meg-lobb-design-education by 3D Design

design.

to be different.

PROJECT REPORT MEGAN LOBB 2 0 11

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contents

my design process #3

project breakdown #4

current debate #6

INTRODUCTION

summary of design #2

project partners #8

the design - prototypes 1 & 2 # 14 - 20

prototypes 3 & 4 # 20 - 24

project testing: week one - design teams # 26

week two - user groups & research # 28

PROJECT ONE: RESEARCH AND CONCEPTS

primary research #10 - 12

week three - specifications # 30

week four - idea development # 32

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week five - modelling # 34

week six - final presentations # 36

refined prototype - #40

online resources - website # 42

online resources - website ~ 44 evaluation - what the teacherd say # 46

PROJECT TWO: TESTING AND FEEDBACK

refined prototype - workbook # 38

evaluation - what the students say # 48

thank yous # 50

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summary of design

DESIGN TO BE DIFFERENT IS A SCHEME OF WORK THAT CHALLENGES DESIGN TECHNOLOGY STUDENTS TO BRING ABOUT THE CHANGE THEY WANT TO SEE IN THEIR SCHOOL THROUGH CREATIVE DESIGN ACTIVITIES. THE ‘IMPORTANCE OF CREATIVITY’ IS AN ISSUE CURRENTLY AT THE CENTRE OF A GLOBAL DEBATE, WITH THE INTRODUCTION OF THE ENGLISH BACCALAUREATE, CREATIVE AND VOCATIONAL SUBJECTS LIKE DESIGN TECHNOLOGY ARE POTENTIALLY UNDER THREAT. CONTEMPORARY DESIGN APPROACHES ARE SHIFTING TO MORE USER CENTRED AND SOCIALLY RESPONSIBLE METHODS, AND THIS PROJECT AIMS TO PREPARE STUDENTS FOR ROLES WITHIN THAT INDUSTRY. THE

LEARNING

RESOURCES

HAVE

DESIGNED

FEATURE

THE

FOLLOWING KEY METHODS TO ENGAGE KEY STAGE THREE STUDENTS AND EXCITE THEM ABOUT DESIGN: * EXPERIENCE OF REAL DESIGN PRACTICE, * A SENSE OF COLLECTIVE OWNERSHIP AND EMPOWERMENT, * INTRODUCTION TO WHERE A DESIGN CAREER CAN TAKE YOU, * A KEY PLACE WORKING AS PART OF A TEAM, * A SENSE OF PRIDE IN STUDENT’S SCHOOL AND COMMUNITY, * RESPONSIBLE ROLES AND REALISTIC OUTCOMES, * LIVE PROJECTS, * SHORT BUT CHALLENGING ACTIVITES, * THE OPPORTUNITY TO HEAR AND BE HEARD. THROUGHOUT THIS PROJECT I HAVE WORKED ALONGSIDE DESIGN TECHNOLOGY TEACHERS TO DEVELOP A SCHEME OF WORK THAT IS DESIGNED TO ENGAGE CHILDREN’S CREATIVE CAPACITIES BUT IS ALSO SIMPLE TO ACCESS AND DELIVER. DESIGN TO BE DIFFERENT HAS BEEN PILOTED AT RICHARD LANDER SCHOOL, OVER 8 WEEKS WITH 41 DESIGN TECHNOLOGY STUDENTS. THE SCHEME OF WORK HAS RECENTLY BEEN ADOPTED BY RICHARD LANDER AND PLANS ARE BEING MADE TO CO - DEVELOP MORE PROJECTS FOR OTHER KEY STAGES.

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my design process stake

stakeholder research

p r ot oty

defining the problem, finding out the needs of the user first hand and working together to move forward.

co - develop strategies working alongside the user group develop a range of concepts that represent their needs and wants.

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the

the d e v e l o p s t r at e gi e s

tion

solu

bri

pro

elo p m ent idea dev

hold e r re se a r c h

t p e a n d te s

idea development developing the concepts into solid designs to feedback to the user, refining them to be inclusive and engaging.

prototype and test produce a prototype or range of prototypes, testing them with the users - making modifications where necessary and refining down to a final product.

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project breakdown DESIGN. TO BE DIFFERENT A ‘BLUE SKY’ INSPIRED PROJECT TO SHOW KEY STAGE THREE STUDENTS WHAT DESIGN IN THE REAL WORLD IS LIKE AND TO CHAMPION

PROJECT IS

THEIR SPIRIT OF ADVENTURE! THE PROJECT (IN THE FORM OF DOWNLOADABLE

BROKEN INTO

LEARNING RESOURCES) WORKS ALONGSIDE THE WITHIN THE CLASS A RESPONSIBLE ROLE WITHIN A DESIGN TEAM AND ENCOURAGES THEM TO BUILD A SENSE OF OWNERSHIP AND COMMUNITY THROUGH THEIR DESIGNS.

aims to.... TEAM ROLES AND TEAM LOGO

DESIGN ISSUES WITHIN YOUR SCHOOL

INCLUSIVE AND

NATIONAL CURRICULUM, GIVING EACH STUDENT

task

THE

INTERACTIVE TASKS

ESTABLISHING A DESIGN TEAM AND TEAM IDENTITY CONSIDERING HOW THEIR SCHOOL COULD IMPROVE

DEFINE YOUR USER GROUP

INTRODUCE THE METHOD OF USER CENTRED DESIGN

PEER RESEARCH

ENCOURAGES STUDENTS TO CONSIDER OTHER’S NEEDS

# 5 ANALYSING Y OUR RESEARCH

BREAKING DOWN RESEARCH INTO KEY INFORMATION

EVALUATING EXISTING DESIGNS, MAPPING THEM

MARKET RESEARCH AND MIND MAPPING

SPECIFICATION SHAPES

DESIGNING WITH ETHICAL AND SOCIAL RESPONSIBILITY

IDEA GENERATION

CREATIVE STRATEGIES TO GENERATE INNOVATIVE IDEAS

PEER EVALUATION

LEARN TO LISTEN TO OTHERS AND GIVE YOUR OPINION

# 10

MODELLING YOUR SUPER IDEA

PLANNING AND MAKING WITH PRECISION

# 11

PREPARING A PRESENTATION

PRESENTING YOUR TEAM’S IDEAS, WORKING AS A TEAM

# 12

FINAL DRAGON’S DEN PRESENTATION

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ACCEPTING CONSTRUCTIVE CRITICISM, DEVISING COMMUNICATION STRATEGIES.

