Workingasadesigner 21Designchallence:Thegift-Givingexperience 37

Design

TableofContents

Acknowledgements...... 3

AboutThisResource...... 7

IntroductiontoDesign...... 13

DefiningDesign...... 17

WorkingasaDesigner...... 21DesignChallence:theGift-GivingExperience ...... 37

InformationHandouts

Problem-SolvingModels ...... 47TheDesignProcessinManufacturing ...... 51

YouthExploreTradesSkills

AcknowledgmentsandThirdPartyCopyright

YouthExploreTradesSkillsLearningResourcesDevelopment

OpenSchool BC, the Custom Programs workunit of theBCMinistry ofEducation, andtheBCIndustryTradesAuthority are grateful tothefollowingindividualsandorganizations for theircontributionstotheYouthExploreTrades Skills LearningResources Development Project.

ResourceDevelopmentPlanningSession(Dec. 5–7,2015)

SteveClaassen, SD71 (ComoxValley)SharissaDesrochers, SD36(Surrey)HeatherElliott, SD33(Chilliwack)

DuniaMagnusson, Project Leader,BCIndustryTrainingAuthoritySabinahRafiq,Manager,YouthInitiatives,BC Industry Training AuthorityMonicaStrimbold, SD54 (Bulkley Valley)

Jim Watkins (SD 64,Gulf Islands)

Writing

SteveClaassen, SD71 (ComoxValley)SharissaDesrochers, SD36(Surrey)HeatherElliott, SD33(Chilliwack)MonicaStrimbold, SD54 (Bulkley Valley)Jim Watkins (SD 64,Gulf Islands)

Review

MonicaStrimbold, SD54 (Bulkley Valley)

2013CurriculumAdvisoryCommittee

BrianCampbell, District Principal,Careers andInternationalEducation,SD60(Peace River North)

Larry Espe,Superintendent of TradesandStudentTransitions, BCMinistryof EducationColleenHannah, AboriginalAgreements Coordinator, BCMinistry ofEducation

Rodger Hargreaves, Career Programs, SD 62(Sooke)

MikeHoward, President, BC Technology EducationAssociation,SD19(Revelstoke)ErinJohnston, Manager,Labour Supply Initiatives, BCIndustryTrainingAuthorityEleanorLiddy,Director, OpenSchoolBC

EricMacNeil,President, BCCulinary ArtsSpecialist Association

Jim Pelton,formerDirector,TrainingDelivery, BCIndustryTrainingAuthority

Thisworkis licensedunder aCreativeCommonsAttribution-NonCommercial-ShareAlike4.0InternationalLicenseunlessotherwiseindicated.3

Glenn Rowan,EducationOfficer,Graduation,DualCredit, Industry Training,BCMinistryof Education

TimWinkelmans, Lead, GraduationStandards,EducationalTechnologies, LearningAlternatives,BCMinistryof Education

2013 ResourceDevelopmentPlanningSession (July 10,VictoriaBC)

DickBrouwer,SD63(Saanich)Jeff Dickson, SD35(Langley)BradEdmondson, SD36 (Surrey)

AdrianHill,Project Manager,OpenSchoolBC

MikeHoward, President, BC Technology EducationAssociation,SD19(Revelstoke)TomHoyme,SD42(Maple Ridge-PittMeadows)

EleanorLiddy,Director, OpenSchoolBC

ErinJohnston, Manager,Labour Supply Initiatives, BCIndustryTrainingAuthorityKenJorgensen, SD57(Prince George)

KarenLarsen, Career Programs Coordinator,SD39 (Vancouver)

MartinLim, Vice-President,BC Technology EducationAssociation,SD36(Surrey)DavidOlsen, SD69(Qualicum)

StuRhodes, SD63(Saanich)

Glenn Rowan,EducationOfficer,Graduation,DualCredit, Industry Training,BCMinistryof Education

RhondaStangeland, SD38(Richmond)

ChrisTeskey, Project Manager,OpenSchoolBC

CoryWilliams,Manager, ProgramStandards,BCIndustryTrainingAuthority

OpenSchoolBCProductionTeam

Graphics:MaxLicht( ChristineRamkeesoonPhotography:Dennis Evans

Project Managers: AdrianHill, TraceyPeever, Chris Teskey

ProjectSupervision:MoniqueBrewer(Director),JenniferRiddel(Manager,InstructionalServices)

Production Technicians:BrianGlover,Beverly HooksWebsiteConstructionand Design: ChristineRamkeesoon

4YouthExploreTradesSkills

ThirdPartyCopyright

Every effort hasbeenmade tocontact copyright holdersfor third party works included intheYouth Explore TradesSkillslearningresources.Ifyouhaveanyquestions or concerns,

DraftingDictionary(PPT)

StaedlerDraftingDots—imagecourtesy ofDickBlick.com and/or BlickArt Materials ph.#800-828-4548.

