Drafting a 'Design & Make' Lesson for Lower Secondary D&T

A glimps of my work-in-progress and the way I think and plan my work.

(Draft) and designing a 10 week Design & Technology lesson for a brand new class for a brand new semester. 

Tasked to teach a class of Secondary Two Normal (Academic) - 14 year old kids for the coming semester. 

Students will be attempting to design and make a Smart Phone Holder in the context of a suitable souvenir for the Singapore Zoological Gardens. 

The basic structure for the holder will be similar for all students but one can expect lots of animal shaped inspired designs. It will be a very tight 10 session or less.  Hope it will turn out ok. 

Since this is posted, feel free to try it out or use it for yourself if you wish but don't forget to drop me a courtesy note if you do.

To Make Progress you Need a Focused Mind to Look Out

Keep your eyes open and your mind focused on looking out for things and issues related to your theme and you'll automatically find. It's the same with the subsequence progress of your coursework. If you keep your mind focus and thinks about it often, you will get somewhere naturally. 

Anyways this voucher from Manhattan Fish Market above was found in my mailbox today. I browsed through the pages and liked the 1-for-1 deals. However it's the inner first page that caught my attention more than the rest. 

It's about observation and identifying a critical issue of how many family (or friends) behave in meal outings whose hands could not stay away from their phones. 

What's a gathering for if everyone is so glued to their smartphones. It's a nice piece of solution they have there. A fun way to encourage  family interaction rather than each staring into their smartphones. An entertaining way to keep hands off the devices and start having real family time. To top it off, the value-adding catch comes with an incentive to be rewarded with a SG$5 return dining voucher. But with one simple condition.  The box must remained untouched where all the phones will be kept in throughout the meal. Though it's a strategy to bring customers back again, it has nevertheless tackled an important issue about what family time should have been.

Idea Generation, Refinement and Development

"How to do Idea Generation? How to do Design Development?" These are some of the most commonly asked questions other than the general 'What to do?'.

It is simple actually. For the both of them, focus on getting the functionalities right first. i.e. get your product to work first. By generating and introducing lots of interesting concepts for it to work. Refine and evolve them until you get the best solution. You get instructions for Idea Generation and Development from your list of Design Specification that speaks about the requirements for the project. Build models if you need to test assumptions on how certain features should work. For each of your proposals, take time to evaluate them in terms of practicality and usability w.r.t. the target user you have in mind.  Practicality can be in terms of whether it could be feasilbly made in the school workshop or if you have the skills to make it. More importantly if the target user or if you yourself will use it (in public). Will it be awkward to use? WIll it be complicated to operate? etc. If so think about how it can be simplified in the next few sketches.

Once that is done, you can further simplify your concept - work on simplifying jointing methods. If a change of material can fasten the making process and still function just as good, change it. Work on shapes and forms for enhanced aesthetics and appeal factor.  Decide on the number of parts and dimension them. Don't forget ergonomics and safety. Development for easy maintenance and durability can take the form of material choices and jointing methods.

Always make sure the functions can work first at the idea generation stage. And work on the details in the development stage. Solving every problem you can anticipate. Then develop on everything else in any order. And you'll still end up a decent project.

It will be a big mistake if you work your sequence backwards then work out how to make it work with materials and tools already in your hands in the workshop. This is the consequence of not sufficiently developing the idea and start making for who knows why. And then realised there are lots of mistakes and/or end up solving problems along the way.

Last tip - Work on your idea/concept one feature at a time. One joint at the time. You can only do one thing at a time. And soon you will be ready to combine all these individual decision along the way into one. And there you end up a complete product. Knowing exactly how you will make it.

Once you reach this state, go ahead to plan your Production Schedule. Get your working drawings up. And your Presentation Drawing to have a feel of how your project might be like in the real context. Next, go peacefully and make your product come to life.

P.S. Do not take my sharing as a definite prescription on how you should complete Idea Generation and Development. Take it as a reference and a guide. Think through and be convinced about the steps and sequence I mention. Make your own plan. And then ... DO.

Cheers. 

