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Students will be able to explain key design principles. They will also be able to identify these principles in everyday objects and explain their importance in product design.

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Introduce the concept of design thinking through a presentation, highlighting its stages: Empathize, Define, Ideate, Prototype, and Test.

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Use Padlet to brainstorm design ideas in small groups. Allow students to post their ideas and comments on others' ideas to promote collaboration.

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Team building activities are a common way to build camaraderie between workers and to develop personal relationships between team members. Though they aren't always loved by all, team building activities do benefit employees and organizations as whole. So finding and organizing activities your team members will actually enjoy is an important step in cultivating and fostering a thriving company culture.

A team-building event can form the foundation of improved morale among colleagues. Management can identify leadership strengths among employees. Co-workers will learn the value of co-operation. They are also able to display abilities outside of work skills. Who knew your account executives were such enthusiastic singers?

Despite their benefits, team-building activities at work aren't always welcome.

This guide will share activities that can boost employee engagement and participation. To keep participants interested, try the following exercises at your next team meeting or offsite for colleagues to try together.

Why are team-building exercises important?

Team building activities are a core component of work life. Any company invested in developing effective workers should engage in these activities. These opportunities for team bonding foster friendship and community within the workplace. In turn, this helps to improve worker satisfaction and happiness. Around 13% of employees assert that they are more productive when happy .

Team building events are a continuous process. They are necessary to form stronger ties between workers and the company. When team building is a workplace staple, these are common benefits:

1. Streamlines your onboarding system

Fun team-building events are a great way to introduce new hires to colleagues and company culture. New employees enjoy a first-hand look at how co-workers interact. In record time, they learn the ease with which superiors and their reports communicate.

These events show that a company prioritizes seamless integration into work teams. By breaking the ice in a fun way, new recruits learn the ropes in a quicker, more laidback environment.

2. Improves communication

Proper communication skills are a valuable tool in the workplace. The work environment thrives when employees are equipped with the right information. When communication channels suffer, it can reduce efficiency and collaboration.

Team building exercises can target communication between team members. When colleagues co-operate on tasks, this can teach the basics of communication.

Employees feel appreciated when their affairs outside work are put into consideration. When a company organizes a team-building event, it passes a message. It shows that management considers workers' interests, strengths, and experience.

Workers are likely to show enthusiasm in a workplace that champions their welfare. These exercises also increase individual confidence in executing tasks. Colleagues learn to rely on the rest of the team based on how well they handle team-building exercises. After all, if someone shows an uncanny knack for escape rooms, they're probably the first one you'll think of for in-office problem-solving.

4. Increases trust

Team building is often carried out with a common goal in mind. Watching how colleagues handle wins and challenges builds trust.

Colleagues become aware of character. They recognize colleagues that can be trusted to work without constant check-ins. They may also identify co-workers that can grow from regular check-ins and support. Team building exercises form building blocks for a great team anchored in trust.

5. Encourages creativity

Team building exercises encourage workers to use different measures to fulfill tasks. Colleagues think outside the box during tasks together. Workers deviating from strict rules can encourage creativity in work projects.

30 team-building exercises employees will actually enjoy

Team-building activities

1. Two truths and a lie

2. The one-word icebreaker game

3. Office trivia

4. A penny for your thoughts

5. What do we have in common?

6. Whodunit

7. Lost on a desert island

8. The marshmallow challenge

9. Frostbite

10. Human knot

11. Gutterball

12. The egg drop

13. Scavenger hunt

14. Birthday lineup

15. Perfect square

16. Play board games

17. Creative activities

18. Classify this

19. Salt and Pepper

20. Sales pitch

21. A compliment circle

22. Company Concentration

23. Minefield

24. All the news

25. Shrinking vessel

26. Memory wall

27. Guess who

28. Murder-mystery games

29. Bridge build

30. Plot me out

Team building activities to break the ice

Icebreakers are ideal team-building exercises for new hires in the workplace. They help recruits adjust to the workplace and new recruits.

These events are a fun way to welcome new hires into an unfamiliar environment. They include activities such as:

1. Two truths and a lie

Group size: 5-8

Purpose of activity: to build familiarity between colleagues

Time commitment: 30 minutes

New recruits may struggle to navigate different personalities in the office. To ease into these interactions, companies can organize a game of two truths and a lie.

This game requires participants to share two honest events, and one lie. This can take place over an arranged break or during lunchtime.

While gathered, each person presents the truths and lies. It is then up to the listeners to guess what may be true or false.

Two truths and a lie is an easy game to break the ice between workers and a new colleague. They push colleagues to get personal, forming an easy bond.

2. The one-word icebreaker game

Group size: 4-5 people per group

Purpose of activity: to understand feelings towards a work affair

Time commitment: 20 minutes

This game provides an informal avenue to learn employee thoughts on an aspect of work. This could be a new policy, company culture, or even the methods of a supervisor.

The one-word icebreaker game requires a group or groups made of 4-5 people. Within that group, each member is asked to give a one-word descriptor of a work event.

For honest conversation, each group has a few minutes to discuss the reasons behind their chosen word. After discussions, each group will settle on a chosen word to be shared with other groups.

When these words are shared, they will prompt open discussion between the groups.

3. Office trivia

Group size: 5-20 people

Purpose of activity: to understand feelings towards a work affair

Time commitment: 30-45 minutes

An unfamiliar environment can feel alienating to a new recruit. A trivia session where players answer lighthearted questions can be a warm welcome.