YouthExploreTradesSkills5

AcknowledgmentsandThirdPartyCopyrightDesign andDrafting

6YouthExploreTradesSkills

AboutThisResource

OpenSchoolBC’sYouthExploreTrades Skills resource development project involves creatinglearningresources tosupport the implementationof theBC Ministry of Education’s YouthExploreTradesSkillsProgramGuide.

OnDecember7-9,2015aDrafting andDesign resource development planning session tookplaceinVictoria, B.C.Thepurposeoftheplanningsession was to develop an instructionaldesignplanand draftActivity Plansfor a DesignandDraftingmodule, to beusedwithin theYouthExploreTrades Skills course.Theplanningsessionbrought together DraftingandDesigneducators who teach their studentsabout the designprocess, aswellasfundamentaldrafting(drawing) skillsneededwithinall trades.

Theseresourceshavebeen designedto meet a rangeofstudents’ and teachers’ needs. Eachactivity has been createdas afoundation lesson, manywithsuggested extensionactivitiesforstudents tofurtherexpand their knowledge.

This moduleintroduces students toBoardDraftingandComputer AidedDrafting(CAD). TheActivityPlans cover bothArchitecturalandMechanicalstandards. Activity Plans aredesignedwithflexibleuseinmind; lesson contenthasbeendividedintodiscretechunkstoallowforstandaloneuse for ease ofnavigationbyteachers, but can alsobe followedin sequence.

TheArchitecturalDraftingActivity Plans canaligndirectly tothe Carpentry,Plumbing andElectricalmodules of YouthExploreTrades Skills. TheMechanicalDraftingmodule correlateswiththe Automotive module, but canalsocompliment the MetalWork module.

Theplanning teamcreatedbroad activites in order thatteachers can usethe equipmentavailable tothem—bothmanual/boarddrafting equipment and computer software.

Inthisresourceyouwillfind:

•Detailedterminologyrelatedtothe fields ofdesignand drafting

•Detailedlists and descriptions of board drafting equipment

•Detailedinformationregardingcurrent CADsoftwareprograms

•DetailedActivity Planswithactivities, images andsupportinginstructionalvideos

AllActivity Plans are available inbothPDF Format and Wordformats ontheYouthExploreTradesSkillswebsite:

Thisworkis licensedunder aCreativeCommonsAttribution-NonCommercial-ShareAlike4.0InternationalLicenseunlessotherwiseindicated.7

ModuleStructure

TheDesignand Drafting moduleisstructuredasfollows:

Design

DefiningDesignWorking as a Designer

DesignChallenge–theGift-GivingExperience

DesignandSocial Responsibility – Disaster ReliefShelter

InformationHandouts

Problem-SolvingModels

TheDesignProcessinManufacturing

Drafting

DraftingCareers

2DArchitecturalBoardDrafting

1.DraftingDictionary

DraftingDictionaryPPTresource

2.IntroductiontoTitleBlocks

3.DrawingObjects

4.ScaleandDimensioning

5.OrthographicDrawing

6.IsometricDrawing

2DMechanicalBoardDrafting

1.DraftingDictionary

DraftingDictionaryPPTresource

2.IntroductiontoTitleBlocks

3.DrawingObjects

4.ScaleandDimensioning

5.OrthographicDrawing

6.IsometricDrawing

8YouthExploreTradesSkills

2DMechanicalandArchitecturalCAD

1.ComputerandNetworkOrientation

2.CADOrientation

TeacherVideo2.1-Intro toCADSoftwarefor theTeacher-32.1CADProgramInterface (MCAD)

2.2 Basic Command LineEntryand Page Setup forActivity2(MCAD)2.3Absoluteand Relative CoordinateEntry (MCAD)

2.4 Polar CoordinateEntryand MouseEntry (MCAD)2.5OffsetCommand-2(MCAD)

2.6FilletCommand (MCAD)

