique. The primary material that was employed was PLA plastic filament (made from sugar cane and corn starch) used in a 3D printer. Secondary materials included magnets, fine aluminium flyscreen and a basic DC motor with the relevant components to run a successful circuit, such as a push button and a 9-volt battery. My product visually resembles, coincidentally, a gun. This was due to the fact that I had to create a long barrel shape in order to create a suction device like a vacuum. It required an ergonomic handle that would more easily accommodate someone with severe arthritis in the hands. However, during the design process, specifically the 3D (CAD) modelling, I realised that it was starting to resemble the look of a firearm so I made a conscious decision for it to be inspired by weaponry from an era of my grandfather’s life, that is World War 2. This serves the purpose of not introducing Top: Edward with the medication/tablet retriever he designed a new concept to someone with dementia, but also persuades for his grandpa. them to use it as it promotes familiarity. Bottom: The medication/tablet retriever. Images supplied.

28 | TECHNOTES The product functions by using a standard DC motor that has Studying VCE Product Design and Technology taught me the a 3D printed fan blade to create the necessary suction down value of having patience and perseverance when troubleshooting the barrel, which is also 3D printed from PLA plastic. The suction technical problems and the importance of managing my causes any spilt pills to travel down the barrel until they are time efficiently. deposited in a magazine, which is colour coded red, for the ease of the end-user. The on/off button, as well as the battery removal Advice for current VCE students particularly those tab, are also colour coded red. doing Units 3 and 4 Product Design and Technology The most important thing for me personally was choosing to Overall, the design was intended to be as simple as possible so that design a product that has a viable end-user with whom you can the end-user can use it intuitively. frequently contact and receive critiques. Also, students should Experiences while working on the SAT folio and product seek to reach the 3D printing stage as early as possible as last year I didn’t see one product that successfully printed the first time. Honestly, the most enjoyable aspect of the design process was the If you can, try to choose a design that solves a problem where 3D modelling as it allowed me to envisage the physical creation of you (as the designer) have a genuine interest and commitment. my product, rather than requiring extensive conceptualisation. This will help sustain you during the difficult times. The high point was when I had finally assembled the various 3D prints into one coherent model as at this stage I knew all that From the teacher… was left were minor refinements and painting. Suggestions to share with other teachers regarding The low point was having a plethora of failed 3D prints which how they can best support their students when encouraged paranoia as you would set a 24+ hour print praying working on the SAT in the middle of the night that it would be successful and/or the Having students go through example folio pages and identify things filament hadn’t run out. that work well (for example, a cross-sectional drawing, or the way a student has prototyped an aspect of their design) is nothing new, I learnt that consistent communication with the end-user will but still a great way of getting students to understand what they directly guide and achieve the desired outcome. Additionally, might need to do to communicate or resolve their own design. becoming proficient in 3D modelling software enabled me to explore my full creative freedom. For example, the flowing rhythms But supporting students to find a problem that they are passionate of the ergonomic handle were only possible through extensive about solving is I think the most critical part – if they are hooked research on how to use 3D modelling software. on solving a problem they will consistently work on their design, and be much more receptive to feedback. The most challenging aspect was co-ordinating my time whilst trying to micro manage all my other VCE subjects. Learning from experience – doing things differently Mr Bevan provided extensive help in various areas. Last year was my first year of teaching Year 12, and I will definitely set stricter due dates for sections of the folio along the way next Firstly, when determining our product Mr Bevan would emphasise time. Whilst I had a suggested timeline available to students and and reiterate the underlying principle of design serving the was clear about the workload they would encounter if they dragged end‑user rather than the ego of the designer. their feet, having stricter deadlines might help students to get the Secondly, Mr Bevan recommended and gave a tutorial for first few criteria over and done with earlier. all his students on how to use Onshape (3D modelling program). I was reluctant at first, wanting to stick to my knowledge of Hurdles the student had to overcome when doing Sketchup. However, what became obvious straight away were the SAT the vastly superior capacities of Onshape and how my model relied Ned’s design ended up requiring some quite complex 3D modelling on using such technology. and 3D printing. A lot of time was spent printing sections of the model to refine design details, and work within the constraints Thirdly, Mr Bevan was very supportive in helping me transition of the 3D printers to reduce warping, improve surface finish, to the software and taught me methodologies which I couldn’t and ensure support material could be removed easily. have arrived at by myself. He provided this personal help whilst micro managing 20+ students. How the experience of working on the SAT will help Lastly, Mr Bevan was extremely supportive during the numerous the student in the future failed 3D print attempts. He would often volunteer his own I think the experience of using the design process in the context weekends and non-teaching days to ensure that 3D prints were of a year-long self-directed project is absolutely invaluable. constantly running and no time was being wasted unnecessarily. The approach Ned took to empathise with the end-user to understand the problem and prototype a variety of solutions, Current and future plans all whilst managing constraints of time and resources can be My plans for 2019 are to extend my knowledge of the operation and applied to managing any project – as evidenced by the use of application of computers through studying a Bachelor of Computer ‘design thinking’ in the business world. Science at Swinburne University. I’m convinced that if I can become really proficient in computers I can possibly utilise those skills later in the field of design.

TECHNOTES | 29 I learnt the most from the programming of the microcontroller because I didn’t know what an Arduino was until the start of last year and I had to become familiar with the code and how the components that I wanted to use interacted without actually owning one until much later. My teacher was very useful and helped me a great deal especially in being able to organise my 3D printed wheels as he had contacts with people in the 3D printing industry and I was able to have my wheel printed in TPU material.

Current and future plans At the moment I am working on little projects and playing around with the IoT (Internet of Things). I have discovered that there is a whole new possibility for my projects, for instance once my VCE Systems Engineering SAT – mop comes back from the exhibition I’m going to integrate a Wi-Fi Fully automated mop module so I can control it through Twitter from virtually anywhere in the world. As for future plans I’m going to university next year Student: William Houlahan to study electrical and electronic engineering. Teacher: Christopher Simpson As for my career, in Year 9 I loved computers and coding but also School: Catherine McAuley College, St Mary’s Campus, Bendigo loved making stuff on the farm. However I always assumed that they were mutually exclusive. I was interested in making robots From the student… and even an electric door lock with a key pad, but never knew Description of the product how to possibly do it. I even tried doing some research but all My robot solves the hassle that my Mum faces each time that I found was how to make an actual 8-bit computer which I thought she needs to mop the floor, especially when guests come at short was too hard. Then in Year 10 Systems Electronics Mr Simpson notice. She once told me many years ago that out of all of the introduced me to Picaxe and the world of microcontrollers. house cleaning jobs, she hated mopping the most. Since then I have wanted to be an engineer because VCE Systems Engineering shed light on the sort of career that I have been The cleaning device is a fully automated mop, consisting searching for but never knew existed. of a ‘D’ shaped fibreglass hull that houses all the electronic components, mop solution reservoir and heating system. Knowing the electrical components is a huge benefit, especially It has a vast array of materials and components from fibreglass, sensors and transistors. Before I studied electrical systems, TPU and nichrome wire to capacitive touch sensors, motors I would have had to solve the problem using a mechanical system. and a real time clock module. Now when I see a problem, I’m able to design an automated system for it. This has been really useful whist working on the farm. Experiences while working on the SAT folio and product As well the skill of soldering on our farm I have become the chief I enjoyed designing and brainstorming ideas for the mop the solderer and electrician for wiring up trailers and fixing stuff. most, because the only limit was my imagination. I got to research Advice for current VCE students particularly those exciting ways that my mop could be controlled or charged such doing Units 3 and 4 Systems Engineering as controlling it through the internet or bluetooth or having its very own charging dock. Write down absolutely everything you want to make so the teacher and reader know how much effort you have put into the system The high point of my project was fibreglassing the actual hull you have designed. I always thought that it was great when some because it was a new experience for me and I was excited about things didn’t go to plan because if something works perfectly being able to sand it all down to make a smart looking mop. the first time, I only had one thing to say. Whereas when it didn’t, The lowest point of the year was when I was rushing to wire up I could fill a page. my whole project; I had spent so long trying to make the hull look nice that I hadn’t considered the amount of time it would take to assemble. I rushed my wiring and was impatient and wanted to see something work. However I placed the positive wiring to the microcontroller’s ‘V Out’ and cooked the microcontroller!

Above: The automated mop William designed for his mother. Image supplied.