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t? u o b a all t i s What e ge! h t en ll a ch

e nt

l so u

prob lem

the

bri

u e v al d n a e p roto typ

g rate Cre a tive s

esearc PEE R r

pm develo a e d i

ate

i es

an age f o s er explor e s and h e t c i e v r r a se s s but signer t e on the c d u ! g d e n o r i r u t p t t n e y g l dve not on d from bout a l e a r t a o s e w i r c e design us to und th o s r e a g ce n l e hall le al fferen p i o d e p g ! i that c b n lp he m oo hat he have a t t s n s t o m c e e g roj din syst lest p to lan l a s m u s b e U! school ven th e s s is YO e t m your r i a t t g s e n s i t e s i h e In t e by u v e w her c o a r l p p m e am t i and th f a te help i

art o u to p o y s a s d s ol nee esign skill o h c s Your and d n o i t a imagin

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...

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‘MY CONTENTION IS THAT CREATIVITY NOW IS AS IMPORTANT IN EDUCATION AS LITERACY, AND WE SHOULD TREAT IT WITH THE SAME STATUS. NOW, I DON’T MEAN TO SAY THAT BEING WRONG IS THE SAME THING AS BEING CREATIVE. WHAT WE DO KNOW IS, IF YOU’RE NOT PREPARED TO BE WRONG, YOU’LL NEVER COME UP WITH ANYTHING ORIGINAL. IF YOU’RE NOT PREPARED TO BE WRONG. AND BY THE TIME THEY GET TO BE ADULTS, MOST KIDS HAVE LOST THAT CAPACITY. THEY HAVE BECOME FRIGHTENED OF BEING WRONG.’ KEN ROBINSON | CREATIVITY EXPERT 2010 | TEDTALKS

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‘That is the absolute wrong thing to ask, to tell kids to never be wrong. To ask them to always have the right answer doesn’t allow them to learn.’

Diana Laufenberg 2009

‘Pressure to conform does not promote creativity.’ Richard Scott, Head of Design, Richard Lander School. 07/01/2011.

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‘Creativity? The capacity to apply knowledge and skills, in new ways, to achieve valued goals.’ What Learning Needs: The challenge for a creative nation. Design Council 2008

‘The institutions surrounding the state have failed to adapt to the social, environmental, cultural and technical changes of the last thirty years. We need to develop an education system that is tailored to individual learning needs.’ Tim Brown, CEO IDEO 2010

current debate 5/30/2011 10:51:01 AM

project partners MAT ARNEY | TH ROUGHOUT

7L2 & 7R4 | THE

WEEK

THESE

STUDENTS

PILOTING STAGE MYSELF AND MAT

PROGRAMME

RAN THE DESIGN TO BE DIFFERENT

IMPORTANT

PROGRAMME

ACTIVITY

DE SIGN EVERY

WITH

HIS

TECHNOLOGY WEEK

MAT

HAS

YEAR

CLASSES. TESTED

AND IT

POSSIBLY

WAY,

THROUGH

THE

MOST

COMPLETING

EACH

THEIR

OFFERING

TESTED

WAYS

DESIGN OF

FEEDBACK

TEAMS

IMPROVING POSTCARDS.

TH E LEARNING RESOURCES THAT

TESTING THE PROGRAMME IN LESSON

I HAVE DESIGNED AND OFFERED

TIME,

FEEDBACK AND ADVICE ON HOW

INFORMED NOT ONLY THIS DESIGN BUT

IT COULD BE DESIGNED BETTER.

MY DESIGN PROCESS AS A WHOLE.

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WITH

THESE

CHILDREN

HAS

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| RICHARD LANDER SCHOOL, TRURO, CORNWALL, UK. THIS PROJECT HAS BEEN CO - DEVELOPED WITH THE TEACHERS AND STUDENTS OF RICHARD LANDER SCHOOL RICHARD LANDER SPECIALISE IN TECHNOLOGY AND SCIENCE AND HAVE AN INSPIRATIONAL DESIGN DEPARTMENT THAT EMBRACES INNOVATION AND ENCOURAGES ITS STUDENTS TO AIM HIGH.

| RICHARD SCOTT RICH IS HEAD OF DESIGN AND WAS MY FIRST POINT OF CONTACT AT THE SCHOOL. THROUGHOUT DESIGN STAGES OF THE PROJECT HE HELPED ME TO UNDERSTAND THE CURRENT STATE OF DESIGN TECHNOLOGY EDUCATION WITHIN THE NATIONAL CURRICULUM AND ESSENTIALLY MENTORED ME THROUG H EACH PROTOTYPE. RICHARD ALSO ACTS AS AN ADVANCED SKILLS TEACHER. WITHIN THAT ROLE HE GIVES ADVICE AND SUPPORT TO DESIGN TEACHERS ACROSS THE WHOLE COUNTY. HE ALSO ESTABLISHED DESIGN. ED IN CORNWALL, AN ANNUAL SHOWCASE OF GCSE DESIGN WORK FROM ACROSS THE COUNTY THAT IS HELD AT UNIVERSITY COLLEGE FALMOUTH.

