Interconnectedness
Design in Theory | Design in Practice | Design in Context | |
| B1.1 User-centred design (SL) | ||
| A2.1 User-centred research methods (SL) A2.2 Prototyping techniques (SL) | B2.1 The design process (SL) B2.2 Modelling and prototyping (SL) | |
| A3.1 Material classification and properties (SL) | C3.1 Product analysis and evaluation (SL) |
Learning Intentions
Through critical thinking, practical activities and context, students will:
gain a deep understanding of user research methods and learn to gather valuable user data and translate it into actionable insights
explore a wide range of prototyping techniques, from low-fidelity sketches to functional models, developing the ability to select and apply the most suitable method based on design goals and user feedback
analyse existing products critically, considering user needs, ergonomic considerations and potential improvements; this analysis will inform their own design decisions and foster a responsible design mindset
practise how to integrate user research findings and prototyping insights into each stage of the IB design process, ensuring their designs evolve and improve based on user feedback.
Linking Questions
How can modelling and prototyping be used to inform the development of a product following a user- centred design (UCD) strategy? (B1.1)
To what extent is modelling and prototyping essential for inclusive design? (B2.2)
What ergonomic considerations are important to be able to engage successfully with the design process? (A1.1)
How do design technology students ensure they engage with user-centred research methods? (A2.1)
To what extent are user-centred research strategies useful to gather feedback on models and prototypes of proposed design solutions? (A2.1)
To what extent are the goals of the design process aligned with the goals of a UCD process? (B1.1)
How do designers use their knowledge of prototyping techniques to ensure effective modelling and prototyping? (A2.2)
To what extent does the model, test, refine cycle require full engagement with modelling and prototyping at several levels of fidelity? (B2.2)
Which aspects of material properties can be explored through modelling? (A3.1)
How do the requirements of the design process ensure students are addressing the responsibility of the designer? (C1.1)
Which aspects of ergonomics are vital to establish when analysing the usability of products? (A1.1)
To what extent does the evaluation of products rely on user-centred research methods? (A2.1)
To what extent is product analysis a fundamental aspect of the design process? (B2.1)
Why is it the responsibility of the designer to learn from product analysis and evaluation tasks when redesigning products? (C1.1)