2.7Move Command andObject Snap (MCAD)2.8Trim Command (MCAD)

2.9DrawingaSimpleBorder (MCAD)

2.10InsertingText into a TitleBlock (MCAD)2.11Plottingor PrintingYour Drawing-2

3.Set Up Your ModelSpace

3.1: SettingUpYour Model Space (Part 1)3.2:SettingUpYour Model Space (Part 2)

4.DrawYour Border

4.1Opena Drawing Template

4.2DrawaBorder andTitle Block

4.3CompletetheLines ofthe TitleBlock4.4InsertingLabels into YourTitle Block

4.5Drawinga Logoto Complete theTitle Block andBorder

4.6SaveYour Completed Border andTitle Block as a DrawingTemplate

5.Create anOrthographic Drawing

5.1Creatingan Orthographic Drawing(Part1)5.2Creating anOrthographic Drawing(Part2)5.3Creatingan OrthographicDrawing (Part3)

6.DrawanIsometric Drawing

6.1CreatinganIsometricDrawing

7.Save Your BorderandTitle Block 7.1ScalingYourTitleBlock

YouthExploreTradesSkills9

8.DimensionanOrthographic Drawing

8.1Dimensioningan OrthographicDrawing

9.FillinYour TitleBlock, IncludingScale 9.1 Filling in YourTitle Block

10.SetUpYour Plot Window, Print on8.5×11 Paper 10.1PlottingYour Drawing

ExtensionActivity–SettingUptoExporttoOtherPrograms 1.AutoCADtoLaser

2.ExportingaDrawing

3DModelling–ArchitecturalCAD

11.SymbolsandStandards

11.1: ChangingYour Model Space

11.2: DrawingArchitecturalBlocksfor a Building

12.DrawingaSimpleBuilding

12.1: Drawingthe External Wallsof a Building12.2:PlacingArchitecturalBlocksinto a Drawing

12.3:ScalingYourBorderandDimensioning a FloorPlan

13.ExploringSketchUpMake

13.1: Exploring SketchUpMake

14.CreatingaSimpleArchitecturalStructure

14.1CreatingaSimpleArchitecturalStructure(Part1)14.2 CreatingaSimpleArchitecturalStructure(Part2)14.3CreatingaSimpleArchitecturalStructure(Part3)14.4CreatingaSimpleArchitecturalStructure(Part4)

15.ModellingYourStructure

15.1: ModellingYourStructure

ExtensionActivity–PrototypingYourModelUsingPrintingandCNCTechnology

3DModelling(Inventor)–MechanicalCAD

11.3DModellinga Set of Stairs

11.1:ConstrainingandDimensioning 2D Sketches11.2:DrawingYour Stairs

11.3: Extruding YourStairs

10YouthExploreTradesSkills

12.Drawing and Assembling

12.1: DrawingSide 1 ofthe Die

12.2: Adding a Sketchto a Surface of a Part12.3:AssemblingYour Die

ExtensionActivity–3DModeto3D Printer–CNCSoftware ExportingYour Final PartorAssemblyto3D Printer Software

ExtensionActivity–3DModeltoLaser EngraverSoftware ExportingPartstoBeCut ona Laser Engraver MCAD

YouthExploreTradesSkills11

AboutThisResourceDesignandDrafting

12YouthExploreTradesSkills

DefiningDesign

Description

This activity provides ashort introduction tothe concept of design andaims to getstudentsthinkingabout the ubiquity ofdesignin everydaylife.

For an excellent overview of the designprocess,see pages1–36of KarlUlrich’sDesign:Creationof Artifactsin Society,listed intheResources section. Information from thebookcouldbeused to supplementtheDesign component ofthis module.

LessonObjectives

The student willbeableto:

•Recognizethatexamples ofdesign canbe found everywherethatthere are humans

•Recognizethatdesigning alwaysinvolvesthinking creativelyinorderto solveproblems

Terminology

Artifact:aproductofhumanartandworkmanship.Ulrich(2011, p. 2)describesanartifactas“anyproductofintentional creation,includingphysicalgoods,services,software,graphics,buildings,landscapes,organizations,andprocesses.”