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project one | primary research secondary research concept development

design.

to be different.

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NEUTRAL

mi n des imal ign , m ing aki ng

th te e fa ac c hi ili ng tie le s w ti e t d re ow go n. od,

my fre edo m

WHERE: DOTT PECHA KUCHA 26TH NOV 2010 KEY | POSITIVE NEGATIVE

the m and ateria ls the topi were go cs w ere od vas t

WHO: PEOPLE IN THE DESIGN BUSINESS

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n I spe

tra dit ion all y tie d wit h wo odw ork an d me tal wo rk

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, good were ties down. i l i c a the f ng let it i eet teach om dt ise iteria r u cr ss pre king r ma ts

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s we re inv olv ed loc al bus ine sse fun -en gag ing an d

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WHAT WAS YOUR EXPERIENCE OF DESIGN AT SCHOOL?

none, apart from maki ng an ashtr ay! gn wh at de si al id ea of ha d no re wa s

ig e des in th e m i t

rh a

STUDYING IN A CREATIVE INSTITUTION IT NATURALLY SEEMED TO BE ONE OF THE BEST PLACES TO RESEARCH PEOPLE’S EXPERIENCES OF DESIGN AT SCHOOL. I INTERVIEWED 50 STUDENTS AND FOUND THAT THEIR ANSWERS WERE SIMILAR TO THE DESIGN PROFESSIONALS THAT I SPOKE TO AT THE DOTT EVENT.

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de se

ock

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iet

primary research

ai n gn tea c m et her ho s do in d lo gi iff es ere n

ign

INTERDISCIPLINARY PROJECTS

BUILDING & MAKING

des

KEY | DESIGN THINKING / TEACHING

ice

WHERE: DOTT PECHA KUCHA 26TH NOV 2010

serv

de sig n pr oce ss

WHO: PEOPLE IN THE DESIGN BUSINESS

% 7 4

re al ta rg et s

nat e ma ke peo ple pas sio in aga ign des ut abo

HOW CAN WE BRING DESIGN BACK TO SCHOOL?

ined

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th in ag gs ai w n! ith

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cti

craf

ld p c er ou as lo th sh ll ve o l a g vo ith in to in w nk in n i g th ted si a n de e ig por s n e or bi ts d c m c in co bje su

l oo g in gn si de rs! ca

r the o o P. E ! t ign en des , ev s! tie jects se es b u n i s

I was given the opportunity to ask 100 designers, design thinkers, educators and business people their opinion on the future of design education in schools at a Dott Pecha Kucha on November 24th, at Gylly Beach Cafe, Falmouth. Here are their answers to my two key questions.

ACADEMIC SUBJECTS, LACK OF FACILITIES AND UN CHALLENGING PROJECTS. POSITIVE EXPERIENCES CREATIVE,

INCLUDED

BEING

FREEDOM

DIFFERENT

OTHER

I met Joseph Smith here, from ThinkPublic - he has mentored my project since.

SUBJECTS AND JUST GETTING STUCK IN!

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primary research

I ASKED 434 PEOPLE VIA THE SOCIAL INNOVATION NETWORK, f a c e b ook ABOUT THEIR EXPERIENCES OF DESIGN EDUCATION AT SCHOOL...

‘...we weren’t taught or allowed to be creative from our own minds so much as we were being told what ‘creativity’ was in an a cade mic se n se.’ Ella, 19 ‘[ Teac h e r s ] n on e of th e m w e r e v e r y f o r w a r d t h in k in g - s o it w a s q u it e r e stricti n g . D. T. w a s a p r a c t i c a l s u b j e c t a n d d i d n ’ t a l l o w f o r m u c h c r e a t i v i t y I t hi nk I m a d e a s te a d y h a n d g a m e a n d a v e r y b a s ic b o x . ’ J e m , 18

‘ I believe tha t t h e t r u e m o r a l f o r d e s i g n i n s c h o o l s i s , i f y o u w a n t t o a c hi ev e so meth i n g , g e t of f y ou r a r s e a n d l e a r n it y o u r s e l f ! ’ To m , 2 1 ‘I thin k t h e m a j o r p r o b l e m s w i t h i t i s t h a t m o s t s c h o o l s p r o b a b l y t h i n k t h a t art and d e s i g n w a s s e c o n d a r y t o a c a d e m i c s u b j e c t s , a n d v i e w e d i t m o r e a s recreat i on r a th e r th a n l e a r n i n g . ’ Te s s a , 2 4 ‘ D esign was o n l y i n t r o d u c e d i n s e c o n d a r y s c h o o l , I d o n ’ t t h i n k w h en we were l e a r n i n g a b ou t i t th a t w e u n d e r s t o o d it s r e l e v a n c e . I t became mer e l y a r e l i e f f r o m m o r e a c a d e m i c s u b j e c t s a n d n o t r e spect ed as va l u a b l e s u b j e c t i ts e l f.’ R afi , 22

‘Fun, stimulating, open ended, well illustrated – I’d love your thoughts on how you could adapt your project to include a textiles make project!’ Gail Wieringa, Head of Textiles Truro High School.

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students say...

rs e h c a te ay... s 5/30/2011 10:51:21 AM

rs e h c a te ay... s

I HAVE WORKED ALONGSIDE RICHARD SCOTT, HEAD OF DESIGN AT RICHARD LANDER SCHOOL, TRURO, CORNWALL, THROUGHOUT THIS PROJECT. THE FOLLOWING INTERVIEW ON 07/01/2011 GAVE ME AN INSIGHT INTO CURRENT DESIGN TECHNOLOGY EDUCATION.