Mr Daniel Lim

Knowing that you have arrived at Design Development

When you start to look at the individual parts and connections, on details and confirming best choice materials and jointing methods, on optimum sizes and drawing out dimensions accurately, at the same time refining ergonomics, shapes, forms and colors to achieve maximum beauty and usability, you know, that you have arrived at the design refinement and development stage.

Students' Reflection on Design & Technology - Secondary TWO Express (2013)

Students' Reflection on Design & Technology - Secondary TWO Express (2013)

It had been a tiring 2013 with two graduating O Level classes under my charge on top of a couple of lower secondary classes. I had to give consultation priority for graduating students in most of all my afternoons after 430pm because all classes had extra lessons everyday from 230pm till 430pm. D&T had extra lessons too but once every two weeks for an hour or less is too little.

My Secondary Two and Three classes did not have the luxury to see me for consultations as often as they wished after school hours.  In most of their reflections, quite a number talk about 'little communication', or commented that 'time is too short' and 'wishing to have more time with the teacher'. A few holidays and school programs that fall on official class times added on to the lack of time. My two weeks In-Camp-Training in July added more misery.  However, I was blessed to have eager Secondary Two students who even though did not get to see me as often as they could, most of them managed their work well. They could rely on the posts and tips I uploaded in Facebook or in this blog to complete their work to a good standard.

My Secondary 3 cohort were weaker academically compared to their peers but they picked up real fast - especially in terms of attitude towards quality work. Though they too did not get to see me often after school, they have improved a lot in terms of self-discipline, self-motivation and taking ownership on being responsible for their successes.

The designjournalsos blog becomes a necessity where students can refer to and hopefully gain some momentum on their own whenever I cannot be reached. This will also help keep their coursework up to date and with good standard.

Making process of the Lady Bug Tea Light Holder - Shaping to Dry Assembly.

This publication shows the making process of the Lady Bug Tea Light Holder - from Shaping to Dry Assembly. This includes tools involved. It is assumed that marking out and general shaping is completed. 'Finishing' is not included.

Dining Accessories Project 2013 by my 2E3 and 2E4 students (Semester 1)

 2E3

2E4

My students of 2E3 and 2E4 have been with me for the past 14 weeks or so working on their individual Dining Accessories Project and this is the result of their time with me. All of them are designed and made by the students under my guidance and facilitation. Great students this year with lots of interesting solutions. We have a range of toothpick to napkin holders, chopsticks to cutlery holders, feedback forms and menu holders and from customer tips to tea light holders. The theme given to the students is 'Innovative Premium Dining Storages' for high class restaurants.

I hope they had a great time with me as I do have a wonderful time with them. Next semester I will see the next half of the class. Let's see what they could come out with.

Fish Note Holder - Design Refinement and Development Demonstrations

The two links are demonstrations on a 'Fish Note Holder' featuring the following topics: 

• Design Refinements and Developments 
• Working Drawing (based on ratios rather than on dimensions) 
• (Simple) Presentation Drawing 
• A Pictorial Presentation of the Making Process. 

Design Refinement and Development + Working Drawing + Presentation Drawing

Making Process (Realization)

Quote

"The inherent messiness of the creative process means that at any time, they can, do, and probably should overlap. Such is the modus operandus of the creative mind: discrete categories often give way to creative continuums." From 'Idea Stormers', Bryan W. Mattimore

Product Research & Product Analysis

Product Research. Product Analysis. 

Are they the same?

What is Product Research? 

When do we do Product Research? 

Why do Product Research? 

The same questions for Product Analysis.

All these questions will be answered in a little while.

Introduction

Very often I see students propose 'Design Opportunities' where product solutions for them are either not a practical necessity in reality or are already in existence.

Another common problem students have with their identified 'problems' is the ignorance that the 'problem' belongs to an isolated case. That means, no one else really have the problem! If a 'product' is created, that product benefits practically no one else. Therefore you must make sure your identified 'problem' does affect a wider group of audience. And this wider audience must recognise and admit to it. You can find that out through a survey or very careful and focused observations. You want to find a problem that is common but unsolved (yet).

