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Case Study: The Success of an Innovation -

Smartphones (Teacher’s Guide)

Case Study (Teacher’s Guide) –The Success of an Innovation – Smartphones

AuthorMr O Hin-ming, Brian

Senior Project Manager, VTC

Project CoordinatorsMr Li Yat-chuen

Senior Training Consultant

Institute of Professional Education And Knowledge, VTC

Mr Tsang Siu-wah, Ephraim

Training Consultant

Institute of Professional Education And Knowledge, VTC

The copyright of the materials in this Case Study belongs to the Education Bureau of

the Government of the Hong Kong Special Administrative Region.

Duplication of materials in this Case Study may be used freely for non-profit making educational

purposes only. In all cases, proper acknowledgements should be made. Otherwise, all rights are

reserved, and no part of these materials may be reproduced, stored in a retrieval system or transmitted in

any form or by any means without the prior permission of the Education Bureau of

the Government of the Hong Kong Special Administrative Region.

© Copyright 2010

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Note by the Institute of Professional Education And Knowledge, VTC:

Every effort has been made to trace the copyright for the photographs and images in this Case Study as

needed. We apologize for any accidental infringement and shall be pleased to come to a suitable

arrangement with the rightful owner if such accidental infringement occurs.

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Case Study: The Success of an Innovation - Smartphones (Teacher’s Guide)

1. General Information

1.1 Subject: Design and Technology

1.2 Level: S3

1.3 Learning elements in TE:

Knowledge Contexts Process ImpactCommon topics Technology &

Society

(environmental

issues, changes in

lifestyle)

Information

Processing &

Presentation

(application of IT)

Design & Application

(basic elements of

design, design

consideration,

product design)

Information search

for design features

of products

Compare and

analyse

technological

products

Group presentation

of research findings

Writing a report to

discuss emerging

technologies and

attributes of a

successful product

Roles of designers

and engineers

Technology-driven

product on modern

life

Social responsibility in

product design

Vision for an

enterprise

1.4 Key Features and Task Definition

Case Study: Students should be made aware of the relevance of the technology they are studying to the real world. Case studies on technology and design enable students to put their learning into an authentic context, and so provide an additional resource that can add a new dimension to learning about technology and design.

Authentic Context: Students could understand the success of an innovative product design through an example, namely Smartphone.

Knowledge Context Covered: Common topics – Design & Application (Product design)

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Email communication, browsing the Internet for different kinds of information, talking

through the phone, listening to music, taking pictures, exchanging data (in analogue

or digital form), using wireless networks and so on are typical modern life activities.

We need these things for business, living, social activities, entertainment, learning,

and communications. They are with us in this modern world; a world which

technology has enriched the living quality and enabled convenient communication.

Hong Kong is an international city where high-tech and innovative products are

coming to the market from time to time; people are exposed to lots of innovative

products which have deep impact on the way of living. In the last 20 years, we have

witnessed how technology has improved our quality of life and we expect technology

will continue to affect our way of living.

Mobile phone is a typical technology-driven product that has great impact on modern

life. Smartphone embraces emerging and converging technologies in a product that

addresses the needs of customers with multi-function on communication and

entertainment.

By using smartphone as the theme for this case study, we attempt to introduce how

technologies are applied to an innovative product, what makes the product successful

and what other issues are related to this product such as IP, energy, environment, and

entrepreneurship and enterprise.

Students will experience the complexity of the real world by considering different

perspectives in the application of technology. They should not be limited to

considering smartphone as the only product which is technology driven; they can

embark on another technology laden product which is also changing the living

environment in the world.

1.5 Learning Outcomes

Students should be able to:

1. Understand the roles of designers and engineers

2. Consider the social responsibility in product design

3. Appreciate the values of adopting appropriate technologies and new

technologies in a new product

4. Understand that technology can foster a better living environment for the world

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5. Understand the importance of vision for an enterprise

2. Teaching Notes

2.1 The Story

Please refer to the Learning Resource Materials

2.2 Learning and Teaching

2.2.1 Organization

Theme: A Better World with Technology

No. of periods: 11 periods

Duration of each period: 35 mins.

