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Professor (retired) Kurt W Seemann

Swinburne University of Technology, Faculty of Health, Arts and Design, Faculty Member

Swinburne University of Technology, Swinburne Research, Adjunct

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Expert and Extensive Leadership in Creative, Multi-discipline Research Sector having led as Lead Chief Investigator over $5.8 Mill across all Cat 1, 2, 3 & 4 grants:

1) Exec Manager: NGO: Creative Design, Technology and Housing Education in remote Aboriginal Communities, NT. 1987-1998
2) National Core Program Leader: DKCRC 2003-2010 for Sustainable Desert Settlements
3) Founding Centre Director, Centre for Design Innovation, 2013-2018

Interests:
1) Creative and Applied Design and Technology that engages rural and remote communities
2) Nexus between Creative Practice and Design Innovation
3) Expert in cross-cultural and indigenous creative innovation capability development education.

Kurt is a member of the World Society for Ekistics whose charter restricts membership to 400 worldwide, while also a board member for DATTA Victoria. He has won numerous nominations, awards and extensive peer recognition.
Address: Melbourne, Australia.

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Papers by Professor (retired) Kurt W Seemann

CV Seemann Prof Retired

Kurt Seemann's Research, 2024

Passionate trans-disciplinary educator/leader with a keen interest in initial teacher education, ... more Passionate trans-disciplinary educator/leader with a keen interest in initial teacher education, teacher confidence, creativity, cross-cultural and Indigenous Technologies/STEM education, and strategic leadership in fostering highly successful and collegial teaching-research outcomes. Personal areas of curriculum-method expertise include STEM education, with a sub-interest in design thinking in K-12 child development for fostering innovation and entrepreneurial capabilities.

Remote controlled waste: an introduction to waste management and appropriate technology in remote Aboriginal communities

Basic principles in holistic technology education

Journal of technology education, 2003

Centre for Design Innovation: biennial report 2018

This new edition encompasses a wide selection of our research outcomes and a detailed overview of... more This new edition encompasses a wide selection of our research outcomes and a detailed overview of our core programs: Architecture and Habitat, User Experience Design for Services, Future-Self and Design Living Lab, Smart Equipment Engineering and Wearable Technology Design and Advanced Product Design and Development.The CDI has grown significantly over the last two years, a product of our sustained success in conducting serious deep research that creates innovative outcomes in a range of different design fields. This report delves into the information pursuit of our team, exploring the way the CDI navigates the contextual factors that shape uptake and adaption, as well as the positive effect our catalogue of work has had on end-users both locally and internationally.

Dimensions of Australia's desert settlements: the challenge of sustainable towns

Housing for sustainable livelihoods: the role of schooling

The Aboriginal Technical Worker Feasibility Study (ATWORK): a national co-operative curriculum development project of the Australian Conference of TAFE Directors (draft)

... Search results: 1 - 1 Total found: 1. Document no. TD/TNC 87.811. Title. The Aboriginal Techn... more

Remote controlled waste: research study of waste in remote aboriginal communities in Central Australia for the Northern Territory Dept. of Health and Community Services

The 'viability' and resilience of communities and settlements in desert Australia

Rangeland Journal, 2008

There is a continuing policy debate about whether it is possible to have sustainable small settle... more There is a continuing policy debate about whether it is possible to have sustainable small settlements in outback regions of Australia, where there is low and variable primary production and a sparse and mobile population. This debate is focused largely on Aboriginal settlements, but applies equally to all desert dwellers. In this contribution, we review the sources of economic flows through settlements occupied by different communities with common livelihood sources, whether based on mining, grazing, tourism, cultural resources, welfare or services, concluding that most desert livelihoods depend directly or indirectly on temporally variable inputs. Individual remote settlements tend to be dominated by one such 'community of livelihood', and differ in nature according to the source of that livelihood. These create types of settlement and service aspirations which are alien to more densely settled regions. Settlement 'viability' is a measure of the short-term balance between aspirations for services (technical, social, but also for livelihoods and well being) and the costs of fulfilling these aspirations, and consequently is not a simple on/off switch-the community can adjust both its aspirations and the cost factors involved in meeting them. We define a resilient settlement as one that is viable in the long term in the face of its variable inputs. Thus, we determine that the concepts of settlement viability and resilience must be analysed differently according to the strategy adopted by different resident communities. In particular, Aboriginal (and pastoral) communities are particularly dependent on social and natural capital, yet these are not monitored. The whole analysis emphasises the importance of taking a demand-rather than supply-driven approach to services in desert settlements. Our conclusion is that, if top-down solutions continue to be imposed without appreciating the fundamental drivers of settlement in desert regions, then those solutions will continue to be partial, and ineffective in the long term.

