That the design teams evaluate their final solutions based on their Form, Impact and Context and whether they truly are Design to Improve Life, i.e. how and to what degree their designs improve their users’ lives.


Based on their design process and final solution, each design team discusses, describes and evaluates how the challenge and their solution are related to INDEX: Design to Improve Live®’s evaluation parameters, Form, Impact and Context:

Form: Description of the solution, based on shape, form, expression, materials and usability of the design. The description should include reasons for concept, shape, choice of materials and why this solution is better than other similar solutions. 

Impact: Description of why a design team’s solution improves people’s lives. At this stage, the teams use the results of their Impact diagrams from Sum Up, where each team evaluated the challenge’s negative implications on people’s lives. Here, they also listed goals for how their designs should reduce the negative influence of the challenge and thus create a positive effect on people’s lives.

Context: Description of the challenge and target group. Why did the team pick this specific challenge and design process? At this point, the students use the results from Sum Up and the Context diagrams, where they evaluated which context their design belong in. The results of Persona and Heart Diagram and Form the Challenge should be used to describe significant relationships in regards to the context.

The descriptions should be short and precise, and should be handed in to the teacher as to prepare him/her for what is to come in the presentation. 


  • Each design team uncovers the relevant results from the Impact diagram, Personas, etc., and discusses how they can evaluate whether their design lives up to the Form, Impact and Context parameters and Design to Improve Life. Key words are written down in the process.
  • Each team creates a disposition for how they will assemble the description and divides the writing among its members.
  • One student from each team collects what has been written, assembles the texts and hands the final presentation in to the teacher.

Execution time
2 lessons.

Outcome from Design Overview and a computer.

The students work in their design teams at their stations.