IN YOUR OPINION DO YOU THINK THAT DESIGN TECHNOLOGY IS AWA RDED AS MUCH IMPORTANCE AS OTHER CURRICULUM SUBJECTS?

Generally no, but it depends o n t h e d e s i g n t e c h n o l o g y d e p a r t m e n t a t e a c h different school. Richard L a n d e r S c h o o l b e i n g a t e c h n o l o g y c o l l e g e p u t s a lot of emphasis on the impo r t a n c e o f d e s i g n t e c h n o l o g y e d u c a t i o n . 9 5 % o f stu de n ts study design here. WHAT AREAS OF DESIGN ARE KEY STAGE 3 STUDENTS INTRODUCED TO?

Typically, the curriculum (A Q A ) p r o v i d e s a r o u n d 1 2 p r o j e c t b r i e f s w h i c h teacher s then offer to the stud e n t s , h o w e v e r s o m e t e a c h e r s o f f e r o n l y o n e b r i e f for the whole class to follow. IN YOUR OPINION, WHAT IS THE CURRENT STATE OF DESIGN TECHNOLOGY EDUCATION IN CORNWALL?

It very much depends on the a t t i t u d e o f t h e d e p a r t m e n t s t h e m s e l v e s , a nd t h e open mindedness of the teach e r s . I m m y s c h o o l w e a r e f a i r l y o p e n t o d i f f e r e n t types of projects, whereas I k n o w o f o n e s c h o o l t h a t o n l y a l l o w s t h e i r k e y stage 4 pupils to make coffee t a b l e s .

‘GENE R A L LY S P E A K I N G , S T U D E N T S W I L L TA K E R I S K S IF THE O P T I O N I S T H E R E , A N D I F T H E Y H AV E T H E S U P P ORT F R OM T E A C HI N G S TAF F. ’ Ric h a r d S c o t t , 0 7 / 11 / 2 0 11 . DO YOU THINK THAT TEACHERS ARE LESS WILLING TO TAKE RISKS WHEN IT COMES TO CREATIVE AND MORE OPEN ENDED PROJECTS?

The introduction of the league t a b l e s h a s h a d a n e g a t i v e e f f e c t a c r o s s d i f f e r e n t departments as a competitive m o t i v a t i o n h a s i n s o m e w a y s f o r c e d t e a c h e r s to ‘play it safe’. Some teach e r s a r e l o o k i n g b a c k t o t h e i r o w n e d u c a t i o n t o judge how they should teach n o w, w h i c h i n s o m e s c h o o l s m e a n s t h a t D T c a n be fairly backwards.

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the designs

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dtbd project report.indd 18

olut

prob

Fact c n g i Des sign Fa De

Introduces students to the concept of the ‘design process’ at a young age. Project planning, peer research and creative strategies are all introduced with the aim of educating the students about contemporary user-centred design methods.

bri

prob

lem

Information pack originally designed to be sent to schools and teachers associations to get a general response on how they could see the project being used.

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deve

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is a a tporosjheow w ptihlesm to o sbring ent r s otol ists shopu e f nttuden nthsallteonge ehepiurpislch hokoels dif e s r e e b n f g e f g n t d c scta aellien emirto n To To ibne ddeisi iigkne satnud h ake h g e a c t i s e s t n s d e D tiognts dse l atnto nture eigin m s g i e n a e e n n i s s i e k d a e s e d t i w v e od el l r Dd gns of a adrveeanltuwror rlhde itshey y rwtanotf ta a vdeersitghnei irmudneistiy o t e e a y thcom th p ofhe ofp o gwe unit in t thhee rcehaaln ngtes tthoe be e owpnaerrtshi ipnsoeveorf cooomlm h t b h f e a n s c o s h n e e r t ool nsoele s aboiu utintghestcud detnhtesretfoor reeaotwenea ocr ahesewh hole sch ud oag f t b e t s n a e r r a o t u e t g Enco he w crmeabu d mtsh t agliinty cnosuirbi ilitayndanai ismisgntotea am but t n E o p s a e m b re onstihe emy atnhde de design t rewseprs l empo owenrost tohn nly the n p i m h ot o wiet in n with

*an intro to your

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prototypes one and two

HAVING MADE CONTACT WITH RICHARD SCOTT,

PRODUCED

INFORMATION

PACK THAT BRIEFLY EXPLAINED WHAT MY PROJECT WANTED TO OFFER THE CURRENT EDUCATION

SYSTEM.

OUR

MEETING

RICHARD WAS VERY ENCOURAGING ABOUT THE GRAPHICS AND LANGUAGE OF THE

ign.

PROJECT, SAYING THAT STUDENTS WOULD BE ENGAGED BY IT AND SAID THAT THERE

t. be differen

WAS A CALLING FOR PROJECTS LIKE MINE IN THE NATIONAL CURRICULUM.

sc h

pr oj

ec t

irit n esig g brin ools ake tiognts s siygn udneit ty uni comm ol scho

AFTER

THE

PRIMARY

MEETING

WITH

RICHARD, I MADE SOME CHANGES TO MY DESIGN: INCLUDING MARKET RESEARCH TO THE

PROJECT

le ad

ADAPTING IT TO FIT WITHIN A HALF to

TERM (6/7 WEEKS) OR FULL TERM (10/12

WEEKS)

si g

n o i t c u d o r nt e! r u t n e v d a r u ns

DESIGNING RESOURCES THAT WOULD MAKE

THE

PROJECT

EASIER

DELIVER AND THEREFORE GIVE THE TEACHER MORE TIME TO WORK WITH THE STUDENTS. I

PRESENTED

SECOND

PROTOTYPE

TO MAT ARNEY AT RICHARD LANDER IN FEBRUARY, AND TOGETHER WE DECIDED THAT A DESIGN WORKBOOK WOULD BE AN EFFECTIVE WAY OF KEEPING STUDENT’S WORK TOGETHER BUT ALSO IMPORTANT FOR

DOCUMENTING

THEIR

DESIGN

PROCESS, TO EVALUATE AT THE END OF THE PROJECT.