Clarifying sustainable food technology futures through technacy genre theory

In order for education systems to nurture a culture of innovation and sustainability in the schoo... more In order for education systems to nurture a culture of innovation and sustainability in the school staff room, this research asserts that far greater clarity and classification methods need to be employed to define exactly what the subject matter and learner attributes in schools are meant to address compared to the wider world demands upon it.

An argument for industrial arts in education: an alternative to the current manual arts model

Back Matter - Back Cover Page

Ekistics and the new habitat, 2020

Fostering design-led innovation capabilities

All full-papers (4000 to 7000 words in length) and extended scholarly-abstracts (1000-1500 words ... more All full-papers (4000 to 7000 words in length) and extended scholarly-abstracts (1000-1500 words in length) published herewith in the Scholarly Articles section of the proceedings have been double-blind peer reviewed. Authors were required to either revise, or resubmit their work for a second round of review, in response to referees' recommendations. Submissions were rejected where they were off-topic or not compliant with the quality guidelines provided in the submission portal of http://dattarc.org/. All posters, and presentations accompanied by short abstract submissions in the General Presentations section of the proceedings were copyedited but not peer reviewed. Papers are listed in alphabetical order within their above sections by the surname of the lead author.

Holistic technology education

International Conference on Technology for Education, 2002

ow do we know when we are teaching technology holistically and why must we do so? Increasingly, m... more ow do we know when we are teaching technology holistically and why must we do so? Increasingly, more is asked of technology educators to be holistic in the understanding conveyed of technology itself and so in curriculum, assessment framework and modes of delivery. In NSW two good examples of this has been the shift from Engineering Science to Engineering Studies where social/ethical and environmental factors have to be learned while in the new and emerging 2003 Design and Technology 7-10 syllabus 'holistic solutions' are described. This paper advances historical and theoretical research and articulates classroom practice changes for holistic technology education with particular emphasis on offering a grounded frame of reference to guide student learning and understanding in the holistic character of any technological activity and decision event. A First Principles framework for structuring learning for holistic understanding of technologies and processes in design is therefore presented. The case is made for technology to not merely be a 'know how' learning experience, but necessarily and increasingly also a 'know why' learning experience. The latter being essential for innovation and transfer, especially for adapting to and taking decisions towards solutions that may need to accommodate rapid-change settings.

Design in tourism education

Designing for cultural groups and humanization: Two ideas from design anthropology

Design in Tourism Education: a Design Anthropology Perspective

Technology, teaching practice and innovation: a case study into technology teaching

Ekistic Grid Index System

Ekistics and the new habitat, 2020

Mapping Computational Thinking and Programming Skills Using Technacy Theory

IFIP advances in information and communication technology, 2020

Digital Technologies as a compulsory subject was introduced in the Australian Curriculum to enabl... more Digital Technologies as a compulsory subject was introduced in the Australian Curriculum to enable students to build up their confidence in becoming creative developers of digital solutions and to develop thinking skills in problem solving. This theoretical paper examines a conceptual framework with the potential to form a working model for teachers teaching Computer Science/Digital Technologies in K-12 classrooms. Using Technacy Theory as a framework promises ideas for differentiating technology education by means of setting appropriate developmental expectations. This paper explores how the teaching of computational thinking and programming, key concepts found in the teaching of Computer Science subjects, can be mapped to the Technacy and Innovation Chart setting developmentally appropriate expectations in the teaching and learning of these subjects.

CV Seemann Prof Retired

Kurt Seemann's Research, 2024

Passionate trans-disciplinary educator/leader with a keen interest in initial teacher education, ... more Passionate trans-disciplinary educator/leader with a keen interest in initial teacher education, teacher confidence, creativity, cross-cultural and Indigenous Technologies/STEM education, and strategic leadership in fostering highly successful and collegial teaching-research outcomes. Personal areas of curriculum-method expertise include STEM education, with a sub-interest in design thinking in K-12 child development for fostering innovation and entrepreneurial capabilities.

