Final Product Design

Part of these packages: Observe and design, Benchmark and design

Supported by these technologies: Google Sites, Blogger, Prezi, SketchUp, YouTube,

Based on Design Brief 4 and the analysis of the Participatory Design Workshop, the student teams create their final design prototype. The teams listen to all of their reflection recordings once more to update the challenges they encountered during each design activity workshop and to reflect on the strategies they used to overcome these challenges. The students finalize their documentation blog, and may present their final works to the entire class. Classroom time needed: 1-2 lesson(s)

1. Getting started

  • Look at the blogs of each team, especially their design briefs and design results.
  • Support those who have not updated their blogs.
  • Listen to the reflection recordings of each team.

2. Introduction

  • Introduce the activity workshop to the students and remind that that this is the last activity workshop.
  • Remind students that their designs should address the identified design challenges and take the comments of the people they met last time into consideration.

3. Activity

schoolworkhomework Teams create their final designs

schoolwork Teams set up their prototypes in the classroom and demonstrate them to others

schoolworkhomework Teams document their designs, by taking pictures of them and videotaping a demonstration of their design in use.

homework Design Results blog post: Teams add the documentation of their final design  prototype(s) to the blog and describe it. Among other files, they may use drawings, videos or digital photographs. They label or tag the post with “design result”.

homework Design Process post: Students use all of their reflection recordings to flesh out the older Design Process posts (e.g. by commenting). They go back over the recordings, add missing challenges to each process post and write to each challenge how they addressed it, they discuss about their documented anticipated challenges ‘did they happen?’, ‘were they overcome?’. Finally they create a new blog post about what they would do better next time, and label or tag the post with “design process”.

homework Introduction page: Students add in introduction of their project including a short description of their aims, process and outcome to the blog.

homework Each student visits another team’s blog and leaves thoughtful constructive criticism.

TIP: Remember that the pilot activities cumulate towards the creation of an artifact. If you notice that discussions oscillate for a long time without resulting in concrete design decisions, step in and request a decision within a reasonable timeframe. The pressure of a deadline can in some cases support idea creation and focussed decision making.

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This post is also available in: Turkish

7 Responses to Final Product Design

  1. Sílvia do Rosário Zuzarte Machado says:

    O fato dos alunos terem que concluir o jogo e terem obrigatoriamente questões sobre funções levou a que tivessem de trabalhar mais as questões do guião de funções e a que colocassem mais dúvidas à professora sobre este assunto, realizando assim mais aprendizagens sobre este tópico. Informalmente e a propósito das questões que colocavam discutia-se o conceito de função, de imagem, objecto, como obter imagens e objectos por meio de uma função dada a sua expressão algébrica … Ocupámos mais uma aula com esta fase (estavam previstas 2), incluindo a apresentação e a actualização do blogue. Não consegui aceder ao TeamUp e então desisti de aceder-lhe.

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  2. Anna Keune says:


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  3. Krisztina Varga says:

    1. What worked for you and/or the students and how?
    They could modify their prototypes with the help of the students-students interviews. They tried to give positive feedback to the others. They really loved working on their own group site, they paid much attention to its design and content, too.

    2. What did not work for you and/or the students and why?
    Unfortunately (due to lack of time) we just discussed what changes would take place ideally in terms of the prototype and the design brief.

    3. Did you observe additional learning outcomes? Which ones?
    They became more thorough and punctual.

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  4. Katalin Skultety says:

    My pupils will change their prototypes after the pupils’ meeting. I have some new ideas but I would like to get ideas from other children.

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  5. Zoltán Farkas says:

    What worked well:
    Groups have taken the last challange with relative difficulties, because they have recieved suffitient feedback from their work done up to that time. As time went by they realized that their is value in all groups’ ideas, which they can combine to a prototype which seemed to be „optimal”.

    even in this phase they came out with general ideas and it was hard to make them come out with more concrete decisions, answers- probably because of the assumed responsibility.

    Additional benefits:
    They could again see and even contribute to a project which helped hidden values come to foreground, and relationships within the group rearrange, change in a positive way. Even those, who are not among the bests in learning could get recognition, because with their enthusiasm, toughness, strength they could prove that these attributes are also important in everyday life.

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  6. Adil Tugyan says:

    The time for final presentations ,everything had gone really smooth up to this point ,The students will present their presentations and will get reflections afterwards.
    Since I started reading and commenting on these scenarios,I have been thinking about how to integrate them with my school subjects and I have come up with some practical solutions ,Just as Katalin stated in her previous post ,I have some doubts too about the lack of time at school.Slould we work on the scenerios in our class periods or at a pre defined time after school.I think ,if pilot schools put an extra optional class period on their weekly timetable instead of an another optional subject ,the problem can be solved.

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  7. Anna Keune says:

    check 2

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