30 | TECHNOTES From the teacher… How the experience of working on the SAT will help the student in the future Suggestions to share with other teachers regarding how they can best support their students when By doing VCE Systems Engineering, Will has been able to see working on the SAT how all of the aspects of engineering and design can come together in a cohesive way. Even with all of the push to STEM (STEAM) and Completing a SAT over the course of the school year can be design thinking, there are very few subjects or areas that can bring a challenge. It is sometimes as much of a learning curve for the it all together. Design and Technologies does this very well and teacher as for the student with some of the areas explored outside also gives students real skills they can use in years to come. of their area of expertise or knowledge. The biggest support you can give is to encourage students to continue to explore their Specifically talking about the SAT allowed Will to explore ideas fully, seeking support from peers, other staff and teachers production techniques he had not used before at home (but may and finally using the internet. It is worth working with the do so now!) and give some design flair to both his project and folio. students on how to filter their information and to ensure sources It allowed Will to see the interconnectedness of all of his interest (and information) are valid and appropriate for the project. As you areas and gave him a valuable insight into possible career paths. progress through the year it becomes very clear which students want to achieve excellence and for these students it is worth having additional sessions so they can develop their concepts and products more fully. It is also a good time to get some extra insight into the student, project and the motivation behind it all. I think the one thing teachers should Learning from experience – doing things differently take back to schools is how relevant Hmm… what to do differently? Every year has new challenges, this study is to the skills needed for new students and new projects. It may not be new to the teacher our students in other subjects and their but every year we need to remember how fast time goes. future careers. I had a good chat with a student in Will’s class about four weeks into term 3. He was saying what he needed to do and came to an abrupt realisation that there was effectively a handful of weeks Other comments of construction left. I asked him what was discussed as a class I think the one thing teachers should take back to schools is how at the beginning of the year and he went very red (embarrassed). relevant this study is to the skills needed for our students in other He apologised to me (but he didn’t need to)… and with this subjects and their future careers. My path into teaching came I encouraged him to persevere and not give up. after almost 20 years in a technology field. Ten of these years were in an electronics design role so now being able to explain how With the new study design this year, it is really important for relevant to future careers the skills developed are, always makes teachers to read this and know what they need to change and me passionate about this study. teach. Even as a minor update, there are still things that we need to make sure we emphasise to students and to develop within I am always impressed by the student who can combine theory, our own skill set. design and practical skills into this one area and produce an inspiring project. Hurdles the student had to overcome when doing the SAT Will was a very capable student when he came into my Systems Engineering class. Knowing about his work outside of school, I realised how much this fed into his project and how the skills could be used to make a great project. What I didn’t realise was his attention to detail and his focus in completing his project to a high standard. Will only had limited exposure to microcontrollers prior to this project but was able to quickly pick up what he needed to know and how to implement it effectively. He used a number of complicated production methods which he was able to refine and practice outside of class time.

TECHNOTES | 31 VCE Systems Engineering SAT – Experiences while working on the SAT folio and product Remote controlled crane The iteration of ‘research, design, test’ was one that benefitted me a lot during the year and as a result, ended up becoming Student: Nicholas Dellaportas my favourite part to write about within my folio. Teacher: Paul Barton The high point was showing off each new working part to my School: Padua College teacher and peers. It brought with it the most satisfaction and sense of progress (which was a great motivator). Although there From the student… was no real low point to the year, I will never forget the first few Description of the product weeks of trial and error as I attempted to program the XBEE The remote controlled crane tends to a need of society transmitters and receivers. involving safety, where for example a well programmed robotic I learned most from having to manage my own time. This was arm can examine hazardous materials from a distance or using also the most challenging part. Planning each step and sticking a more specific example, defusing an explosive. My product to a milestone deadline was difficult sometimes, but seeing can be seen as a demonstration of how even a low budget system how ahead and up to date I was proved the importance can prove effective. of time management. My product features three sub systems that cooperate to act My teacher taught me the importance of the systems engineering as a remote controlled crane. They exist as: the remote control process. This is what lead to the different claw designs for my (transmitter and receiver), the driving process (which includes product and the various changes in programming that if I had all programming and hardware), and the crane system. The drive not done, would not have led to my final product. system has a front wheel drive that is powered by two DC motors. It has a slight diagonal slant due to the back wheels being quite a bit smaller than the front two. The crane mechanism was essentially created from 3D printed material and servos. The entire crane arm rests on a turntable to allow for rotation in all . I learned most from having to manage The appearance in terms of aesthetics shows how function came before form. An Arduino Uno board was used for the programming my own time. This was also the most side of the system for both the remote control and on board the challenging part. vehicle itself. High quality transmitters and receivers were used as the hexadecimal programming side of them piqued my interest.

32 | TECHNOTES Current and future plans Hurdles the student had to overcome when doing This year, I have gone on to study engineering at Monash University the SAT and I’m going to specialise in mechatronics (similar to the type At the time we didn’t have the capability to create our own printed of work I did in Year 12). After university, I hope to work somewhere circuit boards so we had to make do with bread boards. I had a in the space travel field. limited understanding of Arduino programming language. Gaining access to the 3D printers to print and trial Nic’s work was a problem Systems Engineering was easily my favourite subject, and thanks as they were in high demand. Nic would often come to school early to my teacher I came to realise what my passion was, which was so we could start a print before school and he could then collect something I had always struggled to identify. Without Systems it at the end of the day. Engineering, I would not know where I wanted to go. As my course at uni is engineering, the processes for learning How the experience of working on the SAT will help and researching along with the specific skills acquired from Year 12, the student in the future have certainly assisted me in my studies. • Planning – Nic took a holiday to Greece and still stayed on track due to attending the workshop during lunch times and Advice for current VCE students particularly those after school. doing Units 3 and 4 Systems Engineering • Perseverance – through his coding and the many iterations My advice would be to try to get into a good routine if you plan of his design. on continuing your studies as it will make your life much easier. • Synthesising concepts from other subjects to incorporate into Also, enjoy Year 12 as it is something you’ll remember for your his project. whole life. • Enthusiasm – Nic was always happy to be in class doing what From the teacher… he enjoyed. Suggestions to share with other teachers regarding All the qualities Nic demonstrated are essential skills when doing how they can best support their students when the SAT and will benefit Nic in the future. working on the SAT Other comments • Set a timeline and milestones with students so they are all Whenever possible, try to teach the concepts and principles aware of expectations. with hands-on activities, underpinned with real life examples • Build good working relationships with the Physics and ICT of their applications. teachers and encourage students to seek help from them. • Be open to all the students’ ideas, even if it is outside your area A note from the editor of expertise; we can’t be experts in everything, especially with rapidly changing technology. Applications for Top Designs 2020 will open in September 2019. From this year, all applications to Top Designs will be online. • As much as we’d like to jump in and solve their problems, Applicants are required to upload folio/development pages teachers need to work more as a facilitator and guide students and images of their work as part of the application process. towards the solutions so they have ownership of their progress; Top Designs 2020 opens to the public at Melbourne Museum this helps them with content to write about in their folio. on 21 March. For details see the VCAA website at Learning from experience – doing things differently https://www.vcaa.vic.edu.au/news-and-events/events- and‑awards/season-of-excellence/Pages/TopDesigns.aspx I would have students start the programming of their microcontroller as soon as possible as this often ends up being the biggest hurdle, that is, the project is built but it won’t work. Better planning and testing of sub-systems during the build helps alleviate problems at the end. Opposite: Nic’s completed mobile crane. Above left: The crane while being programmed. Above right: Wiring and components for remote control. Images supplied.

TECHNOTES | 33

LEARN DESIGN CREATE

Create unique designs on fabric and fibres.

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Beyond school, our techniques are immediately transferrable to life skills for pleasure or in business.

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 Fabric designing – unique hand-coloured fabrics for all your projects  Restyling and upcycling garments so simply and economically you won’t believe it!  Workshops at your venue or mine  Personal help by phone or email  DVDs and Handbooks to support you from afar  Unique formulations manufactured exclusively for Genesis Creations™  Non-toxic, non-polluting  Totally washable and ironable What teachers have said about our workshops, and using Liquid Radiance …  Wow, it was just so practical, and I’ve made an excellent folio of resources for my teaching during the workshop.  Heaps of ideas for classroom projects and a great folio of samples.  Anne was so willing to share, and an amazing presenter.

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Genesis Creations™ Anne Mitchell (07) 4613 4426 / 0418 771 808 www.genesiscreations.com.au 34 | TECHNOTES FASHION

LEARN DESIGN CREATE

Create unique designs on fabric and fibres.

In the classroom, our Liquid Radiance colours are suitable for every age group and ability, from pre-school to tertiary levels.

Beyond school, our techniques are immediately transferrable to life skills for pleasure or in business.

SAFE – SIMPLE – ECONOMICAL - SUSTAINABLE

Liquid Radiance A finely milled liquid colour that performs like a ‘dye’ in all fabrics.

 Fabric designing – unique hand-coloured fabrics for all your DON’T BE REGULAR projects  Restyling and upcycling garments so simply and economically you won’t believe it!  Workshops at your venue or mine  Personal help by phone or email  DVDs and Handbooks to support you from afar BE BOLD  Unique paint formulations manufactured exclusively for Genesis Creations™  Non-toxic, non-polluting  Totally washable and ironable What teachers have said about our workshops, and using Liquid Radiance …  Wow, it was just so practical, and I’ve made an excellent folio of resources for my teaching during the workshop.  Heaps of ideas for classroom projects and a great folio of samples.  Anne was so willing to share, and an amazing presenter.

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Owned by Australians.

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36 | TECHNOTES FASHION FASHION

MIA WEARS Shoes - Iggy & Zee Cuffs & Ring - Jewellery@65

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TECHNOTES | 37 FASHION

MEET THE DESIGNER

GRAYCE Norton’s passion for fashion started at an early age wanted it to complement the magazines message ‘don’t be and it has inspired her to study Textiles throughout her high regular, be BOLD’. school years. That passion has also led to her working as an How did you create the dress? assistant stylist with Anika Walker on several photo shoots for Mildura Living Magazine and runway events. Grayce loves the I met with Mia and took her measurements so I knew how to process of taking a simple piece of cloth and transforming it fit the dress. I then looked at commercial patterns that I could into something more, seeing her ideas become a reality. Now modify to suit the style of my dress. I actually found a jumpsuit in her final year at St Joseph’s College she has drawn on her pattern that was similar to my design which I then altered and creativity and stylists eye to design a beautifully bold garment. adapted to become a dress. I wanted to make sure that my dress was finished to a quality standard so I used methods What was the inspiration for creating your piece? such as overlocking, pressing and hand stitching to make sure I have worked with both BOLD Magazine and Mildura Living as this was achieved. I made the flowers using templates and an assistant stylist and I thought that I would design my piece hand sewing them together. I then decorated each one with based on something that I know well and have a lot of passion beads and hand stitched each one onto the dress. This piece is for. Because the next magazine was the spring/summer issue a one off garment, there isn’t another one like it, so I wanted to I thought I would design the piece around that as it would make it high quality and detailed. complement the season and it would just fit the seasons What was the biggest challenge? fashion trends. The biggest challenge for me was probably deciding how to How did you come up with concepts for the initial design? make the flowers. I was originally going to buy fake flowers and I first interviewed my model Mia to see what colours suit her sew them on but I wanted to be more creative with the design and what her style is just so that I could create a look that and make the flowers a feature so I decided to make them would best suit her. I then researched high fashion and current myself. I also found that deciding on what to make them out trends getting inspiration from bold designs and previous of was a challenge and it turned out that green shopping bags spring/summer collections which helped get the feel for were the way to go as they come in a variety of bright colours, the dress and the shape. I wanted the dress to be ‘Bold’ as I hold their shape and don’t fray.

52 BOLD MAGAZINE

38 | TECHNOTES FASHION FASHION

MEET THE DESIGNER

GRAYCE Norton’s passion for fashion started at an early age wanted it to complement the magazines message ‘don’t be How did you incorporate sustainability into your design? and it has inspired her to study Textiles throughout her high regular, be BOLD’. The majority of the dress is made from striped cotton which school years. That passion has also led to her working as an How did you create the dress? is a natural fibre and good for the environment as it is a assistant stylist with Anika Walker on several photo shoots for renewable resource. I also collected green bags that people Mildura Living Magazine and runway events. Grayce loves the I met with Mia and took her measurements so I knew how to were finished with to create my flowers, this process is called process of taking a simple piece of cloth and transforming it fit the dress. I then looked at commercial patterns that I could upcycling as I took something that was going to be thrown into something more, seeing her ideas become a reality. Now modify to suit the style of my dress. I actually found a jumpsuit away or recycled eventually and made something new out in her final year at St Joseph’s College she has drawn on her pattern that was similar to my design which I then altered and of it. The green bags also make a strong statement about creativity and stylists eye to design a beautifully bold garment. adapted to become a dress. I wanted to make sure that my sustainability as the supermarkets have now stopped providing dress was finished to a quality standard so I used methods What was the inspiration for creating your piece? single use plastic bags, which is better for the environment. such as overlocking, pressing and hand stitching to make sure I have worked with both BOLD Magazine and Mildura Living as this was achieved. I made the flowers using templates and What do you love about creating fashion? an assistant stylist and I thought that I would design my piece hand sewing them together. I then decorated each one with I love that fashion can be anything you want it to be and that based on something that I know well and have a lot of passion beads and hand stitched each one onto the dress. This piece is there are no limits on what can be designed or how many ideas for. Because the next magazine was the spring/summer issue a one off garment, there isn’t another one like it, so I wanted to that can go into one single piece. I love that you can turn ideas I thought I would design the piece around that as it would make it high quality and detailed. into wearable garments. As well as designing I love being able complement the season and it would just fit the seasons What was the biggest challenge? to piece together an outfit that looks and feels good on the fashion trends. body and that brings out one’s personal style. The biggest challenge for me was probably deciding how to How did you come up with concepts for the initial design? make the flowers. I was originally going to buy fake flowers and What are your plans for the future? I first interviewed my model Mia to see what colours suit her sew them on but I wanted to be more creative with the design At the end of Year 12, I’m going to take a gap year to work and and what her style is just so that I could create a look that and make the flowers a feature so I decided to make them save. Then I am hoping to move to Melbourne to complete a would best suit her. I then researched high fashion and current myself. I also found that deciding on what to make them out Fashion Styling course at RMIT university. From there I would trends getting inspiration from bold designs and previous of was a challenge and it turned out that green shopping bags like to pursue a career in Fashion Styling. Ð spring/summer collections which helped get the feel for were the way to go as they come in a variety of bright colours, the dress and the shape. I wanted the dress to be ‘Bold’ as I hold their shape and don’t fray.

52 BOLD MAGAZINE BOLD MAGAZINE 53 Article republished courtesy of BOLD magazine – a collaboration between Mildura Living magazine and headspace Mildura.

TECHNOTES | 39 Community

Meet Mat Bowtell, engineer and assistive devices innovator

With the impending closure of the Toyota plant in I re-visited my interest of bionics and prosthetics that I had from Altona, engineer Mat Bowtell revisited his interest my university days, and combined that with the skills that I had in bionics and prosthetics from university days. learnt at Toyota to try to make devices that would be accessible After celebrating success with the recipients of the to all people around the world. enabling devices he designs and makes, funding I purchased a 3D printer, software and a 3D scanner to start that Mat recently received has allowed him to developing 3D printed hands from my home. I wanted to start by set up a just-in-time lean production line to take making just one hand for one kid, but when it was fitted the smile Free 3D Hands to the next level. on his face was unforgettable! I got so much satisfaction from his reaction and realised that it was something that I wanted to keep Here’s Mat’s heartwarming story of how design doing. So, I made more and more hands, for kids in Australia and and technology can be used for social good. around the world. (About 1 in 10,000 kids are born without fingers or have partially formed hands.) I studied engineering at Monash University, and in 2004 was I started a crowdfunding campaign to help me to get a larger sent to Chiba University in Japan on a scholarship to study 3D printer, better scanner, and to help pay for postage. One arm mechatronics. During that time I tried on a one million dollar bionic that I sent to Iraq cost $86 in postage, and this was what made me arm. I was very impressed with the technology, but felt a bit sad start the crowdfunding campaign, since it was costing me a lot of that this amazing technology would not likely ever make it to money to continue doing what I was doing. people in developing countries that need them. The media became aware of what I was doing once the I worked at Toyota for 10 years as a senior engineer, specialising crowdfunding site went live, starting with Nine News when I drove in lean manufacturing spending a year on transfer to Motomachi to Wollongong to deliver two hands to two girls. There was Plant in Japan. I spent three years in Supplier Development, a follow‑up interview with Neil Mitchell on 3AW the next helping suppliers improve their processes, reducing waste morning. Eddie McGuire called me into Triple M Hot Breakfast, and improving the quality of their products. For the last five and The Project did a short feature as I made more and years of my career, I introduced 3D printing to Toyota Australia more hands. to implement low cost solutions. In 2014, Toyota Australia announced that the Altona Plant was to close in October 2017. We were given three and a half years notice. It was at that time that I wanted to do something positive with my engineering skills during the wind-down of the automotive industry.