Remote controlled waste: an introduction to waste management and appropriate technology in remote Aboriginal communities

Basic principles in holistic technology education

Journal of technology education, 2003

Centre for Design Innovation: biennial report 2018

This new edition encompasses a wide selection of our research outcomes and a detailed overview of... more This new edition encompasses a wide selection of our research outcomes and a detailed overview of our core programs: Architecture and Habitat, User Experience Design for Services, Future-Self and Design Living Lab, Smart Equipment Engineering and Wearable Technology Design and Advanced Product Design and Development.The CDI has grown significantly over the last two years, a product of our sustained success in conducting serious deep research that creates innovative outcomes in a range of different design fields. This report delves into the information pursuit of our team, exploring the way the CDI navigates the contextual factors that shape uptake and adaption, as well as the positive effect our catalogue of work has had on end-users both locally and internationally.

Dimensions of Australia's desert settlements: the challenge of sustainable towns

Housing for sustainable livelihoods: the role of schooling

The Aboriginal Technical Worker Feasibility Study (ATWORK): a national co-operative curriculum development project of the Australian Conference of TAFE Directors (draft)

... Search results: 1 - 1 Total found: 1. Document no. TD/TNC 87.811. Title. The Aboriginal Techn... more

Remote controlled waste: research study of waste in remote aboriginal communities in Central Australia for the Northern Territory Dept. of Health and Community Services

The 'viability' and resilience of communities and settlements in desert Australia

Rangeland Journal, 2008

There is a continuing policy debate about whether it is possible to have sustainable small settle... more There is a continuing policy debate about whether it is possible to have sustainable small settlements in outback regions of Australia, where there is low and variable primary production and a sparse and mobile population. This debate is focused largely on Aboriginal settlements, but applies equally to all desert dwellers. In this contribution, we review the sources of economic flows through settlements occupied by different communities with common livelihood sources, whether based on mining, grazing, tourism, cultural resources, welfare or services, concluding that most desert livelihoods depend directly or indirectly on temporally variable inputs. Individual remote settlements tend to be dominated by one such 'community of livelihood', and differ in nature according to the source of that livelihood. These create types of settlement and service aspirations which are alien to more densely settled regions. Settlement 'viability' is a measure of the short-term balance between aspirations for services (technical, social, but also for livelihoods and well being) and the costs of fulfilling these aspirations, and consequently is not a simple on/off switch-the community can adjust both its aspirations and the cost factors involved in meeting them. We define a resilient settlement as one that is viable in the long term in the face of its variable inputs. Thus, we determine that the concepts of settlement viability and resilience must be analysed differently according to the strategy adopted by different resident communities. In particular, Aboriginal (and pastoral) communities are particularly dependent on social and natural capital, yet these are not monitored. The whole analysis emphasises the importance of taking a demand-rather than supply-driven approach to services in desert settlements. Our conclusion is that, if top-down solutions continue to be imposed without appreciating the fundamental drivers of settlement in desert regions, then those solutions will continue to be partial, and ineffective in the long term.

Clarifying sustainable food technology futures through technacy genre theory

In order for education systems to nurture a culture of innovation and sustainability in the schoo... more In order for education systems to nurture a culture of innovation and sustainability in the school staff room, this research asserts that far greater clarity and classification methods need to be employed to define exactly what the subject matter and learner attributes in schools are meant to address compared to the wider world demands upon it.

An argument for industrial arts in education: an alternative to the current manual arts model

Back Matter - Back Cover Page

Ekistics and the new habitat, 2020

Fostering design-led innovation capabilities

All full-papers (4000 to 7000 words in length) and extended scholarly-abstracts (1000-1500 words ... more All full-papers (4000 to 7000 words in length) and extended scholarly-abstracts (1000-1500 words in length) published herewith in the Scholarly Articles section of the proceedings have been double-blind peer reviewed. Authors were required to either revise, or resubmit their work for a second round of review, in response to referees' recommendations. Submissions were rejected where they were off-topic or not compliant with the quality guidelines provided in the submission portal of http://dattarc.org/. All posters, and presentations accompanied by short abstract submissions in the General Presentations section of the proceedings were copyedited but not peer reviewed. Papers are listed in alphabetical order within their above sections by the surname of the lead author.

