Participatory Design Workshop
Part of these packages: Observe and design, Benchmark and design
Supported by these technologies: Corkboard.me,
The students teams meet with 3 - 4 people, whom they consider to be the future users of their design and perform a Participatory Design Workshop. The students use their prototype and Design Brief 3 to communicate their design ideas to a group of people they are designing for. This may involve prints of their prototype, drawings or models, pens and post-it notes that the participants can use to draw on and modify the prototype. After the workshop the students analyze the comments of the people and decide which ones to consider for their design. They then refine their design brief, especially in relation to the design challenges, context and added value of the result, record a reflection and update their blog. 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.
- Identify suitable people whom the participatory design workshop could be conducted with, so you can support the students if needed.
2. Introduction
- Introduce the activity of facilitating a workshop to the students.
- Make sure that each team has workshop material (cameras, notebooks, microphone, post-it notes and pens) and their prototype (or a representation of it).
- Make sure that each team has invited 3 – 4 people to their workshop and arranged a place for it. It is important to thoroughly and seriously consider appropriate participants, and to be able to say how each participant can inform the project.
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How to approach participants should be practiced before meeting them. You may provide your students with the workshop guidelines of the iTEC project as an example for how this activity in a large scale European project.
3. Activity
Students present their design brief and prototype design to other people and ask for their comments and ideas. The people may draw on and alter the prototypes to express themselves better. Students take notes and pictures of what is happening and what is said.
The teams analyse their notes and the drawings of the people. The teams decide how their prototype should change based on the analysis.
The students discuss their Design Brief 3. Does the brief still make sense? What needs to be more clearly defined?
Students write their Design Brief 4 and record their Reflection 4
Design Brief blog post: Students add their Design Brief 4 to the blog. They label or tag the post with “design brief”.
Design Process blog post: Students use their reflection recording to write what they did, what challenges they had and what challenges they can foresee. They label or tag the post with “design process”.
Design Results blog post: Students add the documentation of their changed prototype(s) to the blog and describe their insights from the Participatory Design Workshop. Among other files, they may use drawings, videos or digital photographs. They label or tag the post with “design results”.
This post is also available in: Turkish
7 Responses to Participatory Design Workshop
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Todos os grupos apresentaram a sua ideia do jogo à comunidade (um especialista em scratch, três professores de matemática, 1 aluno do 7º ano e 2 do 8º ano). Alguns grupos já tinham um esboço avançado do protótipo, outros ainda só tinham a ideia geral.
Tiveram muita vergonha na apresentação e falaram muito baixinho, mas registaram as sugestões dadas e foram mais entusiasmados para a construção do protótipo do projeto final.
Esta fase ocupou o tempo previsto e foi a fase mais bem conseguida e que fez com que os alunos levassem ainda mais a sério o trabalho que estavam a realizar. Não consegui aceder ao TeamUP.
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1. What worked for you and/or the students and how?
This was the best part. 🙂 The older students invited 1-2 students from the target age group and work with them: told about the iTEC project, let them see how the prototype would work, interviewed the younger students, analyzed their answers. It was a really good and fruitful lesson which helped them a lot in terms of refreshing their design brief. This lesson motivated both the older and the younger students as well.
2. What did not work for you and/or the students and why?
Sadly we couldn’t elaborate the prototypes in Scratch. We did not have enough time to learn how it works and create their (by the way wonderful) games.
3. Did you observe additional learning outcomes? Which ones?
They were very helpful and patient with the younger students. They could experience a new kind of cross-age cooperation.
Sınce we have not started Cycle 3 in Turkey,I am just trying to get hold of the stages of this cycle.This stage is pre prototype one and done only in designs and drawing or slide shows to get the would be users ieads and feedbacks for additions and alterations like the stages pursued by big production companies.Inspiration , imagining,creativity,sharring,analytic thinking ,collaboration,testing and finally a useful and handy product . What I like about these scenarios is their feasibility in every field of study.
It would be very interseting to invite some pupils and make them try our games. But we did not have enough time to do it at the end of the school year. WE tried to change the work and give some instructions, advice. But at the beginning of the next school year we will invite a whole class to interview them. It must be very useful as children will give advice to children, it will be easier to accept advice.
What worked well:
It was a challange to find out that audience whose opinion was accepted by all groups. They become excited by the „pilot”.
Problems:
By that time the planning was exclusively done by a smaller group of enthusiastic and interested pupils. (This is also related to pupils’ other obligations within school.) Most of the pupils supported the ideas of this group. They recommended smaller changes. they would like to take a more active part in the testing of the finalised plan.
Additional benefits:
This all contributed to that they have taken more responsibility and have taken the task more seriously.
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