1. DESIGN CONCEPT

2. INITIAL LARGE NUMBER OF SKETCHES / IDEAS

4. INITIAL MODELS

3. CAD

7. INITIAL TESTING AND FEEDBACK

6. CHECK IDEAS AGAINSTTHE SPECIFICATION

3. MATERIALS TESTING

1. IMPROVEMENTS TO SELECTED DESIGNS

5. TESTING OF 3D PROTOTYPES

7. INITIAL EVALUATION / CONCLUSIONS

6. CLIENT / TARGET MARKETINPUT / FEED BACK

2. FOCUSSEDANTHROPOMETRIC

RESEARCH, LEADING TOERGONOMIC DESIGNS

= EXPLORE = CREATE = EVALUATE

1. ONE IDEA TO BE FULLY DEVELOPED.

2. FINAL DRAWINGS

3. FINAL PROTOTYPEMANUFACTURED

4. FULL TESTING BYFOCUS GROUP AND CLIENT

5. FINAL EVALUATIONAGAINST SPECIFICATION

6. FINAL IMPROVEMENTSAND MODIFICATIONS

COMPLETE ITERATIVE DESIGN CYCLE

1. DESIGN PROBLEM IDENTIFIED

3. ESTABLISH A TARGET MARKETTYPICAL CUSTOMER

AND STAKE HOLDERS

4. FORMULATE A DESIGN BRIEF

5. FOCUSSED ANALYTICAL RESEARCH

OF EXISTING PRODUCTS

6. INSPIRATIONAL MOODBOARD

7. JUSTIFIED

SPECIFICATION2. PROVE A PROBLEM

EXISTS

1 2

4 3

THE DESIGNER

2016 © WORLD ASSOCIATION OF TECHNOLOGY TEACHERS

Iterative design is the process of continual improvement, of a concept, prototype, design or product. It is a cyclic approach to the development of a product, whereby a design is improved by frequent testing, client feedback, focus groups, materials testing, prototype testing, design development and evaluation, until a final refined / developed design is reached.It differs from the linear approach to design, where by the designer goes through a number of predefined stages, one at a time, until a conclusive design is reached.

The Iterative Design Cycle works at it’s best, when a student understands how each of it’s individual components (we call them ‘design tools’) can be used, to help in the design and development of a product. Example 1: If a student understands the purpose of a questionnaire / survey and how to conduct one, he/she will be able to decide when to apply this tool to the iterative design process, (and how many times). This applies to each ‘design tool’, including CAD, thumbnail sketching, model making. Each design tool can be utilised many times, during the iterative design process.Example 2: The ‘design tool’ called ‘feedback’. If a student knows how to record feedback, what to ask potential customers and stakeholders and how to turn the gained knowledge into an improved design, this skill can be used regularly, during the iterative design process.

There is no set way of designing. The student has freedom to use the ‘design tools’ at his/her disposal at any time, whilst designing at product.

HOW ITERATIVE DESIGNING WORKS

RECOMMENDATIONSTeach students a range of ‘design tools’, such as CAD, feedback skills, research skills, analytical skills, model making, manufacturing skills etc... through short projects, at KS3. Consider teaching the individual cycles 1 to 4 (opposite), as separate projects at KS3, to build the skills required for iterative design. Allow and encourage individualism. There may be no need to follow each cycle completely. Allow students the freedom to use their initiative, even ‘jumping’ back and forth from one cycle to another.Start by writing a design problem, after consultation with potential clients / customers and stakeholders AND write a design brief.The rest of the iterative process can be loosely followed, depending on the student and the product being designed.Always encourage sketching, model making, feedback, acting on feedback, design improvements. In essence, design, develop, test, evaluate and repeat this process until reaching the final design.

SOMEDESIGNTOOLS

SKETCHING CAD 3D DESIGN

MODEL MAKING QUESTIONNAIRES / SURVEYS USING PHOTOGRAPHIC / VIDEO EVIDENCE RECORDING FEEDBACK

USING FEEDBACK TO DEVELOP A DESIGN

WORKING DRAWINGS etc...

CRITICAL ANALYSIS MATERIALS TESTING PRODUCT TESTINGRELEVANT RESEARCH SKILLS

EVALUATIVE SKILLS MARKETING

CUSTOMER PROFILING WRITING A PROBLEM AND BRIEF WRITING A SPECIFICATION COMPOSING AN INSPIRATIONAL MOODBOARD

PLANNING SKILLS

MATERIAL SELECTION

COLLECTING ANTHROPOMETRIC DATA LEADING TO AN ERGONOMIC DESIGN HEALTH AND SAFETY MANUFACTURING PROCESSES

5. ENVIRONMENT / SUSTAINABILITY

4. ENVIRONMENT / SUSTAINABILITY