These questions can quiz on the office's preferred brand of coffee beans. Likewise, queries on colleagues that add cereal before milk, etc, are fun additions.

Office trivia is breezy, with more serious inquiries reserved for appropriate scenarios. The aim is to open up the office as a friendly environment for new recruits.

4. A penny for your thoughts

Group size: 5-7 people

Purpose of activity: to build personal relationships between workers

Time commitment: 35 minutes

This game provides an interesting spin on icebreakers. It requires pennies or coins with listed years and a container to place them in.

With the coins in the container, members of the group will reach in, and identify the year inscribed. The colleague will then share a personal event from that time.

This activity can create a bond between teammates. ​​Colleagues build relationships when they learn personal facts about team members.

4. What do we have in common?

Group size: 20-50 people

Purpose of activity: to encourage interactions between large organizations

Time commitment: 40-60 minutes

Personal employee engagement in large organizations can be challenging. When departments and personnel rarely interact, a simple exercise can improve relations.

The common game can be carried out in-person or as virtual team building. Over the course of a company lunch, or zoom call, members from different groups are placed in units.

Within these units, members are to find out between 5-10 things they share in common.

It could be a favorite pizza flavor or a shared love for classical music. Considerable probing takes place to learn about shared experiences. This will push colleagues to learn a large amount of information in a short period.

5. Whodunit

Group size: 5-10 people

Purpose of activity: to improve the knowledge colleagues have of team members

Time commitment: 20-30 minutes

This game offers great insight into the extracurricular activities teammates engage in. Whodunit requires a small group of people to write on a note, one interesting thing they've done. These include activities like the past winner of a food-eating competition, skydiving, etc.

This note is then placed into a container that other members of the group pick from.

Teammates are required to guess which colleague fits the bill of the note selected. They will give reasons why opening discussions as to why this may be correct or wrong.

6. Lost on a desert island

Group size: 5-20 people

Purpose of activity: to get teammates excited for upcoming goals

Time commitment: 45-50 minutes

Team members of any age can enjoy learning more about their colleagues. The premise of this game centers on players lost and stuck on a deserted island.

They share with each other, one item they would bring along with them and why.

This gives co-workers an intimate look at objects and feelings held dear by group members.

Team building activities for teamwork

Activities that encourage teamwork boost elements that ensure a team is healthy. With the right exercises, team members learn the value of communication and partnership. Colleagues can build trust when executing tasks.

7. The marshmallow challenge

Group size: groups of 4 members

Purpose of activity: to test how creatively teams work together

Time commitment: 20-30 minutes

Team members are given 20 sticks of spaghetti, one marshmallow, plus one yard of string and tape.

Using these materials, each team is to create the tallest freestanding structure possible.

Colleagues are pushed to work together on a creative, lighthearted task. But while this activity is laid back, members learn the strong effects of collaboration.

When the structures are built, players determine the winner using a measuring tape.

8. Frostbite

Group size: groups of five or six people

Purpose of activity: to encourage co-operation between team members

Time commitment: 20-30 minutes

This game will require a team leader and subordinates. Also necessary are sticky notes or post-its, toothpicks, thick cardboard boxes, and a fan.

Ignoring the office or other environment, participants pretend to be in the arctic. They are being guided on an arctic exhibition which they need to survive. Team members are to build the shelter for their survival. In a democratic setting, teammates elect a leader to guide them through this activity.

The team lead will give instructions on how this structure should be erected. He is unable to take part due to frostbite suffered during the journey. While blindfolded, team members build the structure using the leader's verbal instructions.

This task will teach supervisory abilities and instruction-taking skills. Members also learn the value of time management during tasks.

9. Human knot

Group size: 8-16 people

Purpose of activity: to build collaboration between team members

Time commitment: 20-30 minutes

This game is ideal for large teams and can really push people outside of their comfort zones. While gathered in a circle, team members join right and left hands with a person opposite them. Teammates cannot hold hands with the person next to them.

When all members have their hands in a knot, the game requires this knot to be untangled without releasing their hands. It requires communication and careful instruction to be successful.

The first team to stand in a perfect circle with hands joined wins.

10. Gutterball

Group size: 8-20 people

Purpose of activity: to build collaboration between team members

Time commitment: 30-60 minutes

In this game, team members are tasked with moving a ball from one end of the room to another. This game can be made more challenging by including obstacles throughout the game.

11. The egg drop

Group size: groups of 5-8 people

Purpose of activity: to promote teamwork between team members

Time commitment: 20-30 minutes

The egg drop is a fun activity to determine how well team members work together. Using different materials, teammates build a structure to support a falling egg.

The team that builds a surface to withstand the fragile egg drop wins. It's however important for each participant to feel like a winner. Team members can discuss collaborative skills learned from the task.

12. Scavenger hunt

Group size: 8-16 people

Purpose of activity: to work together to find an object

Time commitment: 20-30 minutes

A scavenger hunt is a great opportunity for seasoned and new workers to explore the company (or conference room). The physical and factual parts of the office can be understood when hunts are well executed.

For team-building, colleagues go in search of hidden facts and questions around the office.

This can be achieved with a single team of co-workers. In larger organizations, groups or departments can compete against each other.

