'REVERSE' Design Need & Oppotunity

IMPORTANT: MUST READ THIS FIRST

The following tips for writing your Design Need & Opportunity assumes you can find existing solutions and their respective write-ups about its problem and solution during your research phase.

The suggested procedures are not meant to encourage 'copying' literally because that will make your work 'illegal' and is considered 'plagerism' - which is a serious crime - which in turn is discouraged.

However, with the understanding that there could be better ways by the professionals and writers out there who are able to better describe similar (happens to be like 'mine') problems than 'me', 'I' can use them as references to 'learn how I can' adapt its argument, the language used and its presentation structure to describe the situation or the problem that 'I' have identified.

In that respect, it is perfectly fine. In fact, using existing references to end up writing a better 'Design Need & Oppotunity Write-Up' is a way of 'Innovation'.

The two sections below consisting of 'THREE-Super Express Steps' and 'THREE steps to write your Design Need & Opportunity' should enable you to write a very decent Design Need & Opportunity Write-up.

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ONE

THREE-Super Express Steps

(if existing or similar solutions are available)

Step 1: FIND

• Find the closest matching existing product.

Step 2: STUDY

• Trace the product to its website or better still to the original one where you can find descriptions of the problems identified and other descriptions of it.

Take notes on

• how the problem is described.
• how the function is described.
• how the solution to the problem is described.
• the descriptions about the user.
• the descriptions about the interaction on the user and the product within an environment, i.e. the contextual use.
• Keep a look out for alternative websites that feature the same product. You may find more descriptions that will come in very handy.

Step 3: CUSTOMISE and ADAPT

Modify the contents as necessary and adapt it for your Design Need & Opportunity Write-up.

Note: If existing solutions are not available, you can also find the next closest solution. The descriptions would not be too far off. It’ll probably only require a little more effort on customization to your needs.

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TWO

THREE steps to write your Design Need & Opportunity

Focusing on the Quality of its Contents

Step 1: Setting the Stage

As a starter you may make use of related definitions for the theme, say, definitions of 'Hospitality', that best fits your problem or design challenge as well as those researches you had done (facts, figures, evidences, etc.) and use them in your introduction.

This beginning by defining the theme as the introduction keeps you in check that the ‘problem’ you describe later on actually does come from and is related to the theme.

Continue by turning your attention to your subject and start introducing your targeted people and their activity in the location and/or their interaction with a certain product, etc.

Step 2:  The Drama

Once the stage is set, i.e. the contextual background to the problem is laid out, bring in your main subject - the identified problem or the design challenge.

Highlight the frustrations and the problems your target users are experiencing. Explaining where and how it all began and who are the people involved. What products are involved? Explaining why the problem remains unsolved? What are the effects and consequences? etc.

Include data and facts you found from your research related to the problem or design challenge you have identified. e.g. How many % of the people have the same problem, How frequently does the problem occur, etc.

Step 3:  The Wish List

To conclude, provide a 'wish list' at the end. e.g. 'It would be beneficial / nice if a solution for (... ) can be designed and realized as it would solve the problem of (...)

Basically you tell a story. Note that 5W1H is constantly in use.

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NEXT...

Design Brief, Considerations and Specifications Write-Up

Draft your Design Brief:

'Design and make a (use a general term) to (describe the desired functionality) to solve (describe the problem or the design challenge).

Draft your Design Considerations and Constraints.

(Research and) Draft your Design Specifications.

Research on the requirements from  ‘Design Considerations and Constraints’ and use the researched information to draft a list of ‘Design Specifications’.



Cheat Sheet for Identifying Design Need | Situation | Opportunity

This is a Cheat Sheet (pun intended) for Identifying Design Need. But in no way cheating is happening at all.

This list of posts contains some of my thoughts and flow when it comes to facilitating identification of Design Needs for the Design & Technology Coursework (Singapore GCE Syllabus). 

Note: The original post with a comprehensive "Cheat List" has gone missing and I don't know why. If you have ever downloaded a copy and it is with you, please email me the attachment. Thanks very much.

The next best thing I can do is to compile the following taken from this same blog that should serve a similar purpose for 'Identifying Design Need'. Point 3 is the most interesting.

1) Finding Design Opportunities with On-Location Activities 
2) Using Activity Mapping
3) Reverse Design Needs & Opportunities
4) Blunders with Identified Problems

WARNING: 

1) This is too good to be true. 

2) This is a draft. 

3) Use with discretion or with your teacher's permission.

Thoughts on the 2020 D&T Syllabus - Coursework

I sense the ground as some expressed uncertainty on what to do for the new Design & Technology Coursework 2020. Some worried that their current proficiency in gaming the coursework might not work anymore. 

I can quite safely say that what is expected in the past and what should be done in the light of the new syllabus - remains the same - provided the motivation had not been one to game the system for maximum score - but to provide a unique practical exposure to solving real-world ill-defined problems as well as to tease out the potential of design'ability in our students.

