Lesson at a Glance | He Tirohanga Whakamua
NgΔ WhΔinga Ako | Learning Intentions
Students will know
- Identifying key stakeholders and distinguishing user wants from functional outcome requirements.
- Mapping cultural, social, and environmental stakeholder perspectives for Level 1 Digital Technology.
- Evaluating how stakeholder feedback influences initial brief parameters and constraints.
Students will demonstrate
- Categorise stakeholders into primary, secondary, and community/environmental groups.
- Conduct structured user interviews or survey audits.
- Construct 2 detailed stakeholder personas in Level 1 Digital Technology Design Log.
β‘ Whakaoho | Do Now: Context & Issue Audit (10 mins)
Mapping primary, secondary, and tertiary stakeholders (including mana whenua and future generations as silent stakeholders).
π₯ Media Anchor & Pedagogical Scaffold
The Story of Electronics β Designing for Sustainability & Planned Obsolescence
Video Source: The Story of Stuff Project (Runtime: 7m 47s)
π§ 1. Before Viewing (Activate & Predict)
How do electronics companies design products to break or become obsolete quickly? What is the impact on community stakeholders and global waste streams?
ποΈ 2. During Viewing (Watch With a Job)
- Pause @ 2:30: Identify the concept of "designed for the dump" (planned obsolescence vs modular repairable design).
- Pause @ 5:00: Note the environmental and health impacts on recycling workers and frontline communities.
- Pause @ 7:00: Record how extended producer responsibility (EPR) holds technology creators accountable.
π£οΈ 3. After Viewing & Kaiako Move (Process & Apply)
Kaiako Move: Pause at 5:00 to connect stakeholder health and community wellbeing with manaakitanga and environmental justice.
Immediate Task: In your Level 1 Digital Technology Design Log, document how your proposed conceptual outcome avoids planned obsolescence through modular component design.
π Activity 1: Stakeholder Persona & Voice Synthesis (15 mins)
Build one persona per stakeholder group, including the two that never get asked: mana whenua, and the people who will live with this outcome after you have left. Each persona needs a name, a need stated in their words, and the thing they would object to. Then rank them by how much they are affected against how much say they currently have β and mark every gap between the two.
βοΈ Activity 2: Level 1 Digital Technology Design Log Workshop (25 mins)
Conduct stakeholder interviews or surveys, record authentic user requirements, and construct stakeholder personas in your design log.
- Draft annotated concept diagrams highlighting key sustainable materials and functional features.
- Document stakeholder requirements gathered from target end-users and environmental audits.
- Evaluate concept trade-offs using the Tri-Pillar Sustainability Matrix (Environmental, Social, Economic).
π― Poroporoaki | Exit Ticket & Portfolio Check (10 mins)
Write a 2-sentence summary in your Level 1 Digital Technology portfolio explaining: "How does my conceptual design for Lesson 2 actively prevent environmental harm while meeting core user needs?"
π Level 1 Digital Technology Portfolio Milestone: Lesson 2
Ensure your design log entries for Lesson 2 (Stakeholder Analysis & User Needs) are saved and updated with annotated sketches, stakeholder notes, and sustainability justifications.
π§ Kaiako Planning Notes & NCEA Alignment
NCEA Level 1 Digital Technologies Alignment (6 Credits Internal):
- Technological Practice: Undertake development to make a conceptual design for an outcome.
- Differentiation & Scaffolding: Provide physical component samples and sentence frames for stakeholder interviews and justification writing.
- Extension (Excellence): Challenge students to conduct a full Life Cycle Assessment (LCA) tracing raw material extraction through to end-of-life e-waste processing.
- Te Ao MΔori Integration: Ground material choice in traditional ecological knowledge (mΔtauranga taiao) regarding resource extraction and seasonal renewal.