The next observation is an extension of the problems highlighted above. They are 'problems' identified from 'worst-case-senerios'. In addition to the failure to study the 'problem' to cover a wider audience, the identified 'problems' came from situations where you only find them in the worst services, the worst hotel, the worst restaurant, the worst food court, the worst toilet, the worst home - where businesses or people are ignorant or did not care about using good existing solutions. 

If you picked 'problems' from cases like the above, frankly speaking, what can you expect on the quality of the service they provide or the suitability of the products they use?

So as a golden rule, identify problems from preferably the best case scenarios. You have a higher chance of hitting a real problem is needs to be solved.

There are many problems from 'worst-case-senerios'. For example, 'the waiter is using a tray that is too small', 'the chair in the hotel room does not match the decoration of the room', 'the toilet is not clean in this hotel', 'the food served does not look appealing', 'the table in the hotel lobby is empty', 'the queue  is too long', 'the flower vase has no flowers', etc. - But remember, we are not in the business of 'rescuing' a failing business, or a failing food store or a failing hotel just because there was a lack in training or business knowledge or even common sense. For all those 'problems' above, the solution is simple. Get some professional help. Get some training. Start using existing solutions. 

In a mini conclusion, an identified 'problem' that the 'carpets are dirty or the decorations of the hotel room is ugly' does not mean that all other established hotels are also the same. An identified 'problem' that 'there is a long queue and customers are getting frustrated' does not mean that all other established services are like that too. Those belong to isolated sad cases of companies or individuals that require basic trainings.

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PART A: Product Research

(Existing) Product research is important right after you think you have identified a design opportunity and before you happily start idea generating. Failure to do so may result in your final product solution being nominal at best.

The objective of (Existing) Product Research is to be aware of all other possible solutions whether they are directly or indirectly solving the problem you have identified. Conduct a thorough search off-the-shelves and online to find out for yourself what could already be out there. 

The good places to look for off-the-shelves product solutions are the specialized shops and city malls where the latest and the most innovative are likely to be found. For internet research, I recommend scouring through the design related websites I have collated. You can find a long list of them on the right hand side of the blog titled 'Design References'. For internet research, the more effective you are with keywords, the more successful you will be to find what you want to find.

Steps:

·         Find existing product solutions through the Internet and from shops (if any).

·         Take note of more ‘web-links’ within the web page that may give clues to the original website of the product or ‘web-links’ that may provide more information about the product.

·         Note that there may be more than one possible existing solution to a single problem.

·         Print the product solution images and paste them in your journal.

·         From the Internet read and study how the problems are presented and how the solution is being described.

·         Save all the web page URLs and information for later use and retrieval.

·         A HANDY TIP: You can use the information to modify and adapt to your own Design Needs & Opportunity write-up later.

NOTE:

1. If you do find existing products, your design challenge will be to bring the existing innovates further and better. 
2. If you do not find any existing products, you might be on your way to inventing a great product solution!

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PART B: Product Analysis

Product Analysis follows Product Research. In Product Analysis, you would have with you at least one existing product to study in detail.

• Study their functionalities and their innovations beyond those beautiful forms. 
• Study the product background. 
• Find out who designed them. 
• Find out why they are designed the way it is. 
• Find out what problems they solve. 
• Note what is good and why. 
• Note what is not so good and why. 
• Note what are the limitations on the existing products.
• Note what could have been done (in your opinion) but not present and why. 
• Find out what else could be practically proposed to make the product work even better.

For product solutions that has more than one solution

• Find out what other products are similar. 
• Find out their similarities and differences between the various similar solutions. 
• Find out what else could be practically proposed to make the product work even better.

At this stage you may also find yourself consolidating good features and functionalities. Save all these ideas for the idea generation stage.

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PART C: Identifying Possible Areas for Improvements

Study the products carefully again and identify possible improvement areas by asking the following questions:

·         What it cannot do yet, but would be nice if it can do?

·         What it cannot do yet, but would be beneficial to the Elderly using it if it can do?