13. Birthday lineup

Group size: 8-15 people

Purpose of activity: to show how well team workers can co-operate

Time commitment: 20-30 minutes

This game will begin with groups of 8-15 people standing side-by-side. Once in a file, they will re-shuffle in line with their birthdates. Team members are filed according to months and days.

However, this should be communicated without speaking. The game is played by using signs and symbols to interact. Ideally, the entire group will be standing in order of their birthdays by the end of the exercise.

This exercise reveals how well teammates can coordinate on tasks.

14. Perfect square

Group size: groups of 6

Purpose of activity: to apply another form co-operation

Time commitment: 20-30 minutes

In groups of six, team members form a circle around a rope. They are blindfolded to begin the game.

The members will then form a square by communicating in different ways.

This will offer practice on effective interaction among partners.

15. Play board games or puzzles

Group size: 8-20 people

Purpose of activity: to collaborate with members

Time commitment: 20-30 minutes

Office-friendly board games and jigsaw puzzles are a fun spin on collaboration. There are many work puzzles, strategy, or icebreaker games for colleagues to attempt. Board games are usually designed for smaller teams. If you have a large group, you might have to play multiple games, split the entire team into smaller teams, or get creative with the rules.

Team building activities to boost creativity

Creativity comes in many forms. Most any activity that encourages individuals to think outside of the box will ignite their creative minds. These games call upon communication, collaboration, and problem-solving skills.

16. Classify this

Group size: 8-16 people

Purpose of activity: to build collaboration between team members

Time commitment: 20-30 minutes

This is a chance for team members to express creative thinking for tasks. Different objects are grouped together. These can be items around the office. Coffee supplies, paperweights, water bottles, etc will do. Around 20 objects are used when playing.

In groups of twos or fours, team members will classify the objects into a group that links them all. The groups find common denominators in each item.

Each group elects a speaker to explain the reasoning behind each cluster.

17. Salt and Pepper

Group size: Pairs of 2

Purpose of activity: to build collaboration between team members

Time commitment: 20-30 minutes

This game is played in pairs. Each group is labeled as a pair e.g macaroni and cheese, water and oil, peanut butter and jelly. Every group member will have one name taped to his back.

To find out what is written, each player will ask five yes or no questions. The pairs will then find each other.

18. Sales pitch

Group size: 8 people

Purpose of activity: to build collaboration between team members

Time commitment: 45 minutes

Team members can engage in quick reasoning through a sales pitch. This exercise follows each person as they select one item from the office. For the next 15 minutes, they'll craft a sales pitch promoting it.

Each object will be given a name, logo, and motto. They'll also give a whiteboard presentation explaining why their fountain pen, sheets of paper, or office pin should be patronized.

19. A compliment circle

Group size: 8-16 people

Purpose of activity: to share different ways team members appreciate each other

Time commitment: 20-30 minutes

A team can be built and strengthened from regular recognition. While gathered in a circle, team members acknowledge the effort made by colleagues. It can be anything from thanks for being a listening ear, to efficiency in deliverables.

Strategic team building activities

These exercises demonstrate how each person views the workplace. Strategic exercises target brand identity in the office. Employees swap ideas on what they believe about the company's goals.

This opens up an environment to stay on track with company missions. New team members can review details and key learnings from orientation, game show style.

20. Company Concentration

Group size: 3-6 people

Purpose of activity: to get teammates excited for upcoming goals

Time commitment: 20-30 minutes

This game is a work-friendly version of Concentration. Cards containing names and images of colleagues may be made. Cards may also have company facts like the logo, mission statement, motto, values, etc.

Each player then selects two cards to see if they match. The quickest to match the cards wins.

21. Minefield

Group size: 8-16 people

Purpose of activity: to improve trust and partnership between colleagues

Time commitment: 45-50 minutes

To play this game, around 20 small objects are required. This can be anything from lunchboxes to coffee mugs. In pairs of two, one blindfolded person will be led by a seeing partner. They are to navigate the obstacle course using clear communication.

22. All the news

Group size: 8-20 people

Purpose of activity: to get teammates excited for upcoming goals

Time commitment: 45-50 minutes

This game encourages team members to get excited about projected goals. In groups of 3-6, team members in a department share headlines of potential feats.

These headlines are shared as in a newspaper article. As a unit or through a spokesperson, the measures required to reach this are reviewed.

This may be played by in-office workers and members of remote teams.

23. Slideshow

Group size: 8-20 people

Purpose of activity: to apply team effort when exploring an idea

Time commitment: 45-50 minutes

Team members select any topic of their choice. In specified groups, each idea is analyzed and presented. This highlights that team members can work together, even away from usual tasks.

Slideshow exercises also help to hone presentation skills.

24. Shrinking vessel

Group size: 8-10 people

Purpose of activity: to explore adaptability within the team

Time commitment: 30 minutes

The shrinking vessel is ideal for small teams. The idea is that players are on a sinking ship, and are required to huddle close. Members are placed within a boundary marked by a rope. The game requires that the boundary is tightened. This requires creativity and athletic ability for members to stay within confines.

25. Memory wall

Group size: 8-20 people

Purpose of activity: to recall special moments in the office and their effects on the team

Time commitment: 20-30 minutes

The memory wall is made up of key points witnessed by team members. Written on a sticky note or across a whiteboard, team members recall

26. Guess who

Group size: groups of three to four people

Purpose of activity: to build connections between team members

Time commitment: 45-50 minutes

Led by a moderator, team members are split into groups. Using clues shared by the coordinator, each group will decide who may be knocking on their door.

