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Introduction to the Classroom Cycle Example
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Today, we will discuss the classroom cycle example for prototyping. This cycle guides students through a structured approach to developing their ideas into tangible products. Can anyone tell me what a prototype is?
A prototype is a rough version of the product, right?
Exactly! It's an early model that helps visualize ideas. Now, why do you think we need to have cycles when prototyping?
To keep improving our ideas and get feedback?
Fantastic! The iterative process allows us to refine our work based on feedback. Remember the acronym B.T.I., which stands for Build, Test, Improve. Letโs break down how each day of our cycle works.
Day 1: Paper Sketch + Role-Play
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On Day 1, students create paper sketches of their prototypes. Why do you think papel is a good starting material?
It's easy to change and fix things quickly!
Absolutely! Paper sketches allow for rapid iterations. Role-playing with your sketches also helpsโwho can explain how that might look?
We act out how someone uses our prototype to find issues.
Exactly! This helps visualize the user experience and identify potential problems. Letโs remember the warmth of feedbackโwhat kind of responses should we look for?
Positive feedback and constructive criticism!
Day 2: Feedback Collection + Improvements
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Moving on to Day 2, why is feedback crucial after our initial round?
It helps us see what works and what doesn't!
Correct! Gathering feedback informs the next steps. What types of feedback should we aim to collect?
Both positive and negative comments, right?
Yes! We want a balanceโknown as warm (positive) and cool (constructive) feedback. After reviewing this feedback, how should we approach refining our sketches?
We should focus on making the changes based on what people said.
Day 3: Prototyping with Digital Tools
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On Day 3, we're creating more advanced prototypes using digital tools or foam. Can someone explain the benefits?
Digital prototypes can show how the product looks on a screen!
Correct! Digital tools help demonstrate interactivity. What are some examples of tools we can use?
We can use Justinmind or even our phones for testing.
Great suggestions! Testing these prototypes allows us to gather in-depth feedback. What should we ask our testers?
We should ask them what confuses them or if they like the design.
Day 4 and 5: Refinement and Presentation
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Days 4 and 5 focus on creating high-fidelity prototypes and presenting them. What's the difference between high-fidelity and low-fidelity prototypes?
High-fidelity prototypes look and work more like the final product!
Exactly! They are intricate and closely resemble the final design. Why is sharing our final models important?
It helps us reflect and learn from the entire process!
Absolutely! Reflection solidifies learning. Remember to consider how feedback has influenced your design. As we finish this cycle, what feelings do you have about your prototypes?
I feel more confident in showing my work and iterating based on suggestions.
Introduction & Overview
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Quick Overview
Standard
The classroom cycle example in this section details a five-day plan for students to develop, test, and refine prototypes. It emphasizes the importance of feedback and iterative improvements in transforming ideas into user-friendly designs.
Detailed
Classroom Cycle Example
This section describes a structured five-day cycle that educators can use to guide students through the prototyping process, from initial sketches to refined final products. Here's how the cycle unfolds:
Day 1: Paper Sketch + Role-Play
Students begin by creating low-fidelity prototypes, including sketches of their ideas. Role-playing scenarios help them visualize user interactions and workflows. This encourages collaboration and instant feedback as they act out how their designs will function in real-world applications.
Day 2: Feedback Collection + Improved Paper/Cardboard Version
On the second day, students gather warm and cool feedback from their peers and instructors. They take note of the positive comments as well as suggestions for improvement, subsequently refining their paper or cardboard prototypes based on this feedback.
Day 3: Digital or Foam Prototype; Test Again
Building upon the previous improvements, students create either a digital prototype using various software tools or a more refined foam model. They test these prototypes with users again, focusing on functionality and usability, while documenting the feedback received.
Day 4: High-Fidelity Digital or Small 3D Print, Then Refine
On this day, students create high-fidelity prototypes. They may use digital mockups that closely resemble the final product or create a 3D-printed version of their design. Further testing occurs, and additional feedback is gathered to guide the next iteration.
Day 5: Final Share and Reflection on Changes Made
The last day is reserved for students to present their final prototypes. They reflect on the changes they made throughout the cycle, discussing how feedback shaped their designs and what they learned during the process.
This iterative cycle reinforces the core principles of prototyping by emphasizing continuous improvement, appreciating user feedback, and fostering an environment of collaborative learning.
Audio Book
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Day 1: Paper Sketch + Role-Play
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- Day 1: Paper sketch + role-play.
