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Course: Doer's Mindset
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LEARNING UNIT 2.8 – TEACHING PLAN – GETTING THINGS DONE: PROTOTYPE

INTRODUCTION/MOTIVATION (5 minutes):

The teacher explains that in this lesson they are already very close to the final stage of the problem-solving process – in this lesson they will combine the PROTOYPE and TEST step (showing slide 2 of the PPT). These are very creative phases of the process, but this does not mean, that the first iterations should take a lot of time. However, they would often be done many times, before having the solution ready to be introduced to the users. Since this is a school project having limited time and resources, the teams in class will only do one iteration – meaning one prototype that will only be tested once.

** The ppt is an attachment to this learning unit.

 

MAIN PART 1 (10 minutes):

Teacher introduces different types of prototyping products and services that pupils can use (showing Slide 3 of the PPT). The teacher briefly describes each of the 6 prototyping techniques using the provided slides:

1.     Build a physical object (showing Slide 4 of the PPT): Use the provided material like paper, cardboard, cups, sell-o-tape, scissors, etc. to build a physical object that can represent your solution, part of it, or to be used as part of demonstration of your solution.

2.     Build a LEGO mode (showing Slide 5 of the PPT): If LEGO pieces are available to pupils, this is a great way to build physical prototypes. LEGOs are incredibly versatile, as almost anything can be built out of it.

3.     Draw a Storyboard (showing Slide 6 of the PPT): Use a sequence of illustrations, images, sketches, or doodles to visually describe an interaction or run-through a service, or product. The storyboarding process, in the form it is known today, was developed at Walt Disney.

4.     Sketch a Wireframe (showing Slide 7 of the PPT): Wireframes represent a simple way to demonstrate an app or other digital interface. They are a pencil-like drawing which is much faster to create than actual graphics. They also help to display the sequence in which an app can be used, what happens when user “clicks” on a button, etc.

5.     Design a Mockup (showing Slide 8 of the PPT): Muckup is an upgraded wireframe as it already includes more realistic graphics. When building prototypes, but don’t have time or skills to program a software, mockups can be build using cardboards with overlaying paper which can contain wireframes or pictures of a screen. These papers can then be flipped backwards or removed to reveal the next screen. They are a great tool to build interaction with users.

6.     Create a Roleplay (showing Slide 9 of the PPT): Roleplays are theatrical tool, where team members resume different roles (users, bystanders, statists, situations, props, elements, etc.) and “play out” a scenario. This is one of the most interactive and engaging types of prototyping, as well as a great way to demonstrate a solution of a service or experience. They can convey emotions, steps, situations, etc. and that is also why they are a great way to use in or as a pitch.

 

MAIN PART 2 (30 minutes):

Teacher instructs pupils (showing slide 10 of the PPT) to discuss the details of their idea (functionality, usability, applicability, etc.), identify how they will prototype it, and divide the work among themselves (who is doing what). This should not take more than 5 minutes. The key is to get pupils into the “building” activity as soon as possible. Pupils have until the end of the first hour to build their prototypes, and during that time, the teacher circles between the teams, ensuring they are “building and not talking”. S/he helps them with guiding questions and ensures that by the end of the hour, each team will have a prototype.

MAIN PART 3 30 minutes):

In main part 3 teacher instructs pupils to test ideas. This is done in the following way:

Team agrees what they need or want to learn about their prototypes from the users. This should be something they are not entirely sure if they got right, if it is something users would actually use, etc. (max 10 min).

Two teams then pair up (let’s call them Team A and Team B). In the first 5 minutes, Team A shows the prototype, without much verbal description, to Team B and ask them the questions agreed in the previous step. Team A takes notes of the feedback. After time is up, teams reverse the role and Team B gets to demonstrate their solution and Team A provides feedback (total activity duration is 10 min).

Not teams swich pairs (Team A goes to Team C, Team B goes to Team D), and they repeat the steps from Point 2. This ensures each team receives 2 feedbacks.

 

MAIN PART 4 (10 minutes):

In the main part 4 each team consolidate the feedback they received and writes down the changes they would like to carry out and why.

If some of the previous steps were completed ahead of time, and some time is left, the teacher can instruct teams to implement these changes to their prototype.

 

ASSESSMENT (5 minutes):

The teacher asks pupils if they think they would receive/give the same feedback if they could not see or interact with the prototypes? The teacher explains that having a (close to) real-life experience, gives people a stronger feeling of involvement and encourages them to be more open and honest about their opinion. Therefore, such feedback is typically significantly more valuable than online surveys, or other more impersonal techniques.

Teacher concludes the lesson by mentioning that in the next lesson, they will cover PITCHING, where the pupils will need to present their solutions and ‘’sell’’ it to the audience.

 

 

APPENDIX

          DM Learning unit 2.8 PPT

Lesson materials

DM Learning unit 2.8 PPT.pptx 2 mb Download
CRIS Doers Mindset - LU 2.8 (Slovenia).docx 5 mb Download
CRIS Doers Mindset - LU 2.8 - PPT (Slovenia).pptx 2 mb Download
CRIS Doers Mindset - LU 2.8 (Italy).docx 5 mb Download
CRIS Doers Mindset - LU 2.8 - PPT (Italy).pptx 2 mb Download
CRIS Doers Mindset - LU 2.8 (Greece).docx 5 mb Download
CRIS Doers Mindset - LU 2.8 - PPT (Greece).pptx 384 kb Download