The person knocking may be a member of the company being described. Team members may also take on celebrity personalities to be decoded.

Problem-solving team building activities

These exercises permit team members to find unique ways to collaborate. Participants will be able to flex their communication skills and expand their problem-solving capabilities.

27. Murder-mystery games

Group size: 8-50 people

Purpose of activity: to encourage imaginative ways of collaboration

Time commitment: 45-50 minutes

Here, team members cooperate to understand clues and rules of the game. Through clear communication, the successful team members uncover the story behind the crime.

28. Bridge build

Group size: two teams made of 8-16 people

Purpose of activity: to promote teamwork through challenges

Time commitment: 20-30 minutes

Team members are required to practice effective communication. Either team is required to construct one-half of the bridge using provided materials. However, each team member must participate in either half. Members are also prevented from speaking. They are to co-operate to build their design.

29. Plot me out

Group size: groups of 4-6 people

Purpose of activity: to build a rapport between colleagues

Time commitment: 20-30 minutes

Movie and television show buffs will enjoy this game. Here, a moderator narrates the plot of a movie. Players grouped into teams are to guess what movie or television show is described.

This provides a laid back atmosphere for workers to relax and interact.

Grow your skills through team building activities

Team building games can be a fun way to exercise new skills, build camaraderie, and get to know one another. Whether meeting virtually or in-person, find a way to incorporate these team-building activities into your workspace or next retreat. People will benefit from the opportunity to change up their routines. They'll collaborate in different ways and get to know each other - and themselves - better.

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30 Team Building Exercises for Work in 2024

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Team building exercises get a bad reputation for being boring and uncomfortable. Here are 30 ideas your team will actually enjoy.

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Provide a worksheet that covers the various design principles. Let students work in pairs to complete it, ensuring they can recognize and apply these principles.

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Elements of art and principles of design worksheets

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Browse elements of art and principles of design worksheets resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.

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Conduct a class discussion to delve deeper into the importance of each design stage, encouraging input from every student.

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Assign a simple design project where students must identify a problem and propose a design solution. This allows them to apply the design thinking process independently.

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7. A product label that uses brand materials

American designer Wake Coulter got creative when creating a brand identity for ØsterGRO, a large urban farm on a Copenhagen rooftop. In search of a design that "visually evoked the colors and typography of Danish farmstands," Coulter decided to use potato prints in his work. The result is a series of labels and brand materials that represent ØsterGRO's identity in a fun and timeless way.

We love Coulter's use of unexpected materials as inspiration and a tool for this work. Hopefully it inspires you to think outside the box too, and look at ways you can use the subject or the brand in an unconventional way to create something that stands out.

Inspired By These Graphic Design Projects For Your Portfolio? Here's What To Do Next

Now that you're out of your creative rut with these graphic project ideas, it's time to put these ideas to work. Whether you've created digital design projects or physical pieces, make sure you capture photos or create mockups you can show off to demonstrate your skills and creativity.

If you don't already have a graphic design portfolio website to share your recent projects, build one today with Format.

Format is a website builder designed with creative professionals in mind. We make sure we have the technical stuff covered to create beautiful, functional websites, so you can focus on putting your best graphic design work forward. Select from dozens of ready-to-use website templates that are 100% customizable to suit your unique style and share your creative journey.

Best of all, you can try it for free today without inputting your credit card information. Let us help you get your portfolio seen by the right people, and build a beautiful website in a matter of hours.
More on graphic design:
10 Extremely Helpful (And Free!) Online Graphic Design Courses
28 Freelance Work Websites For Finding New Clients and Better Jobs
Go Back to the Future with Present & Correct's Retro Stationery

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7 Graphic Design Projects to Cure Your Creative Block

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American designer Wake Coulter got creative when creating a brand identity for ØsterGRO, a large urban farm on a Copenhagen rooftop. In search of a design that "visually evoked the colors and typography of Danish farmstands," Coulter decided to use potato prints in his work.

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Mind maps start with a central design topic and branch out towards subtopics to reflect students' ideas. Branches generally contain images and icons to enhance the information. Canva offers free online mind mapping templates and a great digital technology as a substitution for pen and paper. https://www.canva.com/graphs/mind-maps/

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The process of creating a mind map is simple, intuitive, and powerful. Use pen and paper or software to learn how to make a mind map quickly and easily. Once you learn, you'll be able to brainstorm ideas, plan projects, and develop your creativity.

How to make a mind map

A mind map starts with a single central topic. It then outward with topics and subtopics that reflect your ideas. Branches often contain images and icons to enhance the information.

If you're using a pen and paper, turn the paper sideways before you begin; this provides a larger space to map. If you're using mind mapping software, you won't have to worry about running out of space. These tools give you a nearly infinite canvas.

Step 1. Define your central topic

Consider the focus of your mind map and put that in the center of your page. For example, if you're planning out your future business, you'd put "My Business" as the central topic. If you were writing a book summary, you might use the book title as the primary topic of your mind map.

For our example, we'll use a mind map to plan out a simple to-do list, so we'll put "My To-Do List" as our central topic.

Step 2. Create your first-level topics

Next, think about the ideas that come to mind or the big 'categories' that relate to your central topic. Draw these branches out from the center. For our to-do list mind map, we've identified four main branches as Work, Study, Health, and Home.

