<div>This Learning Lab explores Tova Kleiner's winning entry to the 2017 National High School Design Competition. Students were challenged to design a solution that improves a community's access to healthy, fresh foods using a Design with Empathy approach.  </div> <div><br /></div> <div>While investigating this learning lab answer the following questions:</div> <ul><li> Who did Tova identify as her stakeholder in this design challenge? </li><li>What parts of the design process are evident in this learning lab collection? </li><li>Was Tova’s final design a product, service, environment or a combination?</li><li>Describe the varying parts of Tova’s design solution: what does the end user receive?</li><li>How did the other example (the fresh food mobile market) tackle the same design problem in a different way? </li></ul><p>Be prepared to share your answers with the class!</p> <p><br /></p> <p><br /></p> <p><br /></p> <p><br /></p>

<p>Back in the late 1970s, Dieter Rams was becoming increasingly concerned by the state of the world around him: “An impenetrable confusion of forms, colours and noises.”  Aware that he was a significant contributor to that world, he asked himself an important question: is my design good design? His answer is expressed in his ten principles for good design.</p> <p>To understand what makes design good, we first must analyse how designers understand good design. You can do this by exploring the ‘Ten principles of good design’ by Dieter Rams (Vitsoe 2017). </p> <p>Learning Goals:</p> <ul><li>Explore the principles of good design developed by Dieter Rams</li><li>Identify the impact of Dieter Rams on past present and future designs</li><li>Analyse Dieter Rams objects to identify how the principles of good design are applied</li><li>Consider how the principles of good design can be used to develop design criteria essential for measuring the success of design ideas</li></ul>

<p>Drawing is a powerful tool that designers use to explore, represent and develop their design ideas into concepts. When we represent ideas throughout the design process, we use visualisation tools and techniques such as schematic sketching, thumbnail sketching, ideation sketching and illustration sketching. </p> <p> In this learning lab you will explore a variety of drawing visualisation techniques that you can use in your design process. </p> <p>Learning Goals:</p> <ul><li>Understand the purpose of drawing in the design process</li> <li>Explore design drawings of products, services and environments </li> <li>Analyse different drawing styles, how they are applicable to different design disciplines and stages of the design process</li> <li>Decide how to differentiate between critical and non-critical elements when representing ideas.</li></ul>

<p>A prototype is an experimental model of an idea. It is a way to give our ideas a presence that we can put in front of someone else to see if our idea has value. It is important to match the fidelity of the prototype to the stage of the design process. At the beginning we want to use low-fidelity prototypes. Low-Fidelity prototyping refers to rapid prototyping from cheap, readily available materials. At this stage we are testing broad concepts such as materials, forms, usability. </p> <p>This learning lab collection documents low-fidelity prototyping objects, techniques, activities and examples specific to Built Environment Design (Architecture, Interior Design, Landscape Architecture). This collection is designed for use by students, teachers and parents. After you explore this learning lab collection you will be ready to embark on your own prototyping adventures.</p> <p>Learning Goals:</p> <ul><li>Understand the materials used in low-fidelity prototyping </li><li>Identify ways that designers gain inspiration for design ideas by exploring designed objects</li><li>Consider how ideas can be represented, tested and iterated using prototypes  </li><li>Understand and explore techniques to create low-fidelity prototypes</li><li>Consider how prototypes are used at various stages of the design process </li></ul>

<p>This learning lab is a collection of sustainable design case studies as well as  strategies that can be used to create circular design solutions.</p> <p></p> <p>When exploring the case studies identify the following:<br></p> <ul> <ul> <li>What is the design solution?</li> <li>What problem did it solve?</li> <li>What circular design strategy was used to solve this problem?</li> <li>What is the positive impact of this design? </li> </ul> </ul> <p> </p>

<p>Our rapidly developing world has lead to unprecedented evolutions in technology. Technology tells a continuous narrative of innovation, disruption, collaboration, risk and resilience. Through this collection students explore the essential questions: <strong>What makes something innovative? How do you define innovation?</strong></p> <p>To help unpack these questions have students explore each object by answering:</p> <ul><li>Who is this object made for?</li><li>How is it used?</li><li>What did this object allow people to do? </li><li>What connections do you notice between the objects?</li><li>Was this technology innovative for its time? Why/Why not?  </li></ul><p>This collection was inspired by the Bob Greenberg Selects exhibition at the Cooper Hewitt Smithsonian Design Museum: <a href="https://collection.cooperhewitt.org/exhibitions/1108968917/page1">https://collection.cooperhewitt.org/exhibitions/1108968917/page1</a></p>