Design:theactofdevelopingsolutionstoproblemsthroughthecreationofobjects, systems,orenvironments.

Empathy:theabilitytounderstandthefeelingsofanotherperson.Thisisachievedthroughrelationshipbuilding.Empathyinvolveslistening,creatingconnections,andcaringforothers.

Designthinking:amethodologythatcombinesthepracticeof empathywithcreativeandanalyticalapproachesusedtofosterinnovation. Designthinking involvescross-disciplinarycollaboration;itdrawsinspirationfromapproachesusedinengineeringandmanufacturing,theartsandsocialsciences,andbusiness.Designthinkingsupportsflexibleapproachestoproblemsolving,allowingthemodeltobepersonalizedandcustomizedtoawidevarietyofdifferentsettings.

Plannedobsolescence:alsoknownasbuilt-in obsolescence, plannedobsolescenceinvolvesintentionallydesigningproductstopossessapredetermined,limitedlifecycle. Some

manufacturersconsiderdesigningforobsolescenceastrategicadvantage toboostsalesover thelongtermofaproduct’s market availability.

Estimated Time

40–60minutes

Thiswork islicensed underaCreativeCommonsAttribution-NonCommercial-ShareAlike4.0InternationalLicenseunlessotherwiseindicated. 13

RecommendedNumberof Students

20, basedontheBCTechnology Educators’Best PracticeGuide

Facilities

•Regularclassroom spacewith desks/chairsfor allstudents

•Projectorwithcomputer,speakers, and Internetaccess

Tools

None

Resources

Design: Creation of Artifacts in Society by Karl T. UlrichFreelyavailable indigitalformatat

TechnologyEducation11 and12:DraftingandDesignIntegratedResourcePackage,2001

(BCMinistry of Education)

TechnologyEducation11and12:IndustrialDesignIntegratedResourcePackage,1997

(BCMinistry of Education)

Teacher-led Activity

Part1:Designin the World

Invite students to provide examples ofanythingthat has been designed. Basedon the examplesprovidedand ensuing conversation,itshouldbecome clearthat design and human creativity are intimatelyrelatedto oneanotherandthatexamples ofdesign canbe foundanywhere thatpeople are found.

Reinforceto studentsthat within thediscipline of design,regardless ofwhat isbeing designed,itis alwaysbeingdesigned forsomething,namelytosolve a problem(i.e., meet aneed).Thoughcreativity isanessential ingredientof the designprocess,notallartisdesignedto solveaproblem—within thefinearts,manyworksarecreatedprimarilytoconveyemotionsandfortheiraestheticappeal.

Invite students to engage in small-groupdiscussion onthe followingtopics:

14YouthExploreTradesSkills

Q1: Is creatingsomethingfor profit thesameasfulfilling a “need”?

A:Designing products can be away to create a“need”that did not previouslyexist.Designersmay also deliberately introduceplanned obsolescence into the artifactstheycreatein ordertoincreaseprofits.Examplesinclude short-lived lightbulbs,disposablebatteries,anddisposable cameras.

Q2: Do childrenand young adults need cell phones?

A: Answers mayvary, and maycontributeto a livelydebate inthe classroom.

Part2:ArtifactsandDesign

Showthe students the coverof Karl Ulrich’sbookDesign:Creationof ArtifactsinSociety(seenextpage). Ask studentsto reflect on thefulltitleofthe book andexamineitscover.Youmaywishtoaskthefollowing questions:

Q1:Whatisan artifact?

A: Any product of humanart andworkmanship

Q2:Whatarethe artifacts thatarebeingdisplayed on thecover?A: Spindle adaptersfor 45rpmrecords

Q3:Whydoyouthinktheauthor chose the artifacts hedidforthebook’scover?

A:Answers mayvary. Thespindlesmaysignify the inevitability of changesintechnology overtimeandthecreationof newartifacts toreplaceoutmodedones.Industry, manufacturing,thearts, and leisure and recreationare allimpacted by these changes. Invitestudents toprovide examples.

Invitestudentsto reflect on howsometimes artifacts from thepast can become fashionableagain manyyearslater(e.g.,“retro”clothing,vehicles,furniture, and even sound systems).Howdoesdesignimpactthesetrends,andvice-versa?

Thevarietyof spindlesthat appear onthe covermayalsodemonstrate howa varietyof objectsthat all servethe same purposecanbe designedin manydifferent ways.

