Final Reflection for Assignment Task 1 Part A
As the design challenge comes to a close I have began to reflect on the design process and look at the process through a different lens to develop deeper thinking and understanding (Ayoubi, 2013). This process has been a time consuming task that has definitely pushed me to my limits and at times has been very frustrating. However, I can see the benefit for using this process in the classroom as it is very engaging and student led.
I began with the investigation which assisted me in developing ideas for my design and deciding on a topic using a needs analysis. I think this process would be successful in the classroom to allow students to think of the design from a 'real-life' perspective however, this analysis would have to be modified to suit the year level. For example, in a year one class this may be a class discussion where students use their prior knowledge of a product to decide which needs are to be met with their design. For older students, a more complex process could be put in place as the students will be more autonomous.
The ideation phase changed my attitude towards the design process as I had the opportunity to begin thinking about my design from a different perspective. Creating alternative designs ensured that my design met all of the needs for the design and in the classroom, this will encourage students to reflect on stage one of the design cycle and develop their design specifically to these needs. This phase would be particularly useful to younger students in a group discussion as well, as the students will be able to deepen their understanding of their design using ideas from their peers. The decision making process which led me to my final design was a concept that took me quite some time to get my head around and thus, for students will require quite a lot of modelling. As this is a maths concept, it could be incorporated into the mathematics curriculum.
The production phase is the most hands on phase and I expect the most anticipated. I was very much looking forward to building my garden as my newest feature in the backyard, but unfortunately I was unable to sources a pallet and I was unable to consume the copious amounts of softdrink to have enough bottles. However, in the classroom with much more preparation (and around 24 more people to drink the softdrink) the resources for this design would be readily available.
The last phase is the evaluation phase. I found this phase difficult to complete for my peer as I only had the information on the wiki to go from. I believe that for this stage to be successful there needs to be a discussion between the peers for this to be successful as there may be questions that have not been answered through the process - for example 'how the product will be marketed'. The product analysis prompt cards would be a successful way to implement this phase in the classroom as the students could pair up and have 1 minute per person to answer each slide.
I have made the following considerations as to how the design process could be implemented in the classroom:
I began with the investigation which assisted me in developing ideas for my design and deciding on a topic using a needs analysis. I think this process would be successful in the classroom to allow students to think of the design from a 'real-life' perspective however, this analysis would have to be modified to suit the year level. For example, in a year one class this may be a class discussion where students use their prior knowledge of a product to decide which needs are to be met with their design. For older students, a more complex process could be put in place as the students will be more autonomous.
The ideation phase changed my attitude towards the design process as I had the opportunity to begin thinking about my design from a different perspective. Creating alternative designs ensured that my design met all of the needs for the design and in the classroom, this will encourage students to reflect on stage one of the design cycle and develop their design specifically to these needs. This phase would be particularly useful to younger students in a group discussion as well, as the students will be able to deepen their understanding of their design using ideas from their peers. The decision making process which led me to my final design was a concept that took me quite some time to get my head around and thus, for students will require quite a lot of modelling. As this is a maths concept, it could be incorporated into the mathematics curriculum.
The production phase is the most hands on phase and I expect the most anticipated. I was very much looking forward to building my garden as my newest feature in the backyard, but unfortunately I was unable to sources a pallet and I was unable to consume the copious amounts of softdrink to have enough bottles. However, in the classroom with much more preparation (and around 24 more people to drink the softdrink) the resources for this design would be readily available.
The last phase is the evaluation phase. I found this phase difficult to complete for my peer as I only had the information on the wiki to go from. I believe that for this stage to be successful there needs to be a discussion between the peers for this to be successful as there may be questions that have not been answered through the process - for example 'how the product will be marketed'. The product analysis prompt cards would be a successful way to implement this phase in the classroom as the students could pair up and have 1 minute per person to answer each slide. I have made the following considerations as to how the design process could be implemented in the classroom:
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