Detailed Explanation
On the first day, students start by drawing simple paper sketches of their prototype ideas. This allows them to visualize their concepts on paper without getting into complex details. After sketching, they engage in role-playing activities where they act out scenarios to see how their designs might be used in real life. This helps uncover insights about user interaction and potential issues that haven't been previously considered.
Examples & Analogies
Imagine planning a play for a school theater. To start, you might sketch out scenes or create a simple storyboard to visualize how the story unfolds. Then, by acting out the scenes with your classmates, you can see what works and what doesnโt, just like in prototyping.
Day 2: Feedback Collection + Improved Version
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- Day 2: Feedback collection + improved paper/cardboard version.
Detailed Explanation
On the second day, students share their paper sketches and role-play experiences with peers and instructors to gather feedback. This feedback process is essential for identifying strengths and areas for improvement. After collecting insights, students create an improved version of their prototype using either paper or cardboard, applying the feedback they received to refine their design.
Examples & Analogies
Think of this like a group project where you present your ideas to get suggestions from classmates. Based on their input, you refine your project to enhance its quality, just as students improve their prototypes after feedback.
Day 3: Digital or Foam Prototype; Test Again
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- Day 3: Digital or foam prototype; test again.
Detailed Explanation
On the third day, students move on to developing digital or foam prototypes based on their improved designs. This transition allows for a more tangible and interactive representation of their ideas. They also conduct testing to gather more feedback, observing how users interact with their prototypes. The goal is to identify usability issues and other factors that could improve the user experience further.
Examples & Analogies
Imagine creating a model of a new gadget. First, you did sketches (Day 1), then made a cardboard mockup (Day 2). Now, you're using a 3D printer to create a model that you can actually hold and test, like testing a new phone design.
Day 4: High-Fidelity Prototype and Refine
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- Day 4: High-fidelity digital or small 3D print, then refine.
Detailed Explanation
On Day 4, students are tasked with creating a high-fidelity prototype. This means using detailed digital tools or creating small 3D prints that closely resemble what the final product will look like. After this high-fidelity prototype is created, students continue to refine it based on testing, which may involve adjusting both aesthetic and functional aspects of the design to enhance user engagement and satisfaction.
Examples & Analogies
This step is similar to creating the final version of a recipe after experimenting with different ingredients and cooking methods. You create a polished dish (your final product) and present it for taste-testing, gathering feedback from friends to make it even better.
Day 5: Final Share and Reflection
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- Day 5: Final share and reflection on changes made.
Detailed Explanation
On the final day of this prototyping cycle, students present their completed prototypes to the class. This is not just a showcase; it's also an opportunity for reflection on what changes they made throughout the process and why. Each student discusses their design evolution, the feedback they received, and how it influenced their final product. This encourages a culture of sharing and learning from each otherโs experiences.
Examples & Analogies
Think of this as a science fair, where you present your project to others. You explain how your work progressed, what challenges you faced, and how you modified your project based on the feedback. Sharing your journey helps everyone learn from each other.
Definitions & Key Concepts
Learn essential terms and foundational ideas that form the basis of the topic.
Key Concepts
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Iterative Cycle: The repeated process of build, test, and improve.
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Low-Fidelity Prototyping: Quick, often rough early versions of designs.
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High-Fidelity Prototyping: Detailed, polished representations of final products.
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Feedback Culture: A supportive environment for giving and receiving constructive criticism.
Examples & Real-Life Applications
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Examples
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A student creates a paper prototype of an app interface to plan a school event.
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Another student role-plays using their prototype to simulate interaction before actual development.
Memory Aids
Use mnemonics, acronyms, or visual cues to help remember key information more easily.
๐ต Rhymes Time
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A prototype, so bold and bright, helps us test and get things right.
๐ Fascinating Stories
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Imagine a young inventor named Leo. He sketches his new idea, a tablet for kids, then with friends, they play act how it works, gathering lessons for the next draft.
๐ง Other Memory Gems
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Remember B.T.I for Building, Testing, and Improving your design each time.
๐ฏ Super Acronyms
F.I.D. stands for Fidelity
- Low represents ideas
- Mid for structure; High equals polish.
Flash Cards
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Glossary of Terms
Review the Definitions for terms.
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Term: Prototype
Definition:
An early, simplified model used to explore and test ideas.
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Term: Lowfidelity prototype
Definition:
A basic representation of a concept that prioritizes ideas over detail.
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Term: Highfidelity prototype
Definition:
A detailed representation of a product that closely resembles the final version.
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Term: Iteration
Definition:
A repeated cycle of building, testing, and improving a design.
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Term: Feedback
Definition:
Information provided to enhance and refine a prototype.