Extension Activity

Havestudents choose any artifact thatthey can reasonablybringto class and briefly presentit(2–5minutes),explaining itsunique design featuresandthe solution that the artifact posesto aproblem.

Assessment

Student participation inclass discussion.

YouthExploreTradesSkills15

16YouthExploreTradesSkills

WorkingasaDesigner

Description

This Activity Planintroduces students topossiblecareer opportunities that formally involvedesignwork.Thegoaloftheresourceisfirstandforemosttoexposestudentstotheexistenceof thesecareers inorder to potentially informtheir curiosity and interests.

LessonObjectives

The student willbeableto:

•Identify various careers formallyinvolvedwith design work

•Identify thevarioustrainingpaths necessary to become a designerindifferent fields

Assumptions

The student willhavelittlefamiliarity withtheoccupations mentionedinthis ActivityPlan.

Terminology

Artifact:aproductofhumanartandworkmanship.

ComputerAidedDrawing(CAD):theuseofprecision-drawingsoftwareprogramstoacceleratethedesignprocessby makingiteasiertocreateandmodifydraftdesigns.CADusedtobecalledCADD(ComputerAidedDraftingand Design).

Design:aplanordrawingthatdemonstratestheformandfunctionofabuilding,garment,orotherobjectpriortoitsbeing created.

Domain:adiscretesphereofactivityorknowledge.

Occupation:ajobforwhichpeoplearerecruited,retained,andcompensated,includingself-employment.Occupationscomprisemanybroadactivities,calledduties,thattheincumbentperforms.Tradesareoneoccupationalsub-categoryforwhichapprenticeshiptrainingisthetraditionalmethodofacquiringskillandknowledge.

EstimatedTime

45–90minutes

RecommendedNumberofStudents

20, basedontheBCTechnology Educators’Best PracticeGuide

Facilities

Classroom, library, or computerlab

Thiswork islicensed underaCreativeCommonsAttribution-NonCommercial-ShareAlike4.0InternationalLicenseunlessotherwiseindicated. 17

Tools

Computer with speakers,projector,and Internetaccess. This activitycouldbe conductedusingmobile devices(e.g.,tablets or phones) ifthere isno access toa computerlab.

Resources

GalleryWalk

Teacher-ledActivity

Beginbyexplainingtostudentsthatdesignisthecornerstoneofourmaterialworld.Fromwritingutensils to dishes, from computersandphonesto cars and bikes,everythingin our person-madelivesfirstbeganasanidea.Then,itwasdesigned.

Eachofthefollowing categories of design work canbe understood as adiscrete domain aswellasanoccupation.Thelistdemonstratestheubiquityofdesignin a widevarietyof fields withinwhichthe design process canbeapplied.

Procedure

1. Presentthe listbelowto students as ahandout ora digitaldocument:

ArchitecturaldesignAutomotivedesignBusinessdesign

Ceramic andglassdesignColourdesignCommunication designEngineeringdesignEnvironmentaldesignExperience designFashiondesign

FloraldesignFurnituredesignGamedesignGardendesignGraphicdesignIndustrialdesignInformationdesignInstructionaldesignInteractiondesign

InteriordesignLandscapedesignLighting designMachinedesignMechanicaldesignNewsdesignPackaging designProductdesignProductiondesignService designSoftwaredesignSounddesignSystemdesignTheatricaldesignType designUrbandesign

UserexperiencedesignUser interface designWeb design

18Youth Explore TradesSkills

Assignto each student(orhaveeach studentchoose) adesign disciplinefrom the listthatwillberesearched.Require thateach studentanswer thethreeprompts found below. Theinformationstudents come upwithshouldnotexceedonepage,includingtheimagetheychoose. This activitycould bedonein classor ashomework.

a.Briefly describe thedesignoccupation.Includeyournameand a titleindicatingyourtopic.

b.Identify thetraining andeducation requiredto becomea specialist in this area.

c.Pick animage that represents whatsomeonemight createwithinthiscareer. Presentationmayvary,but it couldbedigital orpaper-based.

3.Have students printoff theirinformationpagesand displaythem on thewall(s)of theclassroom. Thenhavestudentsconductagallerywalk.