40 | TECHNOTES Looking back, I think my greatest achievement was the But those relationships grew, and Samuel helped me to improve development of a kinetic finger for a friend in Japan who lost his my crowdfunding site, so that people could choose how they index finger in a workplace accident. After one year of development would like me to spend their funding. His greatest concern was and trial, I was able to watch him play the piano again after ten that I would not be able to put food on the table. So, he created years. His wife stood in the corner with a tear in her eye, and another crowdfunding page out of his own pocket to give me for me, it was the moment that I ‘got paid’ for the one year of a kick start. He also organised The Project to visit my workshop development. I released this design online under a Creative and share my work, as well as drag me into Jon Faine’s Commons open-source license to allow anyone to make their Conversation Hour together. own, with the restriction that they couldn’t profit or sell the device. To date, this design has been downloaded over 3,000 times around the world, to an estimated value of $18 million, in comparison to other commercially equivalent devices that cost about $6,000 but actually cost around 90 cents each to make. Meeting a man By the time I walked out the gate in Germany last year who was wearing one of my fingers was also a really special moment, showing me that through making designs of Toyota for the last time, I no longer open-source we can touch the lives of many others. saw myself as a Toyota engineer, By the time I walked out the gate of Toyota for the last time, I no but as an ‘engineer and assistive longer saw myself as a Toyota engineer, but as an ‘engineer and devices innovator’. assistive devices innovator’. How could I continue doing this full time as a volunteer? I had been offered many jobs immediately I moved from Melbourne to Phillip Island where I grew up, to raise after the Toyota closure, but this is what I wanted to do. But how? the kids in an amazing community. I rented a place with a large workshop to accommodate twelve 3D printers. I have been using I was standing at the water’s edge in San Remo several days after my redundancy payment to allow me to stay in my workshop the closure, looking out at the water assessing my options when to develop and make hands as a full time volunteer during the I got a phone call. It was the Australia Day Council advising me last year. I have had overwhelming support from the community, that I was a Victorian finalist for the Australian of the Year Awards. including some local businessmen who paid my rent to stay in A week later, I was invited to Government House, and my name was the workshop and innovate! called out to receive the 2018 Victorian Local Hero Award… I think the universe was telling me to continue doing what I am doing. This led to being invited to Canberra for the Australian of the Year Awards, where I became good friends with other finalists – Samuel Johnson and Eddie Woo. We visited the Prime Minister for morning tea, and had a great time. It was very surreal. Above: Mat with two free 3D hands outside his new factory at Cowes, Phillip Island. Image courtesy of the Phillip Island & San Remo Advertiser.

TECHNOTES | 41 With all of the generous funding that has come in, I decided to lease a large factory in the industrial park in Cowes, Phillip Island which will allow me to take Free 3D Hands to the next level. The factory has a dedicated admin desk, a consultation area, a just-in-time lean production line (it was my job to set up production lines at Toyota), a prototyping and development area, a 3D printing room with twenty 3D printers sequenced to the production line, and pictures all over the walls of the hands that I have made. There is a ‘Wall of Gratitude’ with the name of each person who has helped me to get to where we are. This has been a huge global community effort. We are currently developing the equivalent of a $40,000 multi‑function bionic arm that we are targeting to cost between $50 to $100 in parts, that we will be able to provide free of charge to anyone who needs one around the world. This arm is being Westpac Bank also awarded me one of eight $50,000 Social developed in collaboration with two bio-medical engineering Change Fellowships to travel the world to strengthen networks students from Melbourne University. with like‑minded people, visit world class bionic and prosthetic companies and 3D printing conventions to increase my ability We use Flashforge Creator Pro 3D printers. There are a large number to give back to Australian society. I visited Japan, USA, UK, of reasons why we chose these printers over others. Firstly, the Germany, France and finished doing a short stint in a prosthetics cost is about one third of a Makerbot or Ultimaker, costing about company in Denmark over a total of eight weeks overseas. $1200. It is a very durable machine, with parts that are very cheap to replace if needed. I now have 12 of these machines, with some After returning, I had a lot of new ideas including making simple having printed over 20,000 hours. They are easy to modify as well. devices to do specific tasks. I developed a skipping rope adapter I have modified all of my printers to have a removable borosilicate to allow kids to hold a skipping rope. I have now sent about 80 of printing bed, to allow for quick changeover before prints without these around the world. I have also developed a LH piano adapter, parts needing to cool down before removal from the printer. tennis ball serving device and a violin bow attachment. The print size of these printers is about 150mm x 200mm x 150mm, ABC’s Catalyst aired an episode called ‘Bionic Revolution’ in which is not large in comparison to a lot of other printers on the October 2018 which visited many leading bionic developers all market, but it is ideal for printing hands. The reason that we have around the world, and contrasted this with what I am trying to do, so many printers is so that we can print different hand parts on visiting my workshop. On the night that Catalyst aired, they flew multiple printers at the same time. It takes between 12 to 15 hours me to Sydney to be a part of the Invictus Games broadcast, to tell to print one hand, so by making all of the parts on three printers my story and do some forward promotion for the Catalyst program running at the same time brings the total lead time down to about that was on afterwards. After it aired, I gained a lot of support in four hours. So, we can output three hands in four hours if the crowdfunding, but I also received about 1000 emails and hundreds printers are all running. The printers have manual levelling, which of requests for help. So, a spanner had now been thrown in the I much prefer to the auto levelling systems that a lot of printers works. There is no way that I could possibly help all of these people have which can give varied results print to print. The Creator Pro on my own. But, one of the emails I received was from Norman gives a consistently high quality output, is very easy to maintain Waterhouse lawyers in Adelaide that specialise in charities. and is low cost to allow us to have more printers. In a school They offered pro‑bono support to formalise a charity, and I met situation, I think that having more low cost printers is better than with them to get the ball rolling. one expensive machine to allow more students to have access.

42 | TECHNOTES I have been invited to a few schools to speak to students. Most of In recent weeks, I was named as the Commonwealth Points of the schools that I have visited are interested in having me talk to Light Award recipient for Australia from Her Majesty the Queen. students about leadership and involvement in the community. The British High Commission travelled from Canberra to hand I don’t talk so much about the technology of 3D printing, but more deliver a hand signed Award at a ceremony with all of our about the application and how technology can be used for good. volunteers. It was a very special moment, giving us affirmation I talk a lot about why I chose to embark on this journey, as well and confidence that Free 3D Hands is heading in the right direction. as the rewards of becoming a volunteer. I talk about how STEM education should be more commonly named STEAM education, Why don’t I charge for hands? with A (arts) being central to the study of science in the form I believe as a society that we have a fundamental responsibility to of developing creativity. Without creativity and imagination, look after those who are less fortunate than ourselves. If I charged we cannot find innovative ways to apply science and technology. $10 for a hand, then to me it would only be worth $10. But when you give it to someone for free, then it becomes priceless. I could never charge a cent for any of my devices. Because that is the way it should be. I dream of a world where access to devices that improve the lives of Without creativity and imagination, others is not dependent on how much money you have in the bank. we cannot find innovative ways to apply All people in this world are born equal, and deserve the same. science and technology. Through what I am doing, I am hoping to encourage prosthetic and bionic developers to innovate, to use smarter engineering, and make devices that are accessible to all. The environmental impact of 3D printing in plastics is largely dependent on what type of plastic is used. Plastics like ABS, PET, Here is my new logo for the charity Free 3D Hands Ltd. nylon and HIPS are petro-chemical derived plastics that not only take a long time to degrade, but also release toxic microparticles into the air when printing. But there are also materials that are friendlier to the environment. All of the free 3D hands I produce are made from a material called PLA, which is a biodegradable plastic derived from corn starch. It also doesn’t emit toxic fumes Each one of us has special talents and abilities that can be used into the air, and can be composted after use with micro-organisms to improve the lives of others. being able to digest the poly-lactic acids to break it down. PLA is often used in classrooms for its ease of printing as well as its low When I decided to become a full-time volunteer, I completely environmental impact in comparison to other plastics. eliminated money from the equation and just focused on adding value. Money is just a by-product of adding value, and people all Free 3D Hands has recently become a registered charity, which around the world have given me so much support to continue to will allow donors to make formal donations with tax deductible make Free 3D Hands into what it is today. I have gained a new faith receipts (DGR status). I am hoping to be able to utilise Work in humanity, and I am excited about the journey ahead. for the Dole volunteers to help assemble hands, giving them something meaningful to do, get them government funded training People can follow my work at www.facebook.com/free3dhands and get them back into the workforce with added confidence The website can be found at www.free3dhands.org which has in themselves. I am hoping that Free 3D Hands will become a real device download links, links to social media, a donation page community initiative. We hope to collaborate with other charities as well as an application form for us to make a device. in less developed countries to create a supply chain to reach the most remote places in the world. My vision is to be able to provide all people with the same level of assistive device regardless of where they are born or their financial situation. All people are created equal and deserve the same. We plan to develop the technology, make it readily available and empower communities to manufacture and maintain their own devices. Opposite: Mat with one of the delighted recipients of a free 3D hand. Image courtesy of Mat Bowtell.