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Final Words

Product Research and Product Analysis should not be done only at the beginning stage of the design process. Throughout the stages of Idea Generation and Development, in addition to your creativity in innovating new functionalities, continue to consult existing solutions and be inspired by them for your next design.

In whatever you do in your design journal, never forget to include images and meaningful annotations.

Finding Design Opportunities 'On-Location' and Using 'On-Location Photographs'

Finding Design Opportunities using 'photographs' and 'observations' on-site are pretty similar where you use your eyes and 'observe' what you see and use your mind to make sense of what is happening on the ground.

Record your observations in detail using more photographs, various forms of illustrations and annotations. The difference is, the former you can do it at the comfort of your home, and the latter, you do it, well, ... on-location!

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  Introduction

Using on-location photographs are useful strategies to identify genuine needs and design opportunities. 

Firstly because the source - the photographs -  came from a real location.

And secondly, the activities happening and the people involved in them are also genuine. They are happening in the real world in real time. 

Nothing gets closer than experiencing problems first hand. No drama. 

The best sources of information gathered from researches are from primary researches. 

Using a photograph that you take on your own is as close as it gets to primary research.

Fig. 1: A (Fictional) Sketch showing People in a Satay Club and the Activities Around

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STUDENT: "I have the photograph(s) now. What do I do with it?" (see Fig. 1, 2 or 3)

Step 1: A General 'Scan' of the Environement

Cover every corner of the photograph or the chosen location, stop and observe (in detail) at the activities that is going on. Identify objects and products that people interact with. Identify the Target Audiences (Targer User or Target Group) as you go along. Anaysing activities with the Target Audiences in mind is more useful than with a generalized group of people.

• You can begin anywhere in the photograph or the scene, or
• You can select a point and go clockwise or anti-clockwise, or
• You can begin by imagining how you would start walking as if you are in the picture from left to right or vice versa.

Look at what is in front of you and ask, 'What do I see?" then ask more questions (keeping the theme in mind) to 'dig' out more information from the scene. You can use  '5W1H' to help you with this activity.

For example, you ask:

• "Who are the people there?"
• "Where are they going?"
• "What are they doing?"
• "Why are they doing ....?"
• "What (products) are they using to do...?"
• "What problems might they be facing?"
• "Why do they have this problem / inconvenience / frustration?"
• "What could have caused the problem / inconvenience / frustration?" , etc.
• "How does this or that work?", etc.

Or you may have spotted someone's expression and then ask,

• "Why does he/she look quite frustrated?"
• "What happened actually?", etc.

The number and the type questions you can ask is limitless. One question will lead to the other as you try to dig out what is happening at that moment. The more questions you can generate to grill the activities in the photograph or the scene, the more information and insight you will get. 

 

Step 2: Use P.I.E.S. to Identify and Make a list of Needs

• Begin with the Physical, Intellectual, Emotional and Social  ('P.I.E.S.') Needs analysis tool to make a list and categorize the different type of NEEDs on the activities that is going on in the scene.
• Start from identifying Physical Needs, follow on to Intellectual Needs, Emotional Needs and finally Social needs that either present or required based on your observations and interpretation of the photograph or on the scene.
• From identifying and recording the various types of NEEDs, Design Opportunities can be identified.

Step 3: Use  'Activity Mapping' to Study Processes and identify Objects for Improvements

To start using the 'Activity Mapping' tool, you should first select an identified NEED area from Step 3.

For example, your target group are the Elderlies and you target location is Home. There are so many areas around the home. You may choose to focus on the Kitchen.

There are so many things that can happen in the kitchen and you may have identified some 'physical needs' related to activities happening in the kitchen. You might choose to focus on one of activities which happens to be 'pouring a cup of water' from a kettle in the kitchen.

Due to aging and poorer eyesight with less agile hand-eye coordination, you find there was frequent spillage of water on the table. So this is a 'Physical Need' area that needs to pay attention to.

You can then use 'Activity Mapping' to study how an elderly would interact with the cup and kettle and how he pours water out of it into the cup.