4.Ask studentswhatallofthese fields haveincommon;answersmayvary. One elementcommonto each is the application of design methodologyandthe presence of designthinking.

ExtensionActivity

Bringin a guest speakersuch as apost-secondary instructor who candescribeprograms, orsomeoneemployedas a designerworkinginthefield.

Assessment

Student participationindiscussionCompletionof researchactivityParticipationinGalleryWalk

Youth Explore TradesSkills19

20YouthExploreTradesSkills

DesignChallenge:

Redefining the Gift-Giving Experience

Description

Inthis ActivityPlan,students willengageindesignthinking throughafun andfast-paceddesignchallenge. Thechallenge involvesparticipants recollecting the lasttime theygaveagift tosomeone; their partners then “design”a solution todemonstrate howthe experiencecould beimproved inthe future.

Theactivity isanadaptationofthe“VirtualCrash CourseinDesign Thinking” createdbyStanfordUniversity’s “d.school” (the HassloPlattner Institute of Design). d.schoolusesthedesign thinkingmethodology, in whichdesignersstress the importance of developingempathywithusers they’re workingwith,to ensure that useful andmeaningful artifacts are createdas aresult of their work.

Theprimaryintended outcomeof this activity is to demonstrateto studentshow empathycanincreasean audience’sengagement in the creative process, even during arelatively simplehour-long exercise such asthis one.

By involving theuserinthe design processfrom the outsetandbycreating anemotionalconnectionwith theuserby learning more about thatperson’sinterestsandpassions,designerscanbecertainthatwhat theyproduceisrelevant to their users.

For moreconcreteapplications of designto employment, see theActivity Plan“Working as aDesigner.”

LessonObjectives

The student willbeableto:

•Recognizethe stagesinvolved in design thinkingasoutlined by the d.school

•Recognizethe roleofempathyindesign thinking

Assumptions

•Students willnot have previously conductedthis activity.

Terminology

Design:theactofdevelopingsolutionstoproblemsthroughthecreationofobjects,systems,orenvironments.

Thiswork islicensed underaCreativeCommonsAttribution-NonCommercial-ShareAlike4.0InternationalLicenseunlessotherwiseindicated. 21

Empathy:theabilitytounderstandthefeelingsofanotherperson.Thisisachievedthroughrelationshipbuilding.Empathyinvolveslistening,creatingconnections,andcaringforothers.

Estimated Time

1–2 hours

RecommendedNumberof Students

20, basedontheBCTechnology Educators’Best PracticeGuide

Facilities

Regularclassroom spacewith desks/chairs forall students, aprojectorwithcomputerandspeakers, and Internetaccess

Tools

•Hot gluegun

•Scissors

•Staplers

•Utility knives (optional)

Materials

Any combinationofthefollowing “scrappy” materialsthat canbeused tocreate quickprototypes:

•Aluminumfoil

•Bamboo skewers

•Brass split pins

•Cardboard

•Construction paper (coloured)

•Felt

•Hot glue sticks

•Jute twineor butcher’s string

•Paperclips

•Papercups

•Pipe cleaners

•Popsicle sticks or tongue depressors

•Sharpiepens

•Straws (jumboorregular-sized)

•Tape: maskingtape,duct tape, orelectricaltape(coloured)

•Toothpicks

•Velcro(adhesivebacking)

•White glue and/or glue sticks

•Zap straps (coloured)

22YouthExploreTradesSkills

Resources

An Introduction to Design Thinking: Process Guide (Hasslo Plattner Institute of Designat Stanford)

ModeGuideBOOTCAMP2010L.pdf

Design:Creationof ArtifactsinSociety byKarlT.Ulrich.Freelyavailable indigitalformatat

Design Processes (University of British Columbia)

Maker DayToolkit(IndustryTraining Authority)

TechnologyEducation11 and12:DraftingandDesignIntegratedResourcePackage,2001

(BCMinistry of Education)

TechnologyEducation11and12:IndustrialDesignIntegratedResourcePackage,1997

(BCMinistry of Education)

Go For a Ride!:VirtualCrash Course Video (theGift-GivingProject)

Assessment

Thefollowing scale maybe used for the purposes ofevaluation, in conjunction withthe rubricfoundbelow. The rubricmaybe used toconductteacher-led assessment, peerassessment,and/or individualassessment.