Holistic technology education

International Conference on Technology for Education, 2002

ow do we know when we are teaching technology holistically and why must we do so? Increasingly, m... more ow do we know when we are teaching technology holistically and why must we do so? Increasingly, more is asked of technology educators to be holistic in the understanding conveyed of technology itself and so in curriculum, assessment framework and modes of delivery. In NSW two good examples of this has been the shift from Engineering Science to Engineering Studies where social/ethical and environmental factors have to be learned while in the new and emerging 2003 Design and Technology 7-10 syllabus 'holistic solutions' are described. This paper advances historical and theoretical research and articulates classroom practice changes for holistic technology education with particular emphasis on offering a grounded frame of reference to guide student learning and understanding in the holistic character of any technological activity and decision event. A First Principles framework for structuring learning for holistic understanding of technologies and processes in design is therefore presented. The case is made for technology to not merely be a 'know how' learning experience, but necessarily and increasingly also a 'know why' learning experience. The latter being essential for innovation and transfer, especially for adapting to and taking decisions towards solutions that may need to accommodate rapid-change settings.

Design in tourism education

Designing for cultural groups and humanization: Two ideas from design anthropology

Design in Tourism Education: a Design Anthropology Perspective

Technology, teaching practice and innovation: a case study into technology teaching

Ekistic Grid Index System

Ekistics and the new habitat, 2020

Mapping Computational Thinking and Programming Skills Using Technacy Theory

IFIP advances in information and communication technology, 2020

Digital Technologies as a compulsory subject was introduced in the Australian Curriculum to enabl... more Digital Technologies as a compulsory subject was introduced in the Australian Curriculum to enable students to build up their confidence in becoming creative developers of digital solutions and to develop thinking skills in problem solving. This theoretical paper examines a conceptual framework with the potential to form a working model for teachers teaching Computer Science/Digital Technologies in K-12 classrooms. Using Technacy Theory as a framework promises ideas for differentiating technology education by means of setting appropriate developmental expectations. This paper explores how the teaching of computational thinking and programming, key concepts found in the teaching of Computer Science subjects, can be mapped to the Technacy and Innovation Chart setting developmentally appropriate expectations in the teaching and learning of these subjects.

Project: A gap to close A literature review of waste management, health, and wellbeing in rural and remote Aboriginal and Torres Strait Islander communities

A Gap to Close. , May 12, 2017

A gap to close captures the main ideas evident in the literature on the relationship between heal... more A gap to close captures the main ideas evident in the literature on the relationship between health, waste management, and Aboriginal and Torres Strait Islanders living in rural and remote Australia (hereafter Indigenous Australians). The report represents the most comprehensive account on the theme to date. Modest information on the relationship between waste- and health in remote communities was captured in the recent “Closing the Gap” Report (Commonwealth of Australia, 2017). Our report offers a complementary account of waste and the gap of knowledge we have identified for guiding future policy and improvement to the quality of life in communities as it relates to place-based solutions, and policy development, for improving health and wellbeing.

Understanding spatial inferential reasoning skills for Design Led STEM education

Technology Education New Zealand Conference 2019, 2019

Innovation capability is often espoused as the basis for teaching STEM at school. Hands-on proble... more Innovation capability is often espoused as the basis for teaching STEM at school. Hands-on problem-solving is a key feature in STEM-based education as is the ability for a child to imagine functional solutions that could bridge the gap between what they have as physical resources before them and what they model in their mind's eye to achieve functional technological solutions. It is surprising then to discover very little educational research is evident in the literature that investigates how children display different stages of cognitive capability in how they tackle STEM project challenges based on age, gender and whether the challenge is undertaken as an individual or in a team. A group of investigators at an Australian university are developing a program of research to understand how teachers can identify the contrast between biological age and development age for the ability to form abstract ideas and draw on spatial inferences as they mature their cognitive and social communication skills. Literature and early research insights are shared, and the basis for linking the research to the 'technacy development' framework is presented.