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prototypes three and four AFTER MY PRIMARY

MEETING WITH MAT ARNEY I MODIFIED THE DESIGN TO

MEET ALL OF THE ASSESSMENT CRITERIA SET BY THE NATIONAL CURRICULUM AT KEY STAGE THREE.

firs

rch esea ding r d n han d fi

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si gn

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design to be different

h e b in t s th er i urselves s u e t yo n th ofte ps to pu ite l u e q h ? y o it g it reall ect? did oj and how e pr h n t o i t t c u e l f o s ef lts resu

ACTIVITY SHEETS for each lesson, dividing up the project into short but challenging tasks.

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TASK CARDS that lead students through the project in short activities. The waterproof cards are big enough for the group to gather around.

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dessiign . d .

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rief

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o low t ce be YOUR a p s the EM TO ! use PRESENT TH t i m i the l deas AND i y is esign ree d

yyyyeeeeaaaarrrr 77 77 d ddeeesssiiiigggnn f y y yooouuurrr gssnnc fffoooorrrr ssccchhhohooooooll! oll!!!

our find them all em allout

a nnn m an m aa m m e eee: :: :

ve that to what

gr gr ou ggr ou or ou pu ppp : :: :

DESIGN HAT STICKERS give the students a chance at trying out different roles within a design team each week.

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DESIGN WORKBOOK combines the task cards and activity sheets together in one place, the workbook makes it easier to track the student’s progress and creates a base for the design teams to work from.

5/30/2011 10:51:22 AM

#4 prsentation slides

THESE SLIDES WERE DESIGNED AFTER I SPENT SOME TIME OBSERVING IN THE DESIGN DEPARTMENT, A LOT OF THE LESSONS USED INTERACTIVE WHITE BOARDS TO ENGAGE THE CHILDREN AND INTRODUCE ACTIVITIES.

In this lesson we are learning to..

lesson ONE

ur tify yo #1 iden in a design th role w i team ain the #2 expl of s benefit s nt role e differ m a a te w ithin

learning objectives...

different design hats!

project leaders

* books

market research

In this lesson we are learning to..

* internet * magazines

due tuesday 26th april

lesson four

#1 To design ideas that meet your Specification #2 to w ork as a group and listen to eachothers ideas

product and service design

research and strategies

graphics and communication

homew ork to produce a collage of images and ideas that relate to your design issue

What does each person in the design team do?

In this lesson we are learning to..

manufacture

lesson th r e e

#1 To locate information from research to include in a specification #2 To write specfication points and explain them

#3 to determine w hat is essential and w hat is desired learning objectives...

1 minute 10 design idea presentations!

learning objectives...

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EACH LESSON ON THE DESIGN TO BE DIFFERENT PROGRAMME IS STARTED BY OUTLINING THE LEARNING OBJECTIVES (COMPULSORY TO THE NATIONAL CURRICULUM). EACH SLIDE IS DEDICATED TO A TASK, TO EXPLAIN THEIR DESIGN CHALLENGES AND AS THE PROJECT INVOLVED SOME HOMEWORKS, THE SLIDES ENABLED THE STUDENTS TO COPY IT DOWN, THROUGHOUT THE LESSON.

lesson tw o

e ribe th er #1 desc a us f needs o group

Sch

ool

ocate #2 to l on from ti informa to include h researc cification pe s in a

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w ho are your user group?

the

ple

peo

fill in the four most relevant specification points to your project in your workbook!

n tio ? ica his cif e t spe t #2 iev n ach poi ou y can how en t

tion

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C r e a ti ve s ra teg ies

solu

bri

pro

n tio ? ica his cif e t spe t #3 iev n ach poi you can w ho

di ff

n tio ? ica his cif e t spe t #4 iev n ach poi ou y can how n tio ? ica his cif e t spe t #5 iev n ach poi you can w ho

HOMEWORK

i d ea de ve lo p m e n t

PEER r es e a r c h

ran

nt.

orta

w hat design stage are w e at?

use

e -

yon

ever

imp

from the materials?

for

w hat are their needs?

will restrict the design?

nee

meet ? you did target your

e is

how long will what safety how can you your design make the model features should materials last? in a short be included? constraints is it eco amount friendly? what properties of what factors are required time?

ing

sib

on ery

ff er en t di ff er en

si gn

safety

sustainablility

manufacturing

ign

des

ign ? des i his cif e t spe t #1 iev a wide n ach poi Ask you n a c how

ff er

what does the product have to do?

cif spe cation

to ds

s int

es acc

dif fer ent

user

what style who is the should be location ergonomics product aimed applied to at? the how could how can the product? product be made the product be designed to suit easy for people its environment? to use?

function

ti ica

de si

specification shapes

de si

learning objectives...

aesthetics

user s! group

are learning to..

ign

In this lesson we

des

bring some materials for next weeks MODEL MAKING!! !

due TUESDAY 17th

5/30/2011 10:51:23 AM

Curriculum Comparison

1.1 DESIGNING AND

1.2 CULTURAL

1.3 CREATIVITY

MAKING.

UNDERSTANDING.