TECHNOTES | 43 Q: How was the makeathon organised, and who were The 2019 TOM: the participants? Melbourne Makeathon A: The TOM: Melbourne Makeathon is a unique environment that fosters creative thinking, co-creation and innovation. At FAB9, teams had access to the latest tools and machinery. As mentioned above, teams were made up of Need-Knowers and Makers. Each team was custom designed around the type of challenge presented, meaning that in all cases, a diverse multi-disciplinary team worked towards solving that particular challenge by the end of the weekend.

Q: Can you please describe a few of the products/prototypes that have been made in past years during this event? Are the prototypes still being used by those they were designed for? The Tikkun Olam Makers (TOM) is a global movement A: One of our most notable prototypes that is now an official of innovators dedicated to bringing together people TOM: Melbourne product is the adjustable guide dog harness. with disabilities and makers to develop open-source The harness was first created at the 2017 TOM: Melbourne assistive technology to address everyday challenges. Makeathon by a team of graduates (engineers and software TOM is a nonprofit organisation and disability developers) that came together over three days to work with Sif, a guide dog user. Sif’s team then reconvened following the service. The TOM: Melbourne Makeathon 2019 makeathon to continue advancing the prototype into a final was held at FAB9 on 24–26 May. product through the TOM: Melbourne Developer Groups program. The team successfully designed a telescopic and adjustable handle DATTA Vic recently chatted with Ben Shemesh that is flexible and can be released by two custom designed latches and Kylie Appel from TOM: Melbourne about from the harness itself. The team also completed a Digital Product the makeathon. File, which was then uploaded to the TOM web platform for anyone around the world to download and replicate – for free! Q: What is the aim or purpose of the TOM: Melbourne Makeathon? Q: Why did The TOM: Melbourne Makeathon decide to hold the A: The TOM: Melbourne Makeathon is a marathon of making which event at FAB9 this year? connects Need-Knowers (individuals with a deep understanding of neglected challenges, often an individual living with a disability) A: For TOM: Melbourne, having access to a state‑of‑the-art with teams of Makers (engineers, designers, developers, problem makerspace is an important part of creating a vibrant atmosphere solvers and occupational therapists) to create assistive technology for the makeathon. We also strive to create partnerships with local solutions (prototypes). Prototypes developed at the makeathon community organisations in the disability and tech eco‑systems are available online on the TOM web platform for anyone around in Victoria and Australia so for us it was a perfect fit. the world to access. The 2019 TOM: Melbourne Makeathon tackled Q: How can readers find out more about the eight unique challenges around assistive technology at FAB9, TOM: Melbourne Makeathon? Melbourne’s newest state-of-the-art makerspace, in Footscray in late May. A: For more information about the 2019 TOM: Melbourne Makeathon please refer to our Facebook and Instagram pages as well as our website: A note from the editor Facebook: www.facebook.com/TikkunOlamMakersMelbourne Find out more about the FAB9 makerspace in this issue Instagram: www.instagram.com/tommelbourne of Technotes (see pp. 46–47) or go to fab9.com.au Website: https://tomglobal.org If you are interested in being involved in TOM: Melbourne please contact [email protected]

44 | TECHNOTES Top left: Teams gather for a round table discussion and planning session at the start of the design process at FAB9. Top right: Team Austin gets down to work on their prototype. Bottom left: Team John designed and developed a device to help John pick up dropped items from the floor whilst he is seated in his wheel chair. Bottom right: Team Mary gathers to watch Mary try out the custom exercise device they developed during the makeathon. This device allows Mary to exercise independently. Images courtesy of TOM: Melbourne.

TECHNOTES | 45 Q: Who are the driving forces behind the development of the FAB9 FAB9 makerspace makerspace at The Dream Factory? What are their backgrounds, and their vision for the FAB9 makerspace? A: FAB9 was founded in 2014, by Silicon Valley engineer Hans Chang. He chose Melbourne for the location because of its startup scene, vibrant arts culture, and thriving community of independent makers. I’m the Creative Director (Ying Zhang); I have a background in architecture and came on board in 2016, after FAB9 received a Round 1 grant from LaunchVic. In 2017, Hans and I started working with a team of architects, engineers, technicians, designers and writers to make FAB9 a reality. A heritage-listed building in Footscray, The Dream Factory, was selected as the site of FAB9. FAB9 is located at The Dream Factory in Footscray First and foremost, FAB9 had to be accessible – both functionally, and opened its doors to the public on 4 June 2019. and ideologically. As an engineer, Hans understood the necessity Here, we chat to Ying Zhang, FAB9’s Creative of designing with intent to achieve this goal. Starting with an Director, about the people behind the development elegant DDA (Disability Discrimination Act) compliant ramp at its of FAB9, its facilities, who can use it and how they main entrance, FAB9 is fitted out to suit the needs of a broad range of members. can access it. In developing FAB9, it was helpful to look to a few key Q: What is a makerspace? organisations for inspiration. NewLab (https://newlab.com) and A/D/O (https://a-d-o.com) (both based in Brooklyn, New York) were A: A makerspace is a physical space that is purpose-built so makers big influences on FAB9, and MPavilion in Melbourne was a great of all skill levels can access the training, tools and equipment inspiration in terms of its social and cultural presence in the city. needed to turn ideas into physical realities. The dream for FAB9 is that it becomes a hive of ideas, activity, Makerspaces have different areas for working with different and community – where people can pool skills, share knowledge, materials and making processes. They are also equipped and collaborate. A place that democratises access to technology with infrastructure like high voltage electricity, proper ventilation – where organisations like TOM (Tikkun Olam Makers) can host and fume extraction, and observe robust safety protocols events like makeathons, and participants can use powerful and procedures. software, tools and machinery to explore and solve design Makerspaces are all about community. Sharing tools, ideas, problems without having to invest in that equipment themselves, skills, knowledge, space and equipment is essential to the way lowering the barriers of entry to making for all. they function. Q: What were some of the aspects that had to be carefully FAB9 – Melbourne’s newest, high-tech makerspace – is made up considered in the design and development of the makerspace? of five distinct labs under one roof. A: Safety considerations and procedures are at the forefront of both the design and operational considerations for FAB9 and have been integrated into every aspect of FAB9’s design. The makerspace has a gradated access system, allowing The dream for FAB9 is that it becomes members to gain access to the space incrementally. Each making process and its associated equipment is categorised according a hive of ideas, activity, and community to risk – low, medium or high. This means FAB9 members with – where people can pool skills, share little experience can access and use the low risk areas of the knowledge, and collaborate. makerspace, whilst being protected from the high-risk equipment.

46 | TECHNOTES Q: What facilities and equipment are available at FAB9? A: FAB9’s labs are designed for working with different materials and/or making processes. They are: • the Timber shop – including a , mitre saw, vertical , thicknesser, , lathe, table, press, downdraft sanding table, and oscillating belt sander • the Electronics lab – including multimeter, AC/DC power supply. High-powered PCs with CAD/CAM software, and access to Solidworks via VPN (included in all FAB9 memberships) • the Digi fab – including FFF 3D printers, laser cutter, and an industrial sewing machine • the CNC lab – which will house a 3-axis flat-bed Multicam Trident CNC router, with a 2500mm x 1250mm processing bed • an Assembly area – with power tools, hand tools and pneumatic tools including a Festool Domino joiner.