2.2.2 Assignments: Group Presentation: PowerPoint

Individual Report: 300 words from student’s own writing plus references

from other sources

2.2.3 Worksheet: Worksheets are provided alongside with the context, reading materials and

references given in the case study. The worksheets provide a platform for students to

study the case in greater depth. The questions in the worksheets serve as formative

assessment tools to provide feedback to students which show how well they have

learned from the topic.

To address learners’ diversity, hints are also provided in the worksheets to guide

students in one way or another in order to complete the learning tasks successfully

and at their own pace.

2.2.4 Group Discussion and Brainstorming Ask students to read the materials contained in the story and search from

relevant websites to compile a table showing the features, functions and

attributes of an smartphone.

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Students should then use the table to discuss on what makes the product so

successful.

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2.2.5 Schedule of Work

Period Teaching /Learning Activities01 Introduction of Case Study

Teacher should explain the case study to students. It covers the

introduction, background and introduction to smartphone

Teacher needs to explain the assessment method and the expected

learning outcomes – A better world with technology PowerPoint

presentation and worksheet

02 Studying the Case

Students need to understand the case as background information

Questions are provide to help them to identify the key issues and

clues for discussion, presentation and report writing

Group members carry on self-study at home

03 Forming Groups and Planning for the Preparatory Work

Teacher divides students into small group and encourages them to

work in team

Teacher can show few minutes of video clip on smartphone, to

stimulate their interest to the case

Teacher asks the groups to discuss the features/functions of each

technology and attributes to a successful product then summarize

them on a worksheet.

Group members share the preparatory work and do them at home.

04 –

05

Research, Brainstorming and Debate

Guided discussion among group members and between groups

Compare the research works among group members and use of

Internet wherever there is a need to strengthen or verify the point

under discussion

Discussion with other groups.

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Period Teaching /Learning Activities06 -07 Development

Home works: prepare an interesting and attractive presentation for

the group and an individual report

Agreeing on the findings, conclusion, views and final version of the

presentation

The presentation should be done with group members on the main

theme of the case (the focus is not necessarily on smartphone)

Report should be done by each student on self selective subjects

such as aesthetic design, some of the attributes, green design or

entrepreneurship etc.

08-09 Presentation Assessment

PowerPoint presentation to class

Assessment according to the assessment rubrics

Teacher gives timely feedback and correct answers if necessary

10-11 Report Assessment

Each student should present his/her report to class

Assessment according to the assessment rubrics

Teacher to give timely feedback and correct answers if necessary

3. Questions and Keywords for the Answers

1. What are the attributes leading to smartphone being so successful?

User-centered design, address the market needs, applications of leading

technologies, modern design, the Apple entrepreneurship and enterprise, and

green design etc.

2. Discuss and understand each of the attributes.

User-centered design: good user interfaces such as touch screen, icon,

web searching, photo display, accelerometer and auto-sizing etc.

Address the market needs, all-in-one design: mobile phone, photo taking,

iPod, album and internet functions

Leading technologies: mobile, embedded systems, multi-touch display,

software and wireless

Aesthetic design: contemporary outlook

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Apple entrepreneurship: marketing, teamwork, servicing, brand names

and product maintenance

Green design: accelerometer, proximity sensors and use of chargeable

long life battery

3. Compare the functions and prices between an smartphone and a Personal Data

Assistant (PDA) device

A PDA is a pocket size computer and offers basically the same functions as an

smartphone. The differences are mainly the costs and capabilities between

the two communication devices. smartphone is, in general, cheaper but with

lesser capability than PDA such as the word processing and data storage

capabilities.

4. Think of an innovative product designed with the use of appropriate technology

and considerations of the product attributes.

An open-ended question for the students. The learning outcomes include:

understanding of the roles of designers/engineers, available technologies,

creative thinking, product evaluation, green issues, and entrepreneurship.

5. What should designers and engineers be considering during the design and

manufacturing stage of a new product?

