Différences
Ci-dessous, les différences entre deux révisions de la page.
| Les deux révisions précédentes Révision précédente Prochaine révision | Révision précédente Prochaine révision Les deux révisions suivantes | ||
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en:aiajune2019 [2019/06/20 16:01] hilda [Prototyping] |
en:aiajune2019 [2019/06/25 09:49] hilda [Methodological insights] |
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| Ligne 17: | Ligne 17: | ||
| ===== Process ===== | ===== Process ===== | ||
| - | Duration: One day from 10 am to 5 pm. | + | Duration of the workshop: One day from 10 am to 5 pm. |
| * 1. Presentation of AYCH project & the aims of the workshop | * 1. Presentation of AYCH project & the aims of the workshop | ||
| Ligne 42: | Ligne 42: | ||
| ====Prototyping==== | ====Prototyping==== | ||
| + | |||
| + | For more information on what prototyping is [[en:prototyping|4. Prototyping]] | ||
| === Getting ready === | === Getting ready === | ||
| - | After developing a user scenario, each group had to agree on what element of their idea or concept they would prototype. | + | |
| + | After developing a user scenario, each group had to agree on what element of their idea or concept they would prototype keeping in mind that the prototype would be tested later on by real students. | ||
| + | |||
| + | Some questions to facilitate the task: | ||
| + | |||
| + | * What aspect or dimension of your concept would you like to prototype? | ||
| + | * Is there something in your user scenario you would like to test through prototyping? | ||
| + | * Is there something in your concept you are not sure about and you would like to better understand? | ||
| + | * What would be the best way to prototype your choice? The participants used the guide How to choose your prototype | ||
| === Prototyping, quick & dirty === | === Prototyping, quick & dirty === | ||
| + | |||
| + | With the resources available, the participants had 1h30 minutes to do a usage prototype of an aspect of their idea. The "final" prototype was to be tested by real students. | ||
| ===== Creative results ===== | ===== Creative results ===== | ||
| + | Four ideas to rethink the future of learning spaces were prototyped and tested: | ||
| + | ESPACE EN PLUS | ||
| + | Mobile spaces and less surface | ||
| + | |||
| + | NO LIMITS | ||
| + | Polymorphs spaces for multiple functionalities | ||
| + | |||
| + | LES HALLES | ||
| + | Different uses and temporalities for the restoration spaces | ||
| + | |||
| + | THE WELLBEING PLAYGROUND | ||
| + | What if the playground became the core of our learning places? | ||
| ==== Methodological insights ==== | ==== Methodological insights ==== | ||
| - | The Idea Wall allowed the participants to understand each other's vision on the subject, | ||
| + | The Idea Wall allowed the participants to understand each other's vision on the subject. However, they faced some difficulties to quickly and simply note and make their ideas visual. Pre-printed images in relation to the subject seem to be an interesting way of facilitating this process. The facilitators had a very important role when it came to helping participants to make their ideas visible. | ||
| + | |||
| + | The scenario proved to be an excellent way of focusing on potential users needs and experiences. It fostered the "process" view of the idea in its service dimension beyond the limits of the "space". | ||
| + | |||
| + | The prototyping process was a driver for idea generation. In the process ideas became clearer, richer, more precise and more important, the prototype itself became a communicational tool among the group's members. As they progressed in the making of their prototype, the groups were pushed to make decisions regarding the overall project. | ||
| + | |||
| + | Overall, the role of the facilitators was key for keeping a good level of energy, dynamism and confidence within the groups. | ||
| ==== Links ==== | ==== Links ==== | ||