Imagine these are based on the four key areas where we have tasks to complete. Your mind map might have more than four main branches or fewer, it's up to you.

Step 3. Expand your branches

Once you have your first-level topics, imagine these expanding like tree branches. Think about how to expand on a single idea, or break it down into smaller parts. In this example, we've broken our first-level topics into subtopics. So, our "Home" topic is expanded to include Children, Finance, and Vacation.

From this point, we can continue to expand branches as far as we want. For example, you'll see below that we start to add tasks and other ideas onto our branches. There is no limit to how far out your branches might expand if you're using mind mapping software. You can continue to build as far as you need.

When building your mind map, try to use just keywords in your topics and subtopics, rather than writing long sentences. This will help to keep it manageable, and avoid key information being lost in too many words.

Step 4. Add images (if it helps)

Many people find it helpful to add small illustrations, doodles, images, or icons to their mind maps to help certain information stand out. Pictures also help to personalize the content and make it more memorable.

In our example, we've customized the map by adding some images to our first-level topics. You could also add a small icon to some tasks that are more urgent so that these items stand out in the mind map.

Remember, there is no requirement to add images to your mind maps, and adding too many images can make it feel cluttered and detract from the key information. Try to be selective and purposeful in adding images to your mind map. Any images added should help you better understand the information.

Next Steps

Mind mapping is an extremely simple process that can be applied to almost anything. Some maps may be finished after five minutes, and others may continue to develop for five years, depending on the focus and purpose of the mind map. There are no fixed rules to obey, or specific techniques to stick to, so experiment and see what works for you.

Hopefully, the guidance above provides you with some practical help as you take your first steps in mind mapping. The best way to learn is to go give it a try!

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Learn How to Make a Perfect Mind Map | Mindmaps.com

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The process of creating a mind map is simple, intuitive, and powerful. Use pen and paper or software to learn how to make a mind map quickly and easily. Once you learn, you'll be able to brainstorm ideas, plan projects, and develop your creativity. A mind map starts with a single central topic.

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Curators Insight

3D modelling is a high-level technology integration that enhances technical innovation and documentation through an automated process while replacing the need for outdated manual drawings. In simpler terms, 3D modelling software can turn a two-dimensional plane into a three-dimensional stereogram. To keep up with the demand of innovation and modern technology, using CAD software in classroom learning is an effective way to expand students understanding and processes pertaining to design. For educational purposes, learning through a visual means with Onshape enables high-level visual learning and engages students in visual literacy, visual communication, and visual language while maintaining general interest in the design topic being taught. The program facilitates classroom collaboration and team environments as it lets everyone design together in real time. With consideration to the SAMR framework, Onshape is considered a high-level sophisticated educational technology that transforms learning to make new things possible. Using Onshape technology to redefine learning gives students strong technological soft skills such as digital literacy, communication, collaboration, and the ability to adapt to new systems and processes. Moving away from traditional pen and paper allows students to focus on 3D visualisation and parameterisation of concept design.

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Real World Results with Onshape

Explore an all-in-one platform for passionate designers.

Start developing your products better, faster, smarter.

"Due to its agile product design approach , we are able to build products faster and run design sprints on hardware products flawlessly."

"It is very helpful for me to manage the product designing and offers me a convenient way of usage, I can operate it on my laptop and even in my mobile, by which it has become a piece of cake to assist my team."

"Easy to use CAD system providing a single source of truth for files and drawings and a CAD solution that sensible includes PLM as part of the design instead of an afterthought."

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Onshape is a product development platform that brings together all the tools needed to develop a product from conception to production.

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Protocols for engaging First Nations Australians

When planning teaching activities involving engagement with First Nations Australians, teachers should follow protocols that describe principles, procedures and behaviours for recognising and respecting First Nations Australians and their intellectual property. Teachers should use approved resources such as those that may be provided by their state or territory school system, or First Nations Australian education consultative groups, or other protocols accredited by First Nations Australians.

While the Australian Curriculum uses the terms "First Nations Australians" and "Australian First Nations Peoples" there may be other terms that First Nations Australians of a particular area or location prefer. It is important to use the terms preferred in a particular area or location.

Meeting the needs of diverse learners

The Australian Curriculum values diversity by providing for multiple means of representation, action, expression and engagement and allows schools the flexibility to respond to the diversity of learners within their community.

All schools have a responsibility when implementing the Australian Curriculum to ensure that students' learning is inclusive, and relevant to their experiences, abilities and talents.

For some students with diverse languages, cultures, abilities and talents it may be necessary to provide a range of curriculum adjustments so they can access age-equivalent content in the Australian Curriculum and participate in learning on the same basis as their peers.

Depending on the ability and interests of each student, adjustments to the tools, equipment, processes, materials, systems and components used in Technologies may be necessary to provide equitable opportunities for students or to provide a safer learning experience.

The broad content and having high expectations for all learners allows for the creation of solutions through many modalities, with appropriate adjustment. Assistive technologies and augmentative and alternative communication devices should be made available as and where appropriate.

Adjustments to the delivery of Technologies could involve actions such as:

providing innovation opportunities and scaffolding of resources for students to access and engage in learning at their own pace as a review or extension activity

acknowledging the assistive technology continuum of no tech, low tech, mid tech or high tech when planning learning experiences

designing open-ended tasks that provide flexibility and can be completed at different levels of complexity

selecting Technologies content in keeping with the goals of the student, maintaining high expectations and considering safety, including adjusting the types of materials, equipment and digital tools used.