• The Activity Mapping is an excellent tool for working out processes and procedures, and also for identifying Products in use. Which in turn is excellent for identifying potential product improvements.

Step 4: Identify the Root Causes

• If you do follow faithfully from Step 1 to 3, I am sure you will by now gathered quite a bit of investigations and insights about what has gone on within the environment concerned. 
• You will also be loaded with quite a bit of identified Design Opportunities after engaging 5W1H, the P.I.E.S analysis & the Activity Mapping  tool to identify NEED areas and the products involved.

However, not every problem or design opportunities you have identified are good for solving. Design Opportunities may refer to all identified 

a) problems or potential problems to solve,

b) areas for product for improvements,

c) design challenge for an alternative or another clever idea, or

d) opportunity for an invention.

• In reality, some 'problems' you identified may not even be problems as it seems! They are in your potential design opportunity list because of your 'assumptions' and 'good guesses' that they are problems. 
• Next, you should be concerned about finding the root causes of those 'problems' you have identified to making sure your design opportunity is really worth spending the next few months solving and subsequently working out a solution.
• To 'find the root cause', you'll have to engage the 'Five Whys' technique to test your assumptions and to get to the root cause(s) of those so-called 'problems' you have identified. 
• The ultimate 'Five Whys' questioning technique is almost a full-proof litmus test to reveal the real problems from your initial assumptions and from those that were thought to be problems.

• By the end of this step you should have at least 3-5 confident potential Design Opportunities for selection.
• Even if you end up with 1 or 2 design opportunities it is fine. Because you will be very sure you have found genuine needs to solve.

Step 5: Existing Product Research and Product Analysis

Identifying the root cause of the problem in Step 4 is important. An equally critical step next is to do an Existing Product Research to study existing products and solutions that may have already been designed for the 'problems' you identified.

• Existing product research is probably the second most important step after the Five Whys. 
• Even if you have found the root cause of the problem and that may potentially be the ideal design opportunity, there is still a possibility that you might not be aware of existing solutions that have already been designed. You do not want to end up creating stuffs that has already existed. Do you?

• Research and study all existing products that are directly or indirectly related to the problem you have identified.
• Understand and compare their functionalities.
• Seek to understand how and why they are designed they way they are and what problems do they solve.
• If you discovered that solutions for the problem already existed, you can still transform that into a design challenge to design and create a better one. 
• But before you do that, you got to study every possible existing solution in the market.

• Do Product Analysis on them to identify all the features and functionalities, the good and the bad points and their 'hidden' potentials.
• The P.M.I. technique can be used here.
• 'Hidden' potentials refer to possible 'functionalities' that the products could have done to cater to the problem better but is have not yet realized as a designed feature in the existing solutions you have studied. If you find 'hidden' potentials they are probably the most valuable Design Opportunities you can ever find.

Step 6: Selecting Design Opportunities using 'Benefits' as Criterion for Selection

• Finally we arrived here. You've got a few Design Opportunites now. How do you go about selecting the best one for your coursework?
• One way is to make a list of 'benefits' for each one of them. 
• Assuming if a solution is found, what are the benefits and who benefits. etc. 
• Then compare the benefits and select the one that benefits the most people.
• In other words, you want to compare the 'catchment area' of the benefits. Does this solution only benefit me? Him or Her? Or does it benefit a wider group of people? A family? A society or community? The neighbourhood? The nation? Or internationally?
• The Design Opportunity that has the widest 'catchment area' should be the winner.
• But also bear in mind time, ability and technological feasibility. That means even if you choose the most promising one, are you able to design and make it with your current ability, knowledge and time, and using what is available in the school to realize your product solution?

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Closure... more examples...

Fig. 2: A (Fictional) Sketch showing Tourists in a Hotel and the Activities Around

 

Fig. 3: A (Fictional) Sketch showing a Bell Boy Moving Luggages

All figures 1, 2 and 3 can be used as practice for the six steps described in this post.

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Now go and plan where to go for your observations or to gather photographs for identifying Design Opportunities.

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