Throughout the course we have talked about many different types of learning styles and how to design for knowledge. Thinking of ways to apply what we are learning about in the course to the client has been challenging. It is almost like everytime we go to the drawing board we are discovering something new…
Last week in class we split up into our groups to play games. Most of the games had some sort of educational component to it, and our group played a game called Math Dice. The premise of the game is simple:
After looking at the problems together in class on Tuesday, our team came together to discuss and map out the problem area on our own. We discovered new problem areas as well as areas we would like to continue exploring. We wanted to focus on the many different stakeholder…
Like starting any new project, there tends to be some fuzzyness in the beginning, especially for novices. That is how I felt at the beginning of this class. Our clients have provided us with two different design prompts and having limited knowledge in the domain, it was hard…
In class today we talked about the 4mat learning theory, developed by Bernice McCarthy. It is a theory that organizes different learning styles to describe a whole range of the learning and communication experience. It is important and relevant to what we are doing with our client, because we have to think about how…
During an in-class activity, the class was asked to split up into groups to use conceptual blockbusting to think about how we would tackle our semester-long design project. We were asked to view the problem from a variety of stakeholders’ perspectives. Going through this…
In Conceptual Blockbusting, James Adams talks about perceptual blocks to problem solving and creativity. Naming these blocks makes it easier to reexamine your approaches and generate new ways to solve problems. Below is a list of the perceptual blocks and a brief description of each: