7. Extended Classroom Project

Objective: Design a prototype for a small everyday problem (e.g., school supply organizer).

The project's main goal is to create a prototype that addresses a minor problem people often face in their daily lives. For example, students may find that their school supplies are disorganized. By designing a prototype, students will brainstorm and select a specific problem to solve through their creations.

Imagine you have a desk with pencils, erasers, and papers scattered everywhere. It's hard to find what you need quickly. Now, think about creating a box or an organizer that keeps all these supplies sorted so that whenever you need something, you can grab it quickly without making a mess.

Process Overview:

1. Identify Problem & Ideate: Brainstorm many possible solutions.
2. Low-Fi Round: Paper or cardboard model + role-play.
3. Test & Feedback: Peer reviews, sticky notes for thoughts.
4. Mid-Fi Round: Digital mockup or foam/cardboard refined version.
5. Test Again: Observe peers using it; note frustrations or praise.
6. High-Fi Round: Create final version—detailed and interactive.
7. Final Presentation: Explain evolution, show improvements, reflect on learning.

This project consists of several steps that guide students through the prototyping process. First, students identify a problem they want to solve. Next, they brainstorm various ideas and select one. During the low-fidelity round, students create a basic model out of paper or cardboard and act out scenarios to test their designs. They then gather feedback from their peers to make improvements. In the mid-fidelity round, students refine their prototypes, possibly using digital tools or better materials. They test again to see how users interact with their prototypes. Finally, students create a high-fidelity version that is polished and functional. They present their prototypes, explaining how they evolved through the process and what they learned.

Think of the process like training for a sports event. You start by identifying what type of sport you want to compete in. Then you practice the basics (low-fi), get some feedback on your performance, refine your technique (mid-fi), and finally, you work on perfecting your skills while preparing for the actual competition (high-fi). When you compete, you reflect on what you’ve learned and how you can improve for next time.

Reflective questions for students: ● How did prototyping help your understanding evolve? ● What feedback surprised you? ● Which iteration was most impactful and why? ● How comfortable do you feel with making things in clay/foam/digital? Assessment focuses on: ● Thought progression across iterations. ● Quality of feedback and reflection. ● Evidence of improvement prompted by testing.

After completing the project, students are encouraged to reflect on their experiences and the learning process. This reflection includes answering specific questions about how their understanding of the problem evolved as they worked on their prototypes. Students are also prompted to think about how their peers' feedback affected their design choices. Assessment of the project considers the growth in ideas throughout the iterations, the quality of feedback exchanged, and the demonstrated improvements in their final designs compared to initial versions.

Consider how writers often reflect on their drafts. After writing a story, a writer might ask themselves how their ideas changed after getting feedback from others. They may realize that a character's motivations were unclear, and that feedback leads them to improve that character's story in the next draft. Just like in writing, students reflect on how feedback helped their prototypes evolve, making them better through each round.

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