Identifying and managing risk in the Technologies learning area addresses the safe use of technologies as well as risks that can affect project timelines. It covers all necessary aspects of health, safety and injury prevention and, in any Technologies situation, the use of potentially dangerous materials, tools and equipment. It includes ergonomics, online safety, and ethical and legal considerations when communicating and collaborating online.

Technologies learning experiences may involve the use of potentially hazardous substances and hazardous equipment. It is the responsibility of the school to ensure that duty of care is exercised in relation to the health and safety of all students and that school practices meet the requirements of the Work Health and Safety Act 2011 and Work Health and Safety Regulations 2011 in addition to relevant state or territory health and safety guidelines.

In implementing projects with a focus on food, care also must be taken with regard to food safety and specific food allergies that may result in anaphylactic reactions. The Australasian Society of Clinical Immunology and Allergy has published guidelines for prevention of anaphylaxis in schools, preschools and childcare. Some states and territories have their own specific guidelines that should be followed.

When planning to incorporate immersive technologies - augmented reality, virtual reality, mixed reality or extended reality - in learning experiences, teachers should consider the manufacturer's guidelines as well as other issues including the physical, cognitive, linguistic, emotional, social and moral developmental stage of learners. See the eSafety Commissioner's explicit advice on the risks of immersive technologies use in its position statement: www.esafety.gov.au/about-us/tech-trends-and-challenges/immersive-tech

The use of drones (remotely piloted aircraft) or model aircraft for educational purposes at education institutions is considered "flying for fun" under Civil Aviation Safety Authority (CASA) guidelines; however, teachers should also consider their education jurisdiction's governance standards. CASA's Drones at school webpage www.casa.gov.au/drones/drones-at-school lists requirements and tips for teachers and educators on issues such as health, safety and privacy for any drone operation. State and territory school education authorities can give further and more detailed advice on drones in schools.

Privacy and security

Identifying and managing the implications of and concerns related to the collection and generation of data through automated and non-automated processes addresses the risks that can affect secure engagement with digital systems.

Privacy includes recognising the risks that are faced online and the mitigation strategies involved in managing them. In Australia, guidance on best practice for privacy is informed by the Australian Privacy Principles, the cornerstone of the privacy protection framework in the Privacy Act 1988. For more information visit: www.oaic.gov.au/privacy/australian-privacy-principles

Security covers the development of appropriate technical, social, cognitive, communicative and decision-making skills to address online and network security risks. It includes data security, and ethical and legal considerations when working with and designing digital systems. When engaging with and designing digital systems, identifying and managing security threats and mitigation in a data-intensive world is paramount.

In Australia, guidance on best practice for cyber security is informed by the cyber security principles. These principles provide strategic guidance on how individuals and organisations can protect their systems and data from cyber threats.

For more information visit: www.cyber.gov.au/acsc/view-all-content/guidance

Copyright

Identifying and managing the implications of copyright and intellectual property in the Technologies learning area addresses the ethical and legal responsibilities around ownership and repurposing of designs and digital content. It covers all necessary aspects of plagiarism, copyright, fair use and licensing and, in any Technologies situation, the respect of intellectual property rights.

In Australia, copyright law is contained in the Copyright Act 1968. For more copyright information and resources see:

Smartcopying: https://smartcopying.edu.au

Australian Copyright Council: https://www.copyright.org.au

Australian Digital Alliance: https://digital.org.au

Creative Commons Australia: https://creativecommons.org.au

Short Guide to Copyright: www.infrastructure.gov.au/media-centre/publications/short-guide-copyright

Intellectual property

Intellectual property laws include protection for registered designs, products and plant varieties and should be respected when students are designing solutions (including digital systems and repurposing computer code).

For more information and resources visit IP Australia: www.ipaustralia.gov.au

See Smartcopying https://smartcopying.edu.au/contact-us for relevant contact details.

For more information about relevant guidelines for safety, cyber security, copyright and intellectual property, teachers should contact their state or territory education authority.

Designing for safety and equity

There are opportunities in Technologies for students to apply Safety by Design principles and universal design principles when designing solutions.

Safety by Design focuses on the ways designers of digital solutions can minimise online threats by anticipating, detecting and eliminating online harms before they occur. This proactive and preventive approach focuses on embedding safety into the culture of the design process. It emphasises accountability and aims to foster more positive, civil and rewarding online experiences for everyone.

For more information go to the Office of the eSafety Commissioner. The Safety by Design Vision for Young People is available at: www.esafety.gov.au/about-us/safety-by-design/principles-and-background

The eSafety Commissioner also has specific advice for educators via its Toolkit for Schools resources: www.esafety.gov.au/educators/toolkit-schools

The 7 Principles of Universal Design were developed to guide the design of environments, products and communications. The universal design principles provide an opportunity to create solutions that respond to the changing circumstances of people and to changes in technologies. When students apply the principles, they create products that change and adapt for everyone. In Technologies, the 7 principles may be applied to evaluate existing designed and digital solutions, guide students through the design process and provide them with guidance on the characteristics which support products, services and environments so they are more accessible and usable by consumers.