MAKING LINKS

UNDERSTANDING

CONSIDERING

BETWEEN GOOD

THE IMPACTS THAT

HOW PRODUCTS

DESIGN AND MAKING

DESIGN HAS IN THE

ARE AFFECTED BY

PROCESSES TO

WORLD.

CULTURE, MATERIALS

MAKE INNOVATIVE

EXPLORING EXISTING

AND HUMAN NEED.

DESIGNS.

PRODUCTS AND

UNDERSTANDING

EXPERIMENTING

CONSIDERING HOW

THE IMPORTANCE OF

WITH INNOVATIVE

THEY ARE MADE.

ETHICAL AND SOCIAL

IDEAS.

DESIGN.

Does my project match up to curriculum requirements?

If Yes, How?

Inclusive and user centred design is at the centre of this project. Students are introduced to user centred design.

This forms the Challenges focus of the project, students to be understanding what innovative and their community interpret the needs (school) and tasks in creative designing a solution ways, exploring that satisfies new methods and everyone. taking risks.

There is an If Not, How can opportunity to it be modified to introduce an aspect include curriculum of market research requirements? that could also involve industry visits.

In what ways is my prototype different to the National Curriculum?

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͙ Introduces students to contemporary design methods, ͙ Highlights the importance of user- centred design. ͙ User groups: places importance on equality and social innovation.

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1.4 CRITICAL

2 KEY PROCESSES:

3 RANGE &

4 CURRICULUM

EVALUATION:

COMMUNICATING

CONTENT:

OPPORTUNITIES:

UNDERSTANDING

IN A RANGE OF

CHOOSING

USING ICT WHERE

WHAT GOOD DESIGN

WAYS, DEVELOP

APPROPRIATE TOOLS

APPROPRIATE.

IS AND MAKING

INDEPENDENT

AND MATERIALS,

UNDERSTANDING

INFORMED DESIGN

PROPOSALS,

WORKING WITH

HOW THEY HAVE

CHOICES.

CHOOSING

PRECISION.

PROGRESSED AND

APPROPRIATE TOOLS

CONSIDERING THE

WHERE THEY CAN

AND STRATEGIES.

IMPACT OF THEIR

IMPROVE.

REFLECT THEIR

DESIGNS ON PEOPLE

WORK CRITICALLY.

AND THE PLANET.

Peer evaluation is encouraged throughout the project, students are asked to devise ways in which they can gain feedback and act upon it.

Most of the key processes are incorperated into the project, as the students are working on a live project they are encouraged to be independent and experimental.

Encourages The project itself students to practice gives students professional the opportunity to standards and plan ‘think outside the their projects as if box’ it is also a real they were going to life challenge that be realised. will change their impression of where design can lead to. Sustainability is an issue that should be integral in the project, perhaps a dedicated task could be given to it?

͙ Team work - Different Design Hats give students a chance to try out different design roles within a team, ͙ Real life projects, solving issues that they highlighted themselves.

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͙ Presentations: Get students used to talking about their work, ͙ Peer research: Encouraging innovative methods for researching issues within their school.

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5/30/2011 10:51:25 AM

project two | prototyping user testing further developments

design.

to be different.

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week one |

design.

to be different.

introduction

This wall chart was put up in the design classroom to define a space for the project and to intrigue the students before the project started.

This weeks lesson included:

͙ The students were interested in the project and workbooks,

͙ When asked their opinion on Starting workbooks, establishing how their school could be design roles, different design hat improved almost all of the stickers, and discussing school students contributed to the design issues: discussion and everyone had an active opinion, dtbd project report.indd 28

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Teacher’s observations

͙ the team logo exercise really stimulated the student’s creativity and immediately created a connection between groups.

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͙ students were interested and excited, ͙ some team working issues, ͙ some confusion between design issues and solutions. ͙ workbooks were very well received.

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week two |

design.

to be different.

design issues

This week included: Describing the needs of a user group, understanding different research methods, peer research homework, producing a wordle Graphic from design issues.

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In their second lesson the students all remembered the project and were keen to know what they were going to be doing. It was at this point where the interactive power point presentations that I had designed became a visual way for setting the lesson’s routine.

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Teacher’s observations

͙ everyone contributed to the discussions, ͙ team dynamics grew stronger, ͙ some creative ideas started flowing - perhaps too sensational!

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5/30/2011 10:51:34 AM

week three |

design.

to be different.

This week included: Understanding the defintion and need of a specification, writing a specification for group’s design issue, explaining how they are going to achieve each of these points.

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specifications

By the third lesson the students were used to the lesson’s routine and remembered their projects easily, specifications were difficult to understand by some but a demonstration in the whiteboard presentation helped them.

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As this lesson was more theory based, it would have benefitted from being broken into shorter activities as some people within the class became distracted.

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Teacher’s observations

͙ Specification shapes were harder to link to ‘system based issues’ ͙ Some groups wrote specifications to fit their idea - rather than vice-versa.

5/30/2011 10:51:37 AM

week four |

design.

to be different.

concept development & presentation

This week included: The idea for this lesson was to get as many ideas out into the open as possible, so we timed the students to some up with as many ideas as possible in 20 minutes. Between them they designed 73 different products and services.

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This was an effective exercise for demonstrating how many creative ideas they had when there were no limits set. The groups them evaluated all of their designs and wrote down the three factors that connected them, such as ‘being easy to use’, or ‘made from recycled materials.’ 5/30/2011 10:51:39 AM

What really stood out in this lesson was the range of ideas that the students Teacher’s observations had, roughly half of the groups had designed not just products but systems ͙ The boy’s ideas were far and services that supported their fetched but very creative, designs. ͙ Some concepts were well Some of these included, designing thought out, and the market alternative signage for the buses and research homework was designing a fun way to clear rubbish really creative. away at lunchtime.

