Design learning experience:
Life Cycle of Objects
Design learning experience:
Life Cycle of Objects
Design learning experience:
Life Cycle of Objects
How might we design and implement interactive and engaging teaching activities for fourth graders to help them understand the life cycle of objects?
How might we design and implement interactive and engaging teaching activities for fourth graders to help them understand the life cycle of objects?
How might we design and implement interactive and engaging teaching activities for fourth graders to help them understand the life cycle of objects?
Timeline
3 month,
2023 Spring
3 month,
2023 Spring
3 month,
2023 Spring
Role
Project Manager
Lead Researcher
Project Manager
Lead Researcher
Project Manager
Lead Researcher
For
High Tech elementary
Chula Vista
High Tech elementary
Chula Vista
High Tech elementary
Chula Vista
TL;DR
TL;DR
TL;DR
My roles
Planned project timeline through Gantt chart to ensure delivery
Managed tools/resources to support research & design
Facilitated collaboration and communication in the team
Contributed my background in human-centric design to the interdisciplinary team
Planned project timeline through Gantt chart to ensure delivery
Managed tools/resources to support research & design
Facilitated collaboration and communication in the team
Contributed my background in human-centric design to the interdisciplinary team
Planned project timeline through Gantt chart to ensure delivery
Managed tools/resources to support research & design
Facilitated collaboration and communication in the team
Contributed my background in human-centric design to the interdisciplinary team
Testimonial from Samantha L., our stakeholder
“I feel that the thought and care that went into this work was very evident to me. You were prepared, had a clear lesson plan in how you wanted to impart the information and structure for the kids to feel engaged and participate. It felt very natural and the learning objectives were met in a very accessible way. ”
“I feel that the thought and care that went into this work was very evident to me. You were prepared, had a clear lesson plan in how you wanted to impart the information and structure for the kids to feel engaged and participate. It felt very natural and the learning objectives were met in a very accessible way. ”
“I feel that the thought and care that went into this work was very evident to me. You were prepared, had a clear lesson plan in how you wanted to impart the information and structure for the kids to feel engaged and participate. It felt very natural and the learning objectives were met in a very accessible way. ”
Research
Research
Research
Stakeholder interview
After talking to Samantha, who is the teacher for fourth graders at High Teach Elementary, we understand our objectives for teaching:
process of making clothes
“what does throw away mean”
value of objects
After talking to Samantha, who is the teacher for fourth graders at High Teach Elementary, we understand our objectives for teaching:
process of making clothes
“what does throw away mean”
value of objects
After talking to Samantha, who is the teacher for fourth graders at High Teach Elementary, we understand our objectives for teaching:
process of making clothes
“what does throw away mean”
value of objects
On-site visit day
We visited the school and learned about the environment, contexts, and schedule of teaching. Through interacting with the students, we get to know their educational background and have a better sense of who we are designing for. (as all of us are already too far from a fourth-grader)
We visited the school and learned about the environment, contexts, and schedule of teaching. Through interacting with the students, we get to know their educational background and have a better sense of who we are designing for. (as all of us are already too far from a fourth-grader)
We visited the school and learned about the environment, contexts, and schedule of teaching. Through interacting with the students, we get to know their educational background and have a better sense of who we are designing for. (as all of us are already too far from a fourth-grader)
Audience Profile
Alex, 10 y/o
Alex, 10 y/o
Alex, 10 y/o
Pain points
Easy to get distracted
Fear of unknown
Comprehension in development
Pain points
Easy to get distracted
Fear of unknown
Comprehension in development
Pain points
Easy to get distracted
Fear of unknown
Comprehension in development
Motivations
Encouragement from peers/teachers
Fun activities that help focus
Collaboration within groups
Motivations
Encouragement from peers/teachers
Fun activities that help focus
Collaboration within groups
Motivations
Encouragement from peers/teachers
Fun activities that help focus
Collaboration within groups
Design
Design
Design
Ideation
Given the various backgrounds of our team members, we luckily generated a bunch of cool ideas and we ended up deciding to recreate the process of a life cycle in an engaging, hands-on, and fun way:
Material extraction
Manufacturing
Shipping
Use
End-of-life
Given the various backgrounds of our team members, we luckily generated a bunch of cool ideas and we ended up deciding to recreate the process of a life cycle in an engaging, hands-on, and fun way:
Material extraction
Manufacturing
Shipping
Use
End-of-life
Life Cycle
Life Cycle
Life Cycle
Material Extraction
Each kid took three strips of fabrics.
Manufacturing
We pre-made cardboard looms for students to learn how to weave with their strips.
Shipping
I prepared the country/address labels so students will deliver their fabrics to their designated country.
Use
Kids can decide how they are using their creations. (as shown, she will use it as the bowtie for her pet!)