BeginningAttempted, but criterianot completedtosatisfactionDevelopingAttemptedsuccessfullyat the minimumlevelAccomplished Completedsuccessfully at ahigher than satisfactory levelExemplary Completedsuccessfullyat an exceptional level

YouthExploreTradesSkills23

The Gift-Giving ExperienceAssessment Rubric

Stage / Beginning / Developing / Accomplished / Exemplary
Empathize / Interviewerdemonstrateslimited empathyforpartner / Interviewerdemonstratesempathyforpartner at asatisfactorylevel / Interviewerdemonstratesanaccomplished levelofempathy forpartner / Interviewerdemonstratesanexemplary abilitytoempathizewithpartner
Define:capture
findings / Interviewerdemonstrateslimited ability tocapture findingsfromconversationwithpartner / Interviewerdemonstratessatisfactoryabilitytosynthesizefindings fromconversationwithpartner / Interviewerdemonstratesaccomplishedabilitytosynthesize findingsfromconversationwithpartner / Interviewerdemonstratesexemplary abilitytosynthesizefindings fromconversationwithpartner
Define:problem
statement / Interviewerdemonstrateslimited ability todefine problemstatement / Interviewerdemonstratessatisfactoryabilityto define problemstatement / Interviewerdemonstratesaccomplishedability to defineproblemstatement / Interviewerdemonstratesexemplary abilityto define problemstatement
Ideate / Interviewerdemonstrateslimited abilityto sketch out
solutions basedon problemstatement / Interviewerdemonstratessatisfactoryabilityto sketch outsolutions based onproblemstatement / Interviewerdemonstratesaccomplishedability to sketch outsolutions based onproblemstatement / Interviewerdemonstratesexemplary abilityto sketch outsolutions based onproblemstatement
Prototype / Interviewerdemonstrateslimited abilitytogenerateprototype / Interviewerdemonstratesminimallysatisfactoryability togenerateprototype / Interviewerdemonstratesaccomplishedability togenerateprototype / Interviewerdemonstratesexemplary abilitytogenerateprototype
Test / Studentdemonstrateslimited ability tocapturefeedback / Studentdemonstratesability tocapturefeedbackat
a minimallysatisfactorylevel / Studentdemonstratesaccomplishedability tocapturefeedback / Studentdemonstratesexemplaryability tocapturefeedback

24YouthExploreTradesSkills

Student Activity

When you design,you arenotdesigningforyourself but forsomeone else. In this activity,you will be redesigning yourpartner’sexperienceofgiving agiftto someone. The goal isto empathize with yourpartner, to thepointwhere you areable toredesign thegift-giving

experiencein order thatthenexttime theygive agift,it mayprove to bea better experience forthem.

Procedure

Think about the last time yougavesomeoneagift—theentirety ofthegift-givingexperiencefrom starttofinish.Theexperience can includeanyandallof(butisnotlimitedto)thefollowing:

•Realizing you neededto get agiftor forgot to getagift forsomeone

•Thinkingaboutwhat to get and decidingon whatyou wanted tocreate or buy

•Receivingor not receiving thanks foryourgift

Figure 1—Stages of thedesignprocess

Imagecredit:d.school(HassloPlattnerInstituteofDesignat Stanford)

CreativeCommonsAttribution-NonCommercial-ShareAlike3.0Unported(CCBY-NC-SA-3.0)

Figure 1illustratesthestagesof “design thinking”as presentedby the “d.school,” formally knownas theHassloPlattner Institute of Designat Stanford University.Youractivity willbeframedusingthismodel. The stepscanbe explained as follows:

YouthExploreTradesSkills25

Design Thinking

EMPATHIZE / Learnabout theaudiencefor whom you aredesigning,byobservationandinterview. Whois myuser?Whatmatters tothis person?
DEFINE / Createa pointofviewthat is basedon user needs andinsights.Whataretheir needs?
IDEATE / Brainstormandcomeup withasmanycreativesolutions as possible.Wild ideas areencouraged!
PROTOTYPE / Buildarepresentationof oneormore ofyour ideas toshowto others. HowcanI showmyidea? Remember:aprototypeis just aroughdraft!
TEST / Shareyour prototypedideawithyour partnerforfeedback.Whatworked?Whatdidn’t?

