Product Design
Part of these packages: Observe and design, Benchmark and design
Supported by these technologies: Prezi, SketchUp,
Based on their Design Brief 2 and their initial design ideas, students create their first prototype design. The students discuss their prototype and refine their design brief, especially in relation to the design result and the way the result addresses the identified design challenges. They then record a reflection and update their blog. Classroom time needed: 1-2 lesson(s)
1. Getting started
- Look at the blogs of each team of students, especially their design briefs and design results.
- Support those who have not updated their blogs.
- Listen to the reflection recordings of each team.
- Prepare the material, software and technology for the teams to create their designs based on their early design ideas.
2. Introduction
- Introduce the activity workshop to the students
- Remind them that their designs should address the identified design challenges.
3. Activity
Teams develop their designs.
Teams set up their prototypes in the classroom and discuss it with other teams.
Teams refine their Design Brief into the third version and record their third Reflection.
Design Brief blog post: Students add Design Brief 3 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 first prototype(s) to the blog. Among other files, they may use drawings, videos or digital photographs in addition to descriptions. Tey label or tag the post with “design results”.
TIP: Team building exercises are recommended to support cooperation and collaboration towards a shared goal. Examples: Playing a game, solving a puzzle, having an ice-cream with all team members etc.
TIP: Regular feedback sessions support letting go of initial, not very good, ideas and to develop the feeling of ownership over the project.
Product Design,This post is also available in: Turkish
8 Responses to Product Design
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Os alunos começaram a pôr em prática as suas ideias para o jogo. Mostraram-se muito empenhados e os seus protótipos começaram a tomar forma. A estrutura do jogo foi pensada a partir de ideias que tiraram dos jogos que viram na 2ª fase. Todos os protótipos tinham ideias base diferentes. Ultrapassámos em cerca de ½ aula o tempo previsto para esta fase (2 aulas) e iniciámos a fase 4 a meio de uma aula porque a apresentação à comunidade do protótipo teve de ser feita antes da actualização dos blogues dado as pessoas da comunidade só estarem disponíveis em alguns dias. A atualização do blogue e a gravação no TeamUp ficou para ser feita à posteriori (alguns fizeram-no, outros não). Na aula seguinte tentei entrar no TeamUP e não consegui. Simultaneamente tinham de seguir o guião de funções. Não estavam a seguir este guião e por isso estavam a ter dificuldades em construir perguntas para o jogo. Começou a ver-se alguma evolução em termos da organização do trabalho em equipa. E foi aqui que os grupos que ainda não o tinham feito começaram a sentir necessidade de cumprir o guião das funções-
This activity is the follow up of the previous one ,it is the evaluation of the data they collected and comment on the challenges they have enountered .A critical stage of product design.The compiled data is evaluated and labelled to see the results more clearly.Students will work in accordiance with a plan and as the plan proceeds the things become more visiable which will help students to work more securely on the artifact they are planning to design.I like this activity too .
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1. What worked for you and/or the students and how?
Students were very active and enthusiastic while designing the prototype. They used Powerpoint and/or Paint. They worked a lot on presenting the prototype. They also liked that they had a chance to evaluate the other groups’ presentation with the help of a Google spreadsheet.
2. What did not work for you and/or the students and why?
At this stage they did not really want to modify their design brief as they still did not see the final outcome.
3. Did you observe additional learning outcomes? Which ones?
Their creativity, presentation and communication skills have improved.
My pupils were happy with designing tasks for other pupils, they did not want to change anything because they found this activity very interesting: they created crossword puzzles and puzzles. It was an individual activity so we have a lot of puzzles now.
They know our city more and more, can ask each other in a new and more interesting way.
O protótipo consistia no desenho de um possível itinerário no Google map.
Foi atribuída a um aluno a tarefa de introduzir os dados dos diferentes grupos no Google map. Pediu-se ajuda ao professor TIC na criação do mapa da turma.
Alguns grupos atrasaram-se na elaboração dos textos a introduzir o que gerou alguma perturbação .
Procedeu-se à actualização dos blogues, um dos grupos utilizou o glogster.
A gravação no TeamUp não foi possível porque não se conseguiu entrar no programa, teve que se combinar uma hora fora do horário dos alunos.
Um grupo investigou sobre a possibilidade de introduzir a informação em QR code no Google map.
O trabalho colaborativo apresentou-se como um dos pontos mais positivos.
What worked well:
It was hard to find time for reconciliation, but the meetings were always intimate, especially for the ones who didn’t leave early. The smallest the group become, more constructive the meeting become. After some meetings a „core group” emerged who felt the project and the product their own. after a while they gathered some new active members with their attitude and the atmosphere they had created.
Problems:
They opposed tasks simmilar to homeworks because of the high school-workload.
Additional benefits:
The „must” of reflection, rethinking, revaluation after each momentum become an internal need, an ambition.
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