Q: Who can use the makerspace? A: FAB9 is open-access, so it’s open to anyone who applies to become a member and pay a monthly subscription fee. FAB9 is designed for anyone who wants to experiment through the making of physical objects. Whether you are an entrepreneur, engineer, designer, woodworker, furniture maker, artist, craftsperson, or a hobbyist, FAB9 is open to you. When accompanied by an adult, kids above 12 are welcome too.

Q: How can people gain access to the facilities at FAB9? A: Tours are the best way to experience FAB9 for the first time, and can be booked here. They give you the opportunity to see everything for yourself, and chat with the team in person. All new FAB9 members are required to complete a New Member Orientation, which is included in your FAB9 membership. Different makers will require different lab access for different From there you can choose from a series of machine and tool amounts of time, so FAB9’s memberships are flexible specific Safety Inductions, each designed to teach you the FAB9 and on‑demand. They also operate from month-to-month, way to be safe and productive throughout the makerspace. like a Netflix subscription. As a space that caters to both professionals and hobbyists Part7 Full7 Full7+ Full30+ operating on different schedules, FAB9 opening hours are: Tuesday, Friday, Saturday and Sunday 10am – 5pm; Price (p/month) $99 $199 $299 $599 Wednesday and Thursday 10am – 9pm. Access days 7 7 7 Unlimited FAB9 is located at 90 Maribyrnong St, Footscray, VIC, 3011 (p/month) and opened to the public in June 2019. For more information Assembly area ■ ■ ■ ■ go to fab9.com.au or contact [email protected] Digi fab ■ ■ ■ ■ In the meantime, you can follow FAB9 on: Electronics lab ■ ■ ■ ■ Instagram: www.instagram.com/fab9au

Timber shop ■ ■ ■ Facebook: www.facebook.com/Fab9AU

CNC lab ■ ■ ■

Co-working (+$100) Top: FAB9 Assembly area. Bottom: FAB9 Timber shop machinery. Images supplied.

TECHNOTES | 47 are the most popular lasers in education What are the right questions to ask when purchasing a Ease of Use Anna Jacobsen, Roseville College CO2 laser cutting & Engraving machine? “Easy to learn, fun to experiment with and gives good effects” There are many brands of laser to choose from. Not all AIR FLOW lasers are the same. From cheap hobby machines to well- Does the machine have good airflow across the engraving Versatile TAS Dept, Riverside Girls High School engineered professional systems there are many points of bed? Good airflow removes smoke and debris from the “Our new laser cutter is inexplicably the difference to consider. What are the right questions to ask engraving area. Without good airflow you require air assist best design tool ever” to find which laser is right for your business? Of equal technology driven by an air compressor. This adds to the importance is how you choose a laser supplier. running cost of the system. Matt Scott, Canobolas Rural Technology High School Engaging “The laser brings engagement to all students, LASER TUBE SAFETY regardless of age, gender and interests” What style of laser tube does the machine use? Does the machine comply with Australian, US or EN laser • Glass tube - Developed in the 60’s this is the original safety standards? What class does the laser run in? style of CO2 laser made from a glass cylinder with glue or Choice of 5 colours Tamper proof interlocks should prevent intentional and rubber seals. unintentional operation of the laser when any door is open. • Ceramic tube - Developed in the 70’s the ceramic tube If you can fire the laser when a door is open, you must was the next technological step in CO2 laser comply with stringent laser safety regulations and are liable development, made from a ceramic cylinder coated with for injury caused. aluminium oxide and using glue or rubber seals.

• Metal core tube - Developed by the US department of What fire protection features does the machine have? Is Defence in the 80’s the aluminium core tube is the latest the lid made from safety glass or acrylic? development in CO2 laser tube technology made from If a small fire does start in the machine will it shut down Approved for DoE Schools an aluminium cylinder with a welded seal. and sound an alarm or will it continue to operate. Safety glass will help contain the flames and smoke whilst acrylic How do they compare? or polycarbonate lid will add fuel to the flames, accelerating Glass Ceramic Metal the spread of the fire. Purchase Price $ $$$$$ $$$ Stability in    SOFTWARE DRIVER cutting Can the driver accept files from any software in any Stability in x   format? Most professional laser systems will accept files engraving from any software in any format. Some low-cost hobby Expected life 6 mths 5 yrs + 5 yrs machines will only accept certain formats from certain span applications limiting what can be achieved with the system. Australia’s Most Popular Replacement 100% 100% 50% Laser in Schools cost Does the driver have an advanced database of settings for Technician time 2 hrs 2hrs 1min* a wide range of materials? VLS35050EDU to replace VLS23030EDU VLS35030EDU VLS46030EDU VLS46050EDU *with patented ULS laser cartridge system OPERATING COST MOTION SYSTEM What is the initial purchase price? What is the expected Work area Work area Work area Work area Work area How is the beam delivered from the tube to the material? 610 x 305 x 102mm operating cost? 406 x 305 x 102mm 610 x 305 x 102mm 610 x 457 x 229mm 610 x 457 x 229mm • Galvo mirrors - High speed scanning galvanometer • Running costs - Consumables, power mirrors steer the beam around the table. They are not • Maintenance costs - Technical support, on-site visit by Laser Laser Laser Laser Laser capable of cutting but provide extremely fast engraving technician 30W Metal Core CO2 30W Metal Core CO2 50W Metal Core CO 30W Metal Core CO2 50W Metal Core CO2 2 speeds in a limited work area.

• Gantry or Flying Optics Considering the answers to the above questions, is a lower o Stepper motors - Uses motors with predefined steps purchase price offset by higher operating costs? to position the gantry in XY. Low cost to replace and less maintenance required. Less likely to fail in harsh LST Group have over 30 years’ experience in CO2 lasers. We conditions. 85% 300+ 133% support over 800 lasers across Australia. The modular Servo motors - Uses motors and an encoder to o design of ULS lasers keeps you up and running. Contact us position the gantry in XY. Potentially faster and on 1800 806 252 to speak with our experts about your smoother curves. Expensive to replace and encoders lasering needs. Service issues solved Education sites More efficient delivery require constant maintenance. in first phone call across Australia of laser power

1800 806 252 48 | TECHNOTES [email protected] .com.au What are the right questions to ask when purchasing a CO2 laser cutting & Engraving machine?

There are many brands of laser to choose from. Not all AIR FLOW lasers are the same. From cheap hobby machines to well- Does the machine have good airflow across the engraving engineered professional systems there are many points of bed? Good airflow removes smoke and debris from the difference to consider. What are the right questions to ask engraving area. Without good airflow you require air assist to find which laser is right for your business? Of equal technology driven by an air compressor. This adds to the importance is how you choose a laser supplier. running cost of the system.

LASER TUBE SAFETY What style of laser tube does the machine use? Does the machine comply with Australian, US or EN laser • Glass tube - Developed in the 60’s this is the original safety standards? What class does the laser run in? style of CO2 laser made from a glass cylinder with glue or Tamper proof interlocks should prevent intentional and rubber seals. unintentional operation of the laser when any door is open. • Ceramic tube - Developed in the 70’s the ceramic tube If you can fire the laser when a door is open, you must was the next technological step in CO2 laser comply with stringent laser safety regulations and are liable development, made from a ceramic cylinder coated with for injury caused. aluminium oxide and using glue or rubber seals.

• Metal core tube - Developed by the US department of What fire protection features does the machine have? Is Defence in the 80’s the aluminium core tube is the latest the lid made from safety glass or acrylic? development in CO2 laser tube technology made from If a small fire does start in the machine will it shut down an aluminium cylinder with a welded seal. and sound an alarm or will it continue to operate. Safety glass will help contain the flames and smoke whilst acrylic How do they compare? or polycarbonate lid will add fuel to the flames, accelerating Glass Ceramic Metal the spread of the fire. Purchase Price $ $$$$$ $$$ Stability in    SOFTWARE DRIVER cutting Can the driver accept files from any software in any Stability in x   format? Most professional laser systems will accept files engraving from any software in any format. Some low-cost hobby Expected life 6 mths 5 yrs + 5 yrs machines will only accept certain formats from certain span applications limiting what can be achieved with the system. Replacement 100% 100% 50% cost Does the driver have an advanced database of settings for Technician time 2 hrs 2hrs 1min* a wide range of materials? to replace *with patented ULS laser cartridge system OPERATING COST MOTION SYSTEM What is the initial purchase price? What is the expected How is the beam delivered from the tube to the material? operating cost? • Galvo mirrors - High speed scanning galvanometer • Running costs - Consumables, power mirrors steer the beam around the table. They are not • Maintenance costs - Technical support, on-site visit by capable of cutting but provide extremely fast engraving technician speeds in a limited work area. • Gantry or Flying Optics Considering the answers to the above questions, is a lower o Stepper motors - Uses motors with predefined steps purchase price offset by higher operating costs? to position the gantry in XY. Low cost to replace and less maintenance required. Less likely to fail in harsh LST Group have over 30 years’ experience in CO2 lasers. We conditions. support over 800 lasers across Australia. The modular Servo motors - Uses motors and an encoder to o design of ULS lasers keeps you up and running. Contact us position the gantry in XY. Potentially faster and on 1800 806 252 to speak with our experts about your smoother curves. Expensive to replace and encoders lasering needs. require constant maintenance.

