| CODE | TET5015 | ||||||
| TITLE | Pedagogical Planning for Graphical Communication | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Technology and Entrepreneurship Education | ||||||
| DESCRIPTION | This study-unit aims to address the pedagogical aspect of Graphical Communication. It starts by introducing tools and instruments used in the subject of Graphical Communication and proceeds in suggesting ways on how to create a learning environment that is conducive to learning. It delves into the learning outcomes syllabus, enfolds each subject focus separately, explains the relationship between the various areas of subject content, and tackles topics in detail through various worksheets and work exemplars. This study-unit explores disruptive technologies and various teaching and learning aids that pertain to the domain of Graphical Communication. It also focuses on effective time management and graphicacy skills that are of utmost importance to students. Other traditional and modern resources are critically analysed with the aim of identifying the areas where they can be most effectively used. This study-unit aims to effectively prepare future Graphical Communication teachers in lesson preparation and delivery. It also imparts essential skills that help tackle related day-to-day issues in teaching and learning the subject in today’s educational environment. Study-Unit Aims: The aims of this study-unit are to: • introduce tools and instruments used in the subject of Graphical Communication; • analyse the advantages of employing a learning outcomes-based syllabus; • present a detailed view of the learning outcomes-based syllabus with interlinking aspects within the various subject foci; • provide a broad overview of the teaching and learning aids, and other educational resources that are typically used when teaching Graphical Communication; • instil confidence in the use of modern disruptive technologies and explore their effective use in teaching and learning the subject; • promote graphicacy to process information and communicate ideas; • help tackle various day-to-day issues when teaching Graphical Communication in today’s eclectic educational environment. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: • describe and use tools and instruments related to the teaching of Graphical Communication; • achieve a solid working knowledge of the learning outcomes-based syllabus; • implement the school-based assessment components with the related reporting according to achieved broad learning outcomes; • effectively prepare candidates to sit summative assessment procedures; • analyse and discuss with relation to the Graphical Communication syllabus, the shift from a teacher-centred learning approach towards a student-centred learning approach; • analyse the effective use of modern disruptive technologies and compare these to traditional teaching and learning resources; • explore the appropriate use of VR and AR technologies in the teaching and learning of Graphical Communication; • explore a range of graphicacy techniques to help students understand, interpret, and communicate ideas effectively; • employ time-management techniques and smart teaching strategies. 2. Skills: By the end of the study-unit the student will be able to: • list the five Graphical Communication subject foci and weave effective links between them; • plan effective lessons using traditional and modern technological tools; • adapt educational content for students with different learning abilities; • prepare a scheme of work aligned with subject learning outcomes; • create teaching resources using traditional and modern modelling tools (i.e. mixed materials, 3D printing, and VR sculpting); • design learning aids to help students further their visualisation, graphicacy, and modelling skills; • Implement gamification elements in their teaching approach and educational resources. Main Text/s and any supplementary readings: Main Texts: O' Sullivan, J., & O' Sullivan, T. (2006). Understanding Technical Graphics. Dublin: Gill & Macmillan. Dabner, D. (2017). Graphic Design School (7th ed.). London: Thames & Hudson Ltd. Lupton, E. (2016). Graphic design the new basics, revised and updated. New York: Princeton Architectural Press. Anderson, D. (2014). Graphics in Design and Communication (One volume ed.). Dublin: Gill Education. Jackson, E., & Coll, M. H. (1994). Advanced level technical drawing (3rd ed.). England: Longman Group Uk Limited. MATSEC Examinations Board. (2022). Graphical Communication SEC 29 syllabus.(SEC syllabus 2025). Retrieved from https://www.um.edu.mt/__data/assets/pdf_file/0004/470389/SEC292025updated.pdf Supplementary Readings: Anning, A. (1997). Drawing out ideas: Graphicacy and young children. International Journal of Technology and Design Education, 7(3), 219-239. doi:10.1023/A:1008824921210 Arslan, A. R., & Dazkir, S. (2017). Technical drafting and mental visualization in interior architecture education. International Journal for the Scholarship of Teaching and Learning, 11(2) doi:10.20429/ijsotl.2017.110215 Bollini, L. (2017). Visual story telling. the queneau’s “Exercices de style” as a visual language learning tool. Proceedings, 1(9), 931. doi:10.3390/proceedings1090931 Bollini, L., & Mastroianni, M. L. (2022). (2022). Knittify: Intangible values, practical skills. a gamification design approach to inter-generational circular learning. Paper presented at the INTED2022 Proceedings, 858-867. Carroll, J. B. (1993). Human cognitive abilities : A survey of factor-analytic literature Cambridge U.P. Conole, G., de Laat, M., Dillon, T., & Darby, J. (2008). ‘Disruptive technologies’, ‘pedagogical innovation’: What’s new? findings from an in-depth study of students’ use and perception of technology. Computers and Education, 50(2), 511-524. doi:10.1016/j.compedu.2007.09.009 Danos, X. (2013). Curriculum planning for the development of graphicacy. Design and Technology Education: An International Journal, 18(2) Danos, X. (2014). Graphicacy and culture: Refocusing on visual learning Longhborough Design Press Limited. Danos, X., & Norman, E. (2010). (2010). Continuity and progression in graphicacy. Paper presented at the IN: Norman, EWL and Seery, N,(Eds). IDATER Online Conference: Graphicacy and Modelling, 103-119. Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(1), 1-36. doi:10.1186/s41239-017-0042-5 Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology & Society, 18(3), 75-88. Lam, P., & Tse, A. (2022). Gamification in everyday classrooms: Observations from schools in hong kong. Frontiers in Education (Lausanne), 6 doi:10.3389/feduc.2021.630666 Majumdar, D., Banerji, P. K., & Chakrabarti, S. (2018). Disruptive technology and disruptive innovation: Ignore at your peril. Technology Analysis & Strategic Management, 30(11), 1247-1255. doi:10.1080/09537325.2018.1523384 Norman Eddie. (2010). Graphicacy and students’ learning in visual literacy in the 21st century: Discussing trends, demands, and capacities, and indentifying common ground for potential scholarly collaborations. Paper presented at the International Visual Literacy Association Conference, 59-67. Norman, E. W. L., & Seery, N. (. (2011). IDATER online conference: Graphicacy and modelling 2010. Loughborough: Design Education Research Group, Loughborough Design School., Piaget, J. (1956). In Inhelder B. (Ed.), The child's conception of space Routledge. Piaget, J. (2017). The child's conception of physical causality Routledge. Thornton, T., Ernst, J. V., & Clark, A. C. (2012). Augmented reality as a visual and spatial learning tool in technology education. Technology and Engineering Teacher, 71(8), 18. |
||||||
| STUDY-UNIT TYPE | Lecture | ||||||
| METHOD OF ASSESSMENT |
|
||||||
| LECTURER/S | |||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
|||||||