We need to move forward with the new syllabus with a pair of new lens. The non-essential information and 'paddings' that are used to make the journal look good need to be filtered and are the first to be out in the trash. Clean that rubbish out and we are left with what is good to go. 

"What must we do so that the students can score in their coursework?" 

Answer: That's not a right question to ask. Instead it should be "How should I facilitate my students' coursework so that time spent and work done is as meaningful and authentic as it can be that aims to solve a real-world ill-defined problem."

Everything else essential and necessary for the beginning and ending is still present in the entire coursework. 

The following needs some getting used to but not entirely mind-boggling - an updated emphasis on sketching to design and the down regulation of the need for perfect technical working drawings and glossy prototypes. Some re-allocation of marks for the various coursework components (e.g. GDI, P.Boards, etc) and the relocation e.g. working drawings from PB to journal. 

So really, nothing to worry if you had been doing things right. 

Reframe and relearn if necessary about what is not required anymore, e.g. the paddings and the decor - aka the non-essentials. Hit the nail on matters that are absolutely essential and necessary for moving forward. 

Research when necessary. Sketch when necessary. Annotate when necessary. Mock-up and test and evaluate when necessary. Prototype test, evaluate and improve when necessary. That's really it - the New 2020 D&T Syllabus to Coursework.

My mind is clearer now that I put into words what I had been thinking. Hope this helps you in some way too. Let me know if this had helped you. Let me know if you have new thoughts or have alternative / opposing views.

"Sorry Mr xxx, I have not completed xxx"

Recently I had been dealing with this particular question a lot:

"Sorry Mr Daniel, I have not completed xxx".

And so I go through the same old advises about how work is never finished. And if it's a matter of not purposefully finding time to complete the tasks at home, then "Start Today".


I recalled my responses and came to three main points which I'll share in the following:

(1) Habit of Iteration
You see, the (D&T) coursework, is a time-bound project with an on-going task which begins the moment you get your coursework 'Theme' or 'Design Brief' and ends by the deadline given to you. 

There is no limit imposed on the number of times you can 're-work' / evaluate and make improvements to any components in your journal. Technically that means, you can never 'finish' your work. But you can work on it again and again, till you get the results and quality you want.

So get into the Habit of Iteration.

(2) "T&M" of S.M.A.R.T. Goal
That being said. You cannot be iterating or re-working your work forever. There got to be a time set where you tell yourself 'It is enough. I've done enough iterations within the time I've set aside, for the best quality work I can produce."

When you set side 'Time', say 30 mins or 1 hour or 2 hours, to complete your D&T tasks, then use that time diligently. Set for yourself 'Measurable' goal(s) so you can 'check' for yourself if you have arrived at your objectives. 

What happens if you 'finish' your set / planned task before the time is up? 
Answer: Go back to point (1).

(3) Deliberately and Purposefully finding Time
"I have no time". "I don't have enough time". "I have tuition". "I need to complete subject (s) xxx". The last point is probably the most frustrating reason a student can give - that a teacher can get.  

You chose the subject 'D&T' not to make it a 'back seat' subject. Find time if you do not have. Create time if you do not have. Deliberately make time - refer to point (2) about setting aside time.

Make every subject of equal importance to do well. Some may require more (or less) time than the other. Learn how to apportion time for different subject within the 'free time' after school. 

Conclusion:
You will never finish / complete your D&T coursework. You will finish / complete your coursework only when you have officially submitted your work. 

Practice the following two points:

• Always find time. 
• Always iterate, evaluate and improve on your work 
• Always be diligent and focus within the time you have set.

mrdanielsos

How to Choose the Best Image for Shape Borrowing?

Fig. 1

Shape borrowing is probably one of the most common starter exercise for Ideas Generation. References could be obtained easily to be shape-borrowed but not all images are made equal, i.e.  to be suitable for shape borrowing. There are useful and not so useful images, although technically you could shape borrow just about anything you want. 

Following are some points to help you shape borrow more effectively:

1. When you search for reference images, include 'silhouette' in your search. A silhouette excludes all other details (e.g. eyes, nose, whiskers, etc.) that helps suggest a particular animal. If you can identify the animal just looking at its silhouette, that is one good reference.
2. If you chose a photo or an image of an animal (or whatever you have chosen), eliminate all internal details when you shape borrow. Look at the middle portion of Fig. 1, one of the puppy I shape borrowed originally had spots on its body. But when I shape borrowed it, the spots and facial features are not included.
3. When you finally finished a series of shape borrowed drawings (look at the bottom portion of Fig. 1), ask yourself this question, "Can I still recognise the animal just by looking at its outline?". If the answer is a definite "Yes.", you have a good shape borrowed drawing. Shape Borrow drawings #1 and #3 seem to still retain the shape of a dog quite reasonably. Shape Borrow drawing #1 is the best one. When I look at Shape Borrow drawing #2 I find it difficult to guess what that shape resembles. 