TECHNOTES | 49 DATTA Vic Educator of the Year Awards

Congratulations to the teachers who were nominated for the DATTA Vic 2018 Awards. DATTA Vic makes awards available annually in the following categories: • Primary Educator of the Year • Secondary Educator of the Year • New to Teaching.

Each award recipient receives a framed certificate and a $100 cheque at the Annual DATTA Vic Conference in May and a photograph of them receiving the award.

Promotion of the Design and Technologies learning Primary Educator of the Year area in the wider school community Jason Hague, Kennington Primary School As already mentioned, Jason is an active member of the Discovery Science and Technology Centre Education Committee. He has also (Nominated by Jonathan Ridnell, Discovery Science been involved with the RACV Energy Breakthrough held annually and Technology Centre Bendigo) in Maryborough. Approach to engaging students Other relevant information Jason’s approach to teaching is to put his students first. He listens Jason is a caring teaching professional who spends a great deal to and engages with his students to solve problems rather than just of time thinking about technology and how to engage his students. telling them the answer. He is also an active member of the SES and a community band Innovative approaches to technology education member. His attitude to teaching is like his attitude to life – you have to embrace it and give it your best to succeed. Jason looks beyond the classroom to develop technology programs. He coordinated the school’s Human Powered Vehicle There were no other nominations in this category. program. Jason provided hands on rapid prototyping programs that link to the Technologies curriculum at Discovery Science and Technology Centre where he is a member of the Discovery Education Committee. Jason sees technology as a holistic component of his teaching, and seeks to integrate technology as part of other subjects.

50 | TECHNOTES Sustainability has a significant focus in the Victorian Curriculum so Alice has made the three pillars of sustainability paramount to her planning and teaching philosophy. Students are provided with an opportunity to take their thinking from the surface to a deep level of processing when they are provided with a community or world issue. They are invited to examine these issues through the different lenses of sustainability: environment, social and economic. Alice has seen great success with students through this approach and noticed that their newfound passion for environmental issues related to plastic and waste has fostered their wantonness to make products from otherwise ‘throw away’ products that incorporate a political message to inform their peers. Students have engaged further with the curriculum by learning how to analyse and form strong arguments against the prevalent (but now shifting) cradle to grave approach to product design. Secondary Educator of the Year By engaging students with wearable technologies, including, Alice Nelson, Lavalla Catholic College but not limited to paper circuits, Arduino and BBC micro:bit, they have realised the importance of tinkering, engaging with Approach to engaging students makerspaces and researching via the use of primary and secondary At the beginning of the school year or semester Alice takes the time sources. A focus on welfare has also meant that more students to get to know each individual student. She believes it is imperative are engaging with design and technologies subjects that enable to successful teaching that you get to know each individual child them to develop life skill that are more closely related to real world and as such can then talk to them about the products and aims scenarios than other subjects. that they wish to achieve throughout the duration of the course. Each student is encouraged to create mood boards, research As a technology teacher Alice feels she is very fortunate to be able designers of interest and come up with their own product to share her knowledge within the VCAL department where regular for assembly. Students are encouraged to be self-focused and pop up shops are held to raise funds and awareness of community engage with learning experiences that empower them to become issues and projects. By showcasing the great work being done active learners. within the school, previously dwindling enrolments prior to Alice taking up her role at the school has seen textiles once again Alice has seen a significant shift in her students after encouraging become a much loved and sought after subject. them to personalise their own sewing/design area. Success rates are high and students often do not want to leave at the end of class Promotion of the Design and Technologies learning time. During lunchtimes students often enjoy sharing their success area in the wider school community with fellow students. At the present moment Year 10: Functional Alice promotes the learning area by regularly showcasing student and Aesthetic Design is at maximum capacity and there is a waiting work, whether this is during Design and Technology Week or list. Each student is very proud of their achievements and positive by creating interactive displays around the school. She regularly in their approach to both theoretical and practical components holds lunch time sewing tutorials for students, uses makerspaces, of the course. and introduces students to textiles technology, the use of Arduino or BBC micro:bit and examination of multifunctional garments. Innovative approaches to technology education The school is fortunate to have a laser cutter that students can Alice feels she is fortunate to lecture in Textiles Technology at use to create innovative designs on acrylics, and continuous Central Queensland University in addition to her role as Technology cast acrylics. Their creations can be used to promote Design Curriculum Coach at Lavalla Catholic College. It is through this role and Technologies. that she continuously challenges herself to research web 2.0 tools and phone applications to showcase design work. She has made Other relevant information clear links to sustainable designers, including the clothing brand Alice has spoken at a number of HEIA conferences, including Zero Waste Daniel (zerowastedaniel.com) in Brooklyn, New York the National conference in 2017. She also shared her story and where Alice completed a day of work experience during the expertise with those at the 2018 DATTA Vic Conference in May. Christmas holidays. Her passion for teaching is shared with peers and up and coming technology teachers.

Opposite: Jason Hague, Primary Educator of the Year with Joanne Heide, DATTA Vic President. Above: Alice Nelson (left), Secondary Educator of the Year with Joanne Heide, DATTA Vic President. Images supplied.

TECHNOTES | 51 Reference from Alice’s colleague, Jason Szkwarak New to Teaching I’ve had the pleasure of working collegiately with Alice over the past five years at Lavalla Catholic College and have been witness Clare Hope, Haileybury to her innovative and creative approach in delivering highly (Nominated by Kristine Brewer) engaging programs for our students. She has been a trailblazer in reinvigorating and reintroducing the textiles/non-resistant Approach to engaging students materials into the college and has shown a wealth of creative Clare shows the students real world applications for the various knowledge in supporting the resistant materials teaching staff. mechanical and electronic components of the set curriculum. Further to this, Alice has proven to be a highly effective support Her students design and build a range of projects of their own mentor to students at risk and she often is found working through devising and they are inherently more engaged when they have this her lunch breaks with an open door policy. As the Trades Skills level of ownership in their own learning. This requires a substantial Centre Manager and Applied Learning Leader I request that my staff amount of additional preparation, research and sourcing of upskill often to ensure we are meeting student and industry needs. materials and tools that Clare undertakes above and beyond Alice jumped at the chance to upskill on engineering equipment the normal workload expectations of a science area teacher. and machinery and is always willing to step outside her comfort Innovative approaches to technology education zone. She was also keen to display her rendering skills on the VCAL pizza oven. Alice is across all domains in technology as is evidenced Clare is an advocate of students learning by doing and in her Food Tech knowledge where she is found mentoring junior researching their own projects. While she covers the necessary staff and writing exciting new programs. theory thoroughly, she focuses student learning around a hands-on approach and encourages students to iterate through Alice and I successfully secured approval to purchase a laser multiple stages of problem solving. Rather than blind trial cutting machine for the college which has elevated the Technology and error, Clare encourages and demonstrates approaches faculty and has boosted student numbers. Her interest in wearable to an objective based engineering design process. This involves technologies is evidenced in her presentations to DATTA Vic evaluation and reflection on the processes used and ideas members and this has also inspired other technology teachers for future improvements. to explore this with their students. Promotion of the Design and Technologies learning Alice actively promoted Design and Technology Week in our college area in the wider school community and the display of student work was testament to her leadership of the technology faculty. Displays and promotion to the wider Clare designed a Systems Engineering project to be incorporated public during parent and prospective student expos has ensured into our Year 10 Science curriculum. This was to not only expose healthy numbers across all technology areas. the students to technology based projects but to broaden their thinking about technology in everyday life. The project was to build Whilst it hasn’t been all smooth sailing for Alice, particularly a lie detector with input (sweaty fingers) then a process, by way with motivating ‘old school’ teachers to move with the times of a soldered circuit, that outputted a sound – this was embedded she has been resilient and staunch in her approach to moving into the Psychology unit. She has single-handedly started the faculty forward. VCE Systems Engineering at our school, last year commencing with Other nominations in this category were: Units 1 and 2 and this year, Units 3 and 4. Over 45 students enrolled Stephen Menhennet from Ballarat Specialist School for Units 1 and 2 in 2018 and a similar number for 2019. This only happens if the students have confidence in the teacher running Michael Slinger, Beaconhills College (ineligible as he is the subject. Normally it would take many years to establish a new a committee member) subject and this is credit to Clare and her quiet enthusiasm.

