Tag Archives: design


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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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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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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www.sketchup.google.com SketchUp is a tool to make 3D drawings. The program needs to be downloaded and it comes in two versions (both are free for educators but in most cases you don’t need the pro version). SketchUp provides a toolset … Continue reading

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Pondering about flipped classrooms

Flip the classroom and make it more engaging. Image: Taylor Hand @ Flickr, CC BY-SA A flipped classroom is often mentioned when discussing the future classroom. Ideas and aspects related to the flipped classroom have also been juggled with in … Continue reading

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Benchmark and design

Students complete a design-based learning process starting with benchmarking similar designs made by others. Continue reading

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Observe and design

Students complete a design-based learning process starting with observations of their design topic. Continue reading

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Design brief

You present an initial design brief to the students that ties the design tasks to the curriculum topics, but leaves some aspects open for refinement. During this lesson, you also provide the students with the motivation for and explain the responsibility they will carry for being involved. Students form teams, discuss, question and familiarize themselves with the brief. They refine their design brief context, particularly in relation of who/what they are designing for, initial design challenges and possible design results. Students record a reflection, set up a blog for their documentation, and start their documentation. Classroom time needed: 1 lesson Continue reading

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Cycle 3 PD Analysis Started

The cycle 3 PD analysis stated. So far, we received summaries of PD workshops from 9 countries. Along with the scenario narratives, we printed the summaries and attached them to the usual wall for careful analysis. From briefly reading through … Continue reading

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