Use the points above in future when you are considering Shape Borrowing. That may save you time drawing using useless references in the first place that does not produce a good outcome. The time gained could be used more effectively for development later on.

Let me know if this helps!

Decision Matrix

Very likely, by now you will be making a decision on which Design Situation to choose from.

Some suggested criteria / attributes for selecting your best Design Needs and Opportunities (Design Situation) to work on for the next few months. Pay attention to what you have selected for yourself to work on. In the original post I simply suggested using the PMI acronym as criteria. Email me if you have more criterion to add on or comments.

Another point to note: If you have great issues with including weightage in your matrix computation, you have two choices: 1) Go study how you can meaningfully include weightage in your matrix computation and then include it in your decision matrix, or 2) use a Decision Matrix table without weightage. You will still be able to arrive at one Design Situation with the highest score with every criteria just as important as the others.

Here you go. You don't have to agree or use, but here are some suggestions:

Interesting Problem?

(Think: Is it an interesting problem to solve? How interesting is this situation / problem to you?)

Good Problem?

(Think: Is it a good problem to solve? In your opinion what do you think? Maybe a quick survey from your friends to see if they think it is a good problem to solve.)

Usefulness?

(Think: Who will benefit from a solution to this problem? Will it be useful or beneficial for most people? How many?)

Realisation Possibility.

(Think: Would I be able to make it? This criterion requires some prediction or imagination of a possible solution to the problem and requires you to think about your current ability, as well as the tools and machineries available in the school workshop to realise this possible solution.

Meet ‘???’ theme?

(Think: How well does the situation / problem identified fit the theme ‘??????)?

Quote for Thoughts

Identify an authentic design need and opportunity and you'll find yourself asking the right questions. 

This is as good as having solved the problem. 

Reviews from email consultations - to end 2017

Consultation via email is free. However subjected to my availability and not expecting quick responses. I think through queries and reply them during breaks or times where no substantial work can be done. Typically replies between 2-5 working days.

Disclaimer: Email consultations are purely facilitative in nature to help 'stuck' students get 'unstuck' - with enough information or links for clarifications and to help them make better decisions - to move on. Never in the form of answers or solutions. I never suggest a different approach or overwrite student's teacher style or expectations on the way their journals should be produced or provide materials for copying and duplicating, etc. I merely clarify and educated on the topics which they asked which hopefully allows the student to apply they newly found knowledge in their coursework.

These are students who somehow found even one or two online conversations helped and left a note of thanks before they sign off. However there are many who don't. Nevertheless I hoped they are helped.

Due to the fact that I did not seek their consent, only names of schools whom students I managed to help and  extracted 'thank you' comments left at the end of the email sessions are shown. Names of students or parents not shown.


Reviews

“Oh my God,  thank you so much.” Greenview Secondary School - (2017)

“Thank you once again for advising me on my journal. Thank you very much for answering my emails! Submission date is tomorrow.” Yio Chu Kang Secondary School - (2017)

"Your help had boost his confidence greatly. I need to thank you for the help." St. Andrew Secondary School (2017)

“Thank you very much for all the advice.  The information was very helpful, have show it to my son, I think like what you suggested, he still have to follow the instructions from the school.” Bedok North Secondary School (2017)

“Thank you for your help and advice on my journal, it has definately helped me

proceed on with my journal.” Gan Eng Seng Secondary School (2016)

“Ur advice has helped me and im now at the ideation stage!” Bedok South Secondary School (2016)

“Thanks mr daniel ! Helped a lot”. Bedok South Secondary School (2016)

“Thanks for helping on my presentation board.I couldnt have done it without the example of it u  postes it on the site..The teachers gave me some advice before starting on my pb.I manage to complete it on time even though theres not much ive written on it due to my medical Leave and records.” Bedok Town Secondary School (2015)

 “Thanks to you, i was able to come out wth many various ideations and all interlinked to each other.one of the ideations made it as my final product,with developments of course. But thanks to the advice you have given me, i coild actually start my coursework knowing that i was in the right path.thank you so much for the advice.now im just looking for the theory paper.” Chong Boon Secondary School (2015)

“thank you so much!” Queenstown Secondary School (2015)

“Thank you so much for your pointers, really appreciate it!" Fajar Secondary School (2015)

“And yes that helped!” Swiss Cottage Secondary School (2015)

“I feel that the methods you use to do research is very useful! Like how the SCAMPER method can help me through my thinking process, it also helps me to think more about the problems and how certain things work. I really like how you can elaborate on idea generation & refinement, it helps me think step by step and how to solve problems bit by bit rather than to spot those "obvious" problems only:) I showed my teacher about your blog, and he said the way you write really helps alot!” School Unknown (2014)