Tag Archives: cycle4

Cycle 4 pre-pilots can start

Cycle 4 pre-pilot material is ready for classroom piloting. Please familiarize yourself with the learning stories and packages of learning activities and our instructions for reporting and performance. Remember that the stories are not meant as prescriptions, but rather represent examples … Continue reading

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Students collaborate with students from other iTEC schools. Ad-hoc and serendipitous collaboration, driven by the students is encouraged. Classroom time needed: 1 lesson(s) Continue reading

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Students create a video with English subtitles presenting their design results and process, as well as learning achievements and possible future steps. They share this documentation with other iTEC students across Europe, their parents and their identified audience to transfer their learning, to communicate the background of their project, to let others know about the possibility to remix their work, and to receive feedback for improvement. Classroom time: Approximately 1-2 lesson(s) Continue reading

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Teams meet with 2–4 people, who could be future users of the prototypes, and communicate their prototypes and design ideas using prints, drawings or models. These participating people are considered to have an expert understanding of the domain the student designs are framed within. Expertise may be interpreted broadly, for example, a construction site worker can be considered to offer deep insight into the everyday practices of people on a building site. The expert participants are encouraged to use pens and post-it notes to modify and comment on the prototype. After the workshop the students analyze the comments and decide how to interpret them for their re-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 documentation. This activity can happen more than once at varying time investment. Students can collect feedback on their work by asking experts, potential future users as well as from other student teams and the teacher. Classroom time: Approximately 2-3 lesson(s) Continue reading

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Based on their refined design brief and design ideas, student teams start making. They create their first prototype, and discuss it afterwards. The discussion especially relates to how well the design address the identified design challenges. They then record a reflection and document their activities. Careful guidance through the learning activities and the process of creation is indispensable for students to keep their minds on learning potential curricular requirements. Highlight the reflection after this activity and ensure that everyone focuses on addressing the needs of an audience. To avoid free-riders or unequal workload division, carefully divide tasks and roles within teams. Classroom time: Approximately 2 lesson(s)
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Students and the teacher record, post and share audio-visual reflections and feedback of project progress, challenges and future steps. The students slowly build a shared collection of ways to tackle challenges, which can be used after the project ended. Classroom time: Approximately 10 minutes Continue reading

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Teams analyse their findings using mind-mapping techniques. They identify relations, similarities and differences between the examples and/or media files they collected. Based on their collected information and analysis, the teams refine their design brief, especially the design challenges, design results and audience. Then the teams record a reflection. Open ended questions can be challenging for students to answer initially. However, after passing the initial threshold, students are likely to have inspiring ideas. Classroom time: Approximately 1 lesson Continue reading

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Student teams explore the context of their design either by observing relevant practices or environments using digital cameras, notebooks and microphones, or by searching existing works that relate to their design brief by collecting examples similar to that which they are intending to design. The object of observation depends on who they are designing for, what they are designing and the initial challenges they want to address. They share their collected media files on their blogs and record a reflection. You guide their search and support them in the qualification of their material. Note that viewing and qualifying video material can be time consuming. Spending time viewing videos that contain inaccurate information, can be a detour from which a pedagogically meaningful conversation may arise, and may provide students with a first-hand experience about the appearance of an invalid source. Some students, for example younger ones, may need more guidance in performing this activity. Classroom time: Approximately 1-2 lesson(s) Continue reading

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You present a design brief to your class that ties to the curriculum and the local community, but leaves room for interpretation. You inspire the students by providing them with the motivation for giving their best and by telling them about the ownership and freedom over the task. You present the learning activities process and your schedule, and negotiate the assessment criteria with the class. Students form teams, discuss, question and familiarize themselves with the design brief. The teams refine their design brief, particularly in relation to whom they are designing for, initial design challenges and possible design results. Students record reflections and document their work online. Classroom time: Approximately 1 lesson Continue reading

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Create a Game

With a striving, highly explorative game industry and the topicality of gamification, this learning story provides students with the unique opportunity to identify game design concepts in the games they play at home, to explore what it would mean to … Continue reading

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