26YouthExploreTradesSkills

1.Empathize

Tobegin,you willlearn what’s important to the personyou’redesigning forby asking him orher aseries ofquestionsabout the last time he or she gaveagifttosomeone.

Interview(8minutes)

Ask your partner abouttheir lastexperience ofgiving agift.Tryto understandas muchaboutyour partner’sexperienceasyou can. Ask probing questions to deepen yourunderstanding(e.g.,Why did you dothat?orWhat made you decidethat?).

Eachpartner has fourminutes to interviewthe other,andthen therolesare reversed.

YouthExploreTradesSkills27

Dig deeper(8minutes)

Nowconcentrateon thepoints thatyou found most interesting from theinterview you justconducted,andtrytofindoutevenmoreaboutyourpartner.Trytoengagewithhim or herabout thegift-givingexperienceon anemotionallevel. Question your partner’s motivations;invite him or her to tell storiesrelatedto thesetopics.

Eachpartner has fourminutes to digdeeper,andthen therolesare reversed.

28YouthExploreTradesSkills

2.Define

DuringtheDefinestage,youwillsynthesizetheconversationsyouhadwithyour partnertocommunicate aclearstatement thatcaptureshis or her practical needs,as well as anyinsights you’vegleaned into what’s important to them whenit comes to givinggifts.

Capture findings (3minutes)

Take some timeto reflect on theconversationsyou’vebeenhavingwithyouruser.

Identifyneeds

Generatealist oftheneedsyourpartner is trying toaccomplish by giving gifts(thislist willusually include verbs (e.g.,demonstrate gratitude, earnrespect,show appreciation).

Clarify insights

Insights reveal personalinformationthatrelates to your partner’s personality.Forexample,maybe your partner onlypurchases giftsthat support alocalcharity, which shows thattheyaresociallyengaged. Insights cantell you a lot abouttheperson givingthe gift,andnotjusttherecipient. Insightsmay beinferences thatyou have derivedfrom conversationwith yourpartner, though yourpartner doesn’thaveto have said anyexact wordsthatendup beingrecordedas insights—this mayinvolvea creative leapor risk onyourpart.

YouthExploreTradesSkills29

Define a problem statement (3minutes)

Review the needs and insightsthat you’ve just recorded in the previousstep.Take the oneneedand oneinsightyou’vejust recordedthatyou think are most relevant,unexpected,ormeaningfulaboutyourpartner,andjotthemdowninthe “Define problemstatement”section.

Considerthetitleofthis activity: “Redefiningthe Gift-Giving Experience.”Based on whatyou’velearnedthrough empathizingwith yourpartner,howdoesthis activity translateto hisor herpersonalexperience?

Keepyourproblemstatementshortand specific.

30YouthExploreTradesSkills

3.Ideate

Ideation involvesbrainstormingasmany solutionsas possible.

Sketch four radical ways to meet youruser’sneeds(4minutes)

Bothpartners:sketch aminimum offoursolutions based on yourproblem statement;avoidusingwords. No onewill be judging youon thequalityofyourartwork. Ifyoucomeup withfour sketches andthere’s still timeremaining, continuecreating more sketches.

Sketch at least four radical ways to meet youruser’sneeds.(4minutes)

YouthExploreTradesSkills31

4.Prototype

BuildYour Solution (10minutes)

Usingthe availablematerials, createan object thatsomehowrepresents the solutionthatyou’vepreviouslyidentifiedinStep3.

Youhave10minutes to create your prototype.

5.Test

Onthebasis offeedback from the prototype, howeffective was this design challenge?

Share Your Solution and Get Feedback (8minutes)

Nowthatyou’vecreatedyourprototype,fillinthefeedbackgrid.Thegoalisnottotryandconvince your partner thatthe prototypeyou’vecome upwith is necessarily the best or onlysolutiontothe problem you’retryingto solve—instead, thinkof the prototypeasonemorepoint of entry into deepening theconversationaround your partner’sneeds. Bythinkingabout whatworked andwhat couldbeimproved, and byasking questions and sharing ideas,you will learn evenmore abouthowto meetthoseneeds.

Be sure toputyourprototypein your partner’shandsandhave themprovide you withfeedback.

After four minutes, be sure toswitchroles with yourpartner.

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Feedback Grid(8minutes)

Whatworked? / Whatcouldbeimproved?
List any questions you have. / List any ideas you have.

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