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 [2019/06/25 09:48] hilda [Creative results] |
en:aiajune2019 [2019/06/28 12:03] hilda |
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| On this occasion, each team built an Idea Wall where they collected a series of main values and ideas associated with their particular working theme, many of these ideas and values were represented by images. The idea wall evolved and got richer as the team's work progressed during the day. After some exchanges, each group had to agree on one particular idea or concept they would have to develop next. | On this occasion, each team built an Idea Wall where they collected a series of main values and ideas associated with their particular working theme, many of these ideas and values were represented by images. The idea wall evolved and got richer as the team's work progressed during the day. After some exchanges, each group had to agree on one particular idea or concept they would have to develop next. | ||
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| + | {{:en:ideawallaiagood.jpg?400|}} | ||
| ====User scenario==== | ====User scenario==== | ||
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| ESPACE EN PLUS | ESPACE EN PLUS | ||
| - | Mobile spaces and less surface | + | Mobile spaces and less surface. |
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| NO LIMITS | NO LIMITS | ||
| Polymorphs spaces for multiple functionalities | Polymorphs spaces for multiple functionalities | ||
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| + | This group focused on the interstitial learning spaces, particularly the circulation spaces around the classroom. How to create a porosity between the classrooms and the circulation areas in order to propose new usages?. The material answer to this questioning is a mobile wall that allows to modulate and create different spaces adapted to the particular needs of the users. This smart wall is pierced so different artefacts can be hooked into it in order to generate different usages. | ||
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| + | The prototype produced has the particularity of being manipulable by the testers so they can project the different spaces they would like to create as part of a learning experience. The testers verbalised their different motivations and aspirations as they played with the prototype. These emergent pieces of information during the test were key to feeding the next steps in the prototyping process: a real scale prototype of the smart wall to be tested at a real school. | ||
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| LES HALLES | LES HALLES | ||
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| THE WELLBEING PLAYGROUND | THE WELLBEING PLAYGROUND | ||
| What if the playground became the core of our learning places? | What if the playground became the core of our learning places? | ||
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| + | The concept is an innovative playground that is modulable and evolutive. Being the core of the future learning spaces, the group aimed at conceiving first this space usually seen as an empty space to then see how the rest of the buildings and building elements could be connected to the playground. | ||
| + | {{:en:pllayground.jpg?400|}} | ||
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| ==== Methodological insights ==== | ==== Methodological insights ==== | ||
| - | 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 their ideas. The facilitators had a very important role when it came to help participants to get their ideas out. | + | 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 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". | ||
