Tag Archives: cycle3

The students record, post and share periodic audio updates about their project progression, perceived challenges, changes to the design brief and future plans. The students slowly build a database of learning strategies that is shared with the entire class. The audio recordings and the design brief can be used as a media to prompt reflection, and objects that should be more closely refined after each reflection. Classroom time: at least 15 minutes after each design phase Continue reading →

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) Continue reading →

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) Continue reading →

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) Continue reading →

Based on their design brief, students identify what kind of examples of existing works to collect. Their choice depends on who they are designing for, what they are designing and the initial challenges they want to address. Student teams collect 10 examples of the kind of artifact that is similar to the one they are trying to design. They share their collected media files and analyze the differences and similarities of the example works they collected. Based on their collected information and analysis, the students refine their design brief, especially the design challenges and design results. They then record a reflection and update their blog. Classroom time needed: 1-2 lesson(s) Continue reading →

Based on their design brief, students identify who and what to observe to inform their design result, for example practices or environments of particular people or animals. Their choice depends on who they are designing for, what they are designing and the initial challenges they want to address. Student teams perform their planned observation by using digital cameras, notebooks and microphones to document what they see. They share their collected media files and analyze them. Based on their collected information and analysis, the students refine their design brief, especially the design challenges and design results. They then record a reflection and update their blog. Classroom time needed: 1-3 lesson(s) Continue reading →