Other relevant information 2018 was Clare’s second year of teaching and her first year of teaching VCE Systems Engineering Units 3 and 4. This is a newly introduced VCE subject at our school and Clare has developed every aspect of the course. She puts in many hours after normal school hours working with actively engaged students to complete work to meet key milestones and deadlines in their design projects. She is open to research and adding new skills/materials/ techniques to her classroom. Clare takes the teaching of the subject matter very seriously and is able to present it in a very interesting way for the students. There were no other nominations in this category.

52 | TECHNOTES Book reviews 100 Ideas that Changed Design Lorraine Tran, Authors: Charlotte and Peter Fiell Technotes content manager; Publisher: Laurence King Publishing Ltd, London, 2019 former VCAA Curriculum Manager, If you’re interested in the history and evolution of design and Design and Technology; former Design and how design has arrived where it is today then this is the book Technology secondary school teacher for you. In the Introduction, it’s acknowledged that every design starts out as an idea, so the aim of the book is to consider those ideas that have significantly changed the course of design practice. We’re talking here about the big ideas in design that have immeasurably improved our lives through brilliant innovation, have helped us experience the world and shaped our material culture. The Universal Methods of Design: Acknowledging that design is a problem solving process that seeks solutions to different needs, concerns and desires there are on the 100 Ways to Research Complex Problems, other hand, designs that are manifestations of creativity conceived Develop Innovative Ideas, and Design to delight by coming up with something new and beautiful. Effective Solutions Because the word design is a verb and a noun and relates to the conception and planning (forethought) of an artefact, environment Bella Martin and Bruce Hanington Authors: or system, as well as the physical and/or digital outcome of that Publisher: Rockport (Quarto Knows), USA, 2018 process. Everything made by people from pottery to textiles, This small book covers research methods, synthesis/analysis consumer appliances, transportation and housing has been techniques and solutions for human-centred design in an designed and the practice of design straddles the world of art and A–Z listing is suited to designers, educators and students alike. engineering. The ideas that have shaped design are therefore very expansive and cover artistic pursuits (such as creative expression Each listing has a double page spread containing on the left page and decoration) through to technologically based ideas (interface key points (a snapshot) about each concept with a cross reference design and robotics). Not only should we think about how well the to other concepts contained in the book; and the right page has a products of design fulfill their purpose, but we should also consider captioned image to illustrate the concept. It is applicable to a wide the people (their ideas) and processes behind it that brought it range of design areas. into being. The outcomes of design cannot be separated from the If you are looking for ideas to expand students’ repertoire of time when they were designed because designers do not work in methods they use when designing then this handy book is worth a cultural vacuum and are influenced by ever-changing economic, a look and could be used as a springboard for further investigation. political and technological factors. For example, in the 1970s References and notes about many of the areas that are covered the idea of sustainability in design came to the fore in response are contained in the back of the book. Some of the methods to growing eco-awareness – something that has continued to and concepts that are described include: affinity diagramming, influence many designers in the 21st century. card sorting, case studies, cognitive walkthrough, creative toolkits, In selecting the design ideas that are covered in the book, desirability testing, exploratory research, ergonomic analysis, the ‘big’ ideas are those considered to have a substantial impact image boards, participatory design scenarios, shadowing, surveys, when they first emerged, but in addition, left an enduring legacy usability report and testing, and user journey maps. on the practice of design. For example, some styles re-emerge, A preview of this book can be found at https://books.google.com. such as retro, which are likened to a swinging pendulum. au/books?redir_esc=y&id=h8-6nQAACAAJ&q=

TECHNOTES | 53 Each of the 100 ideas that changed design are covered in a double page spread – one page of text that explains the idea and a page of related images and accompanying captions. Some of the ideas covered in the book are innovation, portability, modularity, standardisation, style, luxury, aesthetics, taste, utility, truth to materials, unity, less is more, human-centred design, biomimicry, green design/greenwashing and design hacking – just to name a few. The book includes some of the recent developments in design such as the convergence of functionality, open-source design, parametricism, haptics and the Internet of Things (IoT). It may get you thinking about what big ideas will help to shape future design directions. No doubt, nuts and bolts, fabric and thread will continue to exist alongside the increasing digitalisation of design. But what role can design play in enabling us to solve the biggest Technologies Education for the problems we face from global warming, clean energy generation Primary Years and overpopulation and how can design continue to richly enhance all aspects of our daily lives? This book offers food for thought. Authors: Peter Albion, Coral Campbell and Wendy Jobling For more information about this book go to www.laurenceking. Publisher: Cengage Learning Australia, 2018 com/us/product/100-ideas-that-changed-design This informative book is targeted towards teachers-in-training, but would also be suitable for primary teachers and teachers of Years 7 and 8 wishing to update their understanding of technologies education in the Australian Curriculum. Both this book and Technologies for Children by Marilyn Fleer (2016) which focuses primarily on teaching design and technologies from birth to twelve years would be useful teacher resources. Between them, the three authors have many years’ experience both as classroom teachers, and teacher trainers. The book contains three parts. The first covers the context of technologies education, including a discussion and description of technology, perspectives on technology, how technologies education is changing and an outline of the Technologies education curriculum. The second section covers the key concepts and elements in teaching technologies including creativity, innovation and the design process, pedagogies and planning, assessment and resources. The third part includes discussion of content area knowledge – teaching design and technologies and understanding and teaching digital technologies.

54 | TECHNOTES Each part of the book contains an opening paragraph that This book is highly recommended in terms of providing both future introduces the key concepts within that part. There’s a chapter and current primary and Years 7 and 8 secondary school teachers list that provides an overview for easy reference. The aims for each with this thorough understanding of technologies education. chapter are also listed. Within the chapters shaded boxes titled For more information about this publication go to https://cengage. ‘In the classroom’ provide issues and challenges of implementing com.au/product/title/technologies-education-for-the-primary- technologies education. Activity boxes allow readers to engage with years/isbn/9780170367684?ISBNREDIRECT/isbn/9780170367684 practical activities to assess their knowledge, beliefs and attitudes and help extend their understanding of concepts. Key terms A preview of the book can be found at https://books.google.com. are marked in bold text when they are used for the first time au/books/about/Technologies_Education_for_the_Primary_Y.ht in the book. A full list of key terms can be found in the glossary ml?id=A3RRDwAAQBAJ&printsec=frontcover&source=kp_read_ at the back of the book. To help review, extend and practice the button&redir_esc=y#v=onepage&q&f=false reader’s knowledge, a review of key chapter topics is contained This book is available for purchase through DATTA Vic in a summary. There are also prompts for further investigation www.datta.vic.edu.au/content/resources-sale-0 and useful links to further reading and research. Online resources are also available for the instructor and the student. Material for the instructor includes instructor notes, PowerPoint presentations, design briefs and artwork from the text that could be used in lecture presentations and student handouts. The student online resources include revision quizzes, online video activities and online research activities accessed through an access code that gives a 12-month subscription to the CourseMate Express website. The book provides a very comprehensive guide to the learning area including possible approaches to planning, teaching and assessment. Frequent reference is made to relevant data, websites and source documents including the Australian Curriculum (www.australiancurriculum.edu.au/f-10-curriculum/ technologies). The book unpacks the curriculum by explaining such aspects as the intent of the learning area, the relationship between the strands (Technologies and society and Technological contexts) and their application to teaching. Other related aspects such as STEM, STEAM and makerspaces are covered, as are creativity and design thinking, inclusivity, safety and sustainability. Teachers will find the section on formative and summative assessment as it applies to technologies education very useful. This includes discussion of developing assessment rubrics. The Preface to the book states that: ‘When teachers have a thorough understanding of the content and intent of the technologies curriculum, they are equipped to recognise where key ideas and experiences are already embedded in other learning areas or might be inserted with benefit to multiple learning areas.’ ‘Technologies is a distinct learning area that should be given its own place in the school curriculum, but it necessarily draws upon knowledge and skills from other learning areas and its processes are embodied in a wide variety of activities from these learning areas.’

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