For more information and to further explore these principles visit: https://universaldesignaustralia.net.au

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This page describes the rationale, aims, structure, key considerations, key connections and supporting resources for the Technologies learning area.

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SAMR Model: Substitution, Augmentation, Modification, and Redefinition - Educational Technology

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When integrating technology into education, the SAMR model serves as a foundational guide. Crafted by Ruben R. Puentedura, SAMR offers educators a

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This particular resource has some great points that can be extrapolated for a year 8 design project. It does however discuss design from a business perspective. Using this video would require some clarification on key components such as:

What and who is a stakeholder?

Target audience

Project goals and objectives

Competitive research

Business case rationale (not required)

Budgets and timelines

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What is a Design Brief and Why Do You Need One?

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This is a great short video to engage students and provide a simple explanation of sustainability. The idea is to promote creating thinking about what type of sustainable materials can be used for certain construction projects. For example: sustainable timber, renewable resources, recycled plastics, re-purposed items, environmentally friendly, etc.

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This short video could be used at the start of a lesson to introduce the design process. The lesson could be built around a certain problem for a particular group of people such as elderly people (example used in the video). Students could then apply the design process and address each of the following:

Empathise: what people really care about.

Define the problem: understand the needs people are trying to fulfil with certain activities.

Ideate: come up with ideas to solve the problem with annotated sketches.

Prototype: go build a real prototype that's good enough to be tested.

Test: test your prototype with actual users.

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TPACK: Technological Pedagogical Content Knowledge Framework - Educational Technology

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What is TPACK? Technology has become an increasingly important part of students’ lives beyond school, and even within the classroom it can also help

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Curators Insight

Mind mapping is a designing tool that captures the students design viewpoint. It is a visual thought process that helps students to identify a central idea, brainstorm a cloud of ideas, and creatively think about specific dimensions of the main idea. Canva is a simple, user friendly graphic design program that offers professionally designed pre-made templates that engages students in the creative process. By providing visually appealing infographics for classroom learning, Canva acts as a stage of “substitution” drawn from the SAMR model. Rather than completing hand sketched worksheets, manually printing them, and submitting, Canva offers a straightforward application to simplify interactive classroom learning. Canva is an exceptional design tool that combines ease of use with a wide range of features. Its intuitive interface, extensive design options, collaboration capabilities, and seamless integration with other tools make it a standout platform for teachers and students.

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Free Mind Map Maker - Online Mind Mapping Examples | Canva

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Build and organize brilliant ideas with online mind mapping examples and tools from Canva’s free mind map maker.

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Curators Insight

Kahoot is a digital tool that actively engages students by turning learning content into an exciting game. Its competitive, interactive format motivates students to participate and learn without even realising it. Kahoot enhances classroom dynamics by fostering a safer and more encouraging learning environment, where students are more at ease to ask questions and engage in discussions. Furthermore, this is a great digital tool for teachers to check if prior learning has occurred. Features include:

· Generate questions with AI to save time and simplify lesson planning.

· Maximize engagement with new game modes, customizable characters, themes, and class rewards.

· Reinforce learning by getting students to pinpoint answers on images with our new question type, pin answer!

· Give your students access to the Kahoot! creator and advanced study modes for student-led learning experiences.

Kahoot acts as a stage of “augmentation” drawn from the SAMR model. Technology like Kahoot isn’t just replacing traditional tools, but also enhancing them by adding a layer of improvement to the learning experience (Kurt, 2023). Where students might have once taken a quiz with pencil and paper, they now interact with dynamic quizzes making the information not only accessible, but also visually appealing and engaging.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Adopting a problem-based learning style enables a student-centred pedagogical approach whereby the teacher acts as a facilitator; the learning style is student-driven with the aim of solving a given problem

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What is Problem-Based Learning (PBL)? PBL is a student-centered approach to learning that involves groups of students working to solve a real-world problem, quite different from the direct teaching method of a teacher presenting facts and concepts about a specific subject to a classroom of students. Through PBL, students not only strengthen their teamwork, communication, and research skills, but they also sharpen their critical thinking and problem-solving abilities essential for life-long learning.

See also: Just-in-Time Teaching

In implementing PBL, the teaching role shifts from that of the more traditional model that follows a linear, sequential pattern where the teacher presents relevant material, informs the class what needs to be done, and provides details and information for students to apply their knowledge to a given problem. With PBL, the teacher acts as a facilitator; the learning is student-driven with the aim of solving the given problem (note: the problem is established at the onset of learning opposed to being presented last in the traditional model). Also, the assignments vary in length from relatively short to an entire semester with daily instructional time structured for group work.

By working with PBL, students will:

Become engaged with open-ended situations that assimilate the world of work

Participate in groups to pinpoint what is known/ not known and the methods of finding information to help solve the given problem.

Investigate a problem; through critical thinking and problem solving, brainstorm a list of unique solutions.

Analyze the situation to see if the real problem is framed or if there are other problems that need to be solved.

How to Begin PBL

Establish the learning outcomes (i.e., what is it that you want your students to really learn and to be able to do after completing the learning project).

Find a real-world problem that is relevant to the students; often the problems are ones that students may encounter in their own life or future career.

Discuss pertinent rules for working in groups to maximize learning success.

Practice group processes: listening, involving others, assessing their work/peers.

Explore different roles for students to accomplish the work that needs to be done and/or to see the problem from various perspectives depending on the problem (e.g., for a problem about pollution, different roles may be a mayor, business owner, parent, child, neighboring city government officials, etc.).