User-centred design, green design, social responsibility, form a good team

working on the product, and use of contemporary technologies etc.

4. Assignment: Worksheet

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Assignment 1: Functions of smartphones There are various types of smartphones on the market. Prepare a table showing the types of phones and their functions. Submit it in the form of a PowerPoint or a document.

Assignment 2: Views of smartphone users Students need to interview owners of various types of smartphones, such as the principal, teachers, classmates and parents. Collect their views on the functions of smartphones. Prepare a report and submit it in the form of a PowerPoint or a

document.


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Table Comparing the Functions of Smartphones

For individual / group use

Worksheet number: D&T - WS01 Date: ____ /_____/ ______

Group / Name: Class:

Assignment Prepare a table showing the types of smartphones and their common functions.

1. Information search

Type of

phones:

Function

s:

1.2.

3.

4.

1.2.

3.

4.

1.2.

3.

4.

2. Analysis of common functions

Teacher’s comments:

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Record of Interview

For individual / group use

Worksheet number: D&T - WS02 Date: ____ /_____/ ______

Group / Name: Class:

Assignment: Interview users of smartphones and collect their views on the functions of the phones.

Name of interviewee: _____________

Interview questions:

What is the type of your smartphone and what functions does it possess?

Which of the functions do you use and what information do you send?

Teacher’s comments:

5. Assessment

The checklist assessment rubrics are given to each student for their self-evaluation

after each lesson. Teacher can discuss the checklist with them to perform formative

assessment. Teacher should record the checklist results and monitor the students’

progress.

The score rubrics are given to assess the final presentation by teacher and peers. The

rubrics criteria can be subject to change by the teacher’s professional judgment.

Students should know the assessment criteria before working on the case.

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Assessment Rubrics

Each assessing component is marked from 0 to 10, with 0 assigning to the

student with zero contribution to the component and 10 being the maximum

score given to each component.

Group PresentationAssessing

TargetComponent %

(out of 100)

Group

Assessment

(1) Effort by the group 15

(2) Organization of the presentation 15

(3) Contents 20

(4) Flow of the presentation 15

(5) Time keeping 5

(6) Peer’s score 5

Individual

Assessment

(7) Command of language 10

(8) Confidence and attractiveness 10


Criteria of the assessing components

(1) Effort: evidence to show active participation within and outside the group

(2) Organization of the presentation: how well the PowerPoint is being

organized, the style of presentation and attractiveness of the design

(3) Contents: appropriate and well prepared contents

(4) Flow of presentation: each member has fair share of the presentation,

smooth flow and picking up questions

(5) Time keeping: within the assigned minutes for the presentation

(6) Peer’s score: an overall mark for the group

(7) Command of Language: fluency and proper use of speaking language

(8) Confidence and attractiveness: eye-contact loud, clear, precise presentation

are the essential elements of being confident; attractiveness means able to

draw audiences’ attention

(9) Peer’s score: an overall mark for individual

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Report AssessmentAssessing

TargetComponent %

(out of 100)

Individual

Assessment

(1) Effort 25

(2) Organization of the report 20

(3) Contents 25

(4) Presentation skills 20

(5) Time keeping 5


Each assessing component is marked from 0 to 10, with 0 assigning to the

student with zero contribution to the component and 10 being the maximum

score given to each component.

Criteria of the assessing components

(1) Effort: evidence to show active participation in class and engagement on

self-studying

(2) Organization of the report: how well the report is being organized and

sectioned for different areas of the report

(3) Contents and Use of English: appropriate and well prepared contents,

understanding of the subject matter, and expressing views

(4) Presentation Skill: attractive, lively, smooth running and able to pick up

questions

(5) Time keeping: within the assigned minutes for the presentation

(6) Peer’s score: an overall mark for the group

6. References

http://en.wikipedia.org/wiki/Personal_data_assistant http://en.wikipedia.org/wiki/Smartphone

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http://en.wikipedia.org/wiki/IPhone

http://en.wikipedia.org/wiki/Personal_data_assistant

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