Figure 8. Presentation of online resources during our creativity workshop in Noh-Bec. Other ways we fostered dialogue were with a demonstration of Google’s Sketch-Up where Abby Chryst shared how they could mock up three-‐dimensional product designs and alter them with ease. Later that night she drew up one product using Sketch-‐Up so they could work on it the next day. Morgan Slavens developed a presentation to take people through a general design process based on a recent packaging project she completed. As she explained her process—showing her research from the library and Internet, myriad sketches, and several iterations and explained what was happening in each before she arrived at the /inal product—we noted how their interest was piqued. Articulating the iterative process, as a visual and verbal narrative, allowed the woodworkers to connect with the process and the work. The process revealed the importance of research and iteration to arrive at a /inal solution. In summary, we found we had the most animated responses from what was dynamic rather than static, including very positive responses from design process activities. For the design students, who had grown up with the Internet and regularly browsed the web for resources, connecting with our woodworker-‐partners was enlightening and motivated the students to continue developing their ideas for sharing the design process. One result of this activity was to develop an online community where the woodworkers could post work in progress, obtain feedback (from the students and others close to their target market).
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