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Jasmine Kassulke

Design and Technology teacher
Education Queensland
Elementary (9 to 12 years old), Middle School (13 to 15 years old), High School (16 to 18 years old)
Teacher/Educator, Researcher, Museum Staff
Arts, Other

2019 Queensland Cooper Hewitt Fellow.
High School Design Teacher.  
Griffith University Design Graduate.

All Design, All the time.

Jasmine Kassulke's collections

 

Design with Empathy: Michael Graves Case Study

<p>This collection is designed to explore the essential question: <strong>How do designers understand and experience the needs and wants of stakeholders?</strong> </p> <p>It looks into the design with empathy approach used by Michael Graves to design and test the Prime TC wheelchair for use in a hospital environment.  </p> <p>Objectives:</p> <ul><li>Examine methods for developing empathy for your stakeholders  </li><li>Gain familiarity with the design process </li><li>Understand what the steps of the design process might look like in application </li></ul><p>Unpacking Questions: </p> <p style="margin-left:0px;"></p> <ul><li>What kind of things did the designers research?</li><li>What methods did they use to research and document primary data? </li><li>Who worked with the designers on this project? What value did this add to the project perspective?</li><li>Which stakeholders did the design specifically accommodate? </li><li>How were stakeholder needs prioritised?</li><li>What were the main issues the designer was trying to combat? </li><li>List the steps of the design process evident in the case study.</li></ul><p><br /></p> <p></p>
Jasmine Kassulke
22
 

Design with Empathy: Tova Kleiner Case Study

<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>
Jasmine Kassulke
15
 

Prototyping: Built Environment

<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>
Jasmine Kassulke
29
 

Human-Centred Design

<p>This learning lab collection is for students and teachers to access tools and resources specific to Human Centred Design. </p> <p>In this learning lab, students learn about and experience designing in the context of human-centred design (HCD). Fundamental to HCD is the principle that a designer considers human needs and wants as a higher priority than other influences throughout the design process. The success of a design depends on effectively considering the attitudes, expectations, motivations and experiences of humans. Designers use observations, interviews and experiences to acquire data about people and seek to avoid making assumptions about their needs and wants.</p> <p> Students will use designing with empathy as an approach to define problems by understanding and experiencing the needs and wants of stakeholders. Students interact with stakeholders throughout the process. Ideas and design concepts are evaluated throughout the process using feedback from stakeholders to determine suitability.</p>
Jasmine Kassulke
29
 

Low-Fidelity Prototyping: Products

<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 techniques, activities and student work for use by teachers and students. At the end of this learning lab collection you will find examples of prototyping directly from the design industry as well as video tutorials.  </p> <p>After you explore this learning lab collection you will be ready to embark on your own prototyping adventures. </p> <p><br></p> <p><br></p>
Jasmine Kassulke
35
 

Inspiring Design Styles

<p>Designs are a reflection of their time and place. This collection showcases pivotal art and design styles from across history. It highlights the temporal nature of design and the way it influences and is influenced by society, culture, politics and science.  <strong><br><br>Things to explore:</strong></p> <ul><li>How do these historical design styles apply the elements and principles of design? </li><li>What key events have influenced the creation of this design style?</li><li>Who are the influential designers who used this style?</li><li>How does the design style influence current designers?</li></ul> <p> </p>
Jasmine Kassulke
69
 

Design with Empathy (Objects)

<p>This collection includes objects that reflect a design with empathy approach. Explore the objects further on the URLs under the info link.<br /></p>
Jasmine Kassulke
28
 

DESIGN: Reflection Title Cards

<p>Use these title cards when creating learning lab collections to help categorise parts of your collection. These will assist with understanding the context for the content being displayed and prompt the direction of learning.  </p>
Jasmine Kassulke
13
 

Sustainable Design

<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>
Jasmine Kassulke
52