Determine how the project will be evaluated and assessed. Most likely, both self-assessment and peer-assessment will factor into the assignment grade.

Designing Classroom Instruction

See also: Inclusive Teaching Strategies

Take the curriculum and divide it into various units. Decide on the types of problems that your
students will solve. These will be your objectives.

Determine the specific problems that most likely have several answers; consider student interest.

Arrange appropriate resources available to students; utilize other teaching personnel to support students where needed (e.g., media specialists to orientate students to electronic references).

Decide on presentation formats to communicate learning (e.g., individual paper, group PowerPoint, an online blog, etc.) and appropriate grading mechanisms (e.g., rubric).

Decide how to incorporate group participation (e.g., what percent, possible peer evaluation, etc.).

How to Orchestrate a PBL Activity

Explain Problem-Based Learning to students: its rationale, daily instruction, class expectations, grading.

Serve as a model and resource to the PBL process; work in-tandem through the first problem

Help students secure various resources when needed.

Supply ample class time for collaborative group work.

Give feedback to each group after they share via the established format; critique the solution in quality and thoroughness. Reinforce to the students that the prior thinking and reasoning process in addition to the solution are important as well.

Teacher's Role in PBL

See also: Flipped teaching

As previously mentioned, the teacher determines a problem that is interesting, relevant, and novel for the students. It also must be multi-faceted enough to engage students in doing research and finding several solutions. The problems stem from the unit curriculum and reflect possible use in future work situations.

Determine a problem aligned with the course and your students. The problem needs to be demanding enough that the students most likely cannot solve it on their own. It also needs to teach them new skills. When sharing the problem with students, state it in a narrative complete with pertinent background information without excessive information. Allow the students to find out more details as they work on the problem.

Place students in groups, well-mixed in diversity and skill levels, to strengthen the groups. Help students work successfully. One way is to have the students take on various roles in the group process after they self-assess their strengths and weaknesses.

Support the students with understanding the content on a deeper level and in ways to best orchestrate the various stages of the problem-solving process.

The Role of the Students

See also: ADDIE model

The students work collaboratively on all facets of the problem to determine the best possible solution.

Analyze the problem and the issues it presents. Break the problem down into various parts. Continue to read, discuss, and think about the problem.

Construct a list of what is known about the problem. What do your fellow students know about the problem? Do they have any experiences related to the problem? Discuss the contributions expected from the team members. What are their strengths and weaknesses? Follow the rules of brainstorming (i.e., accept all answers without passing judgment) to generate possible solutions for the problem.

Construct the problem statement in your own words and take into account the team's knowledge and experience as previously discussed as well as what else needs to be known to solve the problem. Proceed through the following steps:

Get agreement from the team members regarding the problem statement.

Put the problem statement in written form.

Solicit feedback from the teacher.

Be open to changing the written statement based on any new learning that is found or feedback provided.

Generate a list of possible solutions. Include relevant thoughts, ideas, and educated guesses as well as causes and possible ways to solve it. Then rank the solutions and select the solution that your group is most likely to perceive as the best in terms of meeting success.

Establish a timeline with concrete actions.

Include what needs to be known and done to solve the identified problems.

Prioritize the various action steps.

Consider how the steps impact the possible solutions.

See if the group is in agreement with the timeline; if not, decide how to reach agreement.

Generate a list of what else your team needs to know about the problem to solve it. Consider what information the teacher can provide.

What resources are available to help (e.g., textbooks, primary/secondary sources, Internet).

Determine research assignments per team members.

Establish due dates.

Organize and write the team's report (draft/final) of the problem solution. Make sure to add supporting documents. Follow the teachers' instructions as to the format and expectations of the report.

Determine how your group will present the problem solution and also identify the audience. Usually, in PBL, each group presents their solutions via a team presentation either to the class of other students or to those who are related to the problem.

Both the process and the results of the learning activity need to be covered. Include the following: problem statement, questions, data gathered, data analysis, reasons for the solution(s) and/or any recommendations reflective of the data analysis.

It is important to note that a goal of PBL is to present the conclusions as well as the foundation for them that the team worked on. Thus, it is essential to be aware of the following:

A well-stated problem and conclusion.

The process undertaken by the group in solving the problem, the various options discussed, and the resources used.

Your solution's supporting documents, guests, interviews and their purpose to be convincing to your audience.

In addition, be prepared for any audience comments and questions. Determine who will respond and if your team doesn't know the answer, admit this and be open to looking into the question at a later date.

Reflective thinking and transfer of knowledge are important components of PBL. This helps the students be more cognizant of their own learning and teaches them how to ask appropriate questions to address problems that need to be solved. It is important to look at both the individual student and the group effort/delivery throughout the entire process. From here, you can better determine what was learned and how to improve. The students should be asked how they can apply what was learned to a different situation, to their own lives, and to other course projects.

See also: Kirkpatrick Model: Four Levels of Learning Evaluation

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Problem-Based Learning (PBL) - Educational Technology

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What is Problem-Based Learning (PBL)? PBL is a student-centered approach to learning that involves groups of students working to solve a real-world

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General Capabilities - Design & Technologies

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General Capabilities - Design & Technologies

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This document is summary of key pedagogical connections drawn from Australian Curriculum Version 9; pertaining to Design and Manufacturing learning area.