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Design Thinking Prototyping

This document outlines an IDEO design thinking process for students to design spaces that better suit the needs of Calgary's homeless population. Students will conduct interviews at a drop-in center to empathize with stakeholders' experiences. During ideation, they will brainstorm design ideas both individually and in groups. To prototype their ideas, students will use materials from a pop-up makerspace. Finally, they will test their prototypes at the drop-in center by getting feedback from interview subjects.

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83 views

Design Thinking Prototyping

This document outlines an IDEO design thinking process for students to design spaces that better suit the needs of Calgary's homeless population. Students will conduct interviews at a drop-in center to empathize with stakeholders' experiences. During ideation, they will brainstorm design ideas both individually and in groups. To prototype their ideas, students will use materials from a pop-up makerspace. Finally, they will test their prototypes at the drop-in center by getting feedback from interview subjects.

Uploaded by

api-392910821
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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IDEO Process Prototype Lesson

PROBLEM

There are homeless shelters in Calgary, however some homeless people either choose to
sleep outside or can’t stay at a shelter for a variety of reasons. You are going to be finding out
about why this happens, and designing spaces that would better suit the needs of Calgary’s
homeless population.

STAGE SEQUENCE ASSESSMENT

Empathy ● As a class, generate ● Students will record their


Building questions to ask different interviews on ipads.
stakeholders at the Drop-In ● In a graphic organizer, they will
centre write down the key points under
○ Clients, managers, each question.
employees, volunteers ● Teacher will observe and prompt
○ Eg. with questioning during class
■ Why do some discussion.
people stay
outside instead
of at the
shelter?
■ What do you
worry about
when you are
finding a place
to stay?
■ If you could
make changes
to the shelter,
what would
they be?
■ How much
space do you
need for your
things?
■ How much
space do you
need to sleep?
■ What kind of
space do you
like to sleep in?
(quiet? Dark?
Private? soft?)
● At the DI, students will
conduct interviews with
different stakeholders in
groups of 3-4
● In class, groups will share
answers to questions, which
will be discussed and charted.

Ideation ● At this stage, there are NO ● Individual ideation will be in


WRONG ANSWERS! Think visual journals.
big! ● Teacher will take pictures of
● Consider interviews, and chart paper.
space considerations of the DI ● Throughout process, teacher will
○ Be creative here! Can question individuals and groups
your space be moved? to extend and deepen thinking.
Stacked? ● During group discussion,
● Students will first come up teacher will observe and prompt
with ideas (drawn or written in with questioning.
their visual journals) on their
own.
● They will then discuss their
ideas in pairs, and combine
and refine them on chart
paper
● Pairs will share their main
ideas with the group, and
answer questions

Prototyping ● The teacher will provide ● Teacher will observe and take
access to a pop-up pictures of the prototyping
makerspace to try building process.
their most promising idea ● Teacher will provide
○ Low tech - found encouragement to question and
objects from the revise prototype.
community, cardboard, ● Students will put a picture of
wood, art supplies, their prototype in their visual
glue, tape, etc... journal with their length
● Students must give the length measurements, perimeter, and
measurements and perimeter number that will fit in the DI.
of their creation, and the
number that would fit in the DI
space (the perimeter, and
individual lengths of this
space will be provided).

Testing ● Prototypes will be brought to ● Students will record feedback


the DI, and the original from testers on ipads.
interview subjects will ● Students will write or record a
examine and test them. reflection answering:
● They will answer any ○ What worked well about
questions the stakeholders my project?
have ○ What would I do
● The stakeholders will provide differently next time, and
feedback about what they why?
liked and what could still be
better.
● At school, students will write
or record reflections about
what was successful and what
they would do differently going
forward.

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