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5/30/2011 10:51:45 AM

week five |

design.

to be different.

modelling

This week included: The students took 10 minutes at the beginning of the lesson to plan how they were going to make their models, making sure everyone in the group had a job.

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Each team worked well together and most students had brought in materials, that they considered useful. One of the groups of girls had spent time at eachother’s houses making components for their model (the Marshipee - a lunchtime teepee).

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The design workbook wasn’t used Teacher’s observations much throughout this lesson, as it was very much practical. Myself and Mat agreed that the project needed ͙ Students brought in their own materials and had considered to be modified to allow more time their properties, for modelling, so the students could produce finished models to present ͙ Some of the students had made part of their models at to the school. home in preparation

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week six |

design.

to be different.

dragon’s den presentations

This week included: The groups had half a lesson to finish their models. Some of the groups divided up the tasks, with some students preparing the presentations and designing posters to promote their designs. dtbd project report.indd 38

Each person within the group was asked to take an active role within the presentations and almost all of the students rose to the challenge. The presentations themselves were well thought out, and the groups spoke about their designs with confidence.

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Watching the presentations was Teacher’s observations entertaining and the students watching offered constructive criticism and advice on how other’s designs could be ͙ Design teams took the make better. Asking the groups what presentations seriously and planned it well, happens next saw a few deciding they are going to present their ideas to the ͙ they had fun and felt confident with talking about school council. their final design. dtbd project report.indd 39

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week six |

dtbd project report.indd 40

design.

to be different.

dragon’s den presentations

5/30/2011 10:51:59 AM

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5/30/2011 10:52:01 AM

week six |

dtbd project report.indd 42

design.

to be different.

models

5/30/2011 10:52:15 AM

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refined prototype

u o r g r e us

s a e id ory t c fa

r a use s i t w ha ? group

#2 ose t th ! e g on to time ng caps i k that thin art p e t s th come great a her e r e l h l g a o et re et t rch and g ! you g gnin r resea art desi st ou of y ns and as! o all e i e id nk rvat obse ing som hi to t ch sket things e thre it? t u THIS REFINED DESIGN use abo e n ur yo e yo ? ever k a n m a c FOR THE STUDENT’S ter elp it h hool bet le? l l i c w s nab WORKBOOK IS A RESULT stai u s t is i OF EACH LESSON IT

HAS BEEN TESTED IN. THROUGHOUT THE PROJECT MAT ARNEY HAS GIVEN ME FEEDBACK ON HOW THE STUDENTS HAVE INTERACTED WITH THE WORKBOOK AND OTHER RESOURCES. I HAVE DESIGNED ALL THE NEW AND IMPROVED ACTIVITIES INTO A NEW VERSION OF THE DESIGN WORKBOOK. dtbd project report.indd 44

r s you w h0 i roup? g user #1 #2 #3

yo how can

#3 #1

#2 #3

IDEAS FACTORY: Throughout the projects myself and the teacher have reiterated the importance of creativity within design. To demonstrate this I designed this activity sheet that challenges groups to generate as many creative and innovative ideas within a short amount of time.

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groups

one mi nute p resent ation! task #1 0

task # 3

prepar e your s a one minute uper d presen esign class i dea to tation of for ea sh c one th ing yo h of the gro ow to the u up one th ing th like about t s think of at cou ld imp heir idea an rove! d s? t

ou ow can y

eeldan i roup s n p g r e s u your here! research

USER GROUPS: User-centred design was a new concept the the Year 7s, so I designed this activity sheet that activates a class discussion about who their user group are and how their needs have to be represented in their research and concepts.

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ONE MINUTE PRESENTATIONS encourage students to think about their projects in an analytical way. Each person in the design team is asked to make an active contribution to the presentation and to plan how they will market their design.

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refined prototype continued ing

learn

ives t c e j b o

to.. aim

ld am hou s n te a g i u s de yo hin ect in a s w it j h t o i e w pr rol role ts of his r t u i o In enef fy y #1

LEARNING OBJECTIVES: These objectives were a key part of modifying the project - as they are a compulsory component of the National Curriculum. I developed these objectives with the help of Mat Arney and another Design Technology teacher who is an Advanced Skills Teacher for Richard Lander.

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ti iden ain expl gn desi

the team

roup oup user g r g ser f a ur u eeds o o rch y a esea e n y r t h f t i m t o m ee Iden scribe n fr ation ideas o i e t #2 rma ific to d ign info a spec ow des e t in oca be h To l nclude descri p i n on #3 to grou ation a plai ficati x s e i a f c To speci eas speci d i e e ques th your to th chni ed to e e t t s a ing idea need valu dell pment To e m pare o m o ble #4 equi To c uita s and s t key tool elec ent s e r To s entify ision c d to p a #5 To i eve pre ays de w le final i esigns b a achi t sui our es d lect on of y r peopl e s i To othe rmat #6 info aluate v To e

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task # 11 all

hand

lli

s to the deck call now s th you e ca one i t h ptai a of t s v e t i n! a h m e be to s st w e to bri great id tart a n e how you m odellin ys to ge g it to a are t yo lif g o gath going to r sketch ur idea e! erin i out ng vis g ma teri ualise y out grap there i one s als thin hics our g is ! i be i dea and plan impo nven rta sure tive start ever nt thoug ! yone h an d th has a a jo b to t is to plan w hat you make do! are going to

make and br ing in material s for your modell ing!

MODELLING: Myself and Mat agreed that in future project more timed should be dedicated to modelling. This is partly because of the big ideas that the students had, they were so enthusiastic about realising their ideas that they wanted their models to be a lot more complex.

