BPS Makes Final Portal

Hi all,

it has been a great time working with you all exploring the journey of design, and here Sophia and I would extend our sincere gratitude for your excellent feedback for our project, also we would like to thank Kylie for your continuous support throughout the semester. Attached is our final portal for the project and feel free to leave your comments : )!

BPS Makes Prezi: http://prezi.com/gbxg4mr7amnc/designer-workbook/?kw=view-gbxg4mr7amnc&rc=ref-38374965

Sophia & Yuhan

Advertisements

The Reflection Activities

The scissors is a tool with two blades, the two blades remind me of the mismatch between traditional patterns of knowledge and practice to the features of practice situations. He talked about why rational design processes doesn’t work in reality, for instance, why the waterfall model will never work on real life problems. And he tries to explain how designer (architects, musicians, engineers etc.) really work when they solve real problems. And how to teach expert knowledge to others.

 

The central part of the scissor is what makes it work in reality, and it combines both side of the blades. In real situation, the working process is not just about individuals from the same field, coming from the single perspective. Instead, it may be a work team which integrates experts from both pure theory and practitioners.

 

Image

Visualization for BPS Makes Project

We gained a deeper understanding about our design project after the first interview with our core audiences- Christian and Rafi. The overall goals, needs and the core audiences of our project were specified, and our team mapped out a clear picture of the affordances and challenges of the current documentation system in BPS. Most excitingly, Christian and Rafi provided us a lot of inspiration that we could take advantage for our designing. Below is a visual map we drafted for our project in order to clarifying and checking out with core audiences.

Image

The next step for our team would be:

  • Identify different forms/ purposes and audiences for documentation, and create a framework to use in the future interviews
  • Arrange interviews with core audiences (Norm, Daniel, Terray and Emily)–Talk to Norm to find out more we can do with the current technological affordances; group interview for Terray and Emily to understand the context of the Make work

*Again, thanks Christian and Rafi for their time and insights : )

Sophia & Yuhan

BPS Makes Tentative Timeline

Below is the tentative timeline for our capstone project, we’ll revise it later to keep everything on track.

Image

 

 

Sophia & Yuhan

Yuhan’s Scratch Project

Yuhan’s Scratch Project

Here is the link for my Scratch Project, any feedback is welcomed : )

Reflection on Constructionism

Evolved from Constructivism, Constructionism steps further to explore a more meaningful, interactive and participatory way of learning in the new century. Acknowledging the importance of meaningfulness in knowledge development, Constructionism seeks to build both intellectual and emotional connection between new knowledge with students’ prior knowledge. Additionally, constructionism puts emphasis on the social aspect of learning, which encourages students to take advantage of the human and artifacts as available and powerful resources to fuel their learning. The interactive spirit of constructionism can also be displayed as it facilitates the idea sharing and project design activities which combine students’ personal interest as well as the community needs (Kafai, 2006) Designing and creating objects play a central role in knowledge construction because of the process of building shareable artifacts can facilitate students’ knowledge construction, reformulation and expression.

According to Resnick, an ideal constructionism learning environment is a place where children feel free to explore their personal interest, to harness technologies and are supported by their learning communities(Kafai & Resnick, 1996). On one hand, the “learning by doing ”experience is believed to enable deeper and meaningful learning opportunities for students; one the other hand, concerns stem from this flexible-structured environment are related to the practical implementation into classrooms. For instance, this approach cannot provide clear guidance for teachers to measure the “appropriate degree” of their guidance, since they can neither obviously reveal the truth to students nor just post vague questions such as “why” and “how”. Because of the difficulty to implement, it remains a daunting task for practitioners.

What impressed me most of the constructionism approach is its compatibility for diverse epistemology styles, which allows for both tinkers and planners to feel free to explore; where the learning process is valued as well as the learning product; when self-reflection and collective idea-sharing collide with and inspire each other. I believe the belief and respect for young children can liberate children from their trapped school, and empower them to turn their wonderful ideas to powerful ideas.


Contributors