DESIGN OVERVIEW 

DESIGN OVERVIEW

Objective

To ensure that the students learn to focus on and choose the relevant results from the entire design process (the four phases), in order for their designs to be meaningful solutions to the challenge and actually improve their users’ lives.

Approach

The design teams place all their materials, models, sketches etc. from the entire design process on their work tables and the surrounding walls to create an overview of their design processes. The students then write their individual reflections on which parts of the design process they believe are the most important to include in the presentation of their work process and final solution on post-its. Taking turns, the students present their thoughts and place their post-its on the related material. The design teams then discuss each other’s reflections and collectively choose the main points to include in the final presentation. The presentation format can either be pre-selected by the teacher or the individual design team can choose their format, granted that it is approved by the teacher.

An example of a generic presentation format could be five posters:

  1. The process – how did they work and what did they learn?
  2. The challenge – what is the problem and its context?
  3. The target group(s) – who is affected by the challenge?
  4. The solution – the final design and its developing stages.
  5. Flaws – what would we have worked on further if we had more time?

The design teams should also present physical models of their final designs.

The students use their logbooks as help to find the main points and events of the design process.

Plan
Output material from all four phases is displayed on the table. ·· Individual reflection on the output of the process. Important elements are written on post-its. Logbooks are used as helping tools. ·· Presentation of post-its within the individual design teams. ·· Discussion of the main elements/events of the process and collective development of final presentation. ·· Script of the presentation.

Execution time
At least one school day. The execution time depends on how much emphasis the teacher puts on the actual completion of the design process and the students’ presentations of their process and final solutions. The described approach is rather time-consuming and requires a minimum of a full school day, but could benefit from the students working on it outside of school too.

Props
Output from all four phases, logbooks, posters, building materials etc.

Setup
The students work in their design teams at their stations.