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online resources

IT IS IMPORTANT FOR EDUCATION TO EVOLVE WITH ADVANCES IN TECHNOLOGY AND CHANGES IN OUR SOCIETY. THE INTERNET IS AN INCREDIBLE RESOURCE THAT HAS LIMITLESS POTENTIAL FOR COLLABORATION AND SOCIAL INNOVATION. DEVELOPING INTO AN ONLINE RESOURCE WOULD MAKE DESIGN TO BE DIFFERENT IS ACCESSIBLE TO EVERYONE AND WILL GROW WITH EACH SCHOOL THAT TAKES PART.

w w w. d

esig

i ff e r e ntobed

nt.sch

.uk

. design . erent f f i d to be

ll o v er

LIFE REAL S TO E ECT PROJ DVENTUR S A DENT IRE INSP IGN STU O BRING T ES IN D G THEM E THEY N G I HAN IR LENG CHAL UT THE C IN THE E O E S AB DER T TO AND WI N A W LS Y SCHOO MMUNIT CO

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a homep name user ord passw

! llooggiinn ! nneeww ??

The homepage is a simple space that introduces visitors to the project and aims to be help them navigate through simple ROLLOVERS. The hompage also features a Login area where teachers can access their accounts and download all the resources they need to get started.

roll o v er crea te an acco unt and down l info oad an rmat pack ion

here

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online resources

The website is designed to be interactive, encouraging teachers to document their projects through uploading videos and photographs. This method aims to start a community developing on the website - getting teacher’s communicating through the website. The more the site is used, the projects will develop as teachers will interpret parts of the project in different and new ways.

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m na m eee: :: : na m me na na

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DOWNLOAD WORKBOOK

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e chiv r a ect proj LVED O V N I GET SPACE S HER TEAC

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5/30/2011 10:52:42 AM

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RESOURCES: Most of the resources designed would be avaliable through the Design to be Different website. Teachers would need to create a profile on the website and can access the workbook template via an ADOBE ACROBAT PDF reader. After paying for the license of the product, through a PAYPAL widget, they can download and print the workbook and activity sheets.

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rs e h c tea ay... s

‘I think this is a really brave and fascinating project and I look forward to following it’ Joseph Smith, ThinkPublic

‘Thank you very much for passing on your project for us to use in school. It is a very high quality resource and clearly beneficial to support coverage of the 2008 KS3 curriculum. We intend embedding your project into our Year 7 Scheme of Work to allow the students to work on a ‘blue sky thinking’ and modelling project that will hopefully encourage creativity, innovation and visual communication skills.’ Richard Scott - Head of Design. Richard Lander School.

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5/30/2011 10:52:49 AM

‘It has been a really interesting project to run with my year 7 classes!

The students were not used to working in teams before this project and they were really enthusiastic about being asked their opinions, gaining analytical and communicative skills. The graphics and language of the resources is perfect for this age group - especially the workbook and whiteboard slides. Megan engaged the children each week and it was great to have a design student in the lessons to enlighten their idea of university. The project felt rushed at times, but I think that was purely because it’s hard to stop creative ideas once they stop flowing! Doing the presentations really gave the students a sense of achievement and some of the groups are going to present their ideas to the school council. I would like to see the project refined but look forward to running it again! Mat Arney, Richard Lander School.

Thanks for sharing - it is lovely to have your input on DT which stimulated my own blue sky thinking while buried under year 9 reports - so I got to wear a different hat! Gail Wieringa, Head of Textiles - Truro High School

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5/30/2011 10:52:49 AM

ject o r p ew n r e e h h t t o e k t to ‘I li n e r e f dif to t s t e i g e u s o y e s becau u a c elp e h B . o t s t t an w projec u o ty a h w .’ l o o h design c the s

students say...

We’r e goi to ta ng k e o for a ur d esign n ew e the s a ting choo area l cou beca to ncil use w m stud e think t eeting ents he ot will her l i ke it fun e t ! i u q s ’ t n I Reb ‘ esig d ecca a n i g o n , 12 t i t e g work u o ause y c e ther b a r m e a l e t peop fun r t s e u ’ t h b t I , ‘ o n ow r u kes talk to o a y m u n t o o i y nd o it use a d a c n e a out b b h t a d r k a n d thi an of h r u d e o n y h i t k e ore’. its tog m k r s o g ow thin ’ . s a e have t id share 11 11 Tori, Jess,

12 , s s o M

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5/30/2011 10:52:49 AM

I interviewed the students on their opinion of the project, for a short film I made...

‘It’s fun ign s e d a n i g n i work to t e g u o y e s u team beca h], g u a l & [ r e h work toget but t u o l l a f e w sometimes t by u o t i k r o d w i y ll ‘We d sign we usua n. o s s e l e h e t f o d f e end h o t s m d e loa f th , 11 o a m e m E m so ’ ! , y s z a a e cr id y l l a e are r ‘We g 1 1 , ot to reall Tom thin y im k of agin like ative ways thin fun! to m gs, reall We desig ake recy cling yam ned a bin onst it an er - y that d pu o is u pu ll its t can arm s in s tog crus ether h the to m!’ Cait lyn, 11

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5/30/2011 10:52:50 AM

This project is a product of all the people who helped to shape it, who have tried and tested it and approached it with an open mind. The Design teachers at Richard Lander School, Richard Scott and Mat Arney who supported the project from the outset and gave professional insight along the way The students themselves who put the project through its paces and whose creativity and innovations has impacted not only the final design, but also my personal design methodology.

thankyou!

* PROJECT BY MEGAN LOBB W W W. M E G A N L O B B . C O . U K MEGANLOBB@HOTMAIL.CO.UK +44 (0) 7800870046

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design.

